1. Add Details/Rewrite a Portion
Narrative Writing
Add Details/Rewrite a Portion
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2. Narrative Writing
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Inform the students that today they will be working on narrative writing based on a specific text.
Share the narrative writing instructional focus.
Explain that today, they are going to be focusing on adding details to the story.

3. Adding/Changing a Portion of the Text
You may be asked to:
rewrite a section of the text from a different character’s point of view
change/create the mood or tone of a specific section
add descriptive details to help the reader
better visualize what is happening
Explain to the class that when writing a narrative, they may be asked to change or rewrite a section of the text adding descriptive details or to change the mood or tone of the passage.

4. Narrative Writing When writing a narrative, the author may include:
* descriptive or figurative language
Examples:
Simile
Metaphor
Onomatopoeia
Imagery
* transitional words/phrases
* sensory details
* dialogue
Review with the students different narrative techniques that they can include in order to make the story come alive for the reader.

5. Steps to Follow
Step 1
Read the prompt and determine whether you are writing an introduction, adding to the text, or writing a conclusion.
Identify the purpose and focus of what you are being asked to write.
As you read, pay close attention to the details provided by the author. You can do this by marking the text or taking notes as you read.
Use the details you have gathered during reading to write in response to the prompt.
Step 2
Step 3
Describe the steps students should take to when presented with a narrative writing prompt.
Step 4

6. Narrative Prompt
The story is written in third person and begins with a description of the scene.
Rewrite the section of the passage where Marie surveys the damage to the house adding details to better describe how each character may be thinking. Be sure to stay consistent with the setting.
Start with the following line:
Marie surveyed the house....
Compose your answer in the space provided.
Pass out a copy of the text and a handout to each student.
Read aloud the narrative prompt.
Tell the students that they must break down the prompt in order to understand the task they are being asked to complete.
Tell the students that as you explain your thinking and break down the prompt, they also need to be making the same notes on their handout.
Think Aloud: When reading a narrative prompt, there are three key ideas that I need to identify. First, I must identify which section of the narrative I will be writing. In this case, I am being asked to rewrite a portion from the middle of the story. So let’s circle the word “the section of the passage”. Then, I need to identify how I will focus my writing. I am going to underline “where Marie surveys the damage to the house adding details to better describe how each character may be thinking” because that tells me that I have to rewrite the section of the passage about the damage to the house and better explain Marie and Jim’s thoughts. Finally, the prompt is going to provide me with information that I must include in the rewrite. In this case, I have to be sure to include details about the setting in my response. So I am going to put a box around “stay consistent with the setting.”

7. Reading the Text
3 Marie was heading toward the most damaged part of the house when she heard a yell, and detective Jim O’Neil, Marie’s current young partner, sprinted over. 4 “I just talked with the Suttons at their hotel,” Jim said. “For the past week, they’ve been in New Mexico.” 5 “You verified that with the airlines?” Marie asked.
Instruct students to pair up and read “Wicked Burn” together.
As they read, tell students that they are to underline any words or phrases that help them to understand what the characters are thinking the story.

8. Partner Practice Step 1: Step 2:
Turn & Talk with a partner, sharing the details from the text that you underlined.
Step 2:
With your partner, complete the graphic organizer.
Include details from the story that help the reader understand how each character was thinking.

9. After Reading: Partner Work
Evidence to support how Marie may be thinking:
Evidence to support how Jim may be thinking:
Students should work in pairs to answer the following questions and to generate new details in the graphic organizer.

10. After Reading: Independent Work
Keeping in mind what you know about how each character was thinking, rewrite the section of the passage identified in the prompt.
Have students work independently to add details to the identified section to better explain how each character was thinking.
Remind students to refer to the information found from breaking down the prompt and the information they gathered while reading the text.