Short+Stories+Unit

During the course of this unit, students will investigate and uncover short stories. Although students will begin with reading short stories in this unit, this unit is designed to be primarily a writing unit. Students will be introduced to the genre of short stories through the reading and analyzing various well-known or classic short story texts. I will have students turn the majority of their focus to the development of characters within the story. Students will be focusing on characters in order to build upon their own writing abilities.
 * Unit Overview: **


 * Goals **:
 * Students will be able to analyze texts and will analyze the selection of short stories chosen for them.
 * Students will create a story with a beginning, middle and an end.
 * Students will focus on one character in their story to develop within their story.


 * Essential Questions: **
 * 1) 1. How do characters and their stories interact?
 * 2) 2. How does using mentor texts help to support writing skills?
 * 3) 3. What is the importance to having well developed characters?

Writing good fiction is hard. Students often are attracted to the notion of writing fiction but their products are often less than great. In order for the final product to be well executed, students must put a lot of effort and thought into making their stories plausible. For many middle and secondary aged students attempting to make their stories believable takes a lot of the fun out of writing fiction, but it must be done to create a great final product. To create this great final product various things must occur. One, students must have their story well mapped. Students are forced to really plan out where they want their story to go and for many students this will be a very difficult but necessary exercise to complete. Before creating a well thought out story students must create a plausible character. This character must be a three-dimensional as a real person and must interact with the story like a well-oiled machine. For many students this extensive planning will be difficult to complete but will create a solid and articulate story. Planning is a hidden step in story writing. When students read their mentor texts they only see the final product, not the work that goes into that product. Due to this, greater emphasis on the planning stage of the writing assignment will be weaved into the unit. Despite the rigidity of the planning process of writing their short stories students must also create an authentic story that is unique to them. This forces students not only to look inside themselves for a story but also pay closer attention to the world around them. Students will be asked to flex the creative muscles that are often squelched when it comes to writing in middle and high school as analytical assignments make up most of the writing agenda. At the end of the unit, once students have created their own short stories, students will be left feeling a great sense of accomplishment that they too could create well-written short stories. Although I acknowledge that not all students will write the same and not all will be great writers, the amount of planning and detail that goes into their story will create a well-constructed story if not a well written one too.
 * Rationale: **

//Students will create developed characters. // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> By emphasizing on the character within the story, students will understand the importance of the character to the story, as well as how a story can impact a character. For many students fiction is all about the story. By forcing a strong, developed character on students it will better ensure a stronger story.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Objectives: **

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand how a story works. // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> It is silly to expect students to create a short story without understanding the mechanics of short stories and how stories develop. By creating students that are knowledgeable in all areas of short stories, we can better assure a product that is refined.

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will analyze mentor texts to understand a model of a strong short story. // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> A great way to learn writing is through the works of others. To see what other great works have been created before, students are more apt to get the spark of writing inspiration than writing cold. Students will also see various models of how strong characters are created. By understanding this process students will be better equipped to create their own strong characters.

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will analyze the works of others with a specific purpose. // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> By focusing students on one aspect of the mentor text to analyze students will be more successful in their reading of the texts. By having students focus on the characters in the short stories they read students will be better able to transform their own characters in their own short stories as they will have examples of what strong characters in well-written short stories look like. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will what they know to create an authentic story. // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Every student is different and thus so should every story. Students will have to look inside themselves to figure out what they know enough to write about. Students should think about what they could be an “expert” at, and then write a story that reflects that expertise.

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pre-assessment: // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The greatest way for anyone to improve on his or her writing is to write often. In my classroom, I hope to give students the opportunity to write for a certain amount of time (8 minutes) everyday. Through keeping a running and working writer’s notebook, students will also be able to reflect on their writing and on their own personal growth. I refer to the in-class writing as “Write for 8.” My idea is to give students a prompt every day. If students would rather write through something else that is encouraged too. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">For this particular unit, my idea is to use this in-class writing as a way to gauge where my students are in their abilities to write fiction. After students have written on a more directed prompt, I will collect the pieces and read them to see where my students fall with their abilities to create characters and come up with authentic stories. I will break the class into two groups: students who need extra guidance and conferences during the writing of their stories and students who will be able to work longer on their own. Based on how the entirety of the class performs, deeper discussion on the importance of characters and how to evolve those characters as well as how a story works will take place.
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Assessment: **

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative Assessment: // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">As a means for students to organize their findings and ideas while reading mentor texts, they will be given “Character Questionnaire” worksheets to explore the characters they meet within the mentor texts. These sheets will inevitably serve two purposes. One, it is a way to really focus on the characters that are in the texts they will be reading. Students will have to pay close attention to the characters in order to answer many of the questions. Two, for questions without answers students will be asked to produce their own answers that still correlate with what they know about the character.

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative Assessment: // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">By the end of the unit students will have produced a complete, polished short story. The stories that students tell will be their own. Students will be urged to write about what they know so the stories created will be as unique and authentic as the many students in the classroom. The final product will be a short story that is between 5 and 15 pages long. Different stories take different amounts of time to tell but the minimum limit ensures that students to do not rush their story and the maximum limit ensures students are not picking a story that is too wide or too involved. My goal is for students to tell a solid story, not write a novella. Students will be expected to work on their stories out of class but they will have in-class time to write, conference, revise and edit their stories.

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Character Study: // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will use the main character from their story to complete a “character study.” There will be various parts to this assignment. Students will be asked to complete a character biography. The worksheet will consist of the basic qualities of the character—name, address, birthday, favorite quotes, future plans, etc. This will be a way for students to figure out what kind of person their character would be. The second piece is three diary entries. These entries are not meant to be complicated, lengthy or time-consuming. The entries are, however, expected to resemble a normal diary with dates and composed of things that their character would put into a diary. Students will also have to chose two “choice pieces” to present to the class. These items can range from the character’s favorite book or movie or their most prized possession or favorite childhood toy. I envision this project as a way for students to personify their fictional character. By “getting into the head” of their character I believe students will have better luck in creating a character that seems like a real person.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Other Projects and Assignments: **

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Digital Representation: // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">After students have completed their short stories, students will be asked to create a digital form of their short story. This is way for students to use technology to tell their story in a different way. Possible ideas for this representation are: iMovie scene, Glogster, Prezi, ComicLife or Garageband. This digital representation will force students to take their story to the next level. In some aspects this exercise is also a practical one as many stories get turned into movies. Students will see what kind of thought goes into that transformation and hopefully this will serve as a “fun” way to tell their story and share their story with their peers.

**<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Lesson Plan One ** //<span style="font-family: 'Times New Roman',serif; font-size: 13pt;">Analyzing Mentor Texts //

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will analyze mentor texts to understand a model of a strong short story. // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> A great way to learn writing is through the works of others. To see what other great works have been created before, students are more apt to get the spark of writing inspiration than writing cold. Students will also see various models of how strong characters are created. By understanding this process students will be better equipped to create their own strong characters.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Objectives: **

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will analyze the works of others with a specific purpose. // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> By focusing students on one aspect of the mentor text to analyze students will be more successful in their reading of the texts. By having students focus on the characters in the short stories they read students will be better able to transform their own characters in their own short stories as they will have examples of what strong characters in well-written short stories look like.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Firstly, because I imagine my classroom being a place where everyone feels they can say what they feel without repercussions from others in the classroom. To me, it seems most fitting for this type of classroom to be in a semi-circle, where everyone can see and discuss with everyone else in the class.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teaching and Learning Sequence: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day One: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Students will enter, read the prompt on the board for their “Write for 8” and write. The prompt reads, “Required writing: Finish the story: It is your character’s first day at a new school. He or she wants to get a fresh start, develop a new identity. But in his or her homeroom, your character encounters a kid he or she knows from summer camp…” [10 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-After completing the writing of the prompt, collect prompts. Discuss the next unit: writing short stories, pass out //Unit Worksheet,// inform on importance of “Write for 8” and as students if they have any questions. [10 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Introduce and read “Thank You Ma’am” by Langston Hughes out loud. Have students focus on how Ms. Luella Bates Washington Jones **OR** Roger is portrayed throughout the story. Make sure to read clearly and pause once in a while. [15 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Pass out //Character Questionnaire// worksheet. Place own copy on overhead projector and let students know that you are going to model how to use that sheet. Ask students to give their own input while I am working out loud. Ask them to jot any notes they want onto the backside of the questionnaire—that way when they are filling out their own questionnaire they will have hints to how to complete it. They will then transfer those notes into their Learning Journals. [8 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Begin to fill in //Character Questionnaire//, pausing periodically to pose questions to the students and work through my thinking. [20-25 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Pass out short story to read for homework “The Flowers” by Alice Walker, ask students to complete as much as they know of the //Character Questionnaire//. Let them know that any areas that they are uncertain for the answer to go back and research and if there is still no answer create an answer that is most like the character. [2-7 minutes]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day Two: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Students will complete their “Write for 8” prompt. [10 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-I will ask students to get out their worksheets they completed for homework. Students will break into groups of four, lined up by height and counted off. Students will be directed into discussion by questions written on the board. [30 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Students will be brought back to circle. We will open up the floor to whole class discussion. [15 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Let students know what lies ahead. This will help them to come to the next class prepared to work. Homework will to be to have some sort of story in their head when they get to the next class. [15 minutes]
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Mark with a check which questions you thought were easy to answer. Why were these so easy?
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Mark with a star the questions you thought were hard to answer. Why were these so hard?
 * 3) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Are there any questions you had to make up the answer to? Which ones? What were the answers?
 * 4) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. Is there anything that you really wish to share?
 * 5) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. Is there anything about this main character that you would have done differently?

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> My goal as a teacher is to create a learning environment where everyone thrives. I feel as though the best way for this is to incorporate many of the Multiple Intelligences into my lesson plans, as with more Multiple Intelligences there will be more students who will be able to succeed. With the current lesson plan I foresee the following MI’s in play: verbal, interpersonal, intrapersonal, kinesthetic, and to some extent logical (as students will have to create logical answers for what they know about the character from the mentor texts). <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This lesson has plenty of play for students who need more challenge in the classroom. Students who succeed early with this lesson will find themselves going above and beyond with their responses to the //Character Questionnaire//. My hope is that students who need more challenge will put more thought and creativity into their answers. After students pass in their worksheets, I will be able to create more opportunities for students who are struggling with characters. Students who have marked stars on most of the worksheet are going to be the ones in most need of help. In this case I will meet with those students and figure out why they struggled so much with the assignment. More than likely it is because they are having trouble thinking analytically about the character. I will re-do my worksheet walk-through with these students and make sure they are more successful before letting them out on their own.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction: **

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Once students have discussed the worksheet on “The Flowers”, completed for homework students will be asked to turn these worksheets in. This will be done essentially for two reasons. One, for accountability. Yes, students will have the opportunity to add to their own thoughts or complete their worksheet during class, but these thoughts will not be as complete as if they were done outside of the classroom. I want to make sure my students complete this exercise because without this exercise to set them up for the rest of the unit they might be left behind. Two, to see what they are producing for answers. I want to make sure my students are on the right track with the answers they complete, especially the questions they found hardest. I want to make sure students have some sort of perception on what is plausible for the character—if not this is going to be a crucial skill for the remainder of the unit. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This lesson serves as the building blocks for the rest of the unit. There is no summative assessment for this lesson but without this lesson students would be less likely to succeed when it comes to the summative assessment for the rest of the unit.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessment: **

**<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Lesson Plan Two ** //<span style="font-family: 'Times New Roman',serif; font-size: 13pt;">Creating Your Character //

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will create developed characters. // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> By emphasizing on the character within the story, students will understand the importance of the character to the story, as well as how a story can impact a character. For many students fiction is all about the story. By forcing a strong, developed character on students it will better ensure a stronger story.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Objectives: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Firstly, because I imagine my classroom being a place where everyone feels they can say what they feel without repercussions from others in the classroom. To me, it seems most fitting for this type of classroom to be in a semi-circle, where everyone can see and discuss with everyone else in the class. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day One: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Students will complete their "Write for 8" prompt. [10 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-We will shift into the discussion of characters. Let students know that strong stories are built from strong characters. I foresee this unit taking place later on in the year, so I will get students ready for characters by asking them about some of the strongest characters that they have encountered thus far this year. I will write these characters on half of the board. [15 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-I will then shift into standout characteristics, regardless of characters. For this I will also ask for //why//. It is an important question when thinking about how to create such a character--why they act the way they do. [15 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-I will now shift into using some of these characteristics to create my own character. I will use a //Character Questionnaire// transparency to create my own character for a story I will create along with them. I will show students how I think through the questions about creating a character. [25 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-For the remainder of the class students will have time to jot down ideas for their own characters.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teaching and Learning Sequence: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Although it is not worked into this class period, the next I would allow 20-25 minutes to discuss the characters they have thus far. This would include everything on the sheet as well as areas where they find that they need help. This also allows for me to go around the room and help students who are really struggling with this assignment. Students will understand that this is a work in process-- they are allowed to change and tweak their character into the person they wish UNTIL they begin to write.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> My goal as a teacher is to create a learning environment where everyone thrives. I feel as though the best way for this is to incorporate many of the Multiple Intelligences into my lesson plans, as with more Multiple Intelligences there will be more students who will be able to succeed. For this lesson plan I foresee the use of verbal, interpersonal, intrapersonal, logical and possibly natural, depending on the character they create. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students have a lot of free choice in this assignment and I think that with this they also get to set their own challenge to a certain extent. This is not an assignment that is extremely difficult to complete but it does require some creativity, which is where some students might need some extra help--I am hopeful that through discussing this assignment with others and getting an idea of how other people are completing the assignment all students will have a great character to start their story with.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction: **

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This is an important step in the completion of their final project, their short story. Without this foundation of a strong character students will struggle in creating a strong story with a logical flow. I do not plan on collecting their //Character Questionnaire// worksheets, but I will walk around the room during discussion to talk to students about what they are thinking and urge students who are struggling with great ideas to come talk to me. This lesson is less about the product and more about the process, which is why there is not a true assessment in this lesson.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessment: **

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson is working towards the bigger goal of a completed short story. This part is vital to the completion of the summative assessment but it is not directly part of the assessment.

**<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Lesson Plan Three ** //<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Building a Story // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand how a story works. // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> It is silly to expect students to create a short story without understanding the mechanics of short stories and how stories develop. By creating students that are knowledgeable in all areas of short stories, we can better assure a product that is refined.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Objectives: **

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will analyze mentor texts to understand a model of a strong short story. // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> A great way to learn writing is through the works of others. To see what other great works have been created before, students are more apt to get the spark of writing inspiration than writing cold. Students will also see various models of how strong characters are created. By understanding this process students will be better equipped to create their own strong characters.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Teaching and Learning Sequence:** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Firstly, because I imagine my classroom being a place where everyone feels they can say what they feel without repercussions from others in the classroom. To me, it seems most fitting for this type of classroom to be in a semi-circle, where everyone can see and discuss with everyone else in the class.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day One: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Students will complete their "Write for 8" prompt. [10 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- I will let students know that we are beginning to shift into the actual writing of their short stories. Before they can do this, however, they must know where they are going so they are able to get there without plot holes along the way. Hand out //Story Map Graphic Organizer//, explain what it means--what parts are what. Read aloud "The Lottery" by Shirley Jackson. Urge students to fill in what parts they think are which depending on what they know about the elements of a story. [20 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Draw a big replica of their worksheet on the board. Highlight the different parts and what they mean: bottom=foundation of the story (beginning and end), top= tipping point in the story (climax), and the middle is the meat of the story, what happens to get them from the beginning to the end. [15 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Ask students to share what they had written down for which parts of the story were which. Let them reason through why they put certain aspects where. This will hopefully generate a discussion between students who put different parts in different places. [25 minutes]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day Two: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Students will complete their "Write for 8" prompt. [10 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-We will revisit where we left off last time. I will generate a transparency with the markings from last class to refresh their minds. I will also summarize the story for the students who either forgot or who were absent. [15 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-I will pass out a blank graphic organizer and have students work together in groups of three to discuss what they think their story will look like based on what they had answered from their //Character Questionnaire//. [15 minutes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Students will move into writing individually. Once they are done they will have the chance to have me look at their graphic organizer to "okay" what they are planning on writing about. This is done for two reasons--appropriateness and whether they are on the right track. To make sure not all students finish at once they will be asked to re-think their ideas until their is an opening. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Students can now begin to write. Class will resemble a writer's workshop until the end of the unit. Students will write until they either get stuck or want to me to look at their work and then they will sign up to conference.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> My goal as a teacher is to create a learning environment where everyone thrives. I feel as though the best way for this is to incorporate many of the Multiple Intelligences into my lesson plans, as with more Multiple Intelligences there will be more students who will be able to succeed. Over the course of this unit logical, verbal, visual, interpersonal, intrapersonal and to some extent natural, depending on the story that they decide to create. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will have plenty of opportunities to get help if needed. I will also know which students are most apt to need help, and those will be the students that I will check in with the most. Students will also have plenty of academic freedom if they do not need as much help.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction: **

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative: // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will have to have their story map okayed by me before they can begin to write, so essentially this meeting is the formative assessment. Although it is important that this worksheet is completed on time, the more important aspect is that it is done correctly. //Summative:// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students are now in the beginning stages of completing their summative assessments. By the end of the Writing Workshop, students will have completed their summative assessment, which is their finalized short story. Students will be able to work and conference and rewrite until they are pleased with their stories.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessment: **