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Grade Level: 9 -12 |
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Print version |
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Unit 1:
The Power of Stories:
A Research - Writing
- Blogging Unit About Primates |
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Lesson 1: Researching and Writing a Story |
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Time:
One 50-minute class
period |
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Materials:
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Learning Goals:
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Students will understand what makes a
powerful story. Students will read primate
stories intended to cause action.
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Students will practice interpreting visual
media (primate video).
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Students will analyze video techniques for
framing a story.
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Standards:
NCTE Standard #5
Students employ a wide range of strategies as
they write and use different writing process
elements appropriately to communicate with
different audiences for a variety of purposes.
MCREL Language Arts Standard 9.
Uses viewing skills and strategies to understand
and interpret visual media.
Level IV [Grade: 9-12] Understands effects of
style and language choice in visual media (e.g.,
use of long-shots to signify both real and
metaphoric isolation; rapid editing in a
television commercial; juxtaposition of text and
color in a billboard; words in headlines
intended to attract attention). |
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Activities:
Brainstorming and gathering a list of
characteristics of powerful storytelling,
reading articles and news stories from Primate
Info. Net.
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Procedures:
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Brainstorm a class list of what makes a
story powerful. Answer questions such as:
What are the components? What moves you
emotionally versus moving you to actual
action?
How did the video make you feel? Could a
story in print have the same impact? How do
visual images impact a viewer? How do you
feel after a powerful story? Does it make
you want to
do
something? Share it with
someone? What subjects make powerful
stories? (Stories of struggle,
children/animals, the helpless, overcoming
challenges, survival, crisis,
transformation.) Why were the stories of the
primates so powerful? What is the difference
between causing action versus causing
understanding? Identify differences in using
persuasive arguments tactics.
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Collect stories. Ask students to read them
and look for the qualities from the class
list.
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After review, modify the class list. This
list will be used when students write their
own stories.
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Key Concepts and Vocabulary:
Understand how a story is compelling. Discuss
concept of writers who write powerful stories
with artificial embellishment (artificial power
versus authentic power.) Explore the idea of
melodrama. |
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Assessment Suggestions for rubric:
Level of group and individual participation and
engagement.
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Resources/Examples:
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Action Project:
Have students write compelling short stories to
reinforce the qualities of writing a powerful
story. Look at newspaper stories or online
stories about primates for authentic impact
versus artificial. |
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Copyright ©
New England Primate Sanctuary, Inc. 2010
You may freely
use, copy and share this Lesson Plan for
educational purposes.
For questions or
comments about Lesson Units and Plans, e-mail us
at
humane_ed@neprimatesanctuary.org.
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