narrative writing materials -...

Narrative Writing Unit16 Mini-Lessons ! Narrative

Project ! Standards-Aligned ! Answer Keys !

Rubrics

Master Narratives ! Grades 5-8

Narrative Writing

The writing resources include 16 mini-lessons that guide students to master skills essential tonarrative writing. The lesson topics cover plot, point of view, transitions, dialogue, and descriptivelanguage. For each topic, the resource comprises of three lessons – the first introduces the skill,the second has students practice the skill, and the third has students apply the skill in their ownwriting. In addition, the resource also includes the basics of editing narratives with a checklist forstudents to use for peer or self-editing. The resources also contain a summative narrative writingassignment, aligned rubrics, and answer keys.

This resource is also technology friendly! It can be utilized in classrooms where computers ortablets are central to instruction because the resource has been adapted for digital completion.The resource includes links for students to complete the student pages in Google Slides . Forinstance, students can work with the documents in Google Drive or via Google Classroom .With these links, you can have students complete their work online. (NOTE: Not all assignmentsare conducive to digital completion; however the pages are still provided in the digital format.) Allthey will have to do is create a text box! There are links for every student work page, makingthe format friendly not only for technology but also trees. The individual lesson componentsinclude:

• Plot Mini-Lessons: 1. The first lesson introduces the students to the basics of plot. Students fill out guided

notes with definitions. Then, there is space for students to fill out plot graphs for short videos. The videos are not included and must be procured by the teacher. I suggest using Pixar short films for analyzing plot. They typically include all the narrative elements and are entertaining for the kids to watch.

2. The second lesson has space for students to practice identifying elements of plot with another short film. Then, students read a fairytale by Hans Christian Anderson and analyze the story for plot elements.

3. Finally, students are provided a brief short story prompt to stimulate ideas their own narrative. As they generate their idea, there is an outline and plan to help them organize their writing.

• Point of View Mini-Lessons: 1. The first lesson teaches the different types of points of view using a picture. The

students take notes on the different types of point of view and end the lesson by identifying point of view in mini-paragraphs.

2. The second lesson has students practice identifying point of view in mini-paragraphs with the same 4-step process taught the prior lesson.

3. The last lesson has students examine the point of view of the narrative they started composing in the last plot lesson. Students rewrite sections in different points of view before deciding the best one for their story. Finally, they will rewrite their story, correcting any plot mistakes and revising the point of view.

Overview of Writing Materials

© 2017 LIT Lessons 2

• Transitions Mini-Lessons: 1. The first lesson has students fill out a chart of various transitions and their purpose. 2. In the next lesson, students use their chart to fill in transitions for paragraphs that

have them omitted. Students can work in groups or pairs to stimulate discussion as to which transitions are appropriate.

3. In the final lesson, students identify the transitions in their narrative and explain why they chose them. Students then rewrite their narrative to incorporate appropriate transitions and create a story that seamlessly advances ideas using transitions to connect time and place.

• Dialogue Mini-Lessons: 1. The first mini-lesson covers the rules of incorporating basic dialogue in a narrative.

The rules go over punctuation, formatting, speaker, and variety. 2. The second lesson uses short excerpts from Percy Jackson without proper dialogue.

Students rewrite the paragraphs using the dialogue rules. Student groups can be a great way to have students talk about proper dialogue use.

3. The last lesson asks students to pick several areas of narrative to rewrite with dialogue. Students copy the sections then rewrite them with more colorful dialogue. As always, students engage in rewriting their narrative in order to revise, refine, and incorporate the basic story elements.

• Descriptive Language Mini-Lessons: 1. The first descriptive lesson covers imagery and the four types of figurative language.

The class can work to complete a chart that sees them actively transform non-descriptive sentences into descriptive ones.

2. The next lesson is another chart of non-descriptive language that students rewrite to make descriptive. The second lesson is another great place to have students work together. The skill can be difficult for some so cooperative groups may be effective.

3. The last lesson requires students to identify non-descriptive language in their own narratives. Then, they rewrite the sentences to include more descriptive language. At this time, students also complete the final rough draft of the narrative to prepare for editing.

• Editing Mini-Lesson: The mini-lesson uses a checklist to edit narratives for the basic elements of narrative writing covered through the prior mini-lessons. The lesson also covers three general rules for providing feedback. A checklist is provided for students to use when reading each other’s narrative. After peer editing, students can publish their final narrative.

Narrative WritingOverview of Writing Materials


The mini-lessons encompass all the common core standards for narratives. Although the standardsbelow are based on seventh grade, the mini-lessons can apply to any elementary or middle schoolcontext.

• CCSS.ELA-LITERACY.W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

• CCSS.ELA-LITERACY.W.7.3.A: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

• CCSS.ELA-LITERACY.W.7.3.B: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

• CCSS.ELA-LITERACY.W.7.3.C: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

• CCSS.ELA-LITERACY.W.7.3.D: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

• CCSS.ELA-LITERACY.W.7.3.E: Provide a conclusion that follows from and reflects on the narrated experiences or events.

While students build their skills during the mini-lessons, they also actively produce a narrative todemonstrate their understanding. In addition, the writing resources also include a final narrativeproject to allow students to practice the application of their knowledge again. The project asksstudents to develop their own narrative, incorporating all the skills they’ve learned from the mini-lessons. All resources have an accompanying answer key, and all writing assignments come withrubrics.

Narrative WritingOverview of Writing Materials


Writing MaterialsTable of Contents

Item Page

Lesson 1 – Intro to Narratives and Plot 6-7

Lesson 2 – Plot Practice 8-10

Lesson 3 - Developing Plot 11-12

Lesson 4 – Point of View 13-15

Lesson 5 – Point of View Practice 16-17

Lesson 6 – Developing Point of View 18-19

Lesson 7 - Transitions 20

Lesson 8 – Transitions Practice 21-22

Lesson 9 – Developing Transitions 23

Lesson 10 - Dialogue 24-25

Lesson 11 – Dialogue Practice 26-28

Lesson 12 – Developing Dialogue 29-30

Lesson 13 – Descriptive Language 31-32

Lesson 14 – Developing Descriptive Practice 33-34

Lesson 15 – Developing Descriptive Language 35-36

Lesson 16 - Editing 37-38

Narrative Project – Writing Narratives 39-41

Rubrics 42-47

Narrative Lessons Answer Key 48-74

Terms of Use 75


Lesson 1 ! Introduction to Writing Narratives

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Lesson 3 ! Developing Plot

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Name: Date:

Lesson 8 ! Transitions Practice

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Name: Date:

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Plot RubricName of Student:Category Exceeds

Expectations (4)Meets

Expectations (3)ApproachingExpectations (2) Incomplete (1)

Exposition

Expositionintroduces

characters andsetting andeffectively

establishes acontext.


characters andsetting.

Exposition attemptsto introduce

characters orsetting. Clearcontext notestablished

Characters andsetting not included

or incomplete.

ConflictConflict includescomplications,

builds suspense.

Conflict includescomplication.

Conflict includedbut lacks

complication.

Conflict is notincluded or isincomplete.

Climax

Turning point of thestory is at the

height of emotion –conflict faced.

Turning pointincluded – conflict

is faced.

Conflict issomewhat faced –turning point not

clear.

Story does not have a turning point or is

incomplete.

ConclusionStory reasonablyends with a clear

message.

Story reasonablyends – all loose

ends tied up.

Story somewhatends – loose endssomewhat tie up.

Story does not endor is incomplete.

EffortExcellent effort to

produce bestpossible narrative.

Effort displayed toproduce quality

narrative.

Effort somewhatlacking to produce

best narrative.

Effort lacking andimprovement

needed.________ / 20 = ________ %

Plot RubricName of Student:Category Exceeds

Expectations (4)Meets

Expectations (3)ApproachingExpectations (2) Incomplete (1)

Exposition


characters andsetting andeffectively

establishes acontext.


characters andsetting.

Exposition attemptsto introduce

characters orsetting. Clearcontext notestablished

Characters andsetting not included

or incomplete.

ConflictConflict includescomplications,

builds suspense.

Conflict includescomplication.

Conflict includedbut lacks

complication.

Conflict is notincluded or isincomplete.

Climax

Turning point of thestory is at the

height of emotion –conflict faced.

Turning pointincluded – conflict

is faced.

Conflict issomewhat faced –turning point not

clear.

Story does not have a turning point or is

incomplete.

ConclusionStory reasonablyends with a clear

message.

Story reasonablyends – all loose

ends tied up.

Story somewhatends – loose endssomewhat tie up.

Story does not endor is incomplete.




narrative.


best narrative.


needed.________ / 20 = ________ %


Point of View RubricName of Student:

Category ExceedsExpectations (4)

MeetsExpectations (3)

ApproachingExpectations (2)

Incomplete (1)

Narrator

Narrator clearlyestablished and

tells the story in awhat that brings it

alive.

Narratorestablished and

consistentthroughout.

Narratorsomewhat

established butunclear at times.

Narrator unclear.

Perspective

Point of view isconsistent

throughout andenhances the plot.


throughout.

Point of viewsomewhat

consistent withminor changes.

Point of view isinconsistentthroughout.

Plot Changes

Plot revisedbased on

suggestions andfirst draft score.

Plot mostlyrevised on


Plot somewhatrevised on


Plot not revisedon suggestionsand first draft

score.




narrative.


best narrative.


needed.

________ / 20 = ________ %

Point of View RubricName of Student:



ApproachingExpectations (2) Incomplete (1)

Narrator

Narrator clearlyestablished and

tells the story in awhat that brings it

alive.

Narratorestablished and

consistentthroughout.

Narratorsomewhat

established butunclear at times.

Narrator unclear.

Perspective


throughout andenhances the plot.


throughout.

Point of viewsomewhat

consistent withminor changes.

Point of view isinconsistentthroughout.

Plot Changes

Plot revisedbased on


Plot mostlyrevised on


Plot somewhatrevised on


Plot not revisedon suggestionsand first draft

score.




narrative.


best narrative.


needed.

________ / 20 = ________ %


Transitions RubricName of Student:




Incomplete (1)

TransitionsTransitions used

to createseamless story.

Transitions helpindicate time andplace changes.

Transitionssomewhat used toindicate changes.

Transitionsunincorporated.

StorylineStoryline flows,

makes sense, andis continuous

Storyline isgenerally

continuous withminimal breaks.

Storyline issomewhat


Storyline ischoppy and time

is unclear.

Point of ViewChanges

Point of viewrevised based onsuggestions and

previous draftscore.

Point of viewmostly revised onsuggestions and


Point of viewsomewhat revised

on suggestionsand previous draft

score.

Point of view notrevised on

suggestions andprevious draft

score.




narrative.


best narrative.


needed.

________ / 20 = ________ %

Transitions RubricName of Student:




Incomplete (1)

TransitionsTransitions used

to createseamless story.

Transitions helpindicate time andplace changes.

Transitionssomewhat used toindicate changes.

Transitionsunincorporated.

StorylineStoryline flows,

makes sense, andis continuous

Storyline isgenerally


Storyline issomewhat


Storyline ischoppy and time

is unclear.

Point of ViewChanges

Point of viewrevised based onsuggestions and


Point of viewmostly revised onsuggestions and


Point of viewsomewhat revised


score.

Point of view notrevised on


score.




narrative.


best narrative.


needed.

________ / 20 = ________ %


Dialogue RubricName of Student:




PunctuationQuotes are

correctlypunctuated.

Quotes are mostlycorrect with

minimal errors.

Quotes aresomewhatcorrectly

punctuated.

Quotes incorrectlypunctuated.

Mechanics

Quotes areproperly formatted

and all rulesfollowed.

Quotes aregenerallyformattedcorrectly.

Quotes aresomewhatformattedcorrectly.

Quotes areincorrectlyformatted.

VarietyVariety of quotes

used with differentstyles.

Minimal variationof quoting used.

One type ofquoting used.

Quoting usedincorrectly.

TransitionsChanges

Transitionsrevised based onsuggestions and


Transitions mostlyrevised on


score.

Transitionssomewhat revised


score.

Transitions notrevised on


score.




narrative.


best narrative.


needed.________ / 20 = ________ %

Dialogue RubricName of Student:




PunctuationQuotes are

correctlypunctuated.

Quotes are mostlycorrect with

minimal errors.

Quotes aresomewhatcorrectly

punctuated.

Quotes incorrectlypunctuated.

Mechanics

Quotes areproperly formatted

and all rulesfollowed.

Quotes aregenerallyformattedcorrectly.

Quotes aresomewhatformattedcorrectly.

Quotes areincorrectlyformatted.

VarietyVariety of quotes

used with differentstyles.

Minimal variationof quoting used.

One type ofquoting used.

Quoting usedincorrectly.

TransitionsChanges

Transitionsrevised based onsuggestions and


Transitions mostlyrevised on


score.

Transitionssomewhat revised


score.

Transitions notrevised on


score.




narrative.


best narrative.


needed.

________ / 20 = ________ %


Descriptive Language RubricName of Student:




Incomplete (1)

DescriptiveLanguage

Descriptivelanguage

enhances thestory.

Descriptivelanguageincluded.

Some descriptivelanguage

incorporated.

Minimaldescriptivelanguage.

FigurativeLanguage

Variety offigurativelanguage.

Some figurativelanguage

incorporated.

Minimal figurativelanguage

incorporated.

Figurativelanguage not

included.

DialogueChanges

Dialogue revisedbased on


score.

Dialogue mostlyrevised on


score.

Dialoguesomewhat revised


score.

Dialogue notrevised on


score.




narrative.


best narrative.


needed.

________ / 20 = ________ %

Descriptive Language RubricName of Student:




Incomplete (1)

DescriptiveLanguage

Descriptivelanguage

enhances thestory.

Descriptivelanguageincluded.

Some descriptivelanguage

incorporated.

Minimaldescriptivelanguage.

FigurativeLanguage

Variety offigurativelanguage.

Some figurativelanguage

incorporated.

Minimal figurativelanguage

incorporated.

Figurativelanguage not

included.

DialogueChanges

Dialogue revisedbased on


score.

Dialogue mostlyrevised on


score.

Dialoguesomewhat revised


score.

Dialogue notrevised on


score.




narrative.


best narrative.


needed.

________ / 20 = ________ %


Narrative

Rubric


Lesson 1 – Introduction to Writing Narratives

A narrative is a story! Narratives can be written or spoken. In fact, a lot of stories or myths we’ve learned about were passed down from generation to generation through oral retellings before they were written down.

Narratives are composed of a few core elements. Let’s review those elements inpreparation for our unit focused on writing your own narratives.

Core Elements of a Narrative

• Plot = Most narratives follow a basic structure and storyline.

o Conflict = Characters face problems and work to resolve those issues.They usually face complications as they work to resolve their issues.

o Climax = As characters work to face their problems, there is usually aturning point in the story where they succeed.

o Conclusion = Stories come to a reasonable ending, whether it be acliffhanger, a good ending, or a bad one.

• Point of View = Stories are told from the perspective a narrator, which cansometimes be the main character.

• Transitions = These are important to convey shifts in time and the sequence ofyour story.

• Dialogue = People talk! This can be a great way to make narratives dynamicand interesting.

• Descriptive Language = Language that helps the reader use their 5 senses toread/live the story.

• Editing = We’ll specifically focus on this important part of the writing process toelevate your writing.


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Thenthe willow told them of the haughty pride of the buckwheat, and of the punishment whichfollowed in consequence.

“The Buckwheat” by Hans Christian Anderson

VERY often, after a violent thunder-storm, a field of buckwheat appears blackened and singed, as if a flame of fire had passed over it. The country people say that this appearance is caused by lightning; but I will tell you what the sparrow says, and the sparrow heard it from anold willow-tree which grew near a field of buckwheat, and is there still.

It is a large venerable tree, though a little crippled by age. The trunk has been split,and out of the crevice grass and brambles grow. The tree bends forward slightly, and thebranches hang quite down to the ground just like green hair. Corn grows in the surroundingfields, not only rye and barley, but oats, pretty oats that, when ripe, look like a number of little golden canary-birds sitting on a bough. The corn has a smiling look and the heaviest and richest ears bend their heads low as if in pious humility.

Once there was also a field of buckwheat, and this field was exactly opposite to oldwillow-tree. The buckwheat did not bend like the other grain, but erected its head proudlyand stiffly on the stem. "I am as valuable as any other corn," said he, "and I am muchhandsomer; my flowers are as beautiful as the bloom of the apple blossom, and it is apleasure to look at us. Do you know of anything prettier than we are, you old willow-tree?"

And the willow-tree nodded his head, as if he would say, "Indeed I do."But the buckwheat spread itself out with pride, and said, "Stupid tree; he is so old

that grass grows out of his body."There arose a very terrible storm. All the field-flowers folded their leaves together, or

bowed their little heads, while the storm passed over them, but the buckwheat stood erect inits pride. "Bend your head as we do," said the flowers."I have no occasion to do so," replied the buckwheat.

"Bend your head as we do," cried the ears of corn; "the angel of the storm is coming;his wings spread from the sky above to the earth beneath. He will strike you down before you can cry for mercy."

"But I will not bend my head," said the buckwheat."Close your flowers and bend your leaves," said the old willow-tree. "Do not look at the

lightning when the cloud bursts; even men cannot do that. In a flash of lightning heaven opens, and we can look in; but the sight will strike even human beings blind. What then must happen to us, who only grow out of the earth, and are so inferior to them, if we venture to do so?"

"Inferior, indeed!" said the buckwheat. "Now I intend to have a peep into heaven."Proudly and boldly he looked up, while the lightning flashed across the sky as if the wholeworld were in f lames.«

When the dreadful storm had passed, the flowers and the corn raised their droopingheads in the pure still air, refreshed by the rain, but the buck-wheat lay like a weed in thefield, burnt to blackness by the lightning. The branches of the old willow-tree rustled in thewind, and large water-drops fell from his green leaves as if the old willow were weeping.Then the sparrows asked why he was weeping, when all around him seemed so cheerful."See," they said, how the sun shines, and the clouds float in the blue sky. Do you not smellthe sweet perfume from flower and bush? Wherefore do you weep, old willow-tree?"

This is the story told me by the sparrows one evening when I begged them to relatesome tale to me.”


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Lesson 3 – Developing Plot

Directions: Today, you will begin to work on a narrative! The narrative will be short atfirst, but we will be rewriting it a number of times to revise for various narrative elementsas we cover them throughout the unit. Stories can be tough to brainstorm, so for our firstyou, we’re going to start with a super, super short story inspired by Ernest Hemingway’sshortest story ever. After you read the story, brainstorm some ideas for a full narrativeand fill out the plot graphic organizer. Then, write!

For sale: Shovel. Used once.

Brainstorm! Write down your ideas for a story based on the “story” above.

Brainstorm will vary based on individual students.

1.Who are your main characters for your story?Answers will vary based on student narrative.

2.Where does your story take place? When does it take place?Answers will vary based on student narrative.

3.What is the main idea of your story?Answers will vary based on student narrative.


Directions: Fill out the graphic organizer below to create a plotline for your narrative.Then, start composing your rough draft!

Exposition: Writedown important events,

characters, andsettings for the start of

your story. Alsosummarize whathappens in the

beginning.

Answers will vary based on student narrative. Studentsshould have at least 1 character and 1 setting.

Rising Action 1:Explain the main

conflict the character Answers will vary based on student narrative. Studentsfaces. Summarize what should have a clear conflict and sequence of events.happens in the first part

of the rising action.

Rising Action 2:Explain how the

character faces acomplication to their Answers will vary based on student narrative. Studentsconflict and how they should have a complication to the conflict and the charactermight try to overcome trying to overcome it.

it. Summarize theevents leading up to

the turning point.

Climax: Explain howthe main characterfaces their problem.

Summarize the eventsof the turning point of

Answers will vary based on student narrative. Studentsshould have a clear turning point – good to bad, bad to

good, etc.

the story.

Falling Action/Conclusion: Explain

how problems are Answers will vary based on student narrative. Studentsresolved and should have a clear ending with possibly a reflection/theme

summarize how the through the narrator.story comes to a

reasonable ending.


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Identifying Point of ViewWhen Identifying the point of view, there are three key steps to take. Follow these stepsand identify the point of view in the paragraphs below.

1. Cross out the quotes! “They are not part of the narration and do not help usidentify the point of view.”

2. Highlight key words – Highlight clues such I, we, me, us, you, he, she, they

3. Circle emotion/feeling words – If the point of view is third person, then circlewords in the narration that reveal emotions/feelings of the character(s). Wordssuch as thought, remember, wanted, felt, etc.

Let’s Practice

1.I’d help you if I could,” I said. I remembered Cherry’s voice: Things are rough all over.I knew then what she meant. He looked at me. “No, you wouldn’t. I’m a Soc. You get alittle money and the whole world hates you.” “No,” I said, “you hate the whole world.” He

just looked at me – from the way he looked he could have been ten years older than hewas. I got out of the car. “you would have saved those kids if you had been there,” Isaid. “you’d have saved them the same as we did.” (The Outsiders)

Point of View: First person

How do you know? Narrator uses I – main character.

2.Father sighed with disappointment. “Well, you know he wasn’t here when you gothome this morning because we had him stay overnight at the Nurturing Center. Itseemed like a good opportunity, with you gone, to give it a try. He’d been sleeping so

soundly.” “Didn’t it go well?” Mother asked sympathetically. Father gave a rueful laugh.“That’s an understatement. It was a disaster. He cried all night, apparently. The nightcrew couldn’t handle it. They were really frazzled by the time I got to work.” “Gabe, younaughty thing,” Lily said, with a scolding little cluck toward the grinning toddler on thefloor. “So,” Father went on, “we obviously had to make the decision. Even I voted forGabriel’s release when we had the meeting this afternoon.” Jonas put down his fork and

stared at his father. “Release?” he asked. Father nodded. “We certainly gave it our bestMothertry, didn’t we?” “Yes, we did,” agreed emphatically. Lily nodded in agreement,

too. Jonas worked at keeping his voice absolutely calm. “When?” he asked. “When will

he be released?” (The Giver)

Point of View: Third Person Limited

How do you know? Narrator describes everyone but includes emotions with Jonas.


3.The hills across the valley of the Ebro' were long and white. On this side there was noshade and no trees and the station was between two lines of rails in the sun. Closeagainst the side of the station there was the warm shadow of the building and a curtain,made of strings of bamboo beads, hung across the open door into the bar, to keep outflies. The American and the girl with him sat at a table in the shade, outside the building.It was very hot and the express from Barcelona would come in forty minutes. It stoppedat this junction for two minutes and went on to Madrid. "What should we drink?" the girlasked. She had taken off her hat and put it on the table. (Hills Like White Elephants)

Point of View: Third person Objective

How do you know? The narrator only describes what is going on – not in anycharacters’ minds.

4.Subdued, resigned, Papa’s life – all our lives – took on a pattern that would hold forthe duration of the war. Public shows of resentment pretty much spent themselves overthe loyalty oath crises. Shikata ga nai again became the motto, but under alteredcircumstances. What had to be endured was the climate, the confinement, the steadycrumbling away of family life. But the camp itself had been made livable. Thegovernment provided for our physical needs. (Farewell to Manzanar)


How do you know? Narrator uses “our” – main character

5. With his last failing senses ,Frodo heard cries, and it seemed to him that he sawRiders that hesitated

The black horses were filled with madness

Frodo felt himself falling

beyond the on the shore, a shining figure of white light; and behindit ran small shadowy forms waving flames, that flared red in the grey mist that was falling over the world. , and leaping forward interror they bore their riders into the rushing flood. Their piercing cries were drowned inthe roaring of the river as it carried them away. Then , and theroaring and confusion seemed to rise and engulf him together with his enemies. Heheard and saw no more. (Fellowship of the Ring)

Point of View: Third Person Omniscient

How do you know? Narrator uses he/she/they language – knows thoughts of Frodo andfeelings of horses.


Lesson 5 – Point of View Practice

When Identifying the point of view, there are three key steps to take. Follow these steps

and identify the point of view in the paragraphs below.

1. Cross out the quotes! “They are not part of the narration and do not help us

identify the point of view.”

2. Highlight key words – Highlight clues such I, we, me, us, you, he, she, they

3. Circle emotion/feeling words – If the point of view is third person, then circle

words in the narration that reveal emotions/feelings of the character(s). Words

such as thought, remember, wanted, felt, etc.

Let’s Practice

1.“All right. Light the fire.” With some positive action before them, a little of the tension

died. Ralph said no more, did nothing, stood looking down at the ashes round his feet.

Jack was loud and active. He gave orders, sang, whistled, threw remarks at the silent

Ralph – remarks that did not need an answer, and therefore could not invite a snub; and

still Ralph was silent. No one, not even Jack, would ask him to move and in the end they

had to build the fire three yards away and in a place not really as convenient. So Ralph

asserted his chieftainship and could not have chosen a better way if he had thought for

days. Against this weapon, so indefinable and se effective, Jack was powerless and

raged without knowing why…Not even Ralph knew how a link between him and Jack

had been snapped and fastened elsewhere. (Lord of the Flies)

Point of View: Third person omniscient

How do you know? Narrator is outside and uses he/they – in the mind of two characters,

Ralph and Jack.

2.Lorraine, Cindy’s mother, came out of her bedroom carrying a small mirror. She

peered at her reflection as she walked, carefully examining the lipstick she had just put

on. “Stop whinin’ baby. Just straighten things up before you leave for school. I’m late for

work.” “I’m not going to school today,” Cindy declared. She waited to see if her mother

would get angry and insist that she go. Cindy was a freshman at Bluford High, and even

though it was only October, she had already missed several days of school. (Someoneto Love Me)

Point of View: Third person objective

How do you know? Outside narrator uses she – not in any characters’ minds.


3.Neither of them said the word “haunted.” And both felt that once the thing had beensuggested, it would be feeble not to do it. “Shall we go and try it now?” said Digory. “Allright,” said Polly. “Don’t if you’d rather not,” said Digory. “I’m game if you are,” said she.“How are we to know when we’re in the next house but one?” They decided they wouldhave to go out into the box-room and walk across it taking steps as long as the stepsfrom one rafter to the next. That would give them an idea of how many rafters went to aroom. (The Magician’s Nephew)

Point of View: Third person omniscient

How do you know? Narrator is outside and uses he/they – in the mind of two characters,Polly and Digory.

4.They left, Snape leading the way, Malfoy looking resentful. Harry stood there for amoment, irresolute, then said, “I’ll be back in a bit, Luna – er – bathroom.” “All right,” shesaid cheerfully, and he thought he heard her, as he hurried off into the crowd, resume the subject of the Rotfang Conspiracy with Professor Trelawney, who seemed sincerelyinterested. (Harry Potter and the Half-Blood Prince)

Point of View: Third person limited

How do you know? Narrator is outside and uses he/they – in the mind of only onecharacter, Harry.

5.Sixty seconds. That's how long we're required to stand on our metal circles before thesound of a gong releases us. Step off before the minute is up, and land mines blow yourlegs off. Sixty seconds to take in the ring of tributes all equidistant from the Cornucopia,a giant golden horn shaped like a cone with a curved tail, the mouth of which is at leasttwenty feet high, spilling over with the things that will give us life here in the arena. Food, containers of water, weapons, medicine, garments, fire starters. Strewn around the Cornucopia are other supplies, their value decreasing the farther they are from the horn. For instance, only a few steps from my feet lies a three-foot square of plastic. Certainly it could be of some use in a downpour. But there in the mouth, I can see a tent pack that would protect from almost any sort of weather. If I had the guts to go in and fight for it against the other twenty-three tributes. Which I have been instructed not to do. (The Hunger Games)


How do you know? Narrator uses “I” in narration – main character.


Lesson 6 – Developing Point of View

Directions: A few lessons ago, you wrote a rough draft of a story with a complete plot.Now, we’re going to examine the point of view of your draft, rewrite small portions of it indifferent points of view, and then decide which point of view is the most effective.

What is the point of view of your narrative?

Write a paragraph from your story in the box below to prove your point of view.

Answer will vary based on individual narratives composed in Lesson 3/finishedfor homework if needed.

Pick a section of your story and rewrite it in three different points of view below.Indicate which point of view you are writing in.


The Big Question: Which point of view do YOU think is the best for your narrative?Which one will be the most effective?



Lesson 7 – Transitions

Directions: Transitions are a powerful way for writers to make connections between ideas, give structure to the composition, and indicate time or idea shifts. We’re going to cover a variety of transitions and what they’re used for. Let’s fill out the chart below.

PLEASE NOTE: Some transitions overlap!!! Also, this is not an exhaustive list,feel free to add/remove transitions

Addition: Adding additionalexamples

Contrast: Contrastingopposite ideas

Example: Introducing firstevidence/example

In addition, also,additionally, furthermore,moreover, in the same way,similarly, just as, so too,equally important

However, in spite of,despite, on the other hand,nonetheless, in contrast, onthe contrary, yet, though,but, although

For example, for instance,to illustrate, to demonstrate,as an illustration,specifically, namely

Compare: Connectingsimilarities

Concluding: Summarizingevents/ideas

Consequence:cause/effect connections

Also, similarly, likewise, inthe same way, just as, also

To conclude, to summarize,to sum up, in sum, in short,in brief, in summary, here,in conclusion, finally,clearly, thus

Consequently, as a result,since, therefore, thus, so,accordingly, because

Sequence/Time: order orshifts in time

Emphasis: drawingattention to ideas/events Space: Creating place

While, after, when, during,next, then, so far, once,afterwards, before, later,earlier, currently,immediately,simultaneously, now

Indeed, of course, torepeat, without doubt, infact, surely, certainly, truly

Here, beyond, nearby,above, below, wherever,there


Lesson 8 – Transitions Practice

Directions: We’ve covered a TON of transitions. Let’s practice using them. Fill in theblank with an appropriate transition.

PLEASE NOTE: The transitions are suggestions; a variety can work depending onthe context.

1. In the first chapter of The Outsiders, Ponyboy feels uncomfortable walking alone

because it’s dangerous. For example, as Ponyboy walks home from the movies by

himself, he narrates, “I had a long walk home and no company” (1). In addition, while

he continues to explain his feelings, Pony comments, “Greasers can’t walk alone toomuch or they’ll get jumped…We get jumped by the Socs” (2). Here, Pony’s comments

illustrate how he’s uncomfortable walking home alone. He’s afraid of getting hurt by

another group. In conclusion, Ponyboy is uncomfortable walking by himself because

it’s dangerous.

2. The moon started its slow climb up the night sky and I couldn’t help but feel excited. Itwas Halloween, and everything seemed alive. The trees danced in the gentle breeze.

beyond them, their shadows casted menacing looks. As I looked out the window, I

shuddered, slightly worried about the night to come. However, my excitement took

over, and I finished putting on my costume. Then, I headed out into the eerie night.

3. To begin, the first step to knit a sweater requires that the knitter pick out the proper

yarn for the pattern. Although this may seem easy, knitters must make sure that theyhave the right gauge and weight. Furthermore, knitters must have the right size needle

to create the size sweater desired. Next, the knitter should create a swatch, or small

square of fabric to ensure that the sweater will turn out to be the right size. Finally, start

knitting and have fun!


4. The kids appeared out of nowhere, lurking out of the shadows. On the right were

parked cars and on the left large bushes created an impenetrable wall. The largest kid

stalked ahead and when he turned to the others, the group stopped in their tracks.

Without doubt he was the leader. The leader whipped around and continued ahead.The other kids whispered amongst each other despite being clearly frightened of the big

kid. Nearby, a car alarm screamed in the dead of night. The kids jumped out of their

skins because they knew they were in danger.

5. Since the beginning of the year, she tried to keep to herself as much as possible.She simply wanted to go home, just as her older brother wanted. They moved to the

big city because their mother took a new, fancy job. Though their mother promised it

would be a fun adventure, it had been anything but. School wasn’t terrible, but they still

yearned for “home.” So she kept her head down, did her work, and tried to be as

miserable as possible. Her mother noticed her daughter’s glum attitude. Yet, she was

so busy that she figured her daughter would adjust eventually.

6. Beyond the lake sat a quaint cabin with green shutters. The snow was piled up on

the roof and icicles threatened to crash down. It was a winter like no other. In fact,twenty feet of snow had fallen and more was surely on the way. No one in the family

could remember a winter with so much snow and not many of them liked it very much.

However, he loved it. It was hard work, but he felt like he was living in a winter

wonderland. After he would finish clearing paths and hauling would, he would

snowshoe up the highest nearby hill and sit and look at the serene view. Truly a

beautiful place. He couldn’t imagine another place on the planet that could be as

peaceful.


Transition and Type Purpose in your narrative.

Lesson 9 – Including Transitions

Directions: Now that we’ve covered transitions, let’s review your narrative to see howyou used them and can possibly use them to effectively connect ideas, indicatetime/place shifts, and give your story structure.

Read over your narrative and circle or highlight the transitions. Then, write them downbelow to note how many and the type you used. If you have more than, great! If not, noproblem.

PLEASE NOTE: Students use of transitions may differ. If they lack transitions, thetime identifying them can instead be used to revising and including them!

The Big Question: Are you using transitions effectively? Do you indicate time andspace through your transitions? Can you include more or less?

Answers will vary based on student narratives.


Lesson 10 – Dialogue

Dialogue, or the conversations between characters, is a critical component of anarrative! It helps the reader understand characters, provides excitement, and makesthe story more believable. As with a lot of writing, there are rules to incorporatingdialogue. Let’s go over 6 simple rules to writing dialogue.

Rule 1

Quotation Marks – Always put anything a character says out loud in quotation

marks.

Example: My mother asked, “Where did you put your homework?”

Example: “Please be quiet when the baby is sleeping,” Henryimplored.

Rule 2

Speaker/Tag – For most quotes, a speaker is needed to indicate who is talking

and can be written before or after the quote.

Example: He said, “The game was so boring. It ended in a tie.”Example: “They’re allergic to cats so they won’t be able to come over,” she

explained.

Rule 3

Punctuation - Commas should be included with the speaker (either before or after

depending on location of the quote). If the quote is a statement, question, or

exclamation, the punctuation goes inside the quotation marks.

Example: She screamed, “Put your phoneaway!”Example: “How else will I know what time it is?” he replied. (Note here that you wouldnot use a comma!)

When a speaker is trailing off, use an ellipsis (…), and when a character is

interrupted, use a dash (but –).

Example: She started, “I wanted to…”Example: “How could –” she tried to ask.


Rule 4Broken Quote - Mixing up how you quote will keep your narrative interesting.

When breaking up a quote, the quotes and narration are separated with commas.

Example: “She just stood there ,” Pete explained , “and just looked so confused.”

Rule 5New speaker - When a different character speaks, you must start a new paragraph

and indent

Example:

She asked, “How was the movie last night?”“It was ok,” he replied.“Not good?”“I mean it was entreating, but I thought it would be better,” he explained. He

thought about how he wished she would’ve come with him, because that was whatmade it better, but he couldn’t bring himself to admit that. Instead, he probed, “Did youhave a good night?”

She exclaimed, “Oh, yeah! Great.”

Rule 6Complete and Incomplete Sentences - Surely, you’ve been told to write in

complete sentences, but this is where you get to break the rules! People don’talways talk in complete sentences, so make your dialogue sound real!

Example:

“You good?” he asked.“Yeah,” she answered.“Sure?”“I guess,” she hesitated.“Ok, well if you need anything…”“Thanks.”“Welcome.”


Lesson 11 – Dialogue Practice

Directions: For the following paragraphs. Rewrite the paragraph, following the rules forcorrect dialogue. Before you rewrite, first highlight the quotes

1. I know, I grumbled. A month erasing workbooks. That wasn’t the right thing to say. Come with me, Mrs. Dodds said. Wait! Grover yelped. It was me. I pushed her. I stared at him, stunned. I couldn’t believe he was trying to cover for me. Mrs. Dodds scared Grover to death. She glared at him so hard his whiskery chintrembled. I don’t think so, Mr. Underwood, she said. But– You—will—stay—here.Grover looked at me desperately. It’s okay, man, I told him. Thanks for trying.Honey, Mrs. Dodds barked at me. Now. (excerpt from Percy Jackson)

Page 10 from Percy Jackson: The Lightning Thief“I know,” I grumbled. “A month erasing workbooks.”That wasn’t the right thing to say.“Come with me,” Mrs. Dodds said.“Wait!” Grover yelped. “It was me. I pushed her.”I stared at him, stunned. I couldn’t believe he was trying to cover for me. Mrs. Dodds

scared Grover to death.She glared at him so hard his whiskery chin trembled.“I don’t think so, Mr. Underwood,” she said.“But–““You—will—stay—here.”Grover looked at me desperately.“It’s okay, man,” I told him. “Thanks for trying.”“Honey,” Mrs. Dodds barked at me. “Now.”

2. Finally I couldn’t stand it anymore. I said, Looking for Kindly Ones? Grover nearlyjumped out of his seat. Wha—what do you mean? I confessed abouteavesdropping on him and Mr. Brunner the night before the exam. Grover’s eyetwitched. How much did you hear? Oh… not much. What’s the summer solsticedeadline? He winced. Look, Percy…I was just worried for you, see? I mean,hallucinating about demon math teacher… Grover— And I was telling Mr. Brunner that maybe you were overstressed or something, because there was no such person as Mrs. Dodds, and…(excerpt from Percy Jackson)

Page 23 from Percy Jackson: The Lightning ThiefFinally I couldn’t stand it anymore.I said, “Looking for Kindly Ones?”Grover nearly jumped out of his seat. “Wha—what do you mean?”I confessed about eavesdropping on him and Mr. Brunner the night before the exam.Grover’s eye twitched. “How much did you hear?”“Oh… not much. What’s the summer solstice deadline?”


He winced. “Look, Percy…I was just worried for you, see? I mean, hallucinating

about demon math teacher…”

“Grover—“

“And I was telling Mr. Brunner that maybe you were overstressed or something,

because there was no such person as Mrs. Dodds, and…”

3. I looked over at Grover to say something about this and saw that the blood had

drained from his face. His nose was twitching. Grover? I said. Hey, man— Tell me

they’re not looking at you. They are, aren’t they? Yeah. Weird, huh? You think

those socks would fit me? Not funny, Percy. Not funny at all. The old lady in the

middle took out a huge pair of scissors–gold and silver, long-bladed, like shears. I

heard Grover catch his breath. We’re getting on the bus, he told me. Come on.

What? I said. It’s a thousand degrees in there. Come on! He pried open the door

and climbed inside, but I stayed back. Across the road, the old ladies were still

watching me. The middle one cut the yarn, and I swear I could hear that snip across four lanes of traffic. (excerpt from Percy Jackson)

Page 26 from Percy Jackson: The Lightning ThiefI looked over at Grover to say something about this and saw that the blood had

drained from his face. His nose was twitching.

“Grover?” I said. “Hey, man—“

“Tell me they’re not looking at you. They are, aren’t they?”

“Yeah. Weird, huh? You think those socks would fit me?”

“Not funny, Percy. Not funny at all.”

The old lady in the middle took out a huge pair of scissors–gold and silver, long-

bladed, like shears. I heard Grover catch his breath.

“We’re getting on the bus, he told me. Come on.”

“What?” I said. “It’s a thousand degrees in there.”

“Come on!” He pried open the door and climbed inside, but I stayed back.

Across the road, the old ladies were still watching me. The middle one cut the yarn,

and I swear I could hear that snip across four lanes of traffic.


Lesson 12 – Developing Dialogue

Directions: We’ve worked with dialogue and now it’s time to include some in yournarrative. Sometimes, a little goes a long way. Pick 2-3 places were dialogue wouldreally enhance characters, conflict, or build suspense. Write the part of your story as it’scurrently written, and then rewrite a rough draft of the dialogue you want to include inyour complete narrative.

1. Current narrative:

Dialogue Rewrite:


Dialogue Rewrite:


Dialogue Rewrite:

Answers/response will vary based on individual student narrative.


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Let’s Practice Turning Blah Writing to Blam! Writing

Telling Show!

The boy walkedinto the room andsat in his seat.

Student answers will vary.

She hatesvegetables. Sherefuses to eat them.


The car went downthe road and almosthit the cyclist.


With no light fromthe moon, the starsshined bright.


She was scared togo to the basement. Student answers will vary.

The fireworks wentoff and everyoneclapped.


She waited for thecall that would tellher if she got thejob or not.



Lesson 14 – Descriptive Language Practice

Directions: Let’s practice turning the blah into the blam! Rewrite the sentences that tellthe reader what’s going on into sentences that show the reader what’s going on.

Telling Show!

Her mom asked herwhere she wentwith her friends lastnight.


I was upset that myfriend betrayed me. Student answers will vary.

It was cold outsideand it was snowing.


The rain camedown very hard andthere was so much.


He took the winningshot in the gameand missed.


The new neighborlooked verysuspicious.



Telling Show!

It was the bestbirthday she everhad.


The boy fell off hisbike and cried. Student answers will vary.

He was nervousbefore the big test. Student answers will vary.

The principal staredat the studentsthrowing food.


The library wasvery quiet. Student answers will vary.

The car alarm wentoff and wokeeveryone up.


She dumped wateron his head andwalked away.



Telling Show!

Lesson 15 – Developing Descriptive Language

Directions: Put your new skills to work! Reread your narrative and pick out sentencesthat tell the reader what is going on. Then, write a rough draft of them to show thereader what is going on. Pick at least 1 from each paragraph. You’ll then incorporatethem into a new draft.

PLEASE NOTE: Answers will vary based on individual student narratives.


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