Tag Archive for narrative writing

Cultural Identity 5: Narrative Writing

Standards

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
    • ELAGSE9-10W3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Georgia ELA
    • ELAGSE9-10W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
    • ELAGSE9-10W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Georgia ELA
    • ELAGSE9-10W3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Georgia ELA
    • ELAGSE9-10W3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Georgia ELA

Learning Target
I can write a narrative about my childhood that reveals my cultural identity.

Opening Session (5 minutes)
Laptop assignment! I’m going to give everyone in class a specific number. That number will be your laptop for the entire semester, every time we use a laptop cart. Don’t forget your number!

Once you have a laptop, log on and open up your google folder. I’m going to show you how to set up your paper in MLA format, which will be the required way of formatting all your papers in this class (and in every English class you take for the rest of your life, pretty much). Every assignment this semester will be a google doc submitted to your google folder that you have shared with me.

Work Session (55 minutes)
You’ll have the entire work session today to draft your cultural identity narrative! Your final draft CAN keep the “I remember…” format we worked with yesterday, but you do not HAVE to, if you don’t like it.

While you draft, I’ll come around and offer individual feedback and assistance

Closing Session (10 minutes)
To close the day I want you all to show me individually, on your laptops, your google folder and draft of this assignment. Then you can put the laptops away – Please place the laptop in its assigned spot by number, in the laptop cart.

If you want to continue writing your essay at home, you can access it from the class drive where you just uploaded it. Otherwise, you will have tomorrow to work on your essay in class, and it will be due at the end of the class tomorrow.

Assessment
Summative (Capstone essay 1)

Differentiation
Process (Scaffolded prompt and framework)

Cultural Identity 4: I Remember

Standards

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
    • ELAGSE9-10W3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Georgia ELA
    • ELAGSE9-10W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
    • ELAGSE9-10W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Georgia ELA
    • ELAGSE9-10W3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Georgia ELA
    • ELAGSE9-10W3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Georgia ELA

Learning Target
I can draft a narrative about my childhood that reveals my cultural identity.

Opening Session (5 minutes)
Think of your most vivid childhood memory! Take a few minutes to come up with a good one, then I’ll call on a few volunteers to share. I’ll share mine first to get us started

We’re going to be writing an essay about our own personal cultural identities over the next couple days. Ultimately, these will be your essay requirements:

Write a narrative essay that shows your personal cultural identity through story. You may use the “I remember…” format given in class, or you may choose your own structure.

Your essay should be approximately 500 words, written in MLA format (Times New Roman 12, double spaced, MLA header) and turned in electronically to your teacher through Google Drive. You will all create your own google docs folder that you will share with me. Please name your folder as following: firstname_lastname_blocknumber. Mine would be Hannah_Vernex-Loset_3rd.

Work Session (55 minutes)
I’ve got a drafting sheet for all to get started with today! The basic prompt we’re working with is pretty simple:

  • I remember…
  • I remember…
  • I remember…
  • But mostly I remember…

You’re going to spend the day doing a brainstorm/brain dump/journal entry using that prompt. You should include sensory details such as sights, sounds, and smells. This draft will ultimately become your cultural identity narrative, so as you write, consider how the stories we have read this week revealed the characters’ cultural identities, and try to do the same thing in your own writing.

Closing Session (10 minutes)
Exchange your draft with a partner and read your buddy’s writing. Give your partner some feedback on their writing, making at least two comments on things they did well, and two comments on things they could improve.

Also, Vocab words!! You’ll have a quiz on Friday! Look these up tonight and tomorrow we will go over the definitions.

  1. Indignity
  2. Reproach
  3. Listlessly
  4. Bellows
  5. Mesmerizing
  6. Trills
  7. Arpeggio
  8. Reverie
  9. Fiasco
  10. Nonchalantly

Assessment
Summative (essay will be a major grade)

Differentiation
Process (scaffolded essay prompt or framework)

Let’s Finish The Alchemist!

Standards

  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Georgia ELA
  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Georgia ELA
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA

Learning Target
I can complete my hero’s journey map and story summary so that I can share my ideas with my  classmates.

Opening Session
Reading quiz! This quiz is over the reading you did yesterday, from page 127-153.

Work Session
my hero’s journey map and story worksheet continued (finish coloring map, revise summary if needed, boxes 7-8)

Present maps and summaries of stories to the class.

Closing Session
Continue your reading of The Alchemist to the end of the book!

Assessment
Formative (quiz, class discussion, maps and summaries presentations)

Differentiation
Process, scaffolding, graphic organizer, map choice, summary framework.

World Lit: Greek Hero Story!

Standard: 

ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  1. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Learning Target: I can compose a research-based story about a Greek or Trojan hero.

Opening Session: Share out! Who did you decide to write about and what did you think was particularly cool about that person?

Work Session: 

In a well-organized story of about 750 words, depict a scene from the Trojan War starring your chosen character. You should not try to tell me the whole epic story of the ten year war – you can’t do that in 750 words. Instead, you should choose a single scene from the war and show your character in that scene. Your story should include dialogue, sensory language, action, and character development.

Choose one of the following:

  • Greeks:
    • Agamemnon, King of Kings
    • Ajax, Second Best Greek Soldier
    • Clytemnestra, Agamemnon’s wife
    • Diomedes, another awesome Greek soldier
    • Helen
    • Hermione, Menalaus’s and Helen’s daughter
    • Iphigenia, Agamemnon’s daughter
    • Neoptolemus, Achilles’s son
    • Nestor, oldest warlord
    • Philoctedes, slayer of Paris
  • Trojans:
    • Aeneas, Hector’s second cousin and one of the survivors of Troy
    • Andromache, Hector’s wife
    • Cassandra, Priam and Hecuba’s daughter, Hector/Paris’s sister
    • Deiphobus, Hector’s brother (the one Athena pretended to be)
    • Hecuba, Priam’s wife
    • Helen
    • Oenone, Paris’s first wife
    • Polyxena, Hector’s sister who almost married Achilles

Closing Session:

Trade laptops with a friend and read each others’ stories! Give some constructive feedback on how things could improve.

AssessmentSummative (stories will be graded)

Differentiation: Interest (choice of character)

World Lit: Greek Hero Research!

Standard: 

ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  1. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Learning Target: I can compose a research-based story about a Greek or Trojan hero.

Opening Session: VOCAB QUIZ!!

Work Session: 

We’re going to start a new essay today! This one should be pretty fun, I hope. I want you to grab a laptop and do some research one a character from the Trojan War, then write me a story about that character’s adventures during the war. I’ve listed several for you to choose from. Although your story should be fictional, you should base on research about that character – for example, Cassandra has prophetic visions that no one believes are true (but in fact they are 100% accurate). If you write about Cassandra, you should include her gift of prophesy and her curse that no one believes her.

Choose one of the following:

  • Greeks:
    • Agamemnon, King of Kings
    • Ajax, Second Best Greek Soldier
    • Clytemnestra, Agamemnon’s wife
    • Diomedes, another awesome Greek soldier
    • Helen
    • Hermione, Menalaus’s and Helen’s daughter
    • Iphigenia, Agamemnon’s daughter
    • Neoptolemus, Achilles’s son
    • Nestor, oldest warlord
    • Philoctedes, slayer of Paris
  • Trojans:
    • Aeneas, Hector’s second cousin and one of the survivors of Troy
    • Andromache, Hector’s wife
    • Cassandra, Priam and Hecuba’s daughter, Hector/Paris’s sister
    • Deiphobus, Hector’s brother (the one Athena pretended to be)
    • Hecuba, Priam’s wife
    • Helen
    • Oenone, Paris’s first wife
    • Polyxena, Hector’s sister who almost married Achilles

In a well-organized story of about 750 words, depict a scene from the Trojan War starring your chosen character. You should not try to tell me the whole epic story of the ten year war – you can’t do that in 750 words. Instead, you should choose a single scene from the war and show your character in that scene. Your story should include dialogue, sensory language, action, and character development.

Closing Session:

Trade laptops with a friend and read each others’ stories! Give some constructive feedback on how things could improve.

AssessmentSummative (stories will be graded)

Differentiation: Interest (choice of character)