Unit Plan (Final)

Fairies and Folk

A Unit Exploring Fairytales and Folklore From the

Modern Perspective

Christina DiBella

LAE 4360

Fall 2011

Table of Contents

Unit Rationale.........................................................................................................................Page 3

Unit Goals...............................................................................................................................Page 7

Unit Objectives.......................................................................................................................Page 7

Common Core Standards........................................................................................................Page 8

Grade Distribution.................................................................................................................Page 11

Daily Plans and Activities

Week One..................................................................................................................Page 12

Week Two.................................................................................................................Page 16

Week Three...............................................................................................................Page 21

Week Four.................................................................................................................Page 25

Week Five.................................................................................................................Page 2

References.............................................................................................................................Page 31

Appendices............................................................................................................................Page 34

Unit Rationale:

When Americans think of fairy tales, Disney is an idea commonly associated with these

fantastic stories of far away lands. Damsels in distress are saved by their knights in shining

armor before riding into the sunset towards their happily ever after. These common connotations

provide children with entertainment, but these tales are often far from their original telling. This

unit is designed for an 8

grade general English class to explore these fairytales and folklore

pieces from the modern perspective. Students will have the opportunity to re-approach familiar

texts, enjoying the literary value while being challenged to understand their function as a fiction

piece. Students will also be challenged to consider their own folkloric beliefs. This unit will also

require students to apply their learning from readings, discussions, and class activities to their

own creative expressions. It will utilize a variety of text formats and activities to reach all types

of learners and areas of interests.

The purpose of this unit is to use information students don't consciously know they know,

bringing to light the information they gathered as children and reexamining it in an academic

setting. Their familiarity with the texts will allow the teacher to focus on language arts

terminology, concepts, and tasks, making information, once merely childhood entertainment,

meaningful and useful in relation to their current academic learning. Many texts are incorporated

because of their familiarity and the scaffolding that knowledge creates for more in-depth

interaction with the ideas presented in the texts. The first two weeks of lessons consist of

material and activities focused at knowledge intake and placing information into a more

organized context. These class periods are led by the instructor, who is constantly available to

answer questions and clarify any misconceptions. The activities range in form and function;

some are for students to reflect on shared information and others challenge them to go a step

further in analyzing the information and create new (but relevant ideas).

Each 50-minute class will begin with a journal entry. The task for each journal alternates

each day, one day being a “Question of the Day” and the other a “Grammar Fitness” exercise.

(Fitness, exercise…get it?!) Students will have a journal they brought in the first week of school;

these journals stay in the classroom and will be where students will complete their warm-up

work. At the end of the each week, the teacher will grade these entries for completion and

correction (for the grammar exercises). Students will also have the opportunity to earn extra

credit towards classwork assignments, though they may earn a maximum of five extra credit

points. This is to help students become comfortable with sharing their ideas and to prevent

students from being able to neglect classwork.

The unit is content- rather than task-focused. Students will read a variety of texts (short

stories, poems, news articles), view several films and clips, and listen to relevant music.

Additionally, students will be reading a novel independently outside of class and creating a

reflective project to demonstrate understanding of the book. Inside the classroom, they will

create a short fiction piece that will provide them the opportunities to express their personal

interests while utilizing their knowledge of fairy tale characteristics and dramatic structure.

Students will demonstrate their understanding of texts and language arts concepts through

classroom activities and discussions. Discussions and journals will be especially key in guiding

students as they begin to create new ideas and support those ideas with reasoning and clear and

firm articulation.

Day-to-day classroom activities typically last no more than 20 to 30 minutes. Students

often have the opportunity to collaborate with their peers, a task that helps them to develop

communication and cooperation skills. Many lessons build on prior ones, creating a type of

scaffolding that should assist students in learning material and skills that will aid them in larger

assignments. Technology is incorporated into several lessons; audiobooks are used to help

auditory learners while films stimulate visual learners' interests. Students are encouraged to

approach the teacher if connections aren't being made, and the teacher will grade each

assignment in a timely manner to consistently assess if learning is occurring.

Daily tasks are used in conjunction with one of the larger assignments for this unit of

study. Most notably students will be learning about the elements of plot and story development.

This information will be essential in their creation of their own short story, to be based on the

stories and folkloric creatures previously discussed in class. This assignment is graded on format

and function rather than content. This is in the hopes that students will use the opportunity to

write about something of personal interests. Though it must still be relevant to and/or inspired by

a fairy tale character, creature, or plot, students will be required to make the story different and

uniquely their own. Students will also showcase their knowledge of grammar, as instructed

through the "Grammar Fitness" journal activities.

Early in the unit, students will be exposed to 16 novels. Each student will choose a novel

that interests them to read outside of class, on their own time. After finishing the novel, students

will complete either an artistic response or film adaptation of their book. This allows students to

utilize their innate creativity to do more than state the plot and theme. These will not be a

strenuous grade but rather a tool for the teacher to gauge participation and effort. Students will

also have the opportunity to explore their peers' ideas through a gallery art walk and film

viewing session.

The beauty of the language arts classroom is that there are multiple paths that can be

taken to reach the same end goal. This unit uses stories and concepts students are already

familiar with to focus on helping students come into pre-adulthood as they learn how to develop

and support original thoughts and refine grammatical skills to aid in the articulation of these

ideas. Most children enjoy the stories from their childhood, a jumping-off point for their

motivation in participating in this unit of study. By also incorporating science and history, even

students with no interests in literature with (hopefully) find something they like in the material

and/or tasks they're encountering. The effective teacher utilizes what students already know to

help them reach a new level of understanding, a feat this unit intends to achieve.

Unit Goals:

• read a variety of texts, familiar and unfamiliar

• gain a new perspective and understanding of commonly heard folk stories

• collaborate with their teachers and peers in a variety of learning tasks

• express ideas verbally and artistically, using support for their thoughts

Unit Objectives: SWBAT-

• draw clues to discover learning unit

• read a variety of texts, including both fiction and nonfiction novels short stories, and

news articles

• participate in class discussions and independent and group activities

• apply the elements of plot to a variety of short stories and writing

• compare and contrast texts and ideas

• analyze music lyrics to determine song messages

• write daily journal entries expressing ideas

• correct journal sentences demonstrating grammatical understanding

• create a folklore-like creature

• write a short story, implementing knowledge of plot structure and grammar

• debate and support points of view on the influence of fairy tales

• create an art or film response to a novel

Common Core Standards:

RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text.

RL.8.2. Determine a theme or central idea of a text and analyze its development over the course

of the text, including its relationship to the characters, setting, and plot; provide an

objective summary of the text.

RL.8.4. Determine the meaning of words and phrases as they are used in a text, including

figurative and connotative meanings; analyze the impact of specific word choices on

meaning and tone, including analogies or allusions to other texts.

RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing

structure of each text contributes to its meaning and style.

RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful

to or departs from the text or script, evaluating the choices made by the director or actors.

RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character

types from myths, traditional stories, or religious works such as the Bible, including

describing how the material is rendered new.

RI.8.2. Determine a central idea of a text and analyze its development over the course of the text,

including its relationship to supporting ideas; provide an objective summary of the text.

RI.8.3. Analyze how a text makes connections among and distinctions between individuals,

ideas, or events (e.g., through comparisons, analogies, or categories).

W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

• Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing

claims, and organize the reasons and evidence logically.

• Support claim(s) with logical reasoning and relevant evidence, using accurate, credible

sources and demonstrating an understanding of the topic or text.

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content.

• Develop the topic with relevant, well-chosen facts, definitions, concrete details,

quotations, or other information and examples.

W.8.3. Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.

• Engage and orient the reader by establishing a context and point of view and introducing

a narrator and/or characters; organize an event sequence that unfolds naturally and

logically.

• Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop

experiences, events, and/or characters.

• Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts

from one time frame or setting to another, and show the relationships among experiences

and events.

• Use precise words and phrases, relevant descriptive details, and sensory language to

capture the action and convey experiences and events.

• Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.8.4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, editing, rewriting, or trying a new approach, focusing on

how well purpose and audience have been addressed.

W.8.6. Use technology, including the Internet, to produce and publish writing and present the

relationships between information and ideas efficiently as well as to interact and

collaborate with others.

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’

ideas and expressing their own clearly.

• Come to discussions prepared, having read or researched material under study;

explicitly draw on that preparation by referring to evidence on the topic, text, or issue to

probe and reflect on ideas under discussion.

• Follow rules for collegial discussions and decision-making, track progress toward

specific goals and deadlines, and define individual roles as needed.

• Pose questions that connect the ideas of several speakers and respond to others’

questions and comments with relevant evidence, observations, and ideas.

• Acknowledge new information expressed by others, and, when warranted, qualify or

justify their own views in light of the evidence presented.

SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g.,

visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,

political) behind its presentation.

SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the

reasoning and relevance and sufficiency of the evidence and identifying when irrelevant

evidence is introduced.

SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner

with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate

eye contact, adequate volume, and clear pronunciation.

"+!

SL.8.5. Integrate multimedia and visual displays into presentations to clarify information,

strengthen claims and evidence, and add interest.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal

English when indicated or appropriate.

L.8.1. Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

• Form and use verbs in the active and passive voice.

• Form and use verbs in the indicative, imperative, interrogative, conditional, and

subjunctive mood.

• Recognize and correct inappropriate shifts in verb voice and mood.

L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.

• Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

• Spell correctly.

L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or

listening.

• Use verbs in the active and passive voice and in the conditional and subjunctive mood to

achieve particular effects (e.g., emphasizing the actor or the action; expressing

uncertainty or describing a state contrary to fact).

L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases

based on grade 8 reading and content, choosing flexibly from a range of strategies.

• Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or

function in a sentence) as a clue to the meaning of a word or phrase.

• Consult general and specialized reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation of a word or determine or

clarify its precise meaning or its part of speech.

• Verify the preliminary determination of the meaning of a word or phrase (e.g., by

checking the inferred meaning in context or in a dictionary).

L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific

words and phrases; gather vocabulary knowledge when considering a word or phrase

important to comprehension or expression.

""!

Grade Distrubtion for Unit:

15% Participation

15% In-Class Assignments

20% Journal Entries

20% Short Story

30% Novel Project

A: 90-100%

B: 80-89%

C: 70-79%

D: 60-69%

F: 0-59%

"#!

Daily Plans and Activities:

Week One

Day 1

Warm-Up Journal-Question of the Day-6 minutes

Students will have 4 minutes to answer the following journal question in their writer’s

notebook: What is a fairy tale? What role have fairy tales played in your life, if any?

(minimum of five sentences)

The teacher will then take 2 minutes to allow students to share their answers for extra

credit points.

Pictionary-25 minutes

The teacher will divide the class into two equal groups, probably based on where they sit.

Each team will take turns playing Pictionary on the whiteboard. The artist will have 60

seconds to draw; only their team may guess. (The teacher will have a hat with the options

in them.)

* Options will be: Rapunzel, Little Red Riding Hood, Hansel & Gretel, Snow

White, Cinderella, Sleeping Beauty, vampires, werewolves, Big Foot, and the

Loch Ness Monster.)

Unit Introduction-10 minutes

The teacher will have students guess what they think the next unit will be.

The teacher will define and discuss fairy tales and folklore and explain the benefits of

studying it.

The teacher will briefly overlay the activities for the unit. (No formal information will be

handed out.)

Video-5 minutes

Students will watch the trailer for the film The Brothers Grimm.

(http://www.virginmedia.com/movies/find/the-brothers-grimm/trailers)

Homework: none

Resources:

• The Brothers Grimm trailer, courtesy of Virgin Media

Materials:

• whiteboard, markers, erasers

• paper (for Pictionary options)

• computer with Internet and projection capabilities

• projector

Day 2

Warm-Up Journal-Grammar Fitness-10 minutes

Students will have 5 minutes to copy and correct two sentences with grammatical errors,

and make the corrections.

The teacher will take 5 minutes to go over the answers.

*Grammar Fitness exercises can be found in Appendix A.

Reading-10 minutes

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The teacher will read “Little Red Riding Hood” aloud to the students, who will be asked

to follow along in their books. (Page 101-105 of Grimm’s Fairy Tales)

Discussion-15 minutes

The teacher will explain theme and morals. The teacher will ask students to identify both

in “Little Red Riding Hood.” Students will write the definition and answer for each on a

piece of notebook paper that they will keep for the entirety of the unit.

The teacher will then explain personification to students. (Students will add this term and

definition to their notes page.) The teacher will ask students what examples of

personification are in the text for the wolf. (She/he will keep a list on the whiteboard.)

Notes-8 minutes

The teacher will draw a plot diagram on the whiteboard, and students will copy it on their

notes paper. The teacher will place each part of the plot on the diagram, defining it as

she/he goes (exposition, rising action, climax, falling action, resolution). Students will do

the same, keeping a list of the terms and definitions below the diagram.

Homework: none

Resources:

• Grimm’s Fairy Tales, by Jakob and Wilhelm Grimm

Materials:

• whiteboard, markers, erasers

• Grimm’s Fairy Tales, by Jakob and Wilhelm Grimm

Day 3

Warm-Up Journal-Question of the Day-6 minutes

Students will have 4 minutes to answer the following journal question in their writer’s

notebook: If you could be a part of any fairy tale, which would you choose? Who would

you be? Why?

The teacher will then take 2 minutes to allow students to share their answers for extra

credit points.

Reading-20 minutes

The teacher will have students listen to a recording of “Hansel and Gretel.” (Page 56-63

of Grimm's Fairy Tales)

Discussion/Notes-10 minutes

The teacher will explain protagonists and antagonists to students. As the teacher

identifies and defines each term, students will add them to their literary elements notes.

Students will identify the protagonist(s) and antagonist in “Hansel and Gretel.”

Independent Work-12 minutes

On a scrap sheet of paper, each student will plot the events of “Hansel and Gretel” on a

new plot diagram. They will have 5 minutes to do this.

The teacher will then take 7 minutes to have students share ideas. The teacher will

emphasize that there isn’t always one definitive right answer; she/he will make a plot

diagram on the board listing all of the student’s contributions (in shorthand).

Closing-2 minutes

Student diagrams will be turned in as exit slips.

Homework: none

"%!

Resources:

• Grimm’s Fairy Tales, by Jakob and Wilhelm Grimm

• Hansel and Gretel podcast, courtesy of USF Lit2Go (via iTunes)

Materials:

• whiteboard, markers, erasers

• Grimm's Fairy Tales, by Jakob and Wilhelm Grimm

• Hansel and Gretel podcast (iTunes)

• computer (with iTunes and audio capabilities)

Day 4

Warm-Up Journal-Grammar Fitness-10 minutes

Students will have 5 minutes to copy and correct two sentences with grammatical errors,

and make the corrections.

The teacher will take 5 minutes to go over the answers.

Reading/Independent Work-20 minutes

The teacher will hand out copies of Venn diagrams to the students. She/he will explain

the purchase of a Venn diagram and challenge student to create one comparing and

contrasting the original story of "Cinderella" (to be read aloud) with the Disney film

version.

*Students who are not familiar with the Disney version should compare it with

another princess story they are familiar with, being sure to note which story they use

instead.

The teacher will read the story of "Cinderella" aloud to the students. Students will note

the similarities and differences between the stories. (Page 86-93 of Grimm's Fairy Tales)

The students will have 5 additional minutes to wrap up their ideas after the reading is

finished.

Discussion-15 minutes

The teacher will ask for a student volunteer to come to the board to be the "scribe."

The teacher will begin the discussion by asking students to think of things that these

stories (and other fairy tales they know) have in common. The scribe will make a list of

the answers on the board.

*Possible questions: What do the plots have in common? What is similar about the

characters? What about the setting? What do you think the authors are trying to tell us

through these stories.

Homework: none

Resources:

• Grimm’s Fairy Tales, by Jakob and Wilhelm Grimm

Materials:

• whiteboard, markers, erasers

• Grimm’s Fairy Tales, by Jakob and Wilhelm Grimm

• Venn diagram handout-Appendix B

Day 5

Warm-Up Journal-Question of the Day-6 minutes

"&!

Students will have 4 minutes to answer the following journal question in their writer’s

notebook: What do you think is the meaning of the following quote?: “Fairy Tales are

more than true; not because they tell us that dragons exist, but because they tell us that

dragons can be beaten.” -G.K. Chesteron

The teacher will then take 2 minutes to allow students to share their answers for extra

credit points.

Project Presentation-12 minutes

The teacher will tell the students about the culminating project for the unit. Students will

each choose one novel to read outside of class. The student will keep a reader response

notebook as they read their novel. (The teacher will model on the board the setup of the

entries and will emphasize that there will be a minimum requirement of 15 entries.)

The teacher will hand out the rubric and go over the rubric for the projects.

Book Choosing-25 minutes

The teacher will divide students into two groups; each group with have a set of notecards

with novel names, authors, and synopses on them. The teacher will give the students 90

seconds to read the synopsis before rotating write the names of five novels they'd be

interested in reading it on a sheet of notebook paper.

Closing-7 minutes

The project sign-up list will be passed around the class. Each student will sign up for one

novel (only two students may read a novel) and indicate which type of project they'd like

to do.

Homework:

• obtain a copy of novel

• begin reading novel at home

Resources:

• quote by G.K. Chesterton, courtesy of thinkexist.com

• book summaries, courtesy of Barnes and Noble

• based on rubric template, courtesy of Microsoft Office

Materials:

• whiteboard, markers, erasers

• rubric (30 copies)-Appendix C

• book summaries, printed and cut out (2 copies of each book)-Appendix D

• final project description (30 copies)-Appendix E

• final project sign-up sheet (1 copy)-Appendix F

"'!

Week Two

Day 6

Warm-Up Journal-Grammar Fitness-10 minutes

Students will have 5 minutes to copy and correct two sentences with grammatical errors,

and make the corrections.

The teacher will take 5 minutes to go over the answers.

Note: The teacher will need The desks should be set in groups of 5. Each table should

have a fully charged iPod and portable speaker on it. The teacher will have the iPod

preset on the song for that table, as well as the volume of the speakers (so as to avoid the

room getting too noisy). Tables should also be as distanced as possible to help students

here their song better. Each table should also have 5 copies of the lyrics of one of the

songs--that will be the table where that song is listened to.

Directions-5 minutes

The teacher will hand out the Inspired Music handouts while explaining the task.

Group Work-30 minutes

Students will listen to the song at their table, following along with the lyrics. As they

listen to the song, they should determine which

Closing-5 minutes

Students should wrap up their thoughts and turn in their worksheet before leaving class.

Homework:

• continue reading novel at home

Resources:

• "Fairytale," by Sara Bareilles

• "Princess of China," by Coldplay (ft. Rihanna)

• "Barefoot Cinderella," by Hannah Montana

• "The Frog Prince," by Keane

• "Mirror Mirror," by M2M

Materials:

• 5 iPods (each w/ the 5 songs for the lesson)

• 5 portable speakers (with iPod attachment)

• Inspired Music handout (30 copies)-Appendix G

• "Princess of China" lyrics printout (5 copies)-Appendix H

• "The Frog Prince" lyrics printout (5 copies)-Appendix I

• "Barefoot Cinderella" lyrics printout (5 copies)-Appendix J

• "Fairytale" lyrics printout (5 copies)-Appendix K

• "Mirror Mirror" lyrics printout (5 copies)-Appendix L

Day 7

Warm-Up Journal-Question of the Day-6 minutes

Students will have 4 minutes to answer the following journal question in their writer’s

notebook: Do you believe in anything folkloric (such as Bigfoot, the Loch Ness Monster,

"(!

vampires, werewolves)? Which ones and why? If you don't, what do you think about those

who do believe in them?

The teacher will then take 2 minutes to allow students to share their answers for extra

credit points.

Independent Reading and Summarizing-15 minutes

The teacher hand out copies of "Vlad Tepes: The Historical Dracula."

The teacher will have students count off by ten. Each number will be assigned a section

of the reading. (Groups: Origin of the Name "Dracula," Historical Background, History

of Wallachia Prior to Vlad III-split in half, Life of Vlad III, Atrocities of Vlad Tepes-split

in half, The End of Vlad III-split in half, Origins of the Vampire Myth)

Each student will read their section and write a minimum of 3 key points from the

reading.

Pair and Share-10 minutes

The students will then get with the other student(s) who read the same section as them.

The pair or trio will compare notes and decide on the 3 points they think are most

important for the class to know.

Each group will write their points on the strips of poster board the teacher will be handing

out as groups discuss.

Class Compilation-10 minutes

The teacher will have each group (in order) present their points. After they've shared, the

students will post their poster board strip on the board, starting at the top with each new

post underneath the prior.

Culture Discussion/Closing-5 minutes

The teacher will discuss the role that history and culture plays in folklore. (Points to

touch on: vampire traditions in Eastern Europe, supernatural animals and events in Native

American culture, etc.)

Homework:

• continue reading novel at home

Resources:

• Vlad Tepes: The Historical Dracula, courtesy of Dr. Elizabeth Miller

Materials:

• strips of poster board (at least 10)

• markers for poster board

• "Vlad Tepes: The Historical Dracula" handouts (30 copies)-Appendix M

Day 8

Warm-Up Journal-Grammar Fitness-10 minutes

Students will have 5 minutes to copy and correct two sentences with grammatical errors,

and make the corrections.

The teacher will take 5 minutes to go over the answers.

Note: The desks should be set in groups of 5. Each table should have a half sheet of

paper with a story on it on the table. This should all be set-up before the students come

into the room.

Overview/Instructions-10 minutes

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The teacher will give an overview about some of the assumed characteristics of

werewolves and the legend of werewolves.

*Werewolves only take their wolf form during the full moon.

*People become werewolves by being bitten by one.

*Werewolves can take the form of animals other than a wolf.

* When a werewolf is killed, it will return to its human form.

* The only way to kill a werewolf is with a silver bullet.

The teacher will then explain the rotation pattern and the task

Reading/Chart-30 minutes

Students should already be seated at a table. (The teacher will move students if needed.)

The teacher will hand out the Werewolf Worksheet

One group member will read the story aloud to the rest of the group members. They

should rotate reading so that each person has a term by the end of the table rotation.

Each story either "confirms" or "refutes" a claim about werewolves. Students will decide

which claim the story addresses, write if it proves or disproves the claim, and cite

evidence from the text that supports their conclusion.

(The group may work together, but each student will need to complete and turn in their

own worksheet.)

Homework:

• continue reading novel at home

Resources:

• werewolf short stories (detailed in Reference section), courtesy of the University

of Pittsburgh

Materials:

• printouts of werewolf short stories (1 story per table-5 total)-Appendix N

• "Werewolf" worksheet handouts (30 copies)-Appendix O

Day 9

Warm-Up Journal-Question of the Day-6 minutes

Students will have 4 minutes to answer the following journal question in their writer’s

notebook: Do you think science might play a role in explaining some of these creatures?

Why? (Be sure to elaborate!)

The teacher will then take 2 minutes to allow students to share their answers for extra

credit points

Teacher Presentation-10 minutes

The teacher will give a PowerPoint presentation about the Loch Ness Monster. This will

discuss the facts, and what is known about Loch Ness and the Monster.

Divide/Instructions-5 minutes

The teacher will ask the students to take a minute or two to decide whether or not they

believed in the Loch Ness Monster. The teacher will have the "believers" sit on one side

of the room, the "skeptics" on the other.

Once the students have moved to their new seats, the teacher will tell the students to write

a piece for the newspaper either advertising visiting the Loch to see Nessie OR

convincing people not to come to the Loch (because it's not true). Two paragraphs

minimum.

"*!

Independent Work-20 minutes

The students will use this time to complete their work on their own. Talking will be

allowed; students will be encouraged to share ideas.

Closing-5 minutes

The teacher will collect the students' writings for grading.

Homework:

• continue reading novel at home

Resources:

• Loch Ness Monster PowerPoint, courtesy of Slide Share

Materials:

• computer with project capabilities

• projector

• Loch Ness Monster PowerPoint

Day 10

Warm-Up Journal-Grammar Fitness-10 minutes

Students will have 5 minutes to copy and correct two sentences with grammatical errors,

and make the corrections.

The teacher will take 5 minutes to go over the answers.

Lecture-20 minutes

The teacher will show a PowerPoint that features some of the science and/or logic behind

these legends.

*Vampires-porphyria (allergic to sunlight), telomeres (cells that could keep us

young if chemically activated), iron cravings caused by anemia, mental psychosis

*Werewolves-hypertrichosis (thick hair growth over the face and body), ergot

poisoning (causes hallucinations), rabies, wolf hybrids (aggressive wolf/dog

hybrids may explain village attacks), porphyria (can also cause hallucination),

collective hysteria (group mentality)

*Loch Ness Monster-plesiosaur (pre-historic-like animal), faked photograph,

another large animal (like a whale)

Create A Monster-20 minutes

The teacher will challenge the students to create their own folkloric creature now. After

drawing their picture, students will write one paragraph (5 sentences) telling the story of

their creature.

They may use the ones we've discussed as a jumping-off point, but their idea needs to be

original in some way.

Closing/Sharing-4 minutes

Students will be asked to share their ideas by showing the picture and reading the story.

The teacher will collect the pictures and stories for grading.

Homework:

• continue reading novel at home

• begin working on project

Resources:

• Vampire article, by J. Kaplan, courtesy of Fox News

#+!

• Werewolf article, by T. Wilson, courtesy of How Stuff Works

• Loch Ness Monster article, by R. Carroll, courtesy of The Skeptic's Dictionary

Materials:

• computer with projector capabilities

• projector

• blank paper (at least 30 sheets)

• markers

#"!

Week Three

*Note: For days 13-19, the teacher should have the school's computer lab reserved for the entire

class period.

Day 11

Warm-Up Journal-Question of the Day-5 minutes

Students will have 4 minutes to answer the following journal question in their writer’s

notebook: What’s your favorite fairy tale or folkloric creature? Why?

The teacher will then take 1 minutes to allow students to share their answers for extra

credit points.

Video-45 minutes

The teacher will hand out question worksheet for film.

Students will view the episode "King Arthur" from the National Geographic Channel's

series, Is It Real?

Students will answer questions as they view the film, turning them in as they leave class.

Homework:

• continue reading novel at home

• continue working on project

Resources:

• "King Arthur" episode of Is It Real?, courtesy of National Geographic

Materials:

• computer with DVD player and projector capabilities

• projector

• "King Arthur" video handouts (30 copies)-Appendix P

Day 12

Warm-Up Journal-Grammar Fitness-10 minutes

Students will have 5 minutes to copy and correct two sentences with grammatical errors,

and make the corrections.

The teacher will take 5 minutes to go over the answers.

Opening-10 minutes

The teacher will read the article, "Cyclops Shark and Other Cryptic Creatures Make

October Creepy" aloud to the class.

Creative Writing Introduction-15 minutes

The teacher will hand out the short story prompt and rubric papers to each student.

He/she will present the prompt to students and review the requirements for the

assignment.

Brainstorming-10 minutes

Students will be given time to brainstorm ideas, keeping a written list of possible writing

ideas.

Students will be asked to hold onto these brainstorming notes until the next class period.

Homework:

• continue reading novel at home

##!

• continue working on project

Resources:

• Cyclops Shark article, by S. Pappas, courtesy of Live Science

• short story rubric, courtesy of W. O'Donovan

Materials:

• "Cyclops Shark" article (teacher copy)

• short story prompt-Appendix Q

• short story rubric-Appendix R

Day 13

Warm-Up Journal-Question of the Day-6 minutes

Students will have 4 minutes to answer the following journal question in their writer’s

notebook: Do you enjoy writing? Why or why not? Be specific.

The teacher will then take 2 minutes to allow students to share their answers for extra

credit points.

*After finishing the journal activity, the teacher will lead the students to the pre-reserved

computer lab. Students should bring all materials.

Review/Instructions-10 minutes

The teacher will draw a plot diagram on the whiteboard. He/she will ask students to

identify the elements of plot and will write them in their appropriate spot on the diagram.

The teacher will also draw the outline of a flow chart, explaining the concept to the

students and suggesting it as an acceptable alternative. (Remind students they MUST

have pre-writing material to turn in with their final draft.)

The teacher will have students pull out the sheet of paper with their brainstorming notes.

He/she will instruct them to begin creating a plot diagram or flow chart once they've

chosen a topic.

Independent Work-10 minutes

Students will work independently on their ideas, asking for peer or teacher input when

necessary.

Writing/Teacher Conference-20 minutes

As students continue to build pre-writing ideas (and begin writing their first drafts, if

ready), the teacher will visit each student work station to discuss his/her ideas, giving

suggests or feedback as needed.

Homework:

• continue reading novel at home

• continue working on project

Resources: none

Materials:

• full computer lab access (1 computer per student)

• whiteboard, markers, erasers

Day 14

Warm-Up Journal-Grammar Fitness-10 minutes

Students will have 5 minutes to copy and correct two sentences with grammatical errors,

and make the corrections.

#$!

The teacher will take 5 minutes to go over the answers.

*After finishing the journal activity, the teacher will lead the students to the pre-reserved

computer lab. Students should bring all materials.

Archetypes/Characterization-10 minutes

The teacher will discuss several commonly used/seen archetypes in literature (damsel in

distress, hero, trickster, wise old man/woman, great mother) to help students determine

what types of characters they'd like to include.

The teacher will also discuss character developing. He/she should emphasize that though

the students may or may not necessarily have characters that fit into one of these

archetypes, at least one of the main characters should change and evolve over time. (This

could be a positive or negative change.)

Writing-25 minutes

Students will have the rest of the class period to work on their stories.

The teacher will use this time to meet with any students he/she didn't talk to yesterday.

Once that's finished, the teacher will circulate the computer lab, monitoring students'

progress and assisting when necessary.

Homework:

• have one page of draft completed (due by next day)

• continue reading novel at home

• continue working on project

Resources: none

Materials:

• full computer lab access (1 computer per student)

• whiteboard, markers, erasers

Day 15

Warm-Up Journal-Question of the Day-6 minutes

Students will have 4 minutes to answer the following journal question in their writer’s

notebook: What have you found to be most difficult about writing a short story? Easiest?

The teacher will then take 2 minutes to allow students to share their answers for extra

credit points.

*After finishing the journal activity, the teacher will lead the students to the pre-reserved

computer lab. Students should bring all materials.

Instructions-5 minutes

The teacher will tell students they will be workshopping their drafts today. Clarify that

this is NOT for grammar; the purpose is to get feedback on your ideas for your story and

make sure your writing thus far is descriptive and clear.

He/she will write the following questions on the board:

*Who are the main characters?

*Does the author use strong descriptions to depict the characters, setting, and

events?

*Does the developing plot make sense?

*Is there anything that is unclear and/or confusing?

Workshopping-10 minutes

#%!

Students will pair off and workshop their drafts, using the displayed questions as guides

for their discussion and feedback.

Writing-25 minutes

The students will have the remainder of the period to continue writing, using the

workshopping feedback in their continued writing.

The teacher will circulate the computer lab, monitoring students' progress and assisting

when necessary.

Homework:

• work on stories (if extra time is needed)

• finish reading novel at home

• continue working on project

Resources: none

Materials:

• full computer lab access (1 computer per student)

• whiteboard, markers, erasers

#&!

Week Four

Day 16

Warm-Up Journal-Grammar Fitness-10 minutes

Students will have 5 minutes to copy and correct two sentences with grammatical errors,

and make the corrections.

The teacher will take 5 minutes to go over the answers.

*After finishing the journal activity, the teacher will lead the students to the pre-reserved

computer lab. Students should bring all materials.

Sensory Details-7 minutes

The teacher will write the five senses (sight, sound, smell, touch, taste) on the

whiteboard.

The teacher will discuss the idea of using sensory details in creative writing, particularly

in describing a setting or situation. He/she will challenge students to use sensory details

somewhere in their writing, if they haven't already done so.

Writing-30 minutes

Students will have the rest of the class period to work on their stories.

The teacher will circulate the computer lab, monitoring students' progress and assisting

when necessary.

Homework:

• continue working on project

Resources: none

Materials:

• full computer lab access (1 computer per student)

• whiteboard, markers, erasers

Day 17

Warm-Up Journal-Question of the Day-6 minutes

Students will have 4 minutes to answer the following journal question in their writer’s

notebook: Who is your all-time favorite character? (Tell us what book, movie, or TV

show he/she is from.) What is it that you like about them so much?

The teacher will then take 2 minutes to allow students to share their answers for extra

credit points.

*After finishing the journal activity, the teacher will lead the students to the pre-reserved

computer lab. Students should bring all materials.

Discussion-5 minutes

The teacher will take several minutes to remind students about character development.

He/she will discuss how characters evolve and change over time, using stories read

during week one as example.

Writing-35 minutes

Students will have the rest of the class period to work on their stories. Students should

focus on their characters and their evolution.

The teacher will circulate the computer lab, monitoring students' progress and assisting

when necessary.

#'!

Homework:

• continue working on project

Resources: none

Materials:

• full computer lab access (1 computer per student)

• whiteboard, markers, erasers

Day 18

Warm-Up Journal-Grammar Fitness-10 minutes

Students will have 5 minutes to copy and correct two sentences with grammatical errors,

and make the corrections.

The teacher will take 5 minutes to go over the answers.

*After finishing the journal activity, the teacher will lead the students to the pre-reserved

computer lab. Students should bring all materials.

Resolution-5 minutes

Students should be very close to finishing their writing of their story. The teacher will

discuss resolution and the importance of closing up the story rather than just dropping off

the ending.

Writing-35 minutes

Students will have the rest of the class period to work on their stories.

The teacher will circulate the computer lab, monitoring students' progress and assisting

when necessary.

Homework:

• continue working on project

• finish writing draft (all writing/length-no mechanical edit)

• bring a printed copy of story to next class

Resources:

Materials:

• full computer lab access (1 computer per student)

• whiteboard, markers, erasers

Day 19

Warm-Up Journal-Question of the Day-6 minutes

Students will have 4 minutes to answer the following journal question in their writer’s

notebook: Think about a time when someone told you something about yourself that you

didn't want to hear. What did they say? How did you respond?

The teacher will then take 2 minutes to allow students to share their answers for extra

credit points.

*After finishing the journal activity, the teacher will lead the students to the pre-reserved

computer lab. Students should bring all materials.

Instructions-8 minutes

The teacher will have students pull up their fully written draft.

He/she will hand out the grammar checklist and go over it with the students.

Peer Editing-35 minutes

#(!

Each student will pair with another student.

Students will complete their self-edit on their handout. Once they've finished, they will

swap stories and handouts with their partners and fill out the peer edit on their partners'

handouts.

They will have 10 minutes to complete their self-editing, 18 minutes to complete the peer

editing section, and the remaining 7 minutes to discuss their papers.

Homework:

• continue working on project

• make final polishes on story

• bring in final copy of story to next class (for grading)

Resources:

• editing handout, courtesy of readwritethink.com

Materials:

• full computer lab access (1 computer per student)

• whiteboard, markers, erasers

• editing handout-Appendix S

Day 20

Warm-Up Journal-Grammar Fitness-10 minutes

Students will have 5 minutes to copy and correct two sentences with grammatical errors,

and make the corrections.

The teacher will take 5 minutes to go over the answers.

Organizing/Instruction-10 minutes

The teacher will have all the students stand up from their desk. He/she will tell them

he/she will make a statement. The students who agree with the statement will move to the

left side of the room; the students who disagree with the statement will move to the right.

*"Fairytales are a bad influence on children because they give them unrealistic

expectations about their capabilities, ambitions and dreams, and relationships."

Class Debate-30 minutes

The teacher will tell students they have 7 minutes to come up with an argument for their

point. Each group will choose a representative to present their ideas. The group that

agrees with the statement will state their claim first. Once they've presented their point,

the other side will be given the opportunity to rebuttal. (Any group member may respond

and there may be more than one response.) The floor will then go back to the agreement

side to respond to the rebuttal.

This same process will be repeated for the disagreement team.

Homework:

• finish novel project

Resources: none

Materials: none

#)!

Week Five

Day 21

Warm-Up Journal-Question of the Day-6 minutes

Students will have 4 minutes to answer the following journal question in their writer’s

notebook: Do you like reading plays? What is good or bad about reading a play rather

than seeing it performed?

The teacher will then take 2 minutes to allow students to share their answers for extra

credit points.

Film-44 minutes

The students will watch the film recording of the play Into The Woods. There will be no

supplemental work in accordance with the movie; this will be a reward for their hard

work throughout this unit and provide less stress and responsibility, allowing students to

focus on their projects.

Homework:

• finish novel project

Resources:

• Into The Woods DVD recording, courtesy of Image Entertainment

Materials:

• computer with DVD player and projector capabilities

• projector

Day 22

Warm-Up Journal-Grammar Fitness-10 minutes

Students will have 5 minutes to copy and correct two sentences with grammatical errors,

and make the corrections.

The teacher will take 5 minutes to go over the answers.

Film-40 minutes

The students will watch the film recording of the play Into The Woods. There will be no

supplemental work in accordance with the movie; this will be a reward for their hard

work throughout this unit and provide less stress and responsibility, allowing students to

focus on their projects.

Homework:

• put final touches on project (due next class)

Resources:

• Into The Woods DVD recording, courtesy of Image Entertainment

Materials:

• computer with DVD player and projector capabilities

• projector

Day 23

Warm-Up Journal-Question of the Day-6 minutes

#*!

Students will have 4 minutes to answer the following journal question in their writer’s

notebook: Choose one fairytale and cast it. (For instance, if you made a Cinderella

movie, who'd play the lead? Stepmother? Stepsisters? The Prince?)

The teacher will then take 2 minutes to allow students to share their answers for extra

credit points.

Film-44 minutes

The students will continue watch the film recording of the play Into The Woods. There

will be no supplemental work in accordance with the movie; this will be a reward for

their hard work throughout this unit and provide less stress and responsibility, allowing

students to focus on their projects.

Homework: none

Resources:

• Into The Woods DVD recording, courtesy of Image Entertainment

Materials:

• computer with DVD player and projector capabilities

• projector

Day 24

Warm-Up Journal-Grammar Fitness-10 minutes

Students will have 5 minutes to copy and correct two sentences with grammatical errors,

and make the corrections.

The teacher will take 5 minutes to go over the answers.

Collect Final Projects-2 minutes

The teacher will collect the students' final projects

Film-20 minutes

The students will finish watching the film recording of the play Into The Woods.

The teacher will be setting up the art responses on the back and side wall of the

classroom while the students view the film.

Gallery Walk-15 minutes

The teacher will have the students walk around the classroom, observing their peers' art

creations. For an exit slip, each student will write on a slip of paper which response was

their favorite and why.

Homework: none

Resources:

• Into The Woods DVD recording, courtesy of Image Entertainment

Materials:

• computer with DVD player and projector capabilities

• projector

Day 25

Warm-Up Journal-Question of the Day-6 minutes

Students will have 4 minutes to answer the following journal question in their writer’s

notebook: Just for fun-If you had to choose between an extra thumb or no thumb, which

would you choose and why? Explain.

$+!

The teacher will then take 2 minutes to allow students to share their answers for extra

credit points.

Video Viewing-40 minutes

The teacher will play each of the videos the students have turned in. At the end of all of

the viewings, the students will each turn in a slip of paper with their favorite film listed.

This will be collected as an exit slip. (Winners for favorite art response and favorite film

will be announced the following week and be rewarded with their favorite candy bar.)

Homework: none

Resources: none

Materials:

• computer with DVD player and projector capabilities

• projector

$"!

References

Literature

Bartsch, K. (1879). Fox hill near dodow. Retrieved from

http://www.pitt.edu/~dash/werewolf.html

Carroll, R. (2011). Loch ness 'monster.' Retrieved from http://www.skepdic.com/nessie.html

Grimm, J., & Grimm, W. (2003). Grimm’s fairy tales. New York, NY: Barnes & Noble Classics.

Grimm, J., & Grimm, W. (1816). Werewolf rock. Retrieved from

http://www.pitt.edu/~dash/werewolf.html

Haas, A. (1903). The werewolf of jarnitz. Retrieved from

http://www.pitt.edu/~dash/werewolf.html

Kaplan, J. (2009). Are vampires real? the science behind the myth. FoxNews. Retrieved from

http://www.foxnews.com/scitech/2009/11/25/vampires-real-science-myth/

Kuhn, A., & Schwartz, W. (1848). The werewolf wife. Retrieved from

http://www.donlinke.com/drakula/vlad.htm

Merlis, I. (Producer), & Brandman, M. (Producer), & Lapine, J. (Director). (1997). Into the

woods [Motion picture]. United States, Image Entertainment.

Miller, E. (n.d.). Vlad tepes: The historical dracula. Retrieved from

http://www.donlinke.com/drakula/vlad.htm

Pappas, S. (2011, Oct 18). Cyclops shark and other cryptic creatures make october creepy. Live

Science. Retrieved from http://news.yahoo.com/cyclops-shark-other-cryptic-creatures-

october-creepy-113008213.html

Temme, J.D.H. (1839). The werewolf in hindenburg. Retrieved from

http://www.donlinke.com/drakula/vlad.htm

$#!

Wilson, T. (n.d.). How werewolves work: Real werewolves. Retrieved from

http://science.howstuffworks.com/science-vs-myth/strange-creatures/werewolf5.htm

Media

Bareilles, S. (2007). Fairytale. On Little Voice [CD]. New York: Epic Records.

Berryman, G., & W. Champion, & C. Martin. (2011). Princess of China [Recorded by Coldplay

ft. Rihanna]. On Mylo Xyloto [CD]. London: Parlophone Records.

DeViller, D., & P. Sheyne, & S. Hosein. (2000). Mirror mirror [Recorded by M2M]. On Shades

of Purple [CD]. New York: Atlantic Records.

Gilliam, T (Director). (2005). The Brothers Grimm [video trailer]. Retrieved from

http://www.virginmedia.com/movies/find/the-brothers-grimm

Houston, J., & J.D. Hicks. (2010). Barefoot Cinderella [Recorded by Hannah Montana]. On

Hannah Montana Forever [CD]. Buena Vista, CA: Walt Disney Records.

National Geographic Channel (Producer). (2007). King arthur [Television series episode]. In

National Geographic Channel (Producer), Is it real? Los Angeles: Fox Entertainment

Group.

Rice-Oxley, T., & T. Chaplin, & R. Hughes. (2004). The frog prince [Recorded by Keane]. On

Under the Iron Sea [CD].

The University of South Florida (Producer). (2011). Hansel and gretel. USF Lit2Go. Retrieved

from iTunes.

Victoria. (Producer). (2008). The loch ness monster. Retrieved from

http://www.slideshare.net/mstla/the-loch-ness-monster

$$!

Other

Chesterton, G.K. (n.d.). Quote retrieved from

http://thinkexist.com/quotes/g._k._chesterton/2.html

O'Donovan, W. (2003). Short story rubric. In Short stories and the elements of fiction. Retrieved

from

http://www.ckcolorado.org/units/8th_grade/8_Short%20StoriesElementsofFiction.pdf

Read, Write, Think. (Producer). (2009.) Editing checklist for self- and peer editing. Retrieved

from http://www.readwritethink.org/classroom-resources/printouts/editing-checklist-self-

peer-30232.html#teaching

$%!

Appendices

A. Grammar Fitness Sentences

1. i ain’t gonna read no fairy tales. (I’m not going to read any fairy tales.)

2. if i was you, i wouldnt read this books neither. (If I were you, I wouldn’t read those

books either.)

3. he said hed take us to the fare after school got done. (He said he’d take us to the fair

after school was done.)

4. i said i didnt wanna go with him i wanted to go this weekend instead

5. what you wanna do tonite? (What do you want to do tonight?)

6. i dont know lets go to the movies (I don't know; let's go to the movies.)

7. just cuz people dont act like you dont mean there wierd. (Just because people don't act

like you doesn't mean they're weird.)

8. i dont like to read nothing but harry potter books (I don't like to read anything but the

Harry Potter books.)

9. do you like harry potter or twilight mostest? (Do you like Harry Potter or Twilight

best?)

10. i think chronicles of narnia best (I think The Chronicles of Narnia are the best.)

11. i aint gonna go to the park cuz its raining outside (I'm not going to go to the park

because it's raining outside.)

12. joey asked sally do you wanna go to the dance with me (Joey asked Sally, "Do you

want to go to the dance with me?"

13. id love too sally exclaimed ("I'd love to!" Sally exclaimed.)

14. when i go to school in the morning i had to walk hear. (When I go to school in the

morning, I have to walk here. / When I went to school in the morning, I had to walk

here.)

15. the statute of liberty is in new york city new york. (The Statue of Liberty is in New

York City, New York.)

16. i aint never ben theyre though. (I haven't ever been there though.)

17. i have 2 siblings 1 older and 1 younger (I have two siblings, one older and one

younger.)

18. My brother anthony is 10 years older than my sister gianna. (My brother, Anthony, is

ten years older than my sister, Gianna.)

19. my family lives in cambridge massuchsetts just outside of boston. (My family lives in

Cambridge, Massachusetts, just outside of Boston.)

20. we lived their all my life. (We have lived there for all of my life.)

21. I cant wait to go to hawaii at summer break. (I can't wait to go to Hawaii for/during

summer break.)

22. Its going to be so fun i can't wait (It's going to be so fun; I can't wait! / It's going to be

so fun. I can't wait.)

23. cinderella is my favoritest story but emily says she don't like it. (Cinderella is my

favorite story, but Emily says she doesn't like it.)

24. emily likes hansel and gretel more than any thing else. (Emily likes "Hansel and

Gretel" more than anything else.)

$&!

NAME:

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Score

Levels

Content

Conventions

Organization

Presentation

 Is well thought out and

was intentionally

included

 Reflects full knowledge

and understanding of

novel

 Has clear goal that is

related to the topic

 Is somewhat detailed

and relevant to novel

and task at hand

 Few (1 to 3) spelling,

grammatical, or

punctuation errors

 Good use of

vocabulary and word

choice

 Information

demonstrates

understanding of the

novel and task

 Multimedia or art is used to

illustrate the main points

 Format is appropriate for the

content

 Presentation captures audience

attention

 Presentation is well organized

 Includes information

from the novel

 Reflects minimal

knowledge and

understanding of novel

 Has no clear goal

 Not detailed and/or

irrelevant to the novel

and task at hand

 Minimal (3 to 5)

spelling, grammatical,

or punctuation errors

 Low-level use of

vocabulary and word

choice

 Project has a focus

but might stray from it

at times

 Information appears

to have a pattern, but

the pattern is not

consistently carried

out in the project

 Information loosely

demonstrates

understanding of the

novel and task

 Multimedia loosely illustrates

the main points

 Format does not suit the

content

 Presentation does not capture

audience attention

 Presentation is loosely

organized

$(!

A World Away: The Quest of Dan Clay, Book One

By T.J. Smith

Nine hundred years ago, fifty men committed such unspeakable

acts that even hell proved insufficient punishment for them. To

avert a potential underworld mutiny of horrific proportions, these

fifty insurrectionists were relocated through a portal from the pit

of hell to the dark Eldritch Forest of another world, parallel to our

own. Upon their banishment, the condemned men were

transformed into hideous half-man and half-serpent creatures.

Thirteen years ago, William Clay — then a mere child —

disappeared from a nearby forest, never to be seen again. Only

recently, his younger brother, Dan, acquired information on the

history and folklore of the forest from a questionable source. After

analyzing the facts and legends, Dan suspects that his brother fell

through the portal and is being held captive in the parallel world

by the fifty fiends. Join Dan and three friends as they embark on

an out-of-this-world journey where they are hunted by savage

beasts along the footpath to a demonic castle.

The pages within are your passport to A World Away where the

unimaginable becomes reality, the unnatural becomes the norm,

and the uninvited become fitting prey.

Ella Enchanted

By Gail Carson Levine

At her birth, Ella of Frell was the unfortunate recipient of a foolish

fairy's gift — the "gift' of obedience. Ella must obey any order

given to her, whether it's hopping on one foot for a day and a half,

or chopping off her own head! But strong-willed Ella does not

tamely accept her fate. Against a bold backdrop of princes, ogres,

giants, wicked stepsisters, and fairy godmothers, Ella goes on a

quest to break the curse — once and for all.

In this incredible debut novel comes the richly entertaining story

of Ella of Frell, who at birth was given the gift of obedience by a

fairy. Ella soon realizes that this gift is little better than a curse, for

how can she truly be herself if at anytime anyone can order her to

hop on one foot, or cut off her hand, or betray her kingdom'and

she'll have to obey? Against a bold tapestry of princes, ogres,

giants, wicked stepsisters, and fairy godmothers, Ella's quest to

break the curse once and for all.

A Connecticut Yankee in King Arthur's Court

By Mark Twain

A Connecticut Yankee in King Arthur’s Court begins when Hank

Morgan, a skilled mechanic in a nineteenth-century New England

arms factory, is struck on the head during a quarrel and awakens to

find himself among the knights and magicians of King Arthur’s

Camelot.

What follows is a culture clash of the first magnitude, as practical-

minded Hank, disgusted with the ignorance and superstition of the

people, decides to enlighten them with education and technology.

Beastly

By Alex Finn

Love is never ugly.

I am a beast. A beast! Not quite wolf or bear, gorilla or dog but a

horrible new creature who walks upright. I am a monster.

You think I'm talking fairy tales? No way. The place is New York

City. The time is now. It's no deformity, no disease. And I'll,stay

this way forever—ruined—unless I can break the spell.

Yes, the spell, the one the witch in my English class cast on me.

Why did she turn me into a beast who hides by day and prowls by

night? I'll tell you. I'll tell you how I used to be Kyle Kingsbury,

the guy you wished you were, with money, perfect looks, and the

perfect life. And then, I'll tell you how I became perfectly . . .

beastly.

Twilight

By Stephenie Meyer

Isabella Swan's move to Forks, a small, perpetually rainy town in

Washington, could have been the most boring move she ever

made. But once she meets the mysterious and alluring Edward

Cullen, Isabella's life takes a thrilling and terrifying turn. Up until

now, Edward has managed to keep his vampire identity a secret in

the small community he lives in, but now nobody is safe,

especially Isabella, the person Edward holds most dear. The lovers

find themselves balanced precariously on the point of a knife --

between desire and danger.

Deeply romantic and extraordinarily suspenseful, Twilight

captures the struggle between defying our instincts and satisfying

our desires. This is a love story with bite.

The Storyteller's Daughter

By Cameron Dokey

In a faraway kingdom, a king has been betrayed. Deeply hurt and

bitterly angry, he vows never to be deceived again. Unfortunately,

the king's plan to protect himself will endanger all of the realm's

young women, unless one of them will volunteer to marry the king

— and surrender her life.

To everyone's relief and horror, one young woman steps forward.

The daughter of a legendary storyteller, Shahrazad believes it is

her destiny to accept this risk and sacrifice herself.

On the night of her wedding to the king, Shahrazad begins to

weave a tale. Fascinated, the king lets her live night after night.

Just when Shahrazad dares to believe that she has found a way to

keep her life — and an unexpected love — a treacherous plot will

disrupt her plan. Now she can only hope that love is strong enough

to save her.

Seventh Son

By Orson Scott Card

Revenge of the Witch

By Joseph Delaney

$)!

From the author of Ender’s Game, an unforgettable story about

young Alvin Maker: the seventh son of a seventh son. Born into an

alternative frontier America where life is hard and folk magic is

real, Alvin is gifted with the power. He must learn to use his gift

wisely. But dark forces are arrayed against Alvin, and only a

young girl with second sight can protect him.

From the author of Ender’s Game, an unforgettable story about

young Alvin Maker: the seventh son of a seventh son. Born into an

alternative frontier America where life is hard and folk magic is

real, Alvin is gifted with the power. He must learn to use his gift

wisely. But dark forces are arrayed against Alvin, and only a

young girl with second sight can protect him.

Cloaked

By Alex Finn

I'm not your average hero. I actually wasn't your average anything.

Just a poor guy working an after-school job at a South Beach shoe

repair shop to help his mom make ends meet. But a little magic

changed it all.

It all started with a curse. And a frognapping. And one hot-looking

princess, who asked me to lead a rescue mission.

There wasn't a fairy godmother or any of that. And even though I

fell in love along the way, what happened to me is unlike any fairy

tale I've ever heard. Before I knew it, I was spying with a flock of

enchanted swans, talking (yes, talking!) to a fox named Todd, and

nearly trampled by giants in the Everglades.

Don't believe me? I didn't believe it either. But you'll see. Because

I knew it all was true, the second I got cloaked.

Lost Voices

By Sarah Porter

Fourteen-year-old Luce has had a tough life, but she reaches the

depths of despair when she is assaulted and left on the cliffs

outside of a grim, gray Alaskan fishing village. She expects to die

when she tumbles into the icy waves below, but instead undergoes

an astonishing transformation and becomes a mermaid. A tribe of

mermaids finds Luce and welcomes her in—all of them, like her,

lost girls who surrendered their humanity in the darkest moments

of their lives. Luce is thrilled with her new life until she discovers

the catch: the mermaids feel an uncontrollable desire to drown

seafarers, using their enchanted voices to lure ships into the rocks.

Luce possesses an extraordinary singing talent, which makes her

important to the tribe—she may even have a shot at becoming

their queen. However her struggle to retain her humanity puts her

at odds with her new friends. Will Luce be pressured into

committing mass murder?

The Merry Adventures of Robin Hood

By Howard Pyle

He robbed from the rich and gave to the poor, and had escapades

enough to please any adventure-loving child. Now even the

youngest readers can have the chance to enter Sherwood Forest

with Robin's band of merry men, and meet such unforgettable

characters as Friar Tuck, Little John, Allan-a-Dale, the nasty

Sheriff of Nottingham, and wicked King John. Every moment of

the story is filled with action and excitement.

Tentacles

By Roland Smith

Troubled waters! Cryptids--mythological creatures like the Loch

Ness monster and Sasquatch--are Travis Wolfe's obsession, and

he'll travel to the ends of the earth for proof. For cousins Marty

and Grace, who have lived with Wolfe ever since Marty's parents

disappeared, this means adventure--and danger! Now they're all en

route to the South Pacific to track down a giant squid, but the

freighter they're on seems to be haunted, and someone on board is

determined to sabotage their mission. Will Marty and Grace get to

the bottom of this fishy business, or end up at the bottom of the

sea?

In A Dark Wood

By Michael Cadnum

No one has gets past Geoffrey, Sheriff of Nottingham--until the

day a new villain appears in the forest. Cunning, treacherous, and,

against all expectations, a man to respect, his name is Robin Hood.

The Sheriff will never be the same. As their deadly game of cat

and mouse begins, on time of torture and violence, Geoffrey

stands at the crossroad of his life with everything left to lose. Who

will be the victor?

The Last Enchantment

By Mary Stewart

Arthur Pendragon is King! Unchallenged on the battlefield, he

melds the country together in a time of promise. But sinister

powers plot to destroy Camelot, and when the witch-queen

Morgause — Arthur's own half sister — ensnares him in an

incestuous liaison, a fatal web of love, betrayal, and bloody

vengeance is woven.

The Hobbit

By J.R.R. Tolkien

Whisked away from his comfortable, unambitious life in his

hobbit-hole by Gandalf the wizard and a company of dwarves,

Bilbo Baggins finds himself caught up in a plot to raid the treasure

hoard of Smaug the Magnificent, a large and very dangerous

Eragon

By Christopher Paolini

Fifteen-year-old Eragon believes that he is merely a poor farm

boy—until his destiny as a Dragon Rider is revealed. Gifted with

only an ancient sword, a loyal dragon, and sage advice from an old

storyteller, Eragon is soon swept into a dangerous tapestry of

$*!

dragon.

magic, glory, and power. Now his choices could save—or

destroy—the Empire.

%+!

Fairy Tale/Folklore Final Project

After you've finished reading your novel for this unit, you will be challenged to create a

creative response that demonstrates understanding of the novel. You have two options of how to

respond:

1. Create a 3-5 minute video that either depicts an important scene from the novel or creates

a new scene using the characters and information from the story. (If you choose this

option, you may work independently or with the other student reading your novel.) It

must be in DVD format or uploading to Youtube (or a similar video sharing site) because

we will view these in class from my computer.

2. Create an artistic representation of the novel. This could be a painting, a mobile, a

diorama, etc. However, it must require a rigorous amount of work. (i.e. splatter painting

and other such ambiguous and effortless responses will NOT earn you a passing grade.)

In addition to your creative response, you must write a two-page (double spaced, Times

New Roman, 12 pt font, 1" margins) description of your response. Your description should

answer and elaborate on the following questions:

• What novel did you read?

• What type of project did you complete? Why?

• How does your video or art piece represent the novel?

• What is the image you chose to depict important to the novel's theme or purpose?

• Did you enjoy the book?

%"!

Final&Project&Sign0Up&

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THIS!Q3G73FG-0H!

Book

Name

Project Type

In A Dark Wood

By Michael Cadnum

Seventh Son

By Orson Scott Card

The Last Apprentice: Revenge

of the Witch

By Joseph Delaney

The Storyteller’s Daughter

By Cameron Dokey

Beastly

By Alex Finn

Cloaked

By Alex Finn

Ella Enchanted

By Gail Carson Levine

Twilight

By Stephenie Meyer

Eragon

By Christopher Paolini

Lost Voices

By Sarah Porter

The Merry Adventures of

Robin Hood

By Howard Pyle

Tentacles

By Roland Smith

%#!

A World Away: The Quest of

Dan Clay, Book One

By T.J. Smith

The Last Enchantment

By Mary Stewart

A Connecticut Yankee in King

Arthur’s Court

By Mark Twain

The Hobbit

By J.R.R. Tolkien

%$!

Inspired)Mu sic)

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BD3?3!5/!?3FF-J3!5N!1D3!F57J@!

#H!I57J!1.123!-7G!-/1.F1@!

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BD3?3!5/!?3FF-J3!5N!1D3!F57J@!

%&!

Princess Of China

Coldplay ft. Rihanna

Once upon a time somebody ran

Somebody ran away saying fast as I can

I've got to go... got to go

Once upon a time we fell apart

You're holding in your hands the two Halves of my heart

Once upon a time, we burn bright

Now all we ever seem to do is fight

On and on...

And on and on and on...

Once upon a time on the same side.

Once upon a time on the same side, the same game

And why'd you have to go, have to go and throw it all on my fame

I could've been a Princess, You'd be a King

Could've had a castle, and worn a ring

But no, you let me go

I could've been a Princess, You'd be a king

Could've had a castle, and worn a ring

But no, you let me go

And stole my star

You stole my star

Cause you really hurt me

No you really hurt me

Cause you really hurt me

No you really hurt me

Cause you really hurt me

Ooooooooh no you really hurt me

Cause you really hurt me

Ooooooooh no you really hurt me..

%'!

The Frog Prince

Keane

An old fairytale told me

The simple heart will be prized

again

A toad will be our king

And ugly ogres are heroes

Then you'll shake

Your fist at the sky

"Oh why did I rely

On fashions and small fry?"

All promises broken

Feed your people or lose your

throne

And forfeit your whole kingdom

I'd sooner lose it than still live in it

alone

You were our golden child

But the gentle and the mild

Inherit the earth, while

Your prince's crown

Cracks and falls down

Your castle hollow and cold

You've wandered so far

From the person you are

Let go brother, let go

Cos now we all know

Soon, someone will put a spell on

you

Perfume, treasure, sorcery, every

trick they know

You will lie in a deep sleep

That's when

Your prince's crown

Cracks and falls down

Your castle hollow and cold

You've wandered so far

From the person you are

Let go brother, let go

Cos now we all know

%(!

Barefoot Cinderella

Hannah Montana

Every morning

I wake up to find

I always dream the same.

Every night I come to my

window

When you call my name

But the way the words

You say just fall like rain

Till I'm drowning in the sound of

your invitation

When you ask do you wanna

dance, my barefoot Cinderella

Don't need no slippers or a party

dress,

The way you're lookin' right

Now is what I like the best

And then you...

Say do you wanna take a

chance?

Stay with me forever

No one will ever be more

beautiful

My barefoot, my barefoot

cinderella

A dream world is always perfect

But that’s not my real life

Wish you did but you don't know

Then me I am inside

I pray that you'll come lookin'

and I won't hide

I'm smiling when you find me

Cause I've been waiting

For you ask do you wanna

dance, my barefoot Cinderella

Don't need no slippers or a party

dress,

The way you're lookin' right

Now is what I like the best

And then you...

Say do you wanna take a

chance?

Stay with me forever

No one will ever be more

beautiful

My barefoot, my barefoot

Cinderella

When I close my eyes it starts,

yeah,

Like a movie for my heart,

Here comes my favourite part.

When you ask "do you wanna

dance, my barefoot Cinderella"

Don't need no slippers or a party

dress,

You're what I like the best

And then you...

Say "do you wanna take a

chance?

Stay with me forever

No one will ever be more

beautiful,

Oh, Cinderella

%)!

Fairytale

Sara Bareilles

Cinderella's on her bedroom floor

She's got a

Crush on the guy at the liquor

store

Cause Mr. Charming don't come

home anymore

And she forgets why she came

here

Sleeping Beauty's in a foul mood

For shame she says

None for you dear prince, I'm tired

today

I'd rather sleep my whole life away

than have you keep me from

dreaming

'cause I don't care for your

fairytales

You're so worried about the maiden

though you know

She's only waiting on the next best

thing

Snow White is doing dishes again

cause

What else can you do

With seven itty-bitty men?

Sends them to bed and calls up a

friend

Says will you meet me at

midnight?

The tall blonde lets out a cry of

despair says

Would have cut it myself if I knew

men could climb hair

I'll have to find another tower

somewhere and keep away from

the windows

Once upon a time in a faraway

kingdom

Man made up a story said that I

should believe him

Go and tell your white knight that

he's handsome in hindsight

But I don't want the next best

thing

So I sing and hold my head down

and I break these walls round me

Can't take no more of your

fairytale love

I don't care

Worry bout the maiden though you

know

She's only waiting spent the whole

life being graded on the sanctity of

patience and a dumb

Appreciation

But the story needs some mending

and a better happy ending

Cause I don't want the next best

thing

No no I don't want the next best

thing

%*!

Mirror Mirror

M2M

Mirror mirror lie to me

Show me what I wanna see

Mirror mirror lie to me

Why don't I like the girl I see

The one who's standing right in

front of me

Why don't I think before I speak

I should have listened to that voice

inside me

I must be stupid, must be crazy,

must be out of my mind

To say the kind of things I said last

night

Mirror mirror hanging on the wall

You don't have to tell me who's the

biggest fool of all

Mirror mirror I wish you could lie to

And bring my baby back, bring my

baby back to me

Mirror mirror lie to me

Show me what I wanna see

Mirror mirror lie to me

Show me what I wanna see

Why did I let you walk away

When all I had to do was say I'm

sorry

I let my pride get in the way

And in the heat of the moment I

was to blame

I must be stupid, must be crazy,

must be out of my mind

Now in the cold light of the day I

realize

Mirror mirror hanging on the wall

You don't have to tell me who's the

biggest fool of all

Mirror mirror I wish you could lie to

And bring my baby back, bring my

baby back to me

If only wishes could be dreams

And all my dreams could come true

There would be two of us standing

here in front of you

If you could show me that

someone that I used to be

Bring back my baby, my baby to

Mirror mirror hanging on the wall

You don't have to tell me who's the

biggest fool of all

Mirror mirror I wish you could lie to

And bring my baby back, bring my

baby back to me

Mirror mirror hanging on the wall

You don't have to tell me who's the

biggest fool of all

Mirror mirror I wish you could lie to

And bring my baby back, bring my

baby back to me

&+!

Vlad&Tepes:&The&Historical&Dracula&

Introduction&&

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Origin&of&the&name&"Dracula"&

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History&of&Wallachia&Prior&to&Vlad&III&

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The&End&of&Vlad&III&

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The&Origins&of&the&Vampire&Myth!

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Bibliography!

X5F1!5N!1D3!.7N5/?-1.57!C/5A.G3G!57!1D.F!F.13!E-F!5=1-.73G!N/5?!-!!G5:<?371!371.123G!_The)

Historical)DraculaM_!=0!;-0!85/13/H!!I33!D11C@44EEEH3F6.?5H:5?4k?E./664A2-GD.F1HD1?2!

N5/!?5/3!.7N5/?-1.57H!

eGG.1.57-2!.7N5/?-1.57!E-F!5=1-.73G!N/5?!1D3!N5225E.7J!Q3=!F.13F@!

l D11C@44EEEHJ35:.1.3FH:5?4e1D37F4e3J3-74(&%&4Y/-:<2-HD1?2!

l D11C@44EEEH?3G.-C5/1H5/J4k3/.:4G/-:<2-4D.F15/04D.F15/0HD1?2!

l D11C@44EEEH<:FH?<7H:-4k3?.223/45E73/HD1?!

&(!

The Werewolf of Jarnitz

A. Haas

In the vicinity of Jarnitz there lived a werewolf who had the ability to

transform himself into all kinds of different shapes. This werewolf spent the nights

stealing sheep from their enclosures, for in those days the sheep were kept at night

in enclosures in the open fields. For several nights in a row the shepherd, armed

with a loaded gun, had kept watch for the night robber. He had already hit the

werewolf several times, as he had clearly seen, but the bullets seemed to have done

him no harm, and he had escaped with his booty every time. Then the shepherd

loaded his gun with bullets made of inherited silver, which never fail. Thus this

time he would be successful.

Following his custom, the werewolf appeared again that night. But as he was

approaching the enclosure, he immediately sensed that this time the shepherd

might do him in. Therefore he quickly turned himself into a human, walked up to

the shepherd, and said to him in a familiar tone, "You don't have to shoot me

dead!" That so unsettled the shepherd that he lowered his gun, which he had been

aiming at the intruder.

The werewolf never again dared to steel sheep from the Jarnitz enclosures.

The Werewolf Wife

A. Kuhn and W. Schwartz

In Caseburg on the island of Usedom a man and his wife were cutting hay in

a meadow. After a while the woman told the man that she was uneasy and could

not stay there any longer, and she went away. Earlier she had told him that if a wild

animal were to come upon him he should throw his hat toward it and run away, and

then no harm would come to him. The man had promised her that he would do this.

After the woman had been away for a while, a wolf swam across the Swina

and approached the harvesters. The man threw his hat at it, which the beast

immediately ripped into small pieces. Meanwhile one of the workers crept up to

the wolf with a pitchfork and stabbed it to death from behind. Instantly it was

transformed. They were all astounded to see that it was the farmer's wife that the

worker had killed.

&)!

The Werewolf in Hindenburg

J. D. H. Temme

One still believes in werewolves in the Altmark. Even today in the village of

Hindenburg they tell about a man who could turn himself into a wolf, and there are

people still alive who knew him during their childhood.

He had a strip of leather made from wolf skin which still had its hair.

Whenever he tied it around his body, he turned into a wolf. Then he had such

extraordinary strength that he could pull an entire load of hay by himself or grab a

whole ox in his mouth and carry it away.

In this state he had the nature of a wolf. He strangled cattle and even ate humans.

He once pursued one of his neighbors, who narrowly escaped from him. But

however furious he became, he did spare his wife. She knew a magic charm that

brought him under control, a charm that he himself had taught her. Then she would

take off the leather strip, and he would become a reasonable human once again.

Fox Hill near Dodow

Karl Bartsch

In the village of Dodow near Wittenburg there lived an old woman who

possessed a fox strap. With its help she could transform herself into a fox, and thus

her table never lacked for geese, ducks, and all kinds of poultry.

Her grandchild knew about it, and one day when the schoolmaster was

talking about magic in the school, the child told about the fox strap, and the next

day brought it to school.

The schoolmaster took it into his hand and unintentionally approached his head

with it. Suddenly he was standing before the children, transformed into a fox. They

broke out with a deafening noise. This so frightened the little schoolmaster that he

jumped out the window with a single leap.

He ran to the hill that lay near the village and there built himself a den.

One day a great hunt was organized, and our fox was among those pursued

by the huntsmen. A bullet hit him, and suddenly a schoolmaster was lying there

before the bewildered huntsman. The bullet had struck the fox strap and ripped it

apart.

&*!

In memory of this event the people of Dodow gave the name Fox Hill to the

place where their schoolmaster had lived.!

Werewolf Rock

Jacob and Wilhelm Grimm

In the meadow facing Seehausen near the Magdeburg village of Eggenstedt,

not far from Sommerschenburg and Schöningen, there is a large rock, called "Wolf

Rock" or "Werewolf Rock."

A long, long time ago a stranger sojourned near the Brandsleber Forest,

which belonged to the Hackel and the Harz districts. No one knew who he was, nor

where he came from. Known everywhere by the name "the Old Man," he would

often show up without notice in the villages and offer his services, which he

performed to the satisfaction of the country people. He was most often engaged to

herd sheep.

It happened that a cute spotted lamb was born in a herd belonging to a shepherd

named Melle from Neindorf. The stranger asked the shepherd repeatedly and

fervently to give it to him, but the shepherd refused.

On shearing day Melle engaged the Old Man to help out. When he returned he

found everything in order; all the work had been done, but neither the Old Man nor

the spotted lamb were there. For a long time no one heard anything about the Old

Man.

Finally one day he unexpectedly appeared before Melle, who was grazing

his sheep in the Katten Valley. He called out sneeringly: "Good day, Melle, your

spotted lamb sends his greetings!"

Angered, the shepherd grabbed his crook in order to avenge himself. Then

suddenly the stranger changed shape and sprang at him as a werewolf. The

shepherd took fright, but his dogs attacked the wolf with fury. The wolf fled.

Pursued, it ran through forest and valley until it reached the vicinity of Eggenstedt.

Here the dogs surrounded him. The shepherd called out: "Now you will die!" Then

the Old Man, again in human form, begged to be spared, offering to do anything.

But the shepherd furiously attacked him with his stick, when suddenly a sprouting

thorn bush stood before him. But the vengeful shepherd did not spare him, hacking

away at the branches instead. The stranger once again turned himself into a human

and begged for his life. But hard-hearted Melle remained unmoved. Then the

stranger attempted to make his escape as a werewolf, but a blow from Melle

brought him dead to the earth. A rocky cliff marks the spot where he fell and was

buried, and will be named after him for all eternity.

'+!

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The Claim

Confirmed or Refuted

The Evidence

Werewolves only take their wolf form during the full

moon.

People become werewolves by being bitten by one.

Werewolves can take the form of animals other than a

wolf.

When a werewolf is killed, it will return to its human

form.

The only way to kill a werewolf is with a silver bullet.

'"!

National&Geographic:&Is&It&Real?&

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Short Story Assignment

Over the past few weeks, we've read a lot of stories from different pieces of folklore and

discussed several horrifying (but maybe real?) creatures. We've also discussed some literally

elements, like personification, protagonists, and antagonists, and learned how to create a plot

diagram. Now it's time to put that knowledge into practice, and show me what you've learned in

a FUN and UNIQUE way!

The Challenge: Write a short story of you own that looks something like what we've read.

Your characters, setting, plot, conflicts, etc. are all up to you! You may use a character or setting

as a jumping-off point but the rest should be 100% original. (For instance, Cinderella can be your

main character but it should not be the same story of the glass slipper and Prince Charming.) If

you want to write a werewolf story, perfect. Princesses in distress more you're thing? Go for it.

As long as you story includes all of the pieces of the plot diagram, the details are completely up

to you.

*Note: It is to be MODELED after and INSPIRED by our stories. Your characters, events, and

conflicts should be unique and cater to your personal interests. If you worry your story is not

enough you and too much Grimms Brothers, come see me and I'll help you make the story what

you want it to be.

The Logistics:

• 4-6 FULL pages (double spaced)

• 12 point Times New Roman font

• 1" margins all around

The Grading System: This assignment will be worth a total of 30 points.

• 5 possible points for characterization

• 5 possible points for organization

• 5 possible points for diction

• 5 possible points for originality

• 5 possible points for mechanics

• 5 possible points for pre-writing (plot diagram, character list, etc.)

Your final draft is due ________________________________!

Remember, your story must be 100% school appropriate.

'$!

CHARACTERIZATION

The characters

are so

believable that

they seem to be

real people,

complete with

personalities

and histories.

The characters

are believable,

complete with

personalities

and histories.

The characters

are somewhat

believable, but

the reader is left

with questions

about their

personalities

and histories.

The characters

would be much

more believable

if they had

personalities and

histories.

The characters need

more development in

order for them to be

at all believable.

ORGANIZATION

The story has a

clear

exposition,

climax and

resolution, yet

the plot flows

without

distraction to

the reader.

The story has a

clear

exposition,

climax and

resolution, but

the plot is a bit

choppy because

the story is so

rigidly

organized.

The story has a

clear

exposition,

climax and

resolution, but

the plot is very

choppy because

the story is so

rigidly

organized.

The story has

some clarity in

its exposition,

climax or

resolution, but it

is difficult to

identify all three.

The story is in the

developing stages of

organization, but

does not yet have a

clear exposition,

climax or resolution.

DICTION

The writer has

used just the

right words and

phrases to

describe the

story elements.

The writer

“shows,” but

does not “tell.”

The writer has

used just the

right words and

phrases to

describe the

story elements.

The writer has

used some good

words and

phrases to

describe the

story elements.

The writer has

included a few

words and

phrases to

describe the

story elements.

The writer has is in

the developing

stages of choosing

the right words and

phrases to tell the

story.

ORIGINALITY

The story is

clever and well

thought-out.

The reader will

be surprised

with all the

twists the writer

has included in

the story.

The story has

some clever

aspects to it.

The reader will

be surprised

with a few

twists the writer

has included in

the story.

The story has a

few clever

aspects to it.

The reader may

find a few

phrases and

events in the

story that have

appeared in