S+Martin+Karin

M-W-F 2:00 PM-3:00 PM T-Th 2:00 PM-2:30 PM ** E-mail: ** karin.martin@maine.edu
 * Teacher:** Ms. Karin Martin
 * Office:** Room 13
 * Office Phone:** (207)-324-5555
 * Office Hours:**

=Summary of Unit= The goal of this unit is to get students to understand and apply the strategies and devices that are used in effective narratives, such as: plot development, conflict, character development, and perspective. Students will be exposed to successful examples of narrative text and will then assume the role of a narrative writer and develop their own narrative, utilizing these critical elements. Students will be able to use both indirect and direct characterization in writing, as well as be able to understand the difference. How can different elements be combined to create meaningful narratives? How can I utilize the tools that are at my disposal to create this meaning? These questions and more will be answered.

=Establish Goals= English Language Arts - B. Writing B2. Narrative Grades 6-8 Students will write narratives that convey complex ideas, observations, events, or reflections. b. Develop characters.

= = =Students will understand that= • a variety of narrative elements have a great effect on the overall narrative work. • many different elements can be combined to create a narrative work. • the choice of narrative elements can be used as tools to create meaning in a narrative.

= = =Essential Questions= • Why do narrative elements have an effect on narrative works? • How can I combine different elements to create my own narrative work? • How can I use the tools that are at my disposal to create meaning in a narrative?

= = =Students will know= • Vocabulary -- narrative, plot, conflict, character, point of view, dialogue. • Critical details -- how to identify and analyze the use of critical detail in creative writing. • Definitions -- how to identify and use narrative elements and provide definitions for each.

= = =Students will be able to= • demonstrate the use of narrative structure, such as plot and conflict. • evaluate the use of narrative structure and device. • develop characters. • analyze the effects of narrative elements on a narrative. • assume the role of a writer and develop a narrative. • reflect on his or her own personal use of narrative strategies and devices.

**Performance Task Overview** In an effort to expand their horizons, Marvel comics has decided to accept open submissions for ideas on a new comic book series. This is it! This is your big break! Take a look at the application to review the requirements for the final product. You may collaborate with only one other writer. Make sure that the comic book story that you create has the potential to carry on for many issues -- remember that Marvel is looking for an entire series, with prominent hero characters. You are now a comic book author. Your task is to analyze many different comic books and to apply your new-found knowledge of the comic book genre by creating your own comic book series. The goal is to create a final product of the first issue of the series, along with an explanation of the plot of the rest of the series, including ideas for at least five future issues. Your series must contain the typical elements of a comic book, as outlined in the application, but the idea is to be creative and original. Have fun! If your product is appealing enough and your presentation convincing enough, the Marvel Board of Directors will select your comic book series to be mass produced and distributed around the globe!

Product Standards: ATTENTION TO character development (including a clearly defined protagonist and antagonist) (25%), plot development (exposition, rising action, climax, falling action, resolution) (20%), creativity (20%), narrative clarity (15%), writing process (15%), illustrations (may be pictures, stick figures, or drawings -- be creative) that are appropriate for the story (5%). Presentation Standards: ATTENTION TO content (30%), persuasiveness (25%), preparedness (20%), speaks clearly (10%), eye contact (10%), time limit 5%).

=Expectations= In order to succeed in my classroom, you must pay attention to the following guidelines. Upon taking my class, you agree to the following criteria for success:

Students must always show respect for everyone and everything. Intolerance will not be tolerated. This means that there will be no inappropriate jokes or comments that might make anyone feel uncomfortable. Discussion and the exchange of constructive criticism is absolutely crucial for the success of this class. It is very important that everyone feel comfortable in the classroom environment. No one should feel left out, unwanted, disliked, or different in any way. The rule is inclusion.
 * Respect**

Participation is very important to the efficacy of this class. Most of our work depends on the attendance and participation of each and every student in the classroom at all times. Other students depend on the feedback of classmates, as well as they depend on the class for an audience for their writing. Every student's input is valued and important.
 * Participation**

Absences are not to be taken lightly. It is very important that every student attends each and every class. Should it be absolutely necessary for a student to miss class, it is the student's responsibility to see me either before or after school to be filled in on missed information and to make up the work missed. It is absolutely possible to make up all the work missed; a student should not be discouraged by the daunting task of making up assignments. I am perfectly willing to meet with students after school to help in any way I can, as long as the student is respectful and courteous.
 * Absences**

It is very important that the student get important work right on the first try, because I do offer after-school help to anyone who asks; however, I do understand that there are sometimes circumstances that require a "re-do". In this case, I do allow a student to "re-do" any big assignment in which they were unsatisfied with their grade or their work. Every student gets to "re-do" only two assignments, so students must chose very carefully.
 * Make-up Work**

Plagiarism is an issue that is taken very seriously in my classroom. I work hard to preserve the artistic rights of all authors, so any act of plagiarism that takes place in my classroom will result in an absolute "zero" on the given assignment. If it is citation that the student is having trouble with, I am willing to work with that student on an individual basis to decide the course of action. If any student is ever unsure of how to cite a work, he or she may see me and I will help them in the right direction.
 * Plagiarism**

=Benchmarks= Performance Task(150) - The performance task is the big assessment for the narrative writing unit. The breakdown of the points is as follows: - Product (100) - Students will create a comic book series, utilizing all of the elements of the comic book series and narrative writing that they will learn throughout our narrative writing unit. This comic book product will be made using Comic Life, which students will become familiar with throughout the year. The task is designed to get students enthusiastic about narrative writing. Students are asked to design a comic book series especially for Marvel comics, and the best comic book series (as voted by the "Marvel Board of Directors" -- our class) wins a contract with Marvel comics to publish his or her work. - Presentation (50) - An oral presentation is a big part of the performance task for the narrative writing unit. After completing the Comic Life comic book series, students must present their products to the "Marvel Board of Directors" -- our class -- for judgment. The Marvel Board of Directors will vote on the comic book series they feel should be published. Attendance and Participation (100) - Attendance is crucial for success in this classroom, because participation is dependent upon the students' attendance. Without attending and participating in class, it is very unlikely that a student will be successful or will even understand the subject matter. Make-up work is available for time missed, but the student must see me to get that work and to be informed of the assignments and material. It is absolutely crucial to stay on top of work, but I am available for help both before and after school. Ongoing Self-Reflection Blog (75) - Students will create an ongoing blog that is self-reflective of their narrative writing as part of our narrative writing unit. This blog will contain the students' actual narrative writing, as well as a comment about how they feel about their work. What do they feel they need work on? What kind of feedback will they find useful? Other students in the class will read everyone's blogs and comment accordingly. Skit (50) - As part of our narrative writing unit, students will create a skit using iMovie. As an introduction to making this skit, students will watch the Reduced Shakespeare Company's //The Complete Works of William Shakespeare -- Abridged!// After watching this, students may be interested in the genre of "parody", and will have the option of creating their own parodies. Students will work in groups for this assignment. A group work self-reflection will be taken into account as part of the grade on this assignment. Narrative iMovie, Garageband, or Comic Life (50) - Students will create a narrative iMovie, Garageband or Comic Life product that is a tribute to nature. This assignment is an individual assignment, so students will be given ample time to work on it and help one another. Grade is based on the presence of nature in the tribute and completion of the requirements. Creativity is rewarded as well. Graphic Organizers (25) - Throughout this unit, students will be using graphic organizers to organize their thoughts and the information that they will be receiving in the lessons. It is very important that students pass these graphic organizers into me, because they will receive credit for having them done. Work will be graded on effort and completion, not necessarily on content. Total (600) - Students can receive up to a total of 600 points.

=Grading Scale= A (93 -100), A- (90 - 92), B+ (87 - 89), B (83 - 86), B- (80 - 82),C+(77 - 79), C (73-76), C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F (0 - 59).