PIECES AND

THE BUILDING OF A
STORY
LORIMAR ORTEGA BEEDE
MAYAWEST WRITING PROJECT [SI] 2014

WHO AM I?
BORN AND RAISED IN PUERTO RICO.
GRADUATED IN 2012 FROM INTER-AMERICAN UNIVERSITY IN
AGUADILLA
BA IN SECONDARY EDUCATION IN ENGLISH AS A SECOND LANGUAGE

LAST SEMESTER OF MY M.A.E.E. AT THE UNIVERSITY OF

PUERTO RICO IN MAYAGUEZ.

WHAT AND WHERE I HAVE TAUGHT

2012-2013 (LEVITTOWN, PR)
6TH GRADE ALL COURSES
7TH AND 10TH GRADE : ENGLISH COURSE

2014-2015 (MAYAGUEZ, PR)

INGL 3103-3104 INTERMEDIATE UNDERGRAD ENGLISH COURSE

6th Grade Wacky Day, Levittown, PR

WHAT I BELIEVE
STIMULATE STUDENTS INTO MAKING KNOWLEDGE AND
LEARNING UNIQUELY THEIRS; MAKE THEIR OWN CONNECTIONS.
COGNITIVE CODE APPROACH- DESIGNATES STUDENTS AS RESPONSIBLE
FOR THEIR LEARNING.

GUIDE AND MENTOR SHARING KNOWLEDGE AND SKILLS

THROUGH PEER COLLABORATION
TO TEACH MEANS TO SERVE THE LEARNING PROCESS RATHER THAN TO
DOMINATE IT (CALEB GATTEGNO, AS QUOTED BY LARSEN-FREEMAN 52).

PEER INTERACTION COUPLED WITH HANDS ON EXPERIENCES

WHAT I BELIEVE
PREVIOUS KNOWLEDGE MERGES WITH NEW KNOWLEDGE
PROMOTE CONSCIOUSNESS OF WHAT THE INDIVIDUAL IS LEARNING
AND HOW TO USE IT IN VARYING CONTEXTS IS WHAT MAKES A
LANGUAGE MEANINGFUL.
LANGUAGE IS USED TO CREATE THOUGHT, BUT IT ALSO
TRANSFORMS THOUGHT AND IS THE SOURCE OF LEARNING
(ORTEGA, 219) = VYGOSTKYS IDEA OF THE ZONE OF PROXIMAL
DEVELOPMENT [IN WHICH] ALL LEARNING IS IN SOME WAY
COLLABORATIVE (LEE AND SMAGORINKY 8)

THEORETICAL FRAMEWORK
JEROME BRUNER
SCAFFOLDING INVOLVES
HELPFUL, STRUCTURED
INTERACTION BETWEEN
AN ADULT AND A CHILD
WITH THE AIM OF
HELPING THE CHILD
ACHIEVE A SPECIFIC
GOAL. (MCLEOD,
BRUNER).

MY THEORY BEHIND THIS

STUDENTS WILL COLLECT ELEMENTS WHICH WILL HELP
THEM IN BUILDING THEIR OWN STORIES.

STANDARDS AND EXPECTATIONS

(JULY 2014)

12 L. 1 - LISTEN AND RESPOND DURING A READ ALOUD, PRESENTATION, OR

PERFORMANCE FROM A VARIETY OF LITERATURE, PERIODS, GENRES, AND STYLES
TO ANALYZE CHARACTER DEVELOPMENT AND SETTING, AND TO DISTINGUISH
THE CHARACTERISTICS OF TONE, VOICE, AND MOOD; MAKES CONNECTIONS TO
TEXT.
12.S.5
APPLY LANGUAGE CHOICES IN DIFFERENT CONTEXTS FOR DIFFERENT
PURPOSES AND AUDIENCES DURING SPEECH DELIVERANCE.
A. USE IDIOMATIC EXPRESSIONS CORRECTLY.+
B. USE TECHNIQUES FOR OVERCOMING CULTURAL AND LINGUISTIC BARRIERS TO
COMMUNICATION.

12.R.4 - DETERMINE THE MEANING OF WORDS AND PHRASES AS THEY ARE

USED IN THE TEXT, INCLUDING FIGURATIVE AND CONNOTATIVE MEANINGS;
ANALYZE THE IMPACT OF SPECIFIC WORD CHOICES ON MEANING AND TONE,
INCLUDING WORDS WITH MULTIPLE MEANINGS. (INCLUDE SHAKESPEARE AS WELL
AS OTHER AUTHORS.)

STANDARDS AND EXPECTATIONS

(JULY 2014)
12.W.3 - WRITE NARRATIVES (SHORT STORIES, MEMOIRS, AND JOURNALS)
USING TRANSITIONAL WORDS AND OTHER COHESIVE DEVICES TO BETTER
ORGANIZE WRITING TO DEVELOP REAL OR IMAGINED EXPERIENCES OR
EVENTS USING EFFECTIVE LITERARY DEVICES (TECHNIQUES AND ELEMENTS),
WELL-CHOSEN DETAILS, AND STRUCTURED SEQUENCES.
12.LA.2 DEMONSTRATE COMMAND OF THE CONVENTIONS OF ENGLISH
CAPITALIZATION, PUNCTUATION, AND SPELLING.
A. USE PUNCTUATION RULES CORRECTLY.
B. SPELL CORRECTLY.

MATERIALS

PAPER (HANDOUT)
PENCILS/PENS
OVERHEAD PROJECTOR
LEGOS

ACTIVITY
BRIEF DESCRIPTION OF MAIN SHORT STORY ELEMENTS
10 MINUTES

CHARACTER MAKER
5 MINUTES

PLOT CONSTRUCTOR
5 MINUTES

SETTING SETTER
5 MINUTES

STORY WRITER
15-20 MINUTES

LETS GO!

ELEMENTS OF
A SHORT
STORY

Head:
Characters

Torso:
Plot and
its conflict

Arms/Legs
:
Secondary
Character
s
Feet:
Settin
g

CHARACTER MAKER
5 MINUTES

PLOT CONSTRUCTOR
5 MINUTES

SETTING SETTER
5 MINUTES

STORY WRITER
15-20 MINUTES

OPEN HOUSE
(AUTHORS CHAIR)

WORK CITED
LARSEN-FREEMAN, D., ANDERSON M. THE SILENT WAY. TECHNIQUES AND
PRINCIPLES IN LANGUAGE TEACHING 3 RD ED. NEW YORK: OXFORD U.P., NEW YORK.
2011. 51-69. PRINT.
LEE, C., AND SMAGORINSKY, P. ED.VYGOTSKAN PERSPECTIVES ON LITERACY
RESEARCH. LONDON: OXFORD U.P., 2000. PRINT.
MCLEOD, S. A. (2008). BRUNER. RETRIEVED FROM HTTP://
WWW.SIMPLYPSYCHOLOGY.ORG/BRUNER.HTML
ORTEGA, LOURDES. CHAPTER 10: SOCIAL DIMENSIONS OF L2 LEARNING
UNDERSTANDING SECOND LANGUAGE ACQUISITION. GREAT BRITAIN: HODDER
EDUCATION, 2009. 216-254. PRINT.