Appendix B
Proposed Unit Map for Writing/Storytelling
Pre-Assessment:
Students must be pre-assessed on their ability to produce a story (orally or in writing) that follows a structure and contains basic syory elements. This will serve to measure growth of such components by the end of the unit.
Phase 1: Students begin learning about alebrijes through videos and non-fiction newspaper articles found online. Suggestions are listed in the Classroom Resources section. This is an opportunity for them to explore Zapotec culture as well through music and videos that are found on YouTube. In their writing or project notebooks, students can begin collecting ideas for their alebrije, including symbols, motifs, elements, or animals they want to explore. Students should have time to share out with each other in small groups or partnerships to discuss their thinking and generate excitement. This is also a good opportunity to assess students by observing and coaching into discussions. Students may also begin collaging cut-out images from magazines of animals or patterns they like.
Phase 2: Students begin building stories by either copying the structure of a story they’ve heard, but changing or adding an element, or they may be creating one from scratch. A great way to help them get started is to start with stories they’re exploring in their families on bravery, or exploring a dream that they’ve had. Remind students to stick to the theme of bravery. It is up to them which character will rise as the hero or protagonist. A lesson may be included on exploding post-its or writing long (or talking long) for character or a setting. In this way students really focus on adding details to enrich their writing. Vocabulary banks can be considered for students struggling with writing. Another option for such students is to have them illustrate their story in three boxes going across the long way on a sheet of paper. Then they may work with a partner or teacher to build vocabulary for their picture. This enables students to build sentences for their writing or add details. At this stage these exercises are very helpful to build conversations about reading and writing.
Phase 3: Students build details regarding their element of magic. This is a good opportunity to discuss or review stories that contain magic that they’ve read. Discuss the use of objects that could serve as portals for this element. Students should begin writing or discussing ideas in their drafts about how magic will be used in their stories. For those storytelling exclusively, writing plans that they use is still critical. This keeps them on their own map of their story. Students look for ways to include this in the setting that collectively they build (mural or in small groups for all of their characters).
Phase 4: Completing their story maps or writing piece by sharing and telling their story in partnerships. Students may also use Ipads to record themselves and playback their voice. Students could also begin recording movies of their alebrije with their story, focusing on use of movement, voice, and gesture to share their story. When students are ready to perform or have completed writing their pieces, a celebration should be planned to generate excitement and pride in their accomplishments.
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