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Narrative Writing1Session 1Identifying Narrative ElementsA narrative is a type of writing that tells a story. Today we will analyze multiple narrative texts and find common characteristics within each one.2Objective

Your objective for the lesson today will be to identify narrative elements in narrative text. You will do this by completing a graphic organizer with a partner or group.3Narrative ElementsSettingCharactersPlotSolutionThe setting of a story is where it takes place.Stories have characters. Characters change throughout the story.The plot of a story consists of a problem, steps to solve the problem, and the resolution.

4Three Little Pigs

Model for the students narrative characteristics from a story they all know. You may use a personal story, read a story or use the Three Little Pigs.5

Model completing the organizer based on the story you told/read:

6Narrative FormsHistorical FictionTales: Folk Tales, fables, tall talesPoemsRealistic FictionFantasyBiographiesHistorical fictionScience fictionCollect an assortment of picture books from the library or from your own classroom. Have one from each of the following genres. With partners, have students read the picture books and together fill out the organizer. 7Assessment: Group Organizer123SettingIdentified 3 or less setting characteristicsIdentified 3-5 setting character descriptive wordsIdentified more than 5 ways the author described the settingCharacterLeft incompleteIdentified characters, but the MAIN characterIdentified the MAIN characterPlotIdentified only problemIdentified only the problem and resolutionIdentified the problem, steps to resolve and the resolution8Session 2Personal NarrativesStudent will gain the skills needed to develop a personal narrative through the use of analyzing published pieces.

9Personal NarrativeA personal narrative is a form of writing that sheds light on a true story from your life.Dave Kemper, Sebranek, Meyer: Write Source, A Book For Writing, Thinking, And Learning, 2006 (Houghton Mifflin) Mass: 87

10Forms of Personal Narrative

Throughout life we need to share experiences with others. Brainstorm as a class other ways that personal narratives are told or written.

11ObjectiveBig Picture : By the end of the unitWrite narratives to develop real experiences using technique, descriptive details, and clear event sequences.Today Identify important elements in narrative writing. Kemper, 88Your goal with this unit is to write a personal narrative about an unforgettable experience. Today we are going to take a piece of that and look at what makes a personal narrative. By the end of the lesson today you will be able to identify narrative elements in stories.12Personal Narrative

Click to openThis is a reading from the Screen Actors Guild. You do not need the actual book. If you have the book you can choose to read the book to your class or have the reader read it to your class. The link has illustrations.

When authors write, they think about things that were funny, important, unforgettable and sometimes emotional. In this story we will hear from a little girl that lived when African Americans did not have the same treatment as Whites. We will read the story through the eyes of a little girl as she realizes how unjust her world really is.

Listen to White Socks Only.

In this personal narrative, a child shares an unforgettable memory of 13

As a class complete the organizer based on the story:

14Story AnalysisUnforgettable ExperienceOrganizationVoice & Word ChoiceWhat unforgettable experience does she share?How does the author help the story flow?What words and phrases help you share in her experiences?

15Write your own5 Minute Quick WriteUsing your own experiences. Write for 5 minutes about something unforgettable. We will share after we are done.16ShareGroup Share (5 minutes)Class Share (5 minutes)

17Session 3Establishing a SituationToday we will learn how to get ideas for stories. When writing a story, authors dont just start writing and suddenly the story evolves on the paper. Just like making a cake, they have to do many steps. The first step is getting ideas to write about. Although some ideas may be better than others, not every idea becomes a story.18Gathering IdeasThink of stories you have read and think of things that have been similar to youListen to others stories and connect them to your own lifeMake a timeline of your life and events that have made an impact

19Story ElementsWho was in the story?What was the problem? What happened?How was it resolved?

20Click to open

This is a reading from the Screen Actors Guild. You do not need the actual book. If you have the book you can choose to read the book to your class or have the reader read it to your class. The link has illustrations. The reading is about 7 minutes.

Click the picture. When the page opens click the button: more stories until you see Sebastians Roller Skates.21SettingWhere is the story taking place?When is the story? CurrentPastFuture

CharactersWho are the main characters?Who are the supporting characters?23Beginning

How does the author develop Sebastians problem? 24Middle

What happens to make Sebastian start to change?25End

What does Sebastian do to show he has changed?26Resolution

How does the author make you feel at the end of the story?27

Model completing the organizer based on the story you told/read:

28Connect to the storyThis reminds me of a timeTeacher: Tell a personal story that reminds this story reminds you. While telling the story do quick illustrations on the board about what was happening.29Connect to a connectionThat makes me think of when..Teacher: Think of another personal experience to share with the students. While telling the story do quick illustrations on the board about what was happening in a DIFFERENT COLOR THAN THE FIRST STORY.30Your TurnTake 2 quiet minutes to think of some stories that these stories remind you of.Write a few words as prompts. You will be telling these stories to friends.

31Quick Tell and SwitchItems Needed:Large piece of white paper folded into 4 sectionsCrayon (2-3 sets of 12 different colors of crayons divided between the class)

InstructionsUsing your crayon, tell your story with quick illustrations to a friend.When the timer goes off (2 minutes) the friend tells their story.When the next timer goes off (2 minutes) switch crayons and friends and tell another story using a different square on your paper.

RulesYou cannot switch crayons with another student that has the same color of crayon you have already used

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Write your own5 Minute Quick WriteUsing your own experiences. Write for 5 minutes about something unforgettable. It can be one of the stories you shared today or another one that you thought of. We will share after we are done.34ShareGroup Share (5 minutes)Class Share (5 minutes)35Session 4Developing Characters in Your Own WritingToday we will learn how to introduce and develop characters in your own writing. When writing a story, authors dont just start writing and suddenly the story evolves on the paper. Just like making a cake, they have to do many steps. The first step is getting ideas to write about. We did this yesterday. After you have your ideas, you need to develop them. 36Published Personal Narrative

Click to openAuthors develop characters in different ways. Today we will ready a story written by Patricia Polacco that she uses examples, or mini-stories, to describe characters. She also uses descriptive words and dialogue to help the reader understand more about the character. Using your graphic organizer, listen for different ways she develops her characters.

This is a reading from the Screen Actors Guild. You do not need the actual book. If you have the book you can choose to read the book to your class or have the reader read it to your class. The link has illustrations. The reading is about 12 minutes.37Major CharactersTrisha

Brother

Grandma

At your table discuss how the author developed each of the characters?38ProblemOlder brother is better at everything

39Time LineBlueberries

Rhubarb

Wishing Star

Carnival

The author told mini-stories or antidotes to help tell describe the characters.

Explain that through the use of the quick blueberry story the girl describes her brother through his actions.

How did each experience help you understand the characters more fully?

Assign groups to discuss one of the other antidotes in the story and discuss how the antidote helped develop the characters. 40Resolution

How was the story resolved?41

Model completing the organizer based on the story42Write your own5 Minute Quick WriteWe will identify:CharactersSettingProblemResolutionUsing your own experiences. Write for 5 minutes about something unforgettable. It can be one about a family member, your family, things that have happened, or simply something unforgettable that you learned. We will share after we are done.43Highlight Your Story ElementsCharacterProblemSolutionSettingTeacher: Walk around and visually confirm they have their elements correctly identified.44ShareGroup Share (5 minutes)Class Share (5 minutes)45Session 5PrewritingWe have spent the last few days collecting ideas and stories. Today we will choose one story that we think will be a great story, and develop it more fully.46Choosing an ExperienceStory BankWhite Socks OnlySebastians Roller SkatesQuick IllustrationsMy Rotten Red Headed Older Brother5 Minute Quick WritesAny other you have thought ofUsing your stories you have written earlier, you can create a bank of resources to choose from for your story.47Word Choice

Authors use descriptive adjectives to describe events. The more senses they use the more the reader becomes part of the story. Using the screen shots of the pages, find descriptive language that helps the reader become part of the experience by using various senses. 48Word Choice

Word Choice

Word Choice

Word Choice

Word Choice

Word ChoiceMy Rotten Red Headed Older BrotherSightsSoundsTouchSmellsTasteA good narrative includes sights, sounds, smells, tastes, and details. Using the organizer completed in class, discuss words that the author used in the stories.54Your Own Story

Think about your story and list the words that would make your story more unforgettable. Use a thesaurus to create some words that show great detail.55Create a Timeline

Have students work with a partner and choose one of the stories read in class to create a quick timeline of the stories.56Your Own TimelineFirstNextAfter thatThen..Finally

Choose one of your stories. Without making a lot of detail, make a quick timeline of the events.57Last SentenceTHE ENDMost story end, but dont just say THE END. You need to leave your reader like you leave a conversation. It needs to end.58Closing StatementsMy Rotten Red Headed Older Brother Ill always be four years older than you, though, my brother whispered softly. Then he smiled. All of us held one anothers hands, and then we all drifted off to sleep.Sebastians Roller Skates He thought maybe somebody else who didnt talk very much even when they had a lot to say might also like to learn how to skate.White Socks Only Nobody ever again saw the big white man who had whipped us. None of us dared ask about the big chicken flapping round the courthouse near the water fountain, neither. And from then on, the Whites Only sign was gone from that water fountain forever.

Your last sentence:____________________________59Writing TipsIdeas: Use specific details to show what happens.Make the reader want to know what happens next.Kemper, 88

61Organization: Grab the readers interest in the beginning.Organize your ideas using time order.Bring your narrative together in the ending.Kemper, 88

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VoiceUse a strong storytelling voice. Show the personality of each person in your narrative.Kemper, 8863Word choiceUse concrete words, phrases, clauses to manage sequence of events and to develop experiences.Use words that help the reader to feel like they are part of the story.Kemper, 88

64Sentence FluencyWrite sentences that flow smoothly from one to the next and keep the narrative moving using dialogue, phrases, transitions, and clauses.Kemper, 88

65ConventionBe sure that the punctuation, capitalization, spelling, and grammar are correct.Kemper, 88

66Assessment: Personal Organizer123CharacterLeft incompleteIdentified characters, but not the MAIN characterIdentified the MAIN characterSettingIdentified 3 or less setting characteristicsIdentified 3-5 setting character descriptive wordsIdentified more than 5 ways the author described the settingPlotIdentified only problemIdentified only the problem and resolutionIdentified the problem, steps to resolve and the resolutionCharacter ChangeLeft incompleteAttempted but not correctGave at least one example how the character changed67Session 6Writing68Keys to WritingWrite a strong beginning paragraph that describes the character.Organize your story using time order.Use the interesting details you have collected in the middle part.Add sensory details and dialogue to hold your readers attentionWrite an interesting ending.Kemper, 8869OrganizeBeginning: Catch the Readers attentionUse dialogueInteresting FactPut yourself in the middle of the actionMiddle: Give details about what happened (time order)Sensory DetailsDialogueShare FeelingsEnding: Tell how you feltExplain how the experience changed youShare what you learnedKemper, 98, 102Student Version: Personal Narrative Organizer70Type12 pt fontDouble spaced (ctrl 2)Black fontName and Title on the top of pageHard return after title lineIndent at the beginning of new paragraphs.When finished, run the spell and grammar check.Save it on your H: drive titled narrative name Using your graphic organizer, type your story. This is a DRAFT. You will revise and edit this, but get your general idea out. When doing your first typed draft you do not need to worry about spelling. Worry about the STORY. You can fix all that stuff later.71Session 7Revise72Keys to RevisingPrint your storyRead your narrative to yourself out loud. If it sounds wrong, fix it.Read your narrative to a classmate. If it sounds wrong, fix it.Have a classmate read your narrative to you. If it sounds wrong, fix it.Mark the parts that need to be changed.Revise for the traits.Kemper, 10373IdeasDoes my narrative seem real?Have I included important details?74OrganizationHow do I know my beginning works well?What grabs my interest?What makes me want to keep reading?What is this story about?How do I know if my ending is strong?Does it explain how I feel?Does it tell how the experience changed?Does the reader know how I felt?75VoiceWhen I read it out loud, do I change anything?Does the dialogue sound natural?76DialogueWithout DialogueWith DialoguePersonalityI was mad. How could I get along without watching TV.What? I said. No Television! I dont think I can survive without it.Add DetailsI knew Id miss football.I looked at Dad and said, What about Sunday afternoon football. It is my favorite.Keep the Action GoingWe went back inside.Once we got back in the house, Dad said, I have a surprise.Really, I said hopefully.Kemper, 8877Word ChoiceHave I used action words?Do my words have the right meaning?78Sentence FluencyHow do my sentences begin?Write down the first word of each sentence. If you have repeat beginnings, make a tally mark.If you start sentences with the same word more than a few times, change the beginning of the sentences.How many words are in my sentences?On the revision sheet, tally how many words are in each sentence.If you have a lot of short choppy sentences, add details that tell who, what, when, where, or why.If you have long sentences, make sure you do not have fragments, run on sentences, and they make sense.79Session 8Editing80Editing: ConventionsCapitalizationPunctuationSpellingGrammar81CapitalizationDoes every sentence start with a capital?Does every dialogue start with a capital?Did I capitalize all my proper nouns?82SpellingDid I run the spell check?Did I reread for spelling errors for words that the spell check may have missed?83GrammarAre my pronouns clear and correct?Have I used verb tenses correctly?Do my nouns agree in number:She and I were going.not me and her wereDo I use the right multiple meaning wordsTheir, there, theyreTo, two, too84IllustrationAfter you have completed your revisions and editing print out a final copy to illustrate.85Session 9Sharing/Evaluating86Personal EvaluationThe best part of my narrative is.

The part that still needs work is..

The main thing I learned about writing a personal narrative is..

In my next narrative I would like to.Kemper, 12487Peer EvaluationMy favorite part was..

I like how you..

88Idea Evaluation321The reader could understand the storyThe reader could understand part of the storyThe reader could not understand what the story was about89Organization Evaluation321There was an obvious beginning, middle and endThe beginning, middle or end was not developed.The story jumped around and never came to a close.90Voice Evaluation321The writing and dialogue sounded real.The writing sounded real, but no dialogue was used or it was used incorrectly.The characters did not seam real and no dialogue was used.91Word Choice321 Words/phrases conveyprecise meaningappropriate to purpose,audience and genre

Various figurativelanguage devices are usedto show, not tell Words/phrases are vague or repetitive

Descriptions are sometimes used to show, not tell Limited use ofvocabulary/phrasing

Descriptions are simplistic or absent92Sentence Fluency321Sentences flowed smoothly and were varied in length and varied beginnings.Writer used complete sentences, but were very basic.Sentences wereincomplete, ramblingand/or awkward93Conventions321Shows creativity andflexibility when usingconventions to enhancemeaningUses grade levelappropriateconventions; errorsoccasionally obscuremeaningLimited understandingof grade levelappropriate conventions94