Hopefully you read my last post about my flash fiction unit
and its nice little pre-assessment. To further assess how my lesson plan would
work I taught the first day of the unit. I chose to teach the lesson to the 11th
grade English class at Eldorado Emerson Private School. This is a small private
school in Orange, CA with students from ages 4 to 18. Because I used to teach
there know many of the teachers including Mr. Kelley who teaches high school
English.
I chose to teach the first lesson because it doesn’t require
the students to have any knowledge of flash fiction and instead introduces them
to this type of writing. Here is what my learning plan was:
1)
On the board write the following famous
short-short story, attributed to Ernest Hemingway: For sale: baby shoes, never
worn.
2)
When students enter, ask them to copy the story
and consider and record whether or not they think it is a story.
3)
Once students have had time to record their
ideas, come together as a class to discuss the following:
- What does a story need in order to be a story?
- What questions does this story leave you with?
- What do you think is happening beneath the surface of these six words?
- Is the amount of what’s left unsaid unsettling? Interesting? Annoying?
- Do you think it’s harder to write a short-short story like this one or a longer work, like a novel? Why?
4)
As a class read “Flashes On The Meridian:
Dazzled by Flash Fiction” By Pamela Castro out loud and discuss its ideas after
each section.
I followed this plan with a few variations on the day I
taught it. Because I knew I wouldn’t be teaching them again I thought I should
have them read some actual flash fiction. So I changed step four and added a
step 5 and 6 as follows:
4)
As a class read three short sections from
“Flashes On The Meridian: Dazzled by Flash Fiction” By Pamela Castro out loud and
discuss its ideas after each section.
5)
Hand out packets of three examples of flash
fiction. As a class read each story aloud. Have students record their thoughts
about the story and what makes is successful or unsuccessful as a story after
each reading.
6)
Close by asking students to discuss what they
have learned. Prompt with questions when discussion lags.
One important area of this lesson was the assessments taken.
The pre-assessment of reading and responding went very well. Students wrote
quite a lot and were able to express the ideas I was looking for. One student
wrote, “it sounds like a commercial advertisement” when explaining why he thought
it was not a story. The ongoing assessment of observing the students and engaging
them in discussions went well. I quickly learned by using the ongoing assessment
that much of the language and vocabulary of the article and stories was difficult
for the several ELL students. Because I observed this I was able to quickly
adjust my plan to include more vocabulary explanation. This helped to make the
lesson accessible to all students. For example one of the examples of the form
that flash fiction can take used the word epistle. I observed that students
were puzzled by this word so when the student reader finished I explained what
an epistle was.
Although my original learning plan did not include post
assessment my edited plan did. The concluding discussion helped me to see what
the students had learned, what they still needed me to teach, and importantly
what they were interested in about this subject. I was pleased to have gathered
this information and it made me wish I could keep teaching my entire unit to
them. For example when the students were discussing what they had learned
several students asked if they could do this kind of writing themselves. I assured
them they could and was glad they couldn’t hear my inner voice which was
shouting, “I’ll teach you! … Oh, wait, I can’t! Damn!”
This experience, of teaching my own lesson plan, was so
very helpful. One big thing that I learned is that I have no concept of how
long things in my plan will take. Things I thought would take 10 minutes took 5
for one task and on another took 15. This reminded me that teachers need to be
flexible and willing to adjust their plans to fit each class. I also learned
the real importance of assessment. If I had taught this same lesson but had not
paid attention to the assessments I would have been wasting my time and the
students time. Assessments are a vital part of teaching and despite the intensity
and fear that the word brings it can be simple and easy. I will be sure to
better plan for informal summative assessment in all my lessons so that I can
improve as a teacher form each lesson.
Teaching this lesson showed me that I need to be aware of
what students need (like the ELL students who needed vocabulary help). By being
aware of student needs I can add it to my lesson and adjust for it on the go.
My favorite part of teaching this lesson was seeing the
students actually learn. By the end I knew that this class understood the
basics of flash fiction and they were intrigued. Sharing something I love with
others is a big part of why I want to be a teacher and I felt reassured about
my choice after teaching this lesson. It wasn’t easy but it was fun and it was
worth it. I am one happy future teacher thanks to this assignment and to Mr. Kelley
and his class.