Artifactual Literacy

Students will evaluate effective writing techniques in non-fiction storytelling. Students will complete an assignment where they will tell their own life stories.

Duration
1-2 hours
Lesson Type
Traditional Lesson

Lesson Created By: JarvaisJackson, Kayla Hostetler

Lesson Partners: Center for the Education & Equity of African American Students (CEEAAS)

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Grade(s):

  • 9

Subject(s):

Recommended Technology:

Other Instructional Materials or Notes:

Lesson Progression

  • Ask students to bring in an object from home that tells a story about them. The teacher should give them an example.  
  • The classroom should be set up with desks facing one across from each other and a timer on the board. 
  • The teacher should say that today the students would be speed meeting each other to tell one another their stories related to their objects. (Instructions should be visible on the board.)
  • The teacher should model another story with an object she brought in. For example, I often bring in an old copy of James in the Giant Peach that I had as a child. I tell the students the story of how my mother would read me a chapter each night before bedtime. She would use different voices. I explain how this book symbolizes the beginning of my love of reading and a positive memory with my mother. 
  • The teacher should remind students that when one person is telling the story, they cannot interrupt the person until they are finished. 
  • Give students 5 minutes to talk with each other about their stories.
  • The teacher starts the timer. After the timer sounds, she has the students rotate and starts the timer again. This continues for at least four rotations. 
  • The teacher then calls on random students to tell the larger class someone’s story. After the person tells the other person’s story, she asks students whose stories were told if they got all of the details correct or if there is anything that needs to be added to the story or was missing. 
  • The teacher should do this for several students.
  • The teacher explains to the students that when someone tells your story for you, they often miss out on important details and ideas. They may even get it wrong. That is why it is dangerous for others to tell your story for you. That it is important for you to tell your own stories and share your own truths, much like the literature we read within the class.
  • The teacher then passes out a story planning sheet. The teacher explains to the students that they are going to write their stories down that correspond with their objects. They will take a picture of the object and upload their stories and pictures onto a class website. 
  • The teacher then passes out an example story, “Sign Language, Convict Style,” by Jimmy Baca, as an example text to analyze for writing a nonfiction story. 
  • The students and teacher will read it together, noting effective writing techniques.
  • Students then will complete the planning of the writing of their stories.

Sign Language, Convict Style

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Assessments

  • With four minutes left to go in class, the teacher stops and asks students to write a 3, 2, 1.
  • 3 items they learned about their classmates, 2 things they have in common with classmates, and 1 story that was their favorite. 
  • During the following class periods, students will write their stories, edit their stories, and upload their images, typed stories, and audio of their stories on the class website.