Writing a Narrative - Process Plan of Action

(sample for teacher)

Day 1

• Present project to students, introduce Driving Question.

• “How can cultural experiences and perspectives be conveyed through memorable

narratives?”

• Students discuss the topic of the project.

• “Think about what you already know about the subject and what is important.”

• “How can this project be meaningful?”

• “How can you accomplish this task?”

• “What do you need to accomplish this task?”

• Whole group discussion on topic to brainstorm ideas

Day 2

• Present project outline and rubric (pg 137).

• Set expectations

• Present Project Management Guide

• Discuss time management skills, planning, preparations, assessment dates, etc.

• Students prepare for project and create an outline.

• Students must organize themselves, with coaching from teacher.

• Students are to create roles for each member in group, required materials, where

to find information for research, what direction they want to move in, etc.

• Possible roles within groups include:

• Facilitator: moderates discussion, keeps group on task, distributes

jobs/work, keeps group aware of deadlines

• Recorder: takes notes during discussion, keeps all records

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• Spokesperson: discusses issues with other groups, requests coaching from

teacher

• Checker: fact checks, grammar checks, spell checks, edits, revises

• Etc…

• NOTE: ALL STUDENTS ARE REQUIRED TO ASSIST IN

WRITING, RESEARCHING, AND PRESENTING

Day 3

• Students read and annotate Where I’m From on page 92.

• Discuss sensory details and anaphora.

• Students create their own poem emulating Where I’m From.

• Students conduct research on BYOD or in computer lab.

Day 4

• In class mini-lessons on elements of narrative: setting, sequence of events, point of view,

theme, and characters (page 94).

• Students read and annotate Funny in Farsi (page 95).

• Discuss characterization, narrative elements, point-of-view, etc.

Day 5

• Students begin outlining and organizing argument with current research and commentary.

• Students read and annotate Kaffir Boy on page 99.

• Discuss dialogue tags and punctuating quotations.

Day 6

• In class mini-lesson on Sentence Types (pg 105) with Pick One by David Matthews.

• Narrative Pacing (pg 103)

• Simple, Compound, Complex, Compound-Complex

Day 7

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• Socratic Seminar on current perspectives

• Each group must discuss their current research and possible resolutions with the group,

taking notes to ensure they answer questions teachers or students have regarding their

position/claim (to strengthen their own argument for later).

Day 8

• Students submit final outline for teacher to review with group (teacher to conduct 1:1

conference with each group regarding their final outline prior to writing draft).

• Once outline is approved, students begin drafting argument.

• Students read and annotate If You Are What You Eat, Then What Am I? on page 106.

• Discuss sensory details, pacing, and narrative elements.

• Include artifact (pg 107) and clauses (pg 108).

Day 9

• Students read and annotate Persepolis on page 112

• Discuss narrative elements (pg 111).

• Students create a series of panel drawings that include dialogue to tell a story (pg 119).

Day 10

• Students in the computer lab for research/writing.

• Students allowed opportunity to interview others within the school regarding their issue and

argument.

• Students read and annotate Woman with Kite (page 121).

• Discuss descriptions and narrative elements.

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Day 11

• Students in the computer lab for research/writing.

• Students allowed opportunity to interview others within the school regarding their issue and

argument.

• Students read and annotate Grape Sherbet (page 122).

• Discuss narrative elements.

Day 12

• Peer-evaluations of first drafts take place in class. Each group switches with another group.

• If evaluations finish early, students begin revising and editing their arguments.

Day 13

• Students submit final project for teacher review.

• Students read and annotate The Hunger of Memory (page 124).

• Discuss persona, allusion, conflicts, diction, syntax, and universal ideas.

• Mini-Socratic Seminar on universal ideas.

Day 14

• Students edit and make final revisions of argument/speech.

• Students are allowed opportunity to rehearse as a group.

Day 15

• Students present product to the class, teachers, administration, etc.

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• While students are presenting, other groups should be focused on evaluating the

performing group’s claim, evidence, logic, communication, commentary, and technical

elements of speech.

• See Persuasive Presentation Peer Evaluation Form.

Day 16

• Students complete self-reflections independently.

• What have you learned about how an author controls the way an audience responds to his or her writing?

• What new narrative techniques did you include in your narrative to create an effect in your reader’s response to the narrative?

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