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Wrapping a long unit on short stories, 7th graders will demonstrate their understanding of the four elements of a short story by creating an object that describes the characters, setting, plot and theme.

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Groups of 5-7 students were created and short stories were randomly chosen by groups.

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Groups of 5-7 students were created and short stories were randomly chosen by groups.

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Each group member read a copy of their group's short story and highlighted words they didn't know or sections they didn't understand.

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Each group member read a copy of their group's short story and highlighted words they didn't know or sections they didn't understand.

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Students re-read the story aloud together and made a group list of NEED 2 KNOW words. Together they looked up words, discussed confusing parts of the story and asked for help when needed.

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This was a little late to introduce the driving question, but it allowed them to analyze their story using tools they were familiar with. Then they could ask themselves: "What will we do with this information?"

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We used the Anti-Problem protocol to ask the question:
"What is the most boring, bland, overused way to show your learning on a poster?"
Some answers were: no pictures, messy writing, no color, lots and lots of writing...

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3 min --> Groups brainstormed on sticky notes about creative ways to display their work
3 min --> Groups were instructed to think crazy, outside the box ideas that had to do with their story...symbols, themes, objects, possible or impossible
1 min --> I walked around the room and showed a variety of supplies available and encouraged them to think about what they could take from home, to think 3D, to think color.
3 min --> Groups brainstormed in newly creative ways where objects might jump off the page

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Students sorted similar ideas, combined several ideas that could be paired together.

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Students presented a summary of their story plus the four elements (setting, characters, plot, theme).
Other student groups and the teacher used the rubric to give feedback.

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Self-evaluation and evaluation of group members' work

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Self-evaluation and evaluation of group members' work

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Tasks: character analysis, plot and setting

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Tasks: character analysis, plot and setting

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Groups listened to video instructions that told them about their three tasks:
1. identify the setting (time & place)
2. draw a plot chart that includes the exposition, inciting action, rising action, climax, falling action, and ending type
3. analyze the main 2-3 characters of the story using appearance, words & thoughts, actions, others' response

Each of these completed tasks earned a number which, when combined, could be used to open a lock box.

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Inside their group's box, students found candy (of course!) and two encoded messages. The first one was their driving question, which they had not yet seen. The second code instructed them to go to the office to pick up a brown envelope. The brown envelope contained talking chips, a few sheets of dots, and some post-its for their next steps.

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Groups received instructions to go to Google Classroom where a teaching video was waiting. The video walked the group through a 3-3-3 theme brainstorming protocol and dot voting protocol to land on their theme. Together they found textual evidence to support their theme.

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