5. Acquisition Lesson 5

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:
1. How can I create a narrative using literary elements?

What do students need to learn to be able to answer the Essential Question?


Assessment Prompt 1: How to write an introduction to a story
Assessment Prompt 2: How to describe main events in a story
Assessment Prompt 3: How to write a conclusion to a story
Activating Strategy:
-Distribute copies of the Narrative Writing Diamond found in the Empowering Writer's book on pg. 45
-Explain each component of the diamond (pg. 46)
Key vocabulary to preview:
 narrative, introduction, main events, elaborative detail, paragraph, suspense, solution, conclusion, plan, revise, edit, topic sentence, critical character

Teaching Strategies

Graphic Organizer:
 Narrative outline-(will give you copies to distribute)
Instruction:
 Day 1
Need- Narrative Diamond, narrative outline graphic organizer, Empowering Writer's book

AP #1:Introduction Paragraph for Narratives
-Explain to students that the beginning of a story must hook the reader to make them want to read on. Discuss interesting ways to begin a story (interesting action, dialogue, main character's thoughts or feelings, or use of an onomotopeia). Also explain that stories should begin as close to the main event as possible.
-Provide examples of each type of good introduction (see pg. 48 in the Empowering Writer's book). Share beginnings on pg. 53-57 (pick at least 2 to share) and have students identify which type of beginning the example is. (Good ones for modeling are on pg. 59 that go with the topic for homework)

Summarize with Collaborative Pairs:Provide an introduction sentence for the topic "My Haunted House Experience." (feel free to change the topic to fit your students)
-
Partner 1 should write an action sentence to introduce this topic and share with Partner 2. Partner 2 should write a sound sentence to introduce the topic and share with Partner 1.
-(if time allows, have a few to share to the whole class), could also post on a chart for students to read throughout the day. Circulate through the room to ensure understanding and offer clarification where needed. Check off sentences to provide feedback.

Assess: For homework, students write an example of each kind of beginning introduction sentence for the topic "My Haunted House Experience" (each example should be labeled)

Day 2
-Need Narrative Diamond, narrative outline graphic organizer, Empowering Writer's book

Instruction:
-
Have students share the sentences they created for homework with their collaborative partners, circulate to assess understanding of the four types of introduction sentences.
-Have students pick their favorite introduction sentence and copy it into their narrative outline for the topic sentence for the introduction paragraph.
-Introduce critical characters, setting, and objects on pg. 80-81 (these are the certain people, places, and things that are especially important in their story), share the menu of detail generating questions and sentence starters on pg. 89 to help students with creating elaborative segments of critical characters, settings, and objects in their stories.
-Discuss that they will be the main character, the setting is the haunted house, and the critical object could be something like a skeleton, witch, bats, mummy, etc. Model how to describe the critical character, setting, object with detail generating questions on chart paper that you discuss and record on the chart together. (examples that will have to be modified to fit our topic are on pg. 158)

Summarize with ticket out the door:Students create three detail generating questions they could use to elaborate on the haunted house. Check these as an assessment of student understanding of critical character, setting, and object and their ability to describe them with elaborative detail.

Day 3
Need- Detail generating questions notes, narrative outlines, Empowering Writers Book, and Narrative Diamond

-Review critical characters, settings, and objects in collaborative pairs-have each partner share a detail generating question they could ask for each, circulate to ensure understanding
-Introduce sample sentence starters to help students describe the critical character, setting, and object with specific detail to engage the reader. Model finishing some of the sentence starters for the class. (examples that can be modified to fit our topic are on pg. 158). Practice with collaborative pairs-complete sample sentence starters to describe the haunted house (ex:As I walked into the haunted house, I noticed . . ., The eerie sounds escaping from the haunted house made me feel like . . ., I squinted at . . ., It seemed that . . .) Explain to students that these sentences will help introduce their story in an interesting way that will engage their reader and keep them hooked so that will continue to read it. Also, this helps the reader to better understand what they will be writing about.

Summarize:(if time allows, have students share a few of their finished sentence starters and discuss whole class

Day 4
Need- Sentence starters from notes, narrative outlines, Empowering Writers Book, and Narrative Diamond

Instruction:

-Model for students how to write an introduction paragraph using their sentence starters (can use example on pg. 159 and modify to fit our topic) (either project or put on chart paper so students can reference it later)
-Ex:EEk! EEk! The door creaked eerily as I tiptoed inside the darkness that greeted me at the entrance of the haunted house. (explain you started with a sound to grab the reader's attention and introduced where you were in a creative way) Breathing deeply, I noticed a damp and musty smell that reminded me of an old basement. (describing the setting). I squinted, struggling to focus my eyes in the dim light. (describing the critical character's actions) The distant sounds of spooky music could be heard toward the back of the haunted house. I reached out my hand and felt something cool and slimy. (describing critical character's actions again). What could that be I wondered as I stepped further into the mysterious space. I had a feeling this was going to the adventure of a lifetime! (leading into the middle where you explain your main events, retelling what you will be writing about in a creative way)
-Have students create their own introductory paragraph for their story about the haunted house using their narrative outlines, and detail generating questions, as well as the sample sentence starters.

Assess:Take up student writings and provide feedback on the topic sentence, the descriptions of the critical character, setting, and object (if included), and the wrap up sentence at the end.

AP #2: How to Describe Main Events (7 days)
Need- Empowering Writers Book, narrative outlines, introduction rough draft paragraph

Day 1
Instruction:
-Review narrative diamond, especially parts for the main event
-explain to students that all of the story action should lead, in the form of cause and effect, building tension, conflict, or at least a sense of anticipation to this main event since the main event is basically what the story is about
-Explain that the main event consists of the adventure, problem, or experience that changes or affects the main character in some way
-Review with students that this portion of the story should take up more space relative to the other story elements because it is the most important piece. It will be much longer than the beginning, the description of the setting, than the solution or ending.
-Share the main event modeled on pg. 256 in your Empowering Writers book (can project with document cameras and point out the action, description with specific detail, the main character's thoughts and words, explain that a fully elaborated main event involves a balance of all of these elements. When we stretch out the main event like this, we draw the reader in and enable them to experience the event as if they were also in the story

Summarize: Have students share one element that should be in the main event with partners and explain why that element is essential.

Day 2 Instruction:
-Share with students the difference between a summary and a fully elaborated main event-examples on pg. 260-263. Discuss the differences they noticed and put in an anchor chart on the board for students to reference.
-Share Detail Generating Questions to Craft Main Events from pg. 256 in your Empowering Writers Book. Model questions for generating action, description, dialogue/exclamation, and thoughts/feelings for the Haunted House experience story we have been creating. Model how to add a sound effect also as this adds to the entertainment of the story. Show students how these questions will all be used and even repeated throughout a main event. (pg. 259 is also helpful as a reminder to students-can distribute as a handout if students need another resource)

-Summarize: 3 ...2...1  (name 3 elements of a main event, write 2 detail generating questions for stretching out the main event, one reason why the main event is so important

Day 3 Instruction:
-Review elements of a main event, can use narrative diamond to help
-In collaborative pairs, have students practice writing an action in slow motion for the Haunted House Experience story-remind them to tell it in slow motion so that it is stretched out. Have students share in numbered heads and circulate the room to assess for understanding.

Assessment: For homework, have students write 3 possible actions to use in their "My Haunted House Experience" story. Each action should be described in slow motion.

Day 4 Instruction:
-Review homework, have students share one example in numbered heads
-In collaborative pairs, have students practice writing a description with the five senses for the "My Haunted House Experience" narrative. remind them to pick an important object to describe such as a skeleton, a witch, a bat, a mummy, etc. (model for one if needed) 
Ex: Approaching me, was a white transparent floating object that seemed to have no shape. It made these low rasping noises that sounded like scraping fingernails across a chalkboard. Those eerie sounds sent shivers up my spine until I was shaking like a leaf caught in a fall breeze.

Summary: Share 3 examples from the class and discuss which sense was being used to describe and what the object being described might be.

Day 5 Instruction:
-Model how to share what you are wondering, worrying, or feeling.

Ex: As I stared at the mysterious floating shapeless form, I wondered why it kept surrounding me. I felt like I was being watched and it made me so nervous I could not think straight. I wiped my sweaty palms on the sides of my itchy costume, trying not to make too much movement because I did not want to startle the creature. I thought there was no telling what it might do to me. What should I do? I wondered as I continued strolling through the haunted house cautiously.

-In collaborative pairs, have students practice describing their thoughts and feelings for the "My Haunted House Experience" narrative. If time allows, have them share in numbered heads.

Assessment: For homework, have students write the things they might wonder, worry, or feel for their own narratives. They should also include 3 things they might say or exclaim.

Days 5, 6, 7 Instruction:
-Review pg. 259 so students remember the most important elements of a fully elaborated main event. Stress the importance of balance-all detail generating questions should be used and it is great to repeat some of them throughout. Create a scene just like in the movies that grabs the attention of the reader.
-Have students begin writing their rough drafts for the main event. At first, you might require them to use at least 2 of each (action,description, thoughts/feelings, dialogue/exclamation, sound effect for each paragraph. (they may use examples from homework and classwork with collaborative pairs). At the end of each writing period, have students exchange in collaborative pairs and provide feedback to the partner on what they think they are doing a good job on and one thing that needs working on (I usually do 2 strengths and one improvement) At the end of these three days, students should have a complete main event that is 3 paragraphs with a good topic sentence for each paragraph.

Assessment: Take up the writings each day and provide some written feedback to guide the student for the next day's work on the rough draft. This will alleviate frustration at the end and allow everyone to be successful along the way.

AP #3 How to Write a Conclusion (2 days)
-share menu for student endings pg. 307 (can give as a handout if needed or just project), explain that the ending sums up the story, it should summarize who the story was about, what the problem, adventure or experience was, and how it was resolved.
-model each type of extended ending (can share examples on pgs. 309-313)
-have students practice writing a satisfying ending for their narrative on "My Haunted House Experience"
-circulate while students are writing to provide guidance or offer feedback

Assessment: Check off on the endings as you circulate the classroom being sure an extended ending was used and the solution to the problem from the main event is given.
 
Assignment and/or Assessment:

Resources and Materials:
 Empowering Writers Book, Narrative Outline, student notes, Narrative Diamond
Time (in days):
15
Rubric(s):