Grade 6 Unit 5: Narratives

Grade 6 Unit 5: Narratives

Table of Contents

Introduction 3

Unit Objectives 3

Lesson 1: Analyzing a Narrative in Terms of Its Setting and Characters 4 Warm-up! 4 Learn About It! 5 Check Your Understanding 8 Let’s Step Up! 10

Lesson 2: Analyzing a Narrative in Terms of Its Plot 11 Warm-Up! 11 Learn About It! 12 Check Your Understanding 16 Let’s Step Up! 17

Lesson 3: Point of View 18 Warm-Up! 18 Learn About It! 19 Check Your Understanding 21 Let’s Step Up! 22

Lesson 4: Author’s Purpose 23 Warm-Up 23 Learn About It! 24 Check Your Understanding 26 Let’s Step Up! 27

Performance Task 28

Self-Check: How Well Did I Learn? 30

Wrap Up 31

Bibliography 31

Copyright © 2018 Quipper Limited 2

GRADE 6 |English

UNIT 5

Narratives We all love to hear stories. We experience a world the author creates without having to go to other places. In writing a story, the author constructs the setting, creates a character, chooses a universal theme, assigns a point of view, and arranges the plot that suits the story. All these work to create a vivid picture in our imagination. In this lesson, you will learn how to respond to literature using different perspectives.

Unit Objectives

In this unit, you should be able to:

● evaluate narratives based on how the author developed the setting and characters (heroes and villains);

● evaluate narratives based on how the author developed the plot (chronological, in medias res, flashback);

● evaluate narratives based on how the author developed the point of view; and ● determine the tone, mood, and purpose of the author.


Lesson 1: Analyzing a Narrative in Terms of Its Setting and Characters

Recall your favorite story. Which part do you like most? Was it the breathtaking place that you thought was impossible to exist? Was it the character whose struggles you can relate with? Was it the story itself as it gradually reveals the truth behind all the mysteries? In one way or another, people are inherently fond of listening to and creating stories. In this lesson, you will understand two of the critical elements that make up stories, and these are setting and characters.

Warm-up!

Art Attack! Study the picture on the right. If you were to draw the characters who will live in this place, what would you sketch? Think about the clothes, physical attributes, and the roles of the characters in relation to the place.

● Share and explain your drawing to your partner.

● Why did you decide to have these characters?


Learn About It!

A story has important elements. These are the setting, the characters, the plot, the theme, and the point of view. They contribute to the development of the narrative. Identifying them would deepen the appreciation of the story. Setting This includes the time and the location in a narrative. Examples

We set off for the beach. When we reached our destination., there were already several others there. We spotted a shady coconut tree and spread our mat under it. Mother settled down to read her favorite novel. Father lay down and soon dozed off. Jane and I promptly changed into our swimsuit. Then, we selected a spot to build a sandcastle. With some effort, we managed to construct a quaint little castle.

A vivid description makes the reader feel that he or she is part of the story, as if he or she can touch, see, smell, taste, and hear what the author is describing. Below is an excerpt from Charles Dickens’s Hard Times in which the author describes a place called Coketown. Notice how descriptions are full of details that build the image in the readers’ minds. It


creates excitement, making you want to read more and more.

It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it; but as matters stood, it was town of unnatural red and black…It had a black canal in it, and a river that ran purple with ill-smelling dye, and vast piles of building full of windows where there was a rattling and a trembling all day long, and where the piston of the steam-engine worked monotonously up and down, like the head of an elephant in a state of melancholy madness.

Characters The characters are the personalities that make a story. Readers could feel sympathy as they relate their similarities and differences with the characters of the story. Through characterization, the readers can know the character more and have a better understanding of why he or she has that personality. Failure to create and to describe a character and its uniqueness is called weak


characterization. It could result in a dull narrative regardless of a detailed setting.

Direct characterization involves a straightforward telling of the personality of the characters either through narration or other characters’ speech.

Al was a taxi driver. He loved his job and enjoyed conversing with his passengers. .

Indirect characterization reveals the character’s personality through speech, actions, and appearance.

Al soon reached the destination. He bade the businessman goodbye as he alighted and then drove off. As he stopped at the traffic light junction, Al turned to look behind. He was surprised to see a black briefcase on the back seat. It belonged to the businessman. Anxious to find the owner, he drove to the nearest police station and reported the lost briefcase.


Types of Characters

The hero, also called the protagonist, is the central person in a story and is often referred to as the story's main character. He or she (or they) is faced with a conflict that must be resolved. The villain, also called the antagonist, is the character(s) (or situation) that represents the opposition against which the hero must contend. In other words, the villain is an obstacle that the hero must overcome.

Another type of character is the static character that does not change throughout the course of the story. On the other hand, a dynamic character is one that changes significantly throughout the story.

Check Your Understanding

Read the story below and complete the tasks that follow.

Three Little Pigs Once upon a time there was an old mother pig who had three little pigs and not enough food to feed them. The next day, a wolf happened to pass by the lane where the three little pigs lived; and he saw the straw house, and he smelled the pigs inside.


"Little pigs! Little pigs! Let me in! Let me in!" So he huffed and he puffed and he blew the house down! The wolf tried to catch both pigs at once, but he was too greedy and got neither! His big jaws clamped down on nothing but air and the three little pigs scrambled away as fast as their little hooves would carry them. The three little pigs were very frightened. They knew the wolf wanted to eat them. He hadn't eaten all day and had worked up a large appetite chasing the pigs around, smelling all three of them inside. He knew that the three little pigs would make a lovely feast. He decided to enter the house through the chimney, but the three little pigs lit up a fire and put a huge pot with boiling water on it. The wolf fell into the pot, and they put on the cover again, boiling the wolf up. The three little pigs ate him for supper.

1. Using a webbing graphic organizer, describe the setting of the story. 2. Complete the table below with direct and indirect characterization.

Three Little Pigs Characterization Wolf Traits Physical Attributes Speech Actions

3. If you were to change the character’s role so that the wolf becomes the hero while

the pigs become the villain, what would the story be all about? Write it inside the box.

4. Stories reflect realities. If you were to compare the pigs and wolf in today’s society,

who do you think they would represent? Explain your answer. 5. Explain the ways to develop the characters in a story.


Let’s Step Up!


Lesson 2: Analyzing a Narrative in Terms of Its Plot

Stories typically have a beginning, a middle, and an ending. If you miss one part, you most likely will not be able to follow it. This only proves that a story usually has a certain structure that every writer whether young or old might want to observe so that readers will be able to comprehend and appreciate the development of the narrative. In this lesson, you will learn the basic elements of a plot.

Warm-Up!

Collaborative Storytelling

Your teacher or the leader in class will begin the story. Each member of the class must contribute and add to the story told by the previous storyteller, until everyone gets the chance to speak up. The last person must be able to wrap up and end the story. Remember that the challenge is that the story must be connected, and it should be interesting enough.


Learn About It!

The plot is a series of interconnected events modified by the author according to his or her own style of delivering the narrative.

Three Types of Plot Structure

Chronological-Sequential In medias res

Flashback

A story with a chronological-sequential plot is told as it happens from earliest to the latest events.

Freytag’s Structure of the Plot More popularly known as the Freytag’s Pyramid, this structure of the plot is very common in early narratives especially in the Western societies during the nineteenth century. Gustav Freytag saw this pattern and created a pyramid that shows this structure.

The idea in early narratives is that every story starts with setting the scene or exposition by providing descriptions of the setting as well as the characters. Usually, everything is in a normal state. Then something happens that interrupts this normal state.


The story builds up and starts to become more intense in the rising action. As the action builds up, it reaches its climax where the most exciting part of the story happens. The story begins to solve itself in the falling action. This is the part where we know that the story is about to end. Lastly, the denouement, wraps up the events and concludes the story.

Here is an example of a short narrative entitled “The Princess Who Loved Her Father Like Salt” (Indian folktale) that shows the Freytag structure.

Exposition is the beginning of the story.

Once there lived a king who had seven daughters.

Rising action is where the conflict is revealed.

He asked them one by one how much they loved him. Whoever makes the best comparison shall be the heir to the throne. The elder daughters compared their love to the king to a sun, and to the whole of kingdom. When the youngest daughter was asked, she said, "Father, I love you as much as I love salt."

Climax is the turning point of events.

This made the king very angry. He couldn't believe his daughter compared her love to her King to a mere kitchen condiment. Displeased by this comparison, he banished his daughter to the woods. He announced to the whole palace that she is no longer the king's daughter. On the way home from the palace, the master cook saw the princess in the woods. She took pity for the young girl and took her to her home. She


fed her and said she could stay as long as she liked.

The falling action is where events begin to solve themselves.

Years passed. The master cook had taught everything she knew about cooking to the young girl who was now a lady.

The King held a banquet and invited the entire kingdom. Even Kings and Queens of nearby kingdoms attended the feast. On the day of the banquet, the master cook was not feeling well and asked the girl to come in her place. The lady took charge of seasoning the food. She did everything to make the dishes delicious. She cooked the King's favorite food. There was only one thing she did not do. The lady did not put even the tiniest bit of salt in the food.

The denouement is the untangling and conclusion of events.

When the food was served, everyone complained about the food. They knew the food was delicious. But something was missing. Displeased by the commotion, the king asked for the master cook. The lady, covering as much of her face so she wouldn’t be recognized, appeared in the banquet hall and bowed to the king. "What is the matter with the food and where is my master cook?" "The master cook is not feeling well and I'm here in her place, your Highness," said the lady. "What is wrong with the food, then?" the king asked. "There is nothing wrong with the food, I just didn't put any salt in it." The king got even angrier at the servant's announcement. "Who are you? And who told you not to put any salt on the food?"


The lady removed her disguise and said, "I am a daughter who loved her father like salt." The king realized now what had happened. He asked his daughter back to the palace and made her the heir.

In medias res or “in the midst of things” is a writing technique that begins the narrative in the midst of an action.

The Iliad, for example, begins dramatically with the quarrel between Achilles and Agamemnon during the Trojan War.

Flashback conveys information about events that occurred earlier which triggered the current event to happen.

J.K. Rowling used the “pensieve” in her final chapter of Harry Potter in which the character can enter the memory of another person to understand his or her perspective.


Theme The theme is the underlying idea that binds the elements of the narrative together. It is revealed in the plot, exhibited by the characters, and sometimes shown in the setting. The theme helps readers better understand the character’s conflicts and experiences as it relates to real events happening to real people. It often tackles what the characters go through and shows how these problems are faced by the characters. Common themes are love, family, friendship, finding one’s self, etc.

The events in Anne Frank: The Diary of a Young Girl happen in the midst of a war, and people are anxious and fearful because of events happening around them. It is not easy to identify that the story is also more about the loneliness of adolescence and the feelings of isolation that the young girl is experiencing.


1. What are the three types of plot? 2. What are the basic elements of plot? 3. Cite a movie that uses in medias res. If you were to rate the effectiveness of this

narration from 10 being the highest and 1 being the lowest, what would your rating be and why?

4. Why do you think flashback is important in narration? 5. If one part of the plot is missing, what will be the implication on the readers?


Let’s Step Up!


Lesson 3: Point of View

Every story has a particular voice that represents the person behind the narration. It does not necessarily mean the writer is talking about his or her own personal experiences. In some instances, the author may write a story from the point of view of one or several of his or her characters. This lesson will explain different types of point of view and its significance in the story.

Warm-Up!

He Said… Work in groups of four. One will stay outside while the rest of the group will watch a particular movie clip (e.g. war scene, hospital scenario, etc). After watching, each viewer will narrate the story to the member who stayed outside. Take note of the differences in the way each viewer shared his or her perspective on the story.


Learn About It! Point of View The point of view is the mode of narration the author chooses to deliver the narrative. The narrative may be delivered through a character’s point of view, or through a narrator who is not part of the story but knows about the events in the story. Below are the several types of point of view employed by authors in narratives. The first-person point of view is written from the perspective of a character who reveals his or her own thoughts and feelings in the narrative.

I trudged along the pavement. I wished I could walk just as fast as my classmates. However, my heavy built slowed me down. As I was wondering when I could reach him, I caught sight of an ice cream vendor. I love ice-cream which I thought would be a perfect snack for this unbearable heat.

The third-person point of view is delivered by a narrator detached from the story. There are three

types of third-person point of view: limited, multiple, and omniscient.

The third-person limited point of view is limited in terms of whose feelings and thoughts are revealed.

Everyone was very excited. They had put in lots of effort to decorate the classroom in preparation for the farewell party that they had planned for Ms. Leni, their English teacher. A huge banner that read, farewell to Ms. Leni had been especially designed by a group of talented students from the class.

The third-person multiple point of view shows the thoughts and feelings of multiple characters. Many authors are using this point of view nowadays to show different sides of the story.


The third-person omniscient point of view is most used by many authors as it gives readers the broadest and most perspective point of view.. Readers are able to know the feelings, actions, and thoughts of as many characters as needed. In this point of view, the author can write in the most objective perspective and can describe events without the influence of feelings and emotions.

In this excerpt, the author is able to describe a town—what it looks like, how it smells, and other description that can be made for the place. The reader can assure that this is really what the town looks like as opposed to when this is relayed by another character.

It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it; but as matters stood, it was town of unnatural red and black…It had a black canal in it, and a river that ran purple with ill-smelling dye, and vast piles of building full of windows where there was a rattling and a trembling all day long, and where the piston of the steam-engine worked monotonously up and down, like the head of an elephant in a state of melancholy madness.

Another point of view is the second-person point of view. In this point of view, the person speaking is directly addressing the readers. This point of view is not commonly used in narratives.



1. What are the common types of point of view?

2. Identify the point of view in the following excerpts.

Types of Point of View

Excerpts

At half-past nine that night, Tom and Sid were sent to bed, as usual. They said their prayers, and Sid was soon asleep. Tom lay awake and

waited, in restless impatience. (The Adventures of Tom Sawyer by Mark Twain)

There were six young colts in the meadow

besides me; they were older than I was; some were nearly as large as grown-up horses. I used to run

with them, and had great fun; we used to gallop all together round and round the field as hard as we could

go.

(Black Beauty by Anna Sewell) Poor Jo would gladly have gone under the table,

as one thing after another was tasted and left; while Amy giggled, Meg looked distressed, Miss

Crocker pursed up her lips, and Laurie talked and laughed with all his might, to give a cheerful tone to the

festive scene. (Little Women by Louisa May Alcott)


3. Music is a form of art and it is considered as poetry as well. Choose your favorite song. Write the song title and provide a brief explanation on what the message of the song. Then, identify and describe the point of view of the song. 4. Explain why the second-person point of view is rarely applied in narrative.

Let’s Step Up!


Lesson 4: Author’s Purpose

There must always be a connection between the writer and his audience. Every author has a particular reason for writing, whether it is to inform, entertain, or persuade. Generally, narratives are structured to entertain but do not think that stories are always meant to give a pleasant feeling. To entertain means to stir up

different emotions like happiness, sadness, annoyance, pity, anger, etc. In other words, the writer must be able to translate his purpose in writing through a careful selection of words to achieve the desired effect on the audience, commonly known as tone and mood of the story.

Warm-Up

Work with a partner. Try to say this line in different tones based on the emotion that must be felt by your listener. Say the line, “ I

have something to tell you. “

A. Happy, excited B. Sad, troubled C. Nervous, agitated

● What did you notice in the tone of your voice? ● Was there a change in meaning when you modified the way you expressed this line?


Similar to writing, authors must achieve their purpose by creating the right tone and mood in the story.

Learn About It!

First, let us identify the common purposes in writing.

Author’s Purpose Text Type Example To persuade Persuasive writing aims to sell

either a product or an idea.

Aren’t you collecting stamps? I’m selling them way cheaper than in the

stores. To inform Expository writing aims to lay out

facts or explain issues or processes.

Eating bananas increases serotonin levels and makes you

happy.

To entertain Narrative writing amuses the reader.

“Wind on the Hill” by A.A Milne

No one can tell me, Nobody knows


Tone is the author’s embedded attitude toward the reader, subject, and/or the people, places, and events in a work as revealed by the elements of the author’s style. Tone may be characterized as serious or ironic, sad or happy, private or public, angry or affectionate, bitter or nostalgic, or any other attitudes and feelings that human beings experience. Some examples

Positive Tone affectionate, cheerful, comforting, encouraging, lively, modest, romantic

Negative Tone

angry, depressed, greedy, mocking, sarcastic, violent Notice the tone of the narrator in the text below. It is ominous and sinister because he is plotting a scheme against someone.

“The thousand injuries I vowed revenge. You, who so well know the nature of my soul, will not suppose, however, that gave utterance to a threat. At length, I would be avenged.”

Mood refers to the feeling that the author creates in the reader that is revealed through descriptions of characters, scenes, or action in a story. Some examples

Positive Mood amused, grateful, hopeful, joyous, surprised, satisfied

Negative Mood

disappointed, gloomy, serious, overwhelmed, painful The lines below create a feeling of hopelessness:

The other kids had been discussing what presents to buy for each other. My face turned red at the thought. I had no money. Yet I longed to be able to share with my best friends something that would help them remember our friendships, even if it was just something


little.


1. Explain the difference between mood and tone. 2. How does an author achieve his purpose in writing? 3. Read the following passage below and complete the information in the table.

It was recess time. The students went down to the canteen to buy food. The discipline head Alice was around to control the crowd. Since she is well-respected, students cooperated with her. Meanwhile, Baz and her friends swaggered into the canteen. Upon seeing the queue, they marched up to Alice. There, Baz and her comrades shoved two students away and took their positions.

Questions Answer What is the author’s purpose? What is the mood of the story? What do you think is the next event?

4. After reading the “Three Little Pigs,” what do you think is the mood and tone of the author in the story? Support your answer.

5. After you have identified the tone and mood of “Three Little Pigs,” change it into positive mood and tone by modifying some lines or creating new dialogue in the story.


Let’s Step Up!


Performance Task

The Greatest Story

Goal: Your task is to find an incredible true-to-life story of hope and kindness in your local community. Role: You are a writer for a local magazine. Audience: The target audience is both young and old people in your community. Situation: The challenge involves searching for an inspiration for this special edition of the magazine to share positive stories to the readers. Product/Performance and Purpose: You will create a story based on a realistic account. Standards and Criteria for Success: Your writing will be judged based on the following rubric:

Criteria Beginning (0-12 points)

Developing (13-16 points)

Accomplished (17-20 points)

Score

Content

Three or more ideas in the work seem unrelated to the topic.

One or two ideas in the work seem unrelated to the topic.

All the ideas in the work are clearly related to the topic.

Organization

The ideas are not logically presented. The connections between

There are some ideas that are not organized well. The transitions

Ideas are logically organized and presented. The connections between ideas


ideas are unclear.

between ideas are unclear at times.

are clear.

Language (spelling, mechanics, grammar and usage)

There are 10 or more mistakes in spelling, mechanics, grammar, and usage.

There are six to nine mistakes in spelling, mechanics, grammar, and usage.

There are only one to five mistakes in spelling, mechanics, grammar, and usage.

Setting The setting is not clearly depicted or not enough details are given to establish the setting.

The setting only partially helps mold the tone and mood of the story.

The setting gives valuable insight into and helps mold the tone and mood of the story. Man vivid and descriptive words are used.

Characters The main characters are named but are not clearly described, and no pictures accompany the story.

The main characters are named and described clearly in the text, but no pictures accompany the story.

The main characters are named and described clearly in the text. Pictures of the persons involved accompany the story.

Action The action verbs used are inappropriate, making the story vague or confusing.

Action verbs are used to show what is happening in the story, but the story is not exciting and engaging.

Action verbs are appropriately used to show what is happening in the story. The story is exciting and engaging.

TOTAL SCORE


Self-Check: How Well Did I Learn?

Do a self-check on how well you learned the lessons in this unit. Place a checkmark in the appropriate box.

Skills I think I need more

practice and assistance

I am familiar and can perform well

with minimal assistance

I am confident that I can perform this on

my own

I can evaluate narratives based on how the author developed the setting and characters.

I can evaluate narratives based on how the author developed the elements plot (chronological, in medias res, flashback).

I can determine the tone, mood, and purpose of the author.


Wrap Up

Elements of

Narrative Types of Plot Types of Point

of View Author’s Purpose

Setting Chronological-sequential First person To inform Character

In medias res Second person To persuade

Point of view Flashback Third person To entertain

Bibliography

Chen, Chi-Fen Emily. n.d. Children’s Literature. Retrieved May 10, 2017.

http://www2.nkfust.edu.tw/~emchen/CLit/study_elements.htm DeLuca, Todd. 2015. Stories: Story Elements, Narrative Point of

View, Author's Purpose, Literary Elements of Fiction, Main Idea, Topic, Supporting Details, Identify the Main Idea, Features of Non-Fiction Text. OnBoard Academics, Inc.

Dickens, Charles. 1952. Hard Times. United Kingdom: Bloomsbury. Fry, Edward, and Timothy Rasinsky. 2014. High Frequency Word Phrases Level 3. Shell

Education. Rowling, J.K. 2002. Harry Potter and the Sorcerer’s Stone. New York: Harper Collins.

Recommended Link for This Unit: Elements of fiction http://www.unm.edu/~hookster/Elements%20of%20Fiction.pdf


http://www2.nkfust.edu.tw/~emchen/CLit/study_elements.htm

http://www.unm.edu/~hookster/Elements%20of%20Fiction.pdf

Grade 6 Unit 5: Narratives

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