Narrative Writing Unit 19 Lessons Essential Questions: What are the elements of a good story?

? Enduring Understandings: Narrative writing needs sensory details to help the reader see, feel, smell, and hear experiences. The narrative story follows an arc with events that go in a logical manner and solutions to problems. MiniLesson 1 Activities Materials RA: Rotten Ralph Rotten Ralph by Jack Gantos Complete the chart as a class what we notice about fiction writing. Try to phrase noticings generally so that Chart paper they can be applied to other stories in the genre. Discuss with students what they noticed about the story and about good fiction writing in general Students will begin drafting a fiction story, incorporating these elements Give the students circles to fold into fourths. Label: I Copies of sensory chart saw, I felt, I heard, I smelled. Present the scenario: Eating ice cream at the beach to students. Give the class a few moments to close their eyes and think of a scene. Have the students fill in one portion of the circle at a time, taking time as a class to close our eyes and recall the details. Explain that good narrative writing using sensory details to make the reader see, feel, and smell the experience. Explain to students that when they are drafting their stories, they can use a sensory circle (or chart) to prewrite. Encourage students to include sensory details in their writing today. I Can I can identify the elements of good fiction writing.

2: Sensory Details

I can include sensory details to improve my writng.

3: Details in Writing (Using Inspiration from Texts)

4: Using the Narrative Story Arc 5: Using the Narrative Story Arc, Part 2 6:

RA: Using 90 Streets Advice by Roni Schotter After reading the story, have the students recall the pieces of advice given to Eva Show a model of writing and have the class identify influences from the book in the writing Review the samples and have students identify how focus from the inspired writing (Idea Development) and the words that make the writing stand out (Word Choice). Students will each receive 6 blank Post-Its. On the first two they should write interesting jobs that people have (as creative as possible). Post-It 3/4: interesting places (but no proper nouns). On 5/6 have the write interesting objects that can be carried in the hand (encourage students to use adjectives). Students will come up and choose Post-Its (trying to create a story) Students will draft their paragraphs, using advice from the story to help them. Review Chrystanthem with the class. Together, plug in piese of the story into the Narrative Story Arc (briefly review the components). Remind students that using the components of the arc will help their story become better. Model choosing an idea for a fiction piece, then developing the story through the narrative story arc. Students should use the narrative story arc graphic organizer to plot out a story they are writing (either 90th street or a new fiction tale) Using the narrative story arc from before, model how to take the prewriting and turn it into a writing piece. HW: Write down a conversation you have with a friend or family member Students will read Write Source pg. 96
th

Using 90th Streets Advice by Roni Schotter Sample paragraphs Post-Its Graphic organizers

I can use my experiences to develop writing ideas.

Chrystanthemum by Kevin Henkes Copies of portable word wall Narrative story arc poster Story arc graphic organizers

I can effectively use the elements of a narrative in my writing.

Document camera/projector

I can effectively use the elements of a narrative in my writing. I can use dialogue to

Write Source Books

Dialogue

7: Narrative Writing Frame

8. Writing Prompt: The Hero Narrative

As a class we will discuss the differences between the With Dialouge section and the Without Dialogue section Remind students about the Voice trait in writing and how dialogue helps with this trait. Review the dialogue in Rotten Ralph by Jack Gantos. Discuss how it helped reveal what the protagonist was feeling and how dialogue helped move the story along. Students will trade their dialogue homework and have the other person read it aloud. We will discuss how it sounded and how dialogues varied from one person to another. We will also review the use of quotation marks and how to use them in dialogue. Students will be encouraged to add dialogue to their pieces during their revisions. Discuss how we can use a formula or a frame to organize our writing. Writing in the frame allows us to make sure we have all the parts of the narrative story covered. Students will receive Narrative Writing Frames use the poster to go through each portion. Encourage them as they are writing or revising today to make sure they use the frame to include all story elements. Authors Chair Students will receive an assignment sheet. This should be one of their published pieces for the quarter. As a class, each student will brainstorm 3-7 people they think of as a hero. We will compile the list as a class. We will discuss what makes these people heroes. Students will look back at their lists and come up with common characteristics. Have the class share the list of characteristics. Each student will choose their top 3-5 and write about why

Rotten Ralph by Jack Gantos

reveal my characters thoughts, feelings, and emotions.

Copies of Narrative Writing Frame Document Camera/projector

I can write a narrative.

Hero assignment sheets Chart paper

I can use prewriting to draft my story.

 9. Writing Prompt: The Hero Narrative 10. Writing Prompt: The Hero Narrative

11. Using the Narrative Story Arc

these characteristics are essential to be considered a hero. Students may continue working on other pieces of writing. Review the list of characteristics from yesterday. Today the kids will begin brainstorming heroes from their family (using the personal experiences prewrite) Model how to the process, and focus on the small moments that make the people a hero Give the students a few moments to brainstorm at least 2 people. They will take the opportunity to share with a partner Students then have the opportunity to brainstorm some more people Students will select a person that stands out as a hero Model filling out a graphic organizer for the people Why is this person a hero? Then the actual actions or accomplishments Students will complete their own charts for the person theyve selected, then share with a partner. When they have finished, they will begin writing the story of that hero, specifically focused on the accomplishment. Review with students the characteristics of good fiction writing Today, they will be using their narrative story arcs to plan out their hero narratives. Review the components of each element and why its important for the narrative. Students will use their arcs (or modified story mountains) to plan their hero narratives and begin drafting Authors Chair

Hero characteristics list

I can explain how revising improves writing.

Editing mark poster Editing mark handout for binders Chart paper Peer Editing handout Extra post-its Sample Essay

I can edit a peers writing.

Fiction characteristic list

I can share my writing and receive feedback.

12. Fleshing Out Character Details

13. Attention Grabbing Leads 14. Strong Endings In

RA: Dirty Beards from The Twits by Roald Dahl. After reading, have the students draw pictures of Mr. Twit Discuss as a class what made it easy for them to draw the picture i.e, how did the author show, not tell about the character? Review with students our Character Development organizer Students will use this today to add details to their writing about their hero Show a completed character development organizer. Model for students how to use the information in the organizer to develop a descriptive paragraph. Give students a few minutes to begin their character profiles. Students will then choose 2-3 items from the profile (include a feeling!) and try to think of a way to SHOW the reader as opposed to just telling the reader. Students will turn and talk, sharing their examples with a partner. Students will have the opportunity to finish their character profiles. They will go back to their hero stories, and add details as they revise. Students will continue working on their drafts of their hero narrative Remind students that the best way to get a reader to keep reading their story is to have an attention grabbing lead. Pass out Little Red Riding Hooks to show the different ways to start a narrative story. Students should work on revising their intro paragraphs to make sure that their leads grab the readers attention. groups, students will look at mentor texts about

The Twits by Roald Dahl Sketch paper

I can add descriptive details to my writing.

Copies of Little Red Riding Hooks Copies of sample essay

I can write a lead to grab my readers attention.

Stickeen: John Muir and the

I can write a strong

15. Strong Titles

16.

17. 18.

heroes and examine the endings (Stickeen: John Muir and the Brave Little Dog by Donnell Rubay, The First Starry Night by Joan Shaddox Jsom, Alvin Ailey by Adrea Davis Pinkney, Satchel Paige: Dont Look Back by David A. Adler One student will read the book aloud while the group works to answer the questions: 1) Who is the hero in this book? 2) What heroic characteristic most stands out about that person? 3) What particular episode in that persons life best illustrates that characteristic? As a group, they will figure out how the author ends the book Each group will share their ending with the class and discuss the strategy the author used (they will make a poster and present) Encourage students to wrap up their hero stories employing one of the strategies used Students should be in the last stages of their hero narratives mostly working on self or peer editing. Students should develop a title for their piece at the very end Discuss with students how good titles usually either a) say something important about the main character b) say something important about the climax or c) say the theme Look at some of the titles of mentor texts weve used and classify the titles Students will jot down 3-5 ideas for their titles based on the strategy Students will work on revising/editing/publishing their narratives Authors Chair Students will work on revising/editing/publishing their narratives Narrative Post Prompt

Brave Little Dog by Donnell Rubay The First Starry Night by Joan Shaddox Jsom Alvin Ailey by Adrea Davis Pinkney Satchel Paige: Dont Look Back by David A. Adler Construction paper

ending to wrap up my narrative.

Mentor texts weve used

I can create a title that displays the main theme of my story.

19.

Narrative Writing Celebration: Students can invite their hero to class to listen to students share their narratives.