Your friend (talk-talks) too much. The women in the pool (swim-swims) well. That red-haired lady in the fur hat (live-lives) across the street. He (cook-cooks) dinner for his family. The weather on the coast (appear- appears) to be good this weekend. The center on the basketball team (bounce-bounces) the ball too high. Bellringer Turn in your howmework (CCC). Choose the correct verb in parenthesis to complete each sentence.

Your friend (talk-talks) too much. The women in the pool (swim-swims) well. That red-haired lady in the fur hat (live-lives) across the street. He (cook-cooks) dinner for his family. The weather on the coast (appear- appears) to be good this weekend. The center on the basketball team (bounce-bounces) the ball too high. Bellringer Choose the correct verb in parenthesis to complete each sentence.

Bellringer—Thursday Turn in course cards! They are due today! Look at the details you developed about your protagonist in class yesterday. Consider setting and relationships. List at least three potential conflicts that your character could reasonably encounter in your narrative.

Bellringer—Friday Directions: Choose the correct verb in parenthesis to complete each sentence. Turn your bell work from the past two weeks in once you finish. Each of the girls (look-looks) good on skis. Everybody (was-were) asked to remain quiet. (Is/Are) either of the men here yet? Nobody in the class (has-have) the answer. Most of the seats (was-were) taken.

Bellringer—Friday Directions: Choose the correct verb in parenthesis to complete each sentence. Turn your bell work from the past two weeks in once you finish. Each of the girls (look-looks) good on skis. Everybody (was-were) asked to remain quiet. (Is/Are) either of the men here yet? Nobody in the class (has-have) the answer. Most of the seats (was-were) taken.

Bellringer—Friday Directions: Choose the correct verb in parenthesis to complete each sentence. Turn your bell work from the past two weeks in once you finish. Each of the girls (look-looks) good on skis. Everybody (was-were) asked to remain quiet. (Is/Are) either of the men here yet? Nobody in the class (has-have) the answer. Most of the seats (was-were) taken.

Bellringer—Friday Directions: Choose the correct verb in parenthesis to complete each sentence. Turn your bell work from the past two weeks in once you finish. Each of the girls (look-looks) good on skis. Everybody (was-were) asked to remain quiet. (Is/Are) either of the men here yet? Nobody in the class (has-have) the answer. Most of the seats (was-were) taken.

Bellringer—Friday Directions: Choose the correct verb in parenthesis to complete each sentence. Turn your bell work from the past two weeks in once you finish. Each of the girls (look-looks) good on skis. Everybody (was-were) asked to remain quiet. (Is/Are) either of the men here yet? Nobody in the class (has-have) the answer. Most of the seats (was-were) taken.

Bellringer—Friday Directions: Choose the correct verb in parenthesis to complete each sentence. Turn your bell work from the past two weeks in once you finish. Each of the girls (look-looks) good on skis. Everybody (was-were) asked to remain quiet. (Is/Are) either of the men here yet? Nobody in the class (has-have) the answer. Most of the seats (was-were) taken.

Introduction to Narrative Writing English 9

I Can… Write a narrative based on the standards in the state curriculum. 9-10.W.TTP.3 Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well- chosen details, and well-structured event sequences.

You Will Need… Your “Narrative Writing Handout” A writing utensil Paper

Narrative Writing Stories are one of the oldest and most familiar forms of literature! This is also your teacher’s FAVORITE type of writing to read from her students!

Narrative Writing Assignment (40% Category) Write a narrative that presents characters in a specific setting and engaging in a specific conflict that is resolved. Include the following elements: (20 pts) A well-developed protagonist who takes part in the action (20 pts) Details that establish a particular setting (time and place) and mood (15 pts) A conflict that is introduced, developed, and resolved including a smooth progression of experiences or events (15 pts) A plot that follows appropriate structure (10 pts) Dialogue between the characters (10 pts) A consistent point of view (10 pts) Level-four grammar BONUS: (10 pts) A universal theme Narrative Writing Assignment (40% Category)

A well-developed protagonist who takes part in the action Let’s practice developing a character! What is the character’s name? Where does she live? What are her hobbies? What is her job? What does she look like? Who is her family? Who are her friends? Who are her enemies? A well-developed protagonist who takes part in the action

Details that establish a particular setting (time and place) and mood ENVIRONMENT (Buildings, nature, weather, etc.) TIME (Of day, week, or year) (Present, past, or future) IMAGERY (Sight, smell, taste, touch, hearing)

Details that establish a particular setting (time and place) and mood Amused Angry Arrogant Cheerful Critical Formal Gloomy Sad Humorous Playful Serious Suspicious Choose the word to the left that best describes the MOOD of your narrative.

A conflict that is introduced, developed, and resolved including a smith progression of experiences or events 6 Types of CONFLICT

A conflict that is introduced, developed, and resolved including a smith progression of experiences or events Consider your protagonist and his or her feelings about the basic situation of the story. Ask yourself the questions below to help develop the conflict: Considering characters, setting, mood, etc., what is a potential conflict this character could face? How does the protagonist react to the conflict? How does the conflict unfold (what happens as a result)? What external circumstances add to the character’s actions and reactions?

A plot that follows appropriate structure (Beginning, Middle, & End)

Dialogue between the characters

Creating Dialogue Indent each time the speaker changes. Use quotation marks. Use commas inside the quotation marks, then state who said the words. Use descriptions between statements occasionally to show how the characters are feeling or what they are doing. Don’t forget that you can use dialogue to show character’s thoughts as well! Creating Dialogue

Example of Dialogue

Back and Forth Conversation “Look at that,” Jim said. “I know,” whispered Joe. “How do you know?” “I just do.” “Yeah, right.” (You can stop using their names each time when they talk back and forth without interruption).

Better Than Said http://www.spwic kstrom.com/said/

Now You Try Write a series of at least five exchanges of dialogue between 2 characters—one of which MUST be your protagonist. If you get stuck, you can bounce ideas off your elbow partner. If you get really, REALLY stuck, ask your teacher for help.

See How it Sounds Working with your elbow partner, read the dialogue you wrote for 2 characters with one of you reading the words of one character and one of you reading for the other character. Once you have finished reading, answer the questions below: Did the dialogue sound stiff and unnatural, or did it sound like a conversation two normal people might have? Did the words match the type of characters you have created? Explain.

consistent point of view

Level-Four grammar

A universal theme

Partner Practice (20 pts) A well-developed protagonist who takes part in the action (20 pts) Details that establish a particular setting (time and place) and mood (15 pts) A conflict that is introduced, developed, and resolved including a smooth progression of experiences or events (15 pts) A plot that follows appropriate structure (10 pts) Dialogue between the characters (10 pts) A consistent point of view (10 pts) Level-four grammar BONUS: (10 pts) A universal theme Look over your notes from this lesson with your partner. Choose who has developed the most interesting story elements. Collaborate with your partner to write a brief narrative incorporating all the components you see on the rubric to the right.

Your Narrative (40% Category Grade) Possible Protagonists Alexie Text: His teachers, his dad, other students in his class Douglass Text: Mistress, Boys he asked to help him learn to read REMEMBER: Your writing must be INSPIRED by the texts we studied in class; however, your writing is fiction, so you have liberty to make up aspects of your story. Just make sure the setting, plot, and characters line up and “make sense” when considering the texts they are based on. Due Date: Tuesday, April 2, 2019 Your Narrative (40% Category Grade) Prompt: Write a narrative based on one of the minor characters discussed in EITHER “Superman and Me” by Sherman Alexie OR Frederick Douglass’ narrative.