I Witnessed - History Mysteries & Creative Writing (MULTI-DAY)

In this 9 week course, students will spend the first three weeks learning what makes a good story and applying what they learn in short exercises that integrate a historical mystery. The following four weeks will be spent learning about and "solving" four more historical mysteries. They will do so by applying what they have learned from the first few weeks to write short narratives as though they had witnessed what had actually happened at these historical events. 

Here is the planned schedule for the course. 
Week 1: The Great Chicago Fire: Story element basics
Week 2: The Great Chicago Fire: Planning your story
Week 3: The Great Chicago Fire: Dialogue & emotion
Week 4: Escape from Alcatraz
Week 5: USS Cyclops & the Bermuda Triangle
Week 6:  The Dancing Plague
Week 7: Mary Celeste
Week 8: Edit & revise one story
Week 9: Finalize and share one story

Through week seven, students will learn about different unsolved mysteries from history. We will look at all of the clues to develop plausible theories that we can write about. This will be done via videos, articles, slideshow presentations, and discussion. Students are encouraged to share any prior knowledge they have of that week's history lesson.

Students will then use critical thinking skills to select, or create, a solution to the mystery and write a short narrative from the perspective of a person, or object, that saw what happened. As students work, I will ask them to share their writing with me. They may do this with the entire class or in a break-out room. They will be free to ask questions, and I will offer guidance and instruction to improve their writing based on what they write independently.

Students are encouraged to share their writing with the class, but will not be required to do so. 

The last two weeks will include lessons on editing and revising. Students will select one of their five stories to apply the lessons taught in class

While I will provide support and individual feedback on editing, this class is not focused on grammar and spelling. There will be no direct instruction in this area of writing. Therefore, it is best that students are already able to:
• use parts of speech correctly.
• use correct subject/verb and pronoun/antecedent agreement.
• produce complete and coherent sentences and paragraphs.
• have a basic understanding of sequence and the usage of transition words.

Please note that it is helpful for me to have a visual copy of the students' work as they are working. Google Docs makes it easier for me to provide feedback to multiple students privately and in real-time. Prior to your student's first class, I will send a link to a Google Slides Workbook that will be shared between myself and your student (you may use the link as well) where they can complete all of their work for this course. 
In most cases, Google Slides works fine even without a Google account. HOWEVER, I have had situations where this was not the case. If for some reason (whether it be technological or personal), Google Slides is not an option for your student, I will provide printable workbook pages that can be turned in via a photo or scan after class.