Students are coming to class ready to share their original stories (W.9-10.3). Each story has at least three episodes, complete with conflict and cliffhanger (W.9-10.3b), and which creates a progression of a character or event(W.9-10.3a). Some students are excited to share, while others are nervous. I have organized this hour to account for both emotions. I will explain the format at the beginning, so that students know what to expect. First they will get a chance to take a last look at their own work. Then they will share in small groups, which is less daunting, and more intimate, than a whole group setting.
Even though the stories are ready, students always get a little nervous just before they are asked to share. Therefore, I have planned some time at the beginning of class to calm their nerves. I will hand out this worksheet, the same one I gave them at the beginning of the project, to remind them what's expected. After walking them through the worksheet again, I will give them a few minutes to do a last minute check for each element (W.9-10.5). This is the sheet I will use to score their stories, so it's helpful for them to assess their stories themselves using the same resource.
Between the Great Expectation essays and this narrative, we have spent a lot of time on editing in the last week. I'm really trying to reinforce the importance of editing; it should take just as much, if not more time, than the writing process.
During the second half of class, students will work in four groups of four or five peers (SL.9-10.1). Each student will read their first episode to their group. After everyone has read their first episode, the group will decide whose second episode they want to hear next. After everyone has read their second episode, they will repeat the process. Then the group will select one story to be read to the class as a whole.
I like this format because it eases students into reading and it breaks up, what can become, monotony. The small group setting is less daunting to the quieter students, so they feel more comfortable reading. Reading episode by episode, instead of by student, requires everyone to take turns; it also changes the reader often enough that students are less likely to tune out, especially if it's not their favorite topic. During the second hour today, the nominees from each group will read following the same format to the whole class. This rewards their hard work and creativity.
Take a look at my students reading in their groups: sharing stories.