Narrative Writing Quarter 3

Monday, January 7 What classroom norms (rules/ expectations) should we have in our ELA class? Write down 2 ideas on the paper provided in the back of the classroom.

Daily Agenda: Monday LQ1: What are we learning today? - What is narrative writing? LQ2: What am I doing today? Bell Ringer- Classroom Norms Story Telling (Narratives) The Dot LQ3: How will I show what I learned? - Picture Quick Write

“Those who tell the stories rule the world.” – Hopi Indians

Daily Agenda: Tuesday LQ1: What are we learning today? - What is narrative writing? LQ2: What am I doing today? Bell Ringer- Vocab QHT Plot Diagram and Vocabulary Review Pixar Shorts (plot diagram) LQ3: How will I show what I learned? - Turn the story (Red Riding Hood)

August 5  Look through the vocab and mentally place it in the right category. Exposition Protagonist Antagonist Setting Internal Conflict External Conflict Rising Action Climax Falling Action Resolution

Vocabulary Words Exposition: A comprehensive description and explanation of an idea or theory. Protagonist: the leading character or one of the major characters in a drama, movie, novel, or other fictional text. Antagonist: a person who actively opposes or is hostile to someone or something; an adversary.

Vocabulary Words Setting: the place or type of surroundings where something is positioned or where an event takes place Internal Conflict: the occurring conflict within a character’s mind. External Conflict: conflict with another person, an animal or force of nature, or society

Vocabulary Words Rising Action: a series of events build toward the point of greatest interest. Climax: the most intense, exciting, or important point of something; a culmination or apex Falling Action: the parts of a story after the climax and before the very end Resolution: when the conflicts are resolved and the story concludes

Flip the Story: Write the exposition of your story from a different perspective. Example: Little Red Riding Hood from the Wolf’s perspective

Daily Agenda: Wednesday LQ1: What are we learning today? - What is narrative writing? LQ2: What am I doing today? Bell Ringer- Finish the Story (Seesaw) Read and Mark the Text: “The Scholarship Jacket” (p. 14) Incident, Response, and Reflection Chart (p.19) LQ3: How will I show what I learned? Personal Incident Chart

Marking the Text Highlight= any characters Star= the main character Bracket [ ] and label = the rising action Circle and label = the climax Bracket [ ] and label= the falling action Heart = the resolution

Incident, Response, Reflection What happened? The narrator’s feelings and actions about the incident The lessons the narrator learned from this experience

Your Turn: Pick an event in your life and complete the chart Incident (What happened?) Response (What were your feelings and actions?) Reflection (What lesson was learned from this experience?)

Daily Agenda: Thursday LQ1: What are we learning today? - What is narrative writing? LQ2: What am I doing today? Bell Ringer- Incident, Response, and Reflection Chart (Scholarship Jacket) Plot Quiz The Bad Boy (p. 24) LQ3: How will I show what I learned? Incident Chart (p. 29)

The Bad Boy Organization Sequence of Events Character Traits Revealed Textual Evidence for Character Traits Incident Response Reflection

Daily Agenda: Monday 1/14 LQ1: What are we learning today? - What is narrative writing? LQ2: What am I doing today? Bell Ringer- Plot Diagram for Tiki Tiki Tembo Mini Lesson: Show vs Tell (Sensory Language) Name Narratives and intro to assignment LQ3: How will I show what I learned? Find out the story of your name

Daily Agenda: Tuesday 1/15 LQ1: What are we learning today? - What is narrative writing? LQ2: What am I doing today? Bell Ringer- Mrs. Fahey’s Name Narrative Mini Lesson: Figurative Language Name Narratives Samples LQ3: How will I show what I learned? Name Narrative

Daily Agenda: Wednesday 1/16 LQ1: What are we learning today? - What is narrative writing? LQ2: What am I doing today? Bell Ringer- Sensory Details Picture Write in SeeSaw The Name Jar Mini Lesson: Parts of a Story (Flocabulary) Name Narratives LQ3: How will I show what I learned? Name Narrative Draft

Daily Agenda: Monday 1/28 LQ1: What are we learning today? - What is narrative writing? LQ2: What am I doing today? Bell Ringer- Figurative Language Pretest (Flocab) Work Session: Categorizing Chart Flocabulary Activity (from last week) Panethon Reading and questions (from last week) MLQ3: How will I show what I learned? Categorizing Chart

Categorizing Checklist Group the words found in the term bank based on the meanings or functions of the words Create a category title for each grouping of words Justify your reasoning for grouping the words the way you did *One chart per group. Copy and paste it into Office 365. Share it with Mrs. Fahey

Justification given for each category   Yes (10 pts each) Almost (8 pts each) Not Yet (6 pts each) Grouped each word Each group has a label Justification given for each category

Daily Agenda: Wednesday 1/30 LQ1: What are we learning today? How do authors create their characters? LQ2: What am I doing today? Bell Ringer- Reading of Archane Work Session: Characterization Activity Group Question Session LQ3: How will I show what I learned? Each group will answer all the questions given

Characterization Activity You will be grouped in small groups You will pick which story you want to work with (Phaethon or Arachne) You will answer your questions as a group You pick the way you represent the answers

Group Questions: Group 1: How does the character look? What does the character say? What is the most important thing about the character? Group 2: What does the character do in the story? What are the character’s goals? What changes did the character go through in the story? Group 3: What types of clues does the author give the reader about the main character? Why does the author give the reader clues about the character? What does the author want the reader to know about the main character in the story?

Sample Ways to Complete Activity

The assignment was not completed. Advanced Proficient Developing Incomplete All questions were answered in sufficient detail and ideas were presented in a way that fit the assignment. Evidence from the text was cited for each question. All questions were answered and the ideas were presented. Evidence from the text was cited for at least two of the questions. All but one question was answered. Text evidence was only present for one question. The assignment was not completed. 50-45 pts 44-40 pts 39-36 pts 35-25 pts

Daily Agenda: Thursday 1/31 LQ1: What are we learning today? How do authors create their characters? How does figurative language add to the story? LQ2: What am I doing today? Bell Ringer- RACE response in SeeSaw Work Session: Characterization Activity Group Question Session Figurative Language Activity (Around the Room) LQ3: How will I show what I learned? Each group will answer all the questions given

Daily Agenda: Wednesday, 2/6 LQ1: What are we learning today? Brainstorming for EA#2 LQ2: What am I doing today? Work Session: Four Square Chart With your partner, brainstorm for your myth (use pg. 80-81 for help) LQ3: How will I show what I learned? - Four Square Chart