Your Creation Myth Day 3: Writing a Final Copy

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SWBAT write a narrative using effective technique, well-chosen details, and well-structured sequence of events to portray the imagined creation of a local geographic or cultural feature.

Big Idea

Was the river in the center of town carved when the god of water and boardgames dropped his bowling ball to Earth? Today, students conclude their stories of how and why something came to be.

Introduction & Welcome: It's Michael Jackson's Birthday

3 minutes

As students enter the lab today, I give them a copy of the directions to access the online textbook. At the bell, I let them know that today would be Michael Jackson's 55th birthday, and ask students if they have a "favorite" Michael Jackson song. As always, Daily Holidays are shared with the students to build a sense of community in the classroom, and give an opportunity for students to settle in as we begin working in the writing lab today. Today's open question regarding music gives students an opportunity to grow comfortable speaking in class, adapting speech to a the contexts and tasks, demonstrating command of formal English as appropriate (SL.9-10.6).

Once they have gotten settled, I ask the students that once they have finished their creation story, to proofread it, print it, and turn it in to me (with the rubric), and log on to create an account for the online textbook before they begin the journal reflection. 

Lab Time: Writing a Final Draft

35 minutes

Today, students are given a final day to complete and turn in their creation narratives. In doing so, the students develop and strengthen the draft they planned (see lesson: "Your Creation Myth Day 1: Drafting"), incorporate ideas from the informal peer edit we conducted (see lesson: "Your Creation Myth Day 2: Peer Collaboration and Editing") to revise or rewrite, and address the specific elements of the prompt: demonstrate understanding of the structure of a narrative and the elements of a creation myth (W.9-10.5).

Students are asked to complete the essay in class today, proofread it one last time, print, and turn in, with the rubric students were given to grade the narrative

Students narrative tells the imagined experience of a local geographic or cultural feature's origin, using effective technique, well-chosen details, and well-structured event sequences (W.9-10.3). In order to do this, students set out the situation or an observation about the local feature, establishing point of view and introducing a narrator and/or characters (W.9-10.3a). Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters, students express the story of how their local feature came to be (W.9-10.3b), using a variety of techniques to sequence events so that they build on one another to create a coherent whole (W.9-10.3c). Students use precise words and phrases, telling details, and sensory language to convey a vivid picture of the creation (W.9-10.3d), and provide a conclusion that follows from and reflects on how the creation is resolved over the course of the narrative (W.9-10.3e).

Introducing Puritan Values: Journal Reflection

10 minutes

As students turn in their final copies of the essays (or at least before they leave today), I ask them to take a copy of their homework, a journal reflection on the Puritan (Protestant) Work Ethic, the next unit we will be addressing. In this journal, students continue the routine, short-form reflective writing we address (W.9-10.10), providing an anticipation set for our look at Puritan poems and sermons.

Students are encouraged to start this reflection in class today, but it is homework if they do not complete it. We will discuss their thoughts in our next class period. 

Two-Minute Warning: Wrap-Up & Reminders

2 minutes

With two minutes remaining, I ask for the students' attention; remind them that if they did not complete the final copy in class today, it is due following the long weekend, and to complete the journal reflections on Puritan writing concepts. I ask them to take the last minute or so to pack up their belongings, log off of the computers, and pick up any garbage or belongings they may have. This focus on cleaning up shares the sense of community and strengthens student ownership in our class and school.  As the students begin packing up and moving around, I'm able to move from computer to computer assisting them with saving or emailing papers, or any other technical difficulties they may have.