Reflection: Diverse Entry Points Your Creation Myth Day 1: Drafting - Section 3: Lab Time: Drafting A Creation Story


I feel as though narrative writing tends to get looked down on by some of my peers, as something that is too "casual" or that the students have already learned enough of in Middle School. The value of the narrative is made clear Writing Standard 3, however: a well-written narrative demonstrates an understanding of plot and sequence, use of details that are specific and related, and style/voice, all aspects of writing that are taught on the "Reading: Literature" side of things. 

As I circulated the room, I was encouraged by the sheer number of students tackling a variety of topics, as it's always nice to have more variety than just the origin of the river that divides our town. Students were clearly at different points, however. Some had their entire story envisioned and were already asking if they could exceed the page limit, while others spent a significant amount of time adjusting the font used for the paper heading. Accounting for these diverse entry points motivated the inclusion of the pre-write planning sheet and the time spent in the computer lab, allowing me to intervene as needed when students struggled. 

  Reflecting on Student Drafting
  Diverse Entry Points: Reflecting on Student Drafting
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Your Creation Myth Day 1: Drafting

Unit 1: Literacy: In The Beginning There Was American Literature...Creation Myths & Creative Writing
Lesson 5 of 7

Objective: SWBAT develop and plan a narrative for the purpose of telling an imagined creation story using effective technique, well-chosen details, and well-structured event sequences by writing a draft in class.

Big Idea: Did aliens leave the big glass-and-steel building in your city until they return? Today, students draft the story of how and why something came to be.

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