Description
Using the song "Live Like You Were Dying" from the soundtrack for The Bucket List as a model, students will take a look at their values and the things they would like to accomplish in their lives before they run out of time. They will use their writing skills to create their own unique "bucket list," taking this piece of work through the entire writing process. Teachers: Click here to see the entire lesson plan.
Website(s)
The Northern Nevada Writing Project: WritingFix
Six-Trait-Overview
The focus trait for this lesson is sentence fluency;
writers' final lists will show rhythm in the writing, based on a
variety of sentence lengths and repeating phrases for effect. The
supporting skill is idea development;
students will approach writing their Bucket Lists in a unique way,
painting a picture in the reader's mind about the values they hold as
people.
Author
This lesson was created by NNWP Consultant Temoca Dixon.
Materials
Lesson plan
Someday List
Values comparison
Rough-drafting sheet
Sheet of 6 Sentence Fluency Post-It Notes
Sheet of 6 Idea Development Post-It Notes
Editing Post-it
Pre-step...before sharing the song
From Temoca Dixon, this lesson's creator: "I have the students create a 'Someday List' as a writing warm-up activity. The students create a list of what their life would look like if they had no obstacles, limitations, and money was not an issue. Using a shoulder partner, I have the students brainstorm the different lists people create. Once we have several ideas, I pick two lists, one that may be very important and one that is not as crucial and we discuss the differences in the lists. The idea is to show how some lists are important and well-written whereas others are quick, random thoughts that are recorded."
"We also review idioms. The idiom 'kick the bucket' is reviewed with the students. Before I have the students guess the idiom, I draw a bucket on the board and ask the students what we use buckets for. They usually come up with ideas of what the bucket holds. I sketch out a dead person kicking the bucket and ask what they think the bucket was holding for the idiom to 'make sense.'"
Step one (sharing the song and other inspiring media)
The teacher should discuss values. What are values, and what does a person's values tell us about them? What are the different ways people display their values, for example working for charity events or volunteering? Instruct students to pay attention to the values they notice from the song and the video. Ask them to think about these two questions: "What are the values? How do you know and what does this say about the people in the song and video?
Play the song by Tim McGraw, or show the video of the song if possible. Students will use the values comparison graphic organizer to list and compare the values from the song or video. Then students will take out their "Someday List" they created earlier and list their values on the back page. They will compare their values to the items listed on their someday list. Ask, "Does your someday list reflect your values?" Tell students to imagine they have just found out they only have 3 months to live. Ask, "What would they do with your life now? Have your priorities changed? Does your new bucket list reflect your values?"
Step two (introducing student models of writing)
In small groups, have your students read and respond to any or all of the student models that come with this lesson. The groups will certainly talk about the fluency since it's the focus of the lesson, but you might prompt your students to talk about each model's idea development as well.
Currently, there are no student models for this lesson.
Step three (thinking and pre-writing)
If possible, read the book These Things I Wish by Lee Pitts. The book will give the students an idea of what good sentence fluency sounds like. Tell students they will need to try and capture a similar-sounding sentence fluency in the rough drafts of their own bucket lists.
Also, if possible, read the poem "Phenomenal Woman" by Maya Angelou to the students before they draft their bucket list. The poem "Phenomenal Woman" is a great example of rhythm for the students. Ask students to pay attention to the rhythm and the short and complex sentences that make up these texts.
Teachers will need to explain the expectation of the writing. Explain the assignment is to create a meaningful and original list that shows rhythm and a unique style. The students need to have examples of lists or text to reference and possibly use as a model for their draft. Students may need to bullet point each of their values or activities they want to take care of before the 3 months is up. Then from the list they can turn the ideas into sentences. Ask them to think about this question: "What is the message you are trying to create that creates a picture in their reader's mind of who you are as a person?"
As students prepare to create their Bucket Lists, you might have them use this rough-drafting sheet.
Step four (revising with specific trait language)
To promote response and revision to rough draft writing, attach
WritingFix's Revision and Response Post-Its to your students' drafts.
Make sure the students rank their use of the trait-specific skills on the Post-Its, which means they'll only have one "1" and one "5."
Have them commit to ideas for revision based on their Post-It
rankings. For more ideas on WritingFix's Revision & Response
Post-Its, click here.
Step five (editing for conventions)
After students apply their
revision ideas to their drafts and re-write neatly, require them to
find an editor. If you've established a "Community of Editors" among
your students, have each student exchange his/her paper with multiple
peers. With yellow high-lighters in hand, each peer reads for and
highlights suspected errors for just one item from the Editing Post-it.
Extension of Lesson (publishing for the portfolio)
When they are finished revising and have second drafts, invite your
students to come back to this piece once more during an upcoming
writer's workshop block. Their stories might become a longer story, a
more detailed piece, or the beginning of a series of pieces about the
story they started here. Students will probably enjoy creating an
illustration for this story as they get ready to publish it for their
portfolios.
Content Provider
The Northern Nevada Writing Project: WritingFix
