Humorous Story

Humorous stories are due Friday by 3pm.  Students will be given the afternoon on Friday to access the computer lab (only time I could get all week).  If students cannot finish their rough draft at home, please send to school on a flash drive or email to me at mblick@sd8.bc.ca as time will be provided.

With each assignment, students need to include their:

• Story Map
• Humorous Story Checklist (to enusre they have included all the necessary components)
• Humorous Story
• Humorous Criteria Sheet.  Once stories are complete, students will be put into groups and asked to mark stories based on the established criteria.  Students will then allowed to make further changes before submitting them to the teacher.

Reminder:  Students are always allowed to receive feedback from their teacher at all times in the process.

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Humorous Story Checklist:

Name:____________             Date:_______________

The checklist below will help you to ensure that you are completing the assignment to the best of your ability.  Please ensure that you have attached this sheet to your rough copy and have checked each box before you submit.

Humorous Story Musts:

□  Includes all the characteristics of a story:  problem, solution, characters, setting, beginning, middle and end

□  Organize their key events on their Story Maps

□  Keep dialogue short and realistic

□  Dialogue needs to move the story ahead

□  Starting point of their story is unusual

□  Details give warnings of problems ahead during the story

□  Ending has a twist or surprise.

Punctuation and Grammar:

□  Used quotation marks properly.  Each time there is a new speaker you have started a new paragraph.

□  Used capitals and periods for each sentence.

□  Six words you have used from a thesaurus:

____________        _____________      ____________       

____________        _____________   _____________

□  Sentences Make Sense.  I have proofread my work.

Student Signature:________________

Humorous Story Writing -- Criteria Student Name:     ________________________________________

CATEGORY	4	3	2	1
Story Characteristics	Includes all the characteristics of a story and is well thought out. Includes a problem, solution, characters, setting, beginning, middle and end.	Includes all the characteristics of a story. Includes a problem, solution, characters, setting, beginning, middle and end.	Includes most of the characteristics of a story. It may not be clear that all characteristics are present. Includes a problem, solution, characters, setting, beginning, middle and end.	Does not include the neccessary characteristics to make a meaningful story.
Story Map	Details are placed in a logical order and the way they are presented effectively keeps their story on track.  Everything in their planning sheet is found in their story.	Details are placed in a logical order, but the way in which they are presented makes it difficult to follow.  Students may add details not included in their planning sheet.	Some details are not in a logical or expected order, and this distracts the reader.   Story map is incomplete and/or the story does not follow their story map.	Many details are not in a logical or expected order. There is little sense that the writing is organized.
Dialogue	Uses lots description to help the reader visualize a scene, but let’s the dialogue do most of the talking. Keep dialogue short and meaningful.	Uses some description to help the reader visualize a scene, but let's the dialogue do some of the talking. Keeps dialogue short.	Uses a little description to help the reader visualize a scene. Dialogue may be longer at times.	Uses no description to help the reader visualize a scene and there is no dialogue present.
Premise or Starting Point of Story is Unusual	Starting point or premise of the story is used with a high degree of effectiveness and effectively engages the reader.	Starting point or premise of the story is used with a considerable effectiveness and somewhat engages the reader.	Starting point or premise of the story is used with a some effectiveness and struggles to engage the reader.	The starting point or premise of the story is not present.
Identifies details that warn of surprises ahead	With a high degree of effectiveness, the story gives strong warnings of surprises ahead.	With considerable effectiveness, gives some warnings of surprises ahead.	With some effectiveness, gives a couple of warnings of surprises ahead.	Gives no warning of surprises ahead.
Ending has a twist or surprise	Clearly explains that the ending has a twist or surprise that the reader does not predict.	The ending has a twist or surprise that the reader could somewhat predict.	The ending has a twist or surprise that the reader could predict.	Has no twist or surprise in the ending of the story.
Grammar & Spelling (Conventions)	Writer makes  in 1-5 errors in grammar or spelling that distract the reader from the content.	Writer makes 5-10 errors in grammar or spelling that distract the reader from the content.	Writer makes 10-15 errors in grammar or spelling that distract the reader from the content.	Writer makes more than 15 errors in grammar or spelling that distract the reader from the content.
Checklist	Used the writing checklist in its entirety to complete story. Handed checklist in with story complete.	For the most part the student used the checklist to complete their story. Handed checklist in with the story and is mostly complete.	Student somewhat used the checklist to complete their assignment. Handed checklist in with story, with pieces not done correctly.	Student did not use checklist to complete assignment. No che cklist handed in.