Using a "Hook" Students Write Individual or Collective Narratives (Day 2 of 2)
Lesson 3 of 7
Objective: SWBAT write final draft of a narrative by developing well structured imaginary events using details and sensory language to convey a vivid picture of the events.
1 and 1
Reflection is so important. Although it can be a cumbersome and time-consuming practice to teach to students, without reflection it is almost impossible for actual “learning” to occur. I make the process of reflection as basic as possible by first asking students to re-read their story maps and in their journals write 1 thing that they like about their narrative and 1 thing that they feel needs to be improved. After they write their reflective feedback, I ask them to share their thoughts with a peer after which I pick a few students to share their reflections with the class.
They'll be writing their final draft today after a lesson in which they got their ideas in writing using a story map to organize their events, and characters. Today we will be focusing on details and revision techniques. Sone students write best by themselves and others enjoy joing minds to create a story SL.9-10.1. I give students who want to create their narrative with a partner to do so. Collective story telling can be a catalyst for creative writing but will require guided practice.
By using a power point presentation, I now want to help students with their organization of ideas by creating a lead or Narrative Hooks. In slides # 2 and 3 I explain the purpose of using this literary technique W.9-10.3a. In slides 4-6 I give examples of creating the lead by giving the reader something interesting to think about right from the start. In slide #7 I remind students to use third person narrative as well as transition words to help make each paragraph flow into each other.
Next I pass out the Organization chart which is from the 6 + 1 Writing Traits model and review the key qualities of creating the Lead, Using Sequence Words, Structuring the Body and Ending With a Sense of Resolution as required in standard W.9-10.3. I ask them to use this chart as a guide when writing their drafts. To check for understanding I read a "Think About" sentence and ask what key quality does it come under. For example, I read "Have I ended at the best place?" and they should respond, "Ending With a Sense of Resolution."
Student Learning Activity
Students now work together or individually to complete their narratives. As they are working, I circulate among them asking clarity questions and giving feedback while discussing the hook. I want the process of working collaboratively to be effective in the sharing of ideas and peer editing. To support their collaboration I will ask partners writing their collaborative essays to read to me what they have created together.
Teaching my students how to sequence their events is also a focus of this lesson. I ask them to imagine a series of pictures for the experienced event they are writing about. Next I have the students determine the logical order for the pictures to appear in their narrative and to make a quick list of these events on another piece of paper that they can refer to while writing their rough draft..
I then reference the organization chart pointing out a key quality that may be strong or that needs improvement. I encourage them to check off or highlight the key qualities they feel they have addressed and put a question mark next to those qualities that are still not included or that they are unsure of. As I circulate among them I discuss how they can strengthen their narratives W.9-10.3.
Students who have completed their final drafts are asked to stand up and make a presentation of their work by standing up and reading them. Other students are asked to just listen and support their peers who have demonstrated the courage and confidence to stand up and read in front of the class as required in common core standard SL.9-10.4.