Narrative

Welcome to the Narrative Path!
Link to Fictional Narrative with a Theme Checklist

As you follow the narrative writing path, you will review, practice and develop the skills needed to write a Fictional Narrative That Develops a Theme, which will include a description of a setting that you will then use as part of this Fictional Narrative.

To do this, you will need to review and apply figurative language, sensory details, and precise word choice--especially denotation versus connotation.  Then continue with characterization in order to develop your important characters, and theme (the "so what", the life lessons learned).

Review Elements of Narrative Writing

1. Figurative Language -- 

•      Watch Figurative Language Review videos (both)--To begin, review a variety of Figurative Language using the following video:

•      Watch the video "Figurative Language in Movies" to review, then near the end. . .

     To begin, review a variety of Figurative Language using the following video:

• Check your knowledge of figurative language by completing the Figurative Language in Movies Check/WS.

• If necessary, review, study and test your knowledge of figurative language using Quizlet.

Quizlet Figurative Language Definitions/Examples/Pictures

2. Sensory Imagery and Details --

In addition to figurative Language, another technique, or "tool", authors use to convey feeling and make their writing come alive and help readers FEEL connected to the story is description that appeals to the five senses:  sight, sound, smell, taste, and touch.

Review and Practice

• Watch two videos:

              First, watchMissC - Imagery (below)

              

              Then, watch the following video "Using Sensory Language:  Writing Strategy Using All 5 Senses" by Vivian Price (see below - 5:30).

• As you watch the video clips for each separate sense, pause the video to write down the descriptive words (adjectives) you would use to describe each example given on the Sensory Language Capture Sheet (linked here or in your packet). 

•  CW: Carousel Brainstorming of Sensory Language Examples - energy votes

3. Precise Word Choice / Diction (a.k.a. Connotation)

Now, let's look at a crucial skill that authors use to make their writing more vivid, memorable, and especially, to create meaning and feeling for the reader.  Author's very carefully choose certain words to create a desired effect on the reader.  This is called diction.

     1.  First, watch the video "Word Choice: Author's Purposeful Use of Language" Denotation vs. Connotation

Word Choice: Author's Purposeful Use of Language

• After watching the video, complete the front AND back of the  Working With Word Choice (Connotation vs. Denotation) worksheet .  Toward the end of the video, I will demonstrate and explain how to do this--then you will be able to complete the WS.
• BE SURE you can explain what Connotation means and what Denotation means (hint hint).

4. Review Characterization

          Objectives:  SWBAT

• Identify types of characters and techniques authors use to develop characters in narrative texts;
• Identify character traits (personality) and, using supporting evidence, explain HOW evidence reveals the traits.

         a. Watch Characterization videos (below) - Characterization Techniques

• take notes on two major types of characterization AND the techniques authors use within each of these types (note any questions you have), 

• THEN, Watch "Characterization Lesson:  Using Disney's Frozen" (below)
• note major ideas, especially the two DIFFERENT techniques used in this video compared to the first one.

          b.  FINALLY, choose 2 videos from the 3 below

• Characterization - Study.com PAIRS (2:30) audio

• Indirect Characterization - Study.com STEAL (3:00) audio

• Two-Minute Teacher - Direct vs. Indirect Characterization (below - 2:00).

c. Exit Ticket: Identify 3 examples of 3 different types of characterization from your choice novel (including page numbers, quotes, and identification)

Read and Apply 

Preparation/Pre-reading:

Follow the directions on the Voki to interpret the Wordle (click on the link below).

Wordle Introduction

Lemon Brown Wordle (click to enlarge)

Stations Activity--Read and Analyze

    Step One:
Now that you have formed some initial impressions of the story based on the Wordle, read the excerpt from "The Treasure of Lemon Brown" by Walter Dean Myers.  As you read, highlight examples of figurative language, then record examples figurative language on the Descriptive Language Capture Sheet.  Be sure to write the "quote", identify the type of figurative language, and note the author's purpose for each (effect on reader) and be prepared to share and discuss these examples with classmates.

     Step Two:
Look at a second example, reading an excerpt from chapter 1 from The Pearl by John Steinbeck.  Again, highlight examples of figurative language, and record these, identify the type of figurative language, and the author's purpose on the Descriptive Language Capture Sheet for The Pearl.

•  CW: Exit Ticket: On a given sheet of paper, identify 2-3 examples of figurative language from the novel you are reading.

     Be sure to:

• write the title, quotes and page numbers (in parentheses at the end of quote), 
• label what kind of figurative language it is, then 
• explain the author's purpose for each (effect on reader) and be prepared to share and discuss these examples with classmates.

Sensory Details:  Re-read/Re-visit excerpt from “The Treasure of Lemon Brown”  and The Pearl chapter 1

• Highlight and record Sensory Details from excerpt in the Sensory Language section on your Descriptive Language Capture Sheet 1 for Lemon Brown and
• Descriptive Language Capture Sheet 2 for The Pearl.

•  CW: Exit Ticket: On a given sheet of paper, identify 2-3 examples of language from the novel you are reading.

     Be sure to:

• write the title, quotes and page numbers (in parentheses at the end of the quote), 
• label which sense the quote appeals to, then 
• explain the author's purpose for each (effect on reader) and be prepared to share and discuss these examples with classmates.

Word Choice/Diction (a.k.a. Connotation):  Re-read/Re-visit excerpt from “The Treasure of Lemon Brown”  and The Pearl chapter 1

•  Yes--one last time-- re-reread/re-visit the excerpts from "The Treasure of Lemon Brown" and The Pearl, and

• identify, highlight, and write down at least three (3) examples of words with STRONG CONNOTATION.  
• Record those words and the ideas they bring to mind on both the Descriptive Language Capture Sheets for each text.

•    CW: Exit Ticket:  Identify 2-3 examples of strong word choice (diction) from your choice novel

     Be sure to:

• write the title, quotes and page numbers (in parentheses at the end of the quote), 
• explain the emotional associations of the word choice in the quote, then 
• explain the author's purpose for each (effect on reader) and be prepared to share and discuss these examples with classmates

II.  YOUR TURN!!

Composing a Description of Setting and . . . Fictional Narrative That Develops a Theme

Objective: SWBAT compose a description of setting that orients the reader to the "world" of the story, applying relevant and appropriate technique and language usage.

       You are now on your way to composing a narrative that develops a theme.  Prior to that you will need to apply your newly reviewed and practiced skills with figurative language, sensory details, and precise word choice/diction (connotation).
      The idea here, is to use either an event or setting or character (person) from your life to develop a story with a theme (not a memoir per se, but use this idea as a launching point a Graham Greene indicates in the quote that inspired the journal entry.

    1.  In preparation, return to and re-read the journal entries we wrote during the first weeks of school, including the Heart Map and personal experiences and memories.  

• Bullet words and phrases from the entries about your life, culture and influences in each of the three categories below to generate ideas of possible topics from those you have experienced.

    2.  Topic Selection -- Quick Write:

• Pick a place from those first week journals and sketch/draw it with ALL the details you can remember

B.  Description of Setting

Objective:  SWBAT compose a description of a setting that orients the reader to the "world" of the story, applying relevant and appropriate technique and language usage.

    1.  Brainstorm ALL the details of your chosen setting (to be used for Fictional Narrative)

• Use the Setting Bubble graphic organizer  (or a self-created one) to brainstorm and flesh out all the details of the setting of that Significant Event or Experience.  
• Really close your eyes and picture it like a scene from a movie in slow motion.  Capture all the senses and details.

    2.  Write a rough draft of your SETTING - read the rubric and checklist to make sure you have examples of figurative language, sensory imagery/details, and strong, precise word choice (strong diction) -- turned-in for a formative grade

•  Once receiving some feedback, you will need to write a rough draft of the major or important setting of the significant event.

     3.  Before you begin to develop and write your Fictional Narrative, watch the video below, "Descriptive Writing in Simple Terms".

• Be sure to write down the major ideas, and any questions or comments you have about the information.  You can use the Google form .
• Revise rough draft of setting description -- with focus on _________________
• Select ONE specific skill from the video to improve in your rough draft.  Write that skill at the top of the rough draft.

C. Fictional Narrative That Develops a Theme

First, you need to know what a Personal Narrative or Memoir is.  Start by reading several examples.  From there we will figure out what they all have in common--in other words, what are the features of a personal narrative/memoir.

     1.  Review Elements of Narrative Writing

• Flocabulary “5 Things” video
•  Quizlet “Elements of Narrative Writing
• Google form - complete

     

     3.  Theme

          a.      Topic, Moral, Theme WS

• identify, differentiate, and revise

          b.  Favorite Movie Theme (of 3 options given)

Click here for choices (on paper or hard copies given in class)

• Choose and summarize favorite movie (w/partner)
• Identify 3 conflict/obstacles and their resolutions
• Identify themes for the movie based on obstacles + resolutions
• State 3 qualities/criteria of a GOOD theme

          c.  Theme -- Generalization (individual then with partner/group)

• Select one of the themes from favorite movie
• Identify one conflict-resolution sequence as support
• Identify other stories with same theme (conflict-resolution)
• Identify real-life example (conflict-resolution)

          d.  Application -- "The Dinner Party"  (1st story listed on Fictional Narrative That Develops a Theme Playlist)

• Read,
• Take notes of each narrative element on plot diagram provided in class
• With partner, answer questions at center, identifying theme
• Exit Card:   conflict – resolution – theme
• Post for feedback (peer and teacher)

e. Themes in class/choice novel --

FIRST, must watch -- use handout (a "keeper") to note major steps in the theme process

• "Finding a Story's Theme" (11 min)

THEN, watch ONE of two of the videos below:

• “Themes in Disney Movies” (10 min)
• "What is Theme in Literature" (2:35)

f. Independent story selection

• Select a short story text from Fictional Narrative That Develops a Theme Playlist
• Read and take notes on plot diagram provided in class
• Answer questions leading to theme
• Story-alike partners/groups meet to discuss theme and conflict-resolution support
• Post for feedback 

          g.       Theme Development and Effect on Plot (2 WS)

Individually or with a partner, complete

• one example of the “Friendship” theme WS and
• one example from the “Power” WS

4. Compose Fictional Narrative That Develops a Theme

a. Brainstorming WS for OWN story

• Possible themes, select one
• Main character
• Setting (previously done, but can change)

b.      Behind the Name WS/Activity – Importance of character names

• Parent inquiry
• Research own name
• Main Character Questionnaire - complete WS to help flesh out more details of your main character

c.      Planning own story

• Select one of the graphic organizers provided in class - choose one that works best for you
• Identify necessary characters
• Identify setting
• Identify plot/events (conflict-climax-resolution) to develop theme

d. Draft fictional narrative with a theme

Scoring Rubric link
                Strong Narrative Leads (types and examples)
                Strong Narrative Endings (types and examples)

e. Peer evaluation (hard copy needed)

f. Teacher feedback (in person/in-class preferred; electronic possible)

g. Revise/finalize and Turn-in

• due ________________ by ________________ am

III.  Watch the following videos (below), then

• On notebook paper or the back of the "Elements of Personal Narrative" chart/ws, write examples of these characters and point of view found in your chosen narrative (same narrative as in above task).

       1. Static vs. Dynamic Characters

       2.  Round vs. Flat Characters

       3.  Point of View (Narrator's Perspective)

D.  Putting it all together!  Composing your Personal Narrative / Memoir

     1.  Choose a plot diagram - (hard copies available in class) -- plan out your story (significant                     event in your life)

     2.  Write your rough draft - type in writing template assigned in Google Classroom

     3.  Review "Narrative Leads/Strong Leads" (hard copy)

• "Write Off the Page" (on screen or a separate sheet of paper) to draft at least 2 different types of leads for your narrative (you can use/revise your description of setting as one, if you like).

    4.  Review "Narrative Endings" (in packet)  

• "Write Off the Page" (on screen or a separate sheet of paper) to draft at least 2 different types of leads for your narrative (you can use/revise your description of setting as one, if you like).

     6.  Peer Evaluation 

     7.  Revise, proofread, edit, polish--Create Final Copy of Personal Narrative -- 

• Review your classmates' comments and make appropriate changes/revisions
• Follow the purple "Polishing Prose" and "Considerations for Final Copies" to look at the smaller details, like conventions (grammar, language usage, spelling, punctuation, and so on)
• Type your paper, if not already done, using the Writing Template given by your teacher

  
           Due _______  
          

      8.  Final copy -- When you Turn-In your final copy (electronic), be sure to turn-in to the correct assignment/task in Google Classroom.

Grammar / Language Usage

1.  Simple, Compound, and Complex Sentences

• Watch the following video--

• THEN, review page 1 of the grammar packet "Simple, Compound, Complex, and Compound-Complex Sentences"; AND 
• Complete the practice sheet on page 2 (front and back) following the directions;
• Last, complete the EXIT CARD (5 points) to demonstrate your knowledge of the basic sentence structures.

If needed, use the following video for review or re-teaching:

  

2.  Verbals:  participles, gerunds, and infinitives 

• Watch each of the following videos (below) on each type of verbal--there are three (3) types (verbs used as different parts of speech); then
• Complete the Verbals Overview WS in pink grammar packet (has a picture of Home Alone boy on front)

Participles from Two-Minute Teacher

Participle Phrase Review

Gerunds

Infinitives (you choose-- with 2-minute teacher OR using superheroes!)

Now, take out your grammar packet and flip to the "Verbals: Infinitives, Gerunds, Participles" page.  Follow the directions to complete the back, to identify the bold words/phrases.