Analyzing Plot and Characters to Write a Narrative

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Students will be able to write a text-dependent narrative by analyzing events in a discussion and applying ideas to narrative writing.

Big Idea

What Peeta saw. . .

Daily Grammar

15 minutes

Oi! That sentence in lines three through six is a doozy! So many prepositional phrases! Such wow! The reason it's so funky, and the reason we want to put commas in it is because it's an inscription on a plaque on a statue. The rules for grammar and commas go out the window when you've got an inscription because one can play with formatting, so no commas are necessary.

Workshop: Narrative Writing

15 minutes

Yesterday students got their narrative writing project.  They're rewriting the part of The Hunger Games where Katniss has been trapped in a tree by the Career Tributes and she drops the tracker jacker nest on them from a different point of view.

Today I asked students which character they were writing from. I left it up to them completely.  Most students chose Rue, Peeta, or Cato, but a few overachievers chose Glimmer, Haymitch, or Gale.

To help students develop ideas and check for accuracy for the details they were thinking about, I broke them up into groups based on the characters they chose.  I had two groups for Rue, two groups for Peeta, one group for Cato, one group for Haymitch, and so forth. I gave them about twenty minutes to talk to their group. This video captures their conversations as I wandered about the room.



Analyzing Chapters 15-18

30 minutes

About a week ago, I gave students a list of evidence to evaluate so they could write argument paragraphs. I didn't ask them to compile the list of quotes because that would just be a difficult task, not a rigorous one.  I gave them the quotes and the page numbers and asked them to interpret and evaluate the evidence. Sometimes that's necessary.  And sometimes it's necessary to ask students to actually look through the text and find the answers on their own. Today's assignment was the latter.

I divided students up using their clock appointments and gave them about thirty minutes to search through the text, find the appropriate passages, discuss the text, and write their answers.  The pictures below show some of their work.  While I did give them time in class to complete majority of the assignment, the rest was for homework.

I will add that some students were so excited about the narrative that I gave them an option--either work on writing the narrative or work on answering the questions.  Some students went back and forth.  They were all (mostly, except for that one kid, you know the one) engaged and working.  This assignment was nothing earth-shattering, but it did result in student engagement and discourse.


























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