English 579 final presentation

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  • English 579 final presentation

    1. 1. Unit Final Presentation Meredith Grady Michelle Wright
    2. 2.  This unit would take place (hopefully) after a field trip to George Washington’s birthplace in Westmoreland County. The inspiration for the unit is the garden at the birthplace. The twist is using a zombie apocalypse http://www.youtube.com/redirect?q=http%3A%2F%2Fchannel.nationalgeographic.com%2Fseries% 2Fmysterious-science-episodes%2F5710%2FOverview&session_token=pa- reqePGcuuasibXhNWT_EFyvR8MTM0MTM1MzM1NUAxMzQxMjY2OTU1
    3. 3.  What is included in this presentation is not the entire unit. We followed one particular thread of our overall unit.
    4. 4.  Discuss what a zombie apocalypse is. Students will be asked if anyone would like to volunteer to lead this discussion; if not, teacher will lead. read and discuss a flash fiction story about a possible zombie apocalypse - see URL below (story is just under 1200 words)
    5. 5. Zombie Apocalypse questions: What is an apocalypse? What is a zombie? What is a zombie apocalypse? What movies, songs, tv shows, etc deal with zombie apocalypses? What is appealing about this genre? Do you ever think about something like this happening? What do you think it would take to survive something like this?
    6. 6.  Flash fiction zombie apocalypse story questions: What is your initial response to the story? What stood out to you? What is your initial response to the story? What stood out to you? Did you like it? Why or why not? How does this type of story compare to other genres we read earlier in the semester? Do any of you read or write this type of story? How would you describe Bill, the main character? The setting in this story was much more modern than I had expected. What did you all think of that? Was it what you expected when I told you what type of story this was? Why or why not? What do words like “still moist” or “bits of dead flesh” add to the story? What are some of the political allusions in this story? Why do you think the author added them?
    7. 7.  http://disperser.wordpress.com/2011/10/17/ flash-fiction-no-3-zombie-apocalypse-almost/ (story is approximately 1200 words long/ allow thirty minutes for reading and discussion)
    8. 8.  Students will take notes during flash fiction coverage Students will write a flash fiction story as a class incorporating elements of Walden and zombie apocalypse
    9. 9.  Minifiction or the short short story in the classroom Submitted by georginahudson on 13 November, 2010 - 20:06 Have you ever heard of “mini-fiction”? “flash-fiction”? “the short short story”? Have you ever felt the need to move beyond the one-off news article reading lessons? Have you tried to squeeze readers – either original stories written for learners or adaptations of well-known books – in your class syllabus? If the answer to the question above is yes, have you had the chance to exploit the material at length? I particularly love reading and have attempted to include fiction – especially readers - in my classes. The feeling I usually get is that I’m overlooking the material, asking learners about the characters, the plot, their personal impression but without really finding the time to work on the book in depth. Mini-fiction is another tool we have at hand to provide learners with the opportunity to read for pleasure in the classroom and to give teachers the chance to exploit the material fully - concentrating on both content and form within a tight schedule.
    10. 10.  So what’s mini-fiction? It’s a new form of writing found under many names; flash fiction, sudden fiction, nanofiction, microfiction or the short short story. All of these have one thing in common: their extreme brevity, minifiction´s defining characteristic. Other features which characterise mini-fiction are: ü intertextuality (an author’s borrowing and transformation of a prior text or a reader’s referencing of one text in reading another) ü implicit meaning ü humour and irony ü memorable quality ü abrupt beginning ü unexpected ending
    11. 11.  How can we use mini-fiction in the classroom? Like with any other written text you’ve dealt with in class, you can engage your students in: ü Pre-reading tasks: predictions based on the title/pictures/first line, discussion about the topic, raising awareness about the author, feeding students information about the author ü While-reading tasks: skimming (activities designed to find out the gist – general information – for example questions/true or false/gaps) and scanning (reading quickly through the text with a more definite purpose or to find specific pieces of information. E.g – timetables, names, dates, the order action takes place, pieces of vocabulary and grammar) ü After reading tasks: drawing conclusions about the story, discussing the best part of the story, talking about the best character, writing a review, retelling, discussing intertextuality in the short short story, role-plays, etc. In short, minifiction may give both teachers and students a sense of achievement out of reading a story which is original and fun and whose length makes it simple to focus on both the storyline and specific language items. http://www.teachingenglish.org.uk/blogs/georginahudson/minifiction-or-short-short- story-classroom
    12. 12.  Using the information from the minilesson, the teacher and students will work together to write a flash fiction story incorporating details from the students’ Venn Diagrams comparing humans and zombies and tying together the class’s reading of the beans section of Walden and the idea of the zombie apocalyse.
    13. 13.  participate in peer editing lesson using the class’s flash fiction piece written on Day 2
    14. 14.  Using the Peer Edit with Perfection tutorial, students will edit the class’s flash fiction story.
    15. 15.  Students will plot their own gardens (referencing information completed during homework for Day 1) using the Better Homes and Gardens garden planner that they registered for as homework- one per group with teacher visiting each group to answer questions or provide guidance
    16. 16.  This was the homework from Day 1 that is referenced in Day 4’s lesson plan: Register for the Garden Planner needed for a later assignment - students should use the school’s address and whatever version of their name they are comfortable putting on a website (http://www.bhg.com/gardening/design/nat ure-lovers/welcome-to-plan-a-garden/)
    17. 17.  Students will work together to plot a post- apocalyptic garden for their particular season Students know their focus is survival after an apocalypse The teacher will monitor computer usage and answer questions or offer suggestions as students use the Better Homes and Gardens website.
    18. 18.  As part of the group presentation discuss how their season’s garden would help people survive the zombie apocalypse. (note: add questions in teacher’s notes that we want them to answer)
    19. 19.  Students will be presenting their gardener’s journals, another part of the unit that is not covered in this presentation.
    20. 20.  As part of their presentations, students should address the following questions: Did you discover any plants that had multiple uses? If you had your garden as presented, could you survive? What questions do you have that are still unanswered about your garden? Would you eat what would be produced in your garden? How would your garden help your family survive a zombie apocalypse?

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