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Creating Personal Narratives (Mood/Tone: W .3.3b. Use dialogue and…
Creating Personal Narratives
Writing Narratives:
W .3.3d.
Provide a sense of closure
(this section may take a few days)
Final copies:
readers theater
Summative
Drafting:
work day
Begin lesson by talking about how we will combine EVERYTHING we have talked about into one final paper
Revise/Edit
Give feedback: A praise, a question about each story
Peer trading
Summative: Viewing how students work in groups and as team players
Organization and Structure:
W .3.3a.
Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally
(this may also take more than one day)
Text Set
Books of various topics for
differentiation
: Science, History, sports, trips, geography, etc.
Differentiation:
Students work with groups of 2-3 students so they can hear their peers read allowed (Summative)
Predicting text
Foreshadowing:
indication of future events
Some narratives capture audiences by using foreshadowing for the audience to predict what may happen
Some narratives give suspense in the unknowing of what may happen at the end of the story.
Worksheet:
students will see if they can determine how the example narratives might end by reading parts of the story (Summative)
Differentiation:
Larger words used for more advanced students and not as big of words for students who struggle more
Virtual Roller Coaster ride:
this is the beginning of the lesson and it plays along with mentor text of unit
Students will explain their experience and organize the event details with a partner (practice)
Mood/Tone:
W .3.3b.
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show response of characters to situations
Tone:
How the author feels toward the events
Facial Expression Activity:
Students will walk to which facial expression they believe the author wants the audience to feel in the text (Summative)
We will then talk about how this represents the mood of the story
Gives picture examples of mood to accompany
differentiation
Mood:
How the reader feels
To begin the lesson we will talk about the mood and the tone in our Mentor text: "roller coaster"
How did the author feel?
How did we feel while reading this book?
Compare and contrast activity: Mood and Tone
Unit Set-Up:
What is a Narrative?
W .3.3.
Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences
One-page journal entry of a time in their lives that made them happy/sad/angry/etc/ (Summative)
Students can write about an imaginary event they make up as well
Differentiation:
Students who have trouble writing may also choose to draw a picture along with their writing to enhance what they are describing
Vocabulary and review over figurative language
Narrative:
Written account of connected events; a story
Mentor text for the Unit:
"Roller Coaster": a narrative by a young girl who tells of a roller coaster experience she once had
Characters and Setting
Who was involved in the story?
Descriptive words of characters
Where did the story take place?
5 senses
Have students close eyes when reading "roller coaster"
Talk with partner about the senses they might feel, or what the character describes she is seeing/feeling/smelling/etc. (Summative)
Students think about their stories, what characters and setting will they add?
Begin lesson by talking about who was involved in our mentor text story, "Roller Coaster"
Differentiation:
For visual learners the teacher will create an example graphic organizer on the board to show the class how to list out the characters and their descriptive words
Events of a story:
W .3.3c.
Use temporal words and phrases to signal event order
Begin lesson by talking about what events took place in the mentor text story
Planning phase of the narratives right before we begin writing them
What words can we use to describe event sequence (order)
First, next, lastly, finally, along with, etc.
Graphic organizers for organizing (Summative)