You are going to create a fantasy creature, write an outline for a short story in class (5 points), then write a rough draft at home. You will revise your rough draft in class (5 points). Additionally, you will be drawing and coloring a picture of the creature (5 points). Your drawing and short story will be displayed on Mrs. Anderson’s Wall of Fame
1.
Sketch and color
in a fantasy creature. Fantasy is
something created from the imagination that has no basis in reality. If you copy someone else’s idea it may be
considered plagiarism, so be creative.
If you need ideas, try combining two animals or two inanimate objects to
create your creature. (See the rubric
for guidelines).
2.
On a separate
sheet of paper describe your creature, making effective use of descriptions of
appearance, images, shifting perspectives, and sensory details. Attach this sheet to your final draft for an
extra 5 points! Some examples include:
·
An appropriate, meaningful, interesting name
·
Background: birthday/birthplace, Age
·
Major conflicts/enemies & allies
·
Activities you do during the day, hobbies, meals
·
Physical appearance: color, shape, size,
·
Athletic and/or intellectual abilities, talents, or
disabilities
·
Character flaw (flawed characters are more
interesting)
·
Memories
·
Motivations or goals
·
Insecurities, fears.
3.
Begin
outlining your story: Describe an exciting day or week in the life of your
character
a.
You
must use First
Person Point of View;
b.
Use
interior monologue (i.e., your creature’s thoughts) to depict the characters’
feelings.
c.
Use
direct (in narration) and indirect (in dialogue/action/thoughts)
characterization to describe your character in the story;
d.
Create
an external conflict with an antagonist (characterize the antagonist);
e.
Describe
the specific actions, movements, gestures, and feelings of the character(s);
f.
Communicate
why the conflict was significant to your character’s growth/change;
g.
Describe
a resolution to your story.
4.
During
your story, reveal at least three (3) scenes and incidents in specific places.
a.
A
minimum of ten (10) Elaborative sentences (as defined in class) [which
one, what kind, how many, when, where, how];
b.
Use
imagery; describe with concrete sensory details the sights, sounds, and smells
of those scenes.
5.
Pace
the presentation of actions to accommodate changes in time and mood
a.
Use transition words (In the beginning, before,
after, afterward, in the meantime, etc.);
b.
Action should take place in short sentences;
c.
Character and scene descriptions are better
described in long sentences.
d.
A new paragraph must be created each time a
character speaks (for dialogue).
6.
Remember
to introduce yourself, the time, and the place (exposition) in the beginning
paragraph, and to write a resolution at the end of the story in the final
paragraph.
7.
Type
it up, double spaced, times new roman, 12 point font. Add an original title.
Finally, in small groups, you will read your
story out loud. Your group will give you
a score of 1-5 for how well they could picture the character(s) and scenes in
your short story, which will count toward Listening & Speaking grade.
Always do your best!
Rubric (50 points)
|
|
Incomplete = .5 |
Beginning = 1 |
Developing = 1.5 |
Accomplished = 2 |
Exemplary =2. 5 |
Score |
1. Elaboration |
No
adjectives or adverbs used |
Simple
S-V-O sentences |
Sentences
add some adjectives & adverbs |
Sentences
begin to elaborate description |
10
Elaborate sentences, extensive descriptions |
|
2. SentencesBe sure all sentences are
complete. |
Incomplete
sentences, 3 or more fragments or more than 3 run-ons |
Mostly
complete sentences, 2 fragments or 2 run-ons |
Generally
complete sentences; no more than 1 run-on sentences or 1 fragment |
Complete
sentences; few errors in comma usage; no run-ons or fragments; some variety
in length and type. |
No
sentence errors; variety in length and type; sentence types relate to style
of writing |
|
3. VocabularyAvoid slang or
non-descriptive language – a lot, good, got, get, etc |
Slang
or non-descriptive words used |
Related
words or ideas mentioned; limited or repetitive vocabulary |
Attempts
to use descriptive words; goes beyond limited, repetitive vocabulary |
Correctly
uses some diverse vocabulary related to the type of prompt; varies language
beyond basic vocabulary |
Correctly
uses a wide variety of diverse vocabulary that is colorful and suitable for
topic and audience |
|
|
4. Grammar: parts of speech Read and re-read your
essay; check for errors |
Parts
of speech used incorrectly throughout, or errors in capitalization |
5-6
errors – Parts of Speech |
3-4
errors – Parts of Speech; use of contractions outside of dialogue |
1-2
errors – Pronouns Usage and Antecedent, Verbs Tense and Agreement |
A
variety of Nouns, Pronouns, Adjectives, Verbs and Adverbs used correctly |
|
5. Drawing: Elements of Design |
Four
of the elements missing, but student work is evident |
Three
of the elements missing, but student work is evident |
Two
of the elements missing, but student work is evident |
One
of the elements is missing, but student work is evident |
Drawing
utilizes Color, Shape, Form, Line, Space, Texture and is displays student
work |
|
6. Drawing: Principles of Design |
Stick figure, poorly drawn.
|
Drawing is unbalanced, lacks contrast
and unity
|
Drawing is balanced, but is missing two
of the other principles
|
Drawing is balanced, but is missing one
of the other principles
|
Drawing is balanced, exhibits contrast,
movement, and unity
|
|
|
|
Incomplete = 1 |
Beginning = 2 |
Developing = 3 |
Accomplished = 4 |
Exemplary = 5 |
Score |
|
7. Narration |
No
sequence of events |
Sequence
of events confusing |
Sequence
of events is somewhat unclear |
Sequence
of Events is clear and easy to follow |
Narrates
a sequence of events and communicates their significance to the
audience |
|
|
8. Transitions/ Pacing |
no
transition words used; story illogically jumps from one topic or scene to
another |
1-2
transition words used; irony, humor, anger, or mood difficult to ascertain
due to inconsistent pacing |
3-4
transition words used; Irony, humor, anger, or mood sometimes evident in
character actions |
Many
transition words used; irony, humor, anger, or mood frequently evident in
character actions due to accurate pacing |
Paces
the presentation of actions to accommodate time or mood changes. |
|
|
9. Scenes |
No
scenes described |
Describes
either sights, sounds, or smells of at least one scene; scenes are difficult
to imagine |
Describes
the sights, sounds, and smells of two scenes; those scenes described are easy
to imagine |
Describes
the sights, sounds, and smells of three scenes; those scenes described are
easy to imagine |
Locates
scenes and incidents in specific places; describes with concrete sensory
details the sights, sounds, and smells of all scenes |
|
|
10. Description |
No
description of characters |
Describes
either the actions, movements, gestures, or feelings of at least one
character |
Describes
the actions, movements, gestures, and feelings of at least one characters |
Describes
the actions, movements, gestures, and feelings of at least two characters |
Describes
the specific actions, movements, gestures, and feelings of all
characters. |
|
|
11. Mechanics |
Incorrect
font and spacing, many spelling and punctuation errors |
No name on Final Short
Story, No Title, Not written in First Person |
No
new paragraphs created for dialogue; 4 spelling or punctuation errors |
Incorrec
paragraph structure for dialogue; 2 spelling or punctuation errors |
No
spelling, punctuation, spacing, and paragraph structure errors |
|
|
12. Outline |
Late:
1-2 sentences of outline begun |
Late:
partially completed |
1
Day Late |
Most
of outline completed |
Outline
complete |
|
13. Rough Draft |
Late:
1-2 sentences of rough draft begun |
Late:
partially completed |
1
Day Late |
Most
of rough draft completed |
Rough
draft complete |
|
|
TOTAL |
|
|
|
50 POINTS |
POSSIBLE |
|