homework selected response questions narrative techniques

EL Education Curriculum

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• ELA 2019 G8:M1:U2:L9

Write a Narrative: Plan Plot

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

• ELA 2019 Grade 8
• ELA 2019 G8:M1
• ELA 2019 G8:M1:U2

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Focus Standards:  These are the standards the instruction addresses.

• W.8.3a, W.8.3e, W.8.5

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• W.8.10, SL.8.1, L.8.6
• I can plan the plot of my new scene for Summer of the Mariposas that results in the same outcome as the original scene. (W.8.3a, W.8.3e)
• Opening A: Entrance Ticket (W.8.3a)
• Work Time C: Storyboard graphic organizer (W.8.3a, W.8.3e)
• Prepare the following:  
• Entrance Ticket: Unit 2, Lesson 9
• Storyboard graphic organizer model (for display)
• Strategically pair students for partner work in Work Time B.
• Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 9 at each student's workspace.
• Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

• Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols; to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.

Supports guided in part by CA ELD Standards 8.I.A.1, 8.I.A.4, 8.I.B.6, 8.I.8.7, 8.I.B.8, 8.II.A.1, and 8.II.B.

Important Points in the Lesson Itself

• To support ELLs, this lesson provides a clear, guided process for mapping out plot in students’ narrative planning. The pair work built into the lesson is an opportunity for sharing and processing around narrative plot that will help ELLs, in particular, to receive essential input from peers as they work toward the narrative writing task on the end of unit assessment. This pair work will also provide an opportunity for ELLs to hear and see others’ narrative plot planning, and these models can inform the revisions and ongoing improvements that ELLs will make to their own Storyboard graphic organizer ▲ .
• ELLs may find it challenging to organize their ideas into a clear timeline while planning out plot progression in their narrative. Encourage students to act out and sketch ideas while brainstorming independently and in pairs to gain clarity around their vision of how the story will unfold before trying to capture it in writing on their Storyboard graphic organizer .
• climax, falling action, resolution, rising action (DS)

(A): Academic Vocabulary

(DS): Domain-Specific Vocabulary

• Domain-specific word wall (one for display; Unit 1, Lesson 2, Work Time A)
• Work to Become Ethical People anchor chart (example for teacher reference)
• Work to Become Ethical People anchor chart (one for display; from Unit 1, Lesson 1, Work Time D)
• Vocabulary logs (one per student; from Unit 1, Lesson 2, Opening A)
• Summer of the Mariposas (text; one per student; from Unit 1, Lesson 1, Work Time C)
• Character and Setting planner (one per student; from Unit 2, Lesson 8, Work Time C)
• Model Narrative: "Peuchen" (one per student; from Unit 2, Lesson 6, Work Time A)
• Storyboard graphic organizer (example for teacher reference)
• Entrance Ticket: Unit 2, Lesson 9 (one per student)
• Storyboard graphic organizer (one per student and one for display)
• Storyboard graphic organizer ▲  
• Homework: Text Dependent Questions: Plan a Plot (one per student; in Unit 2 Homework Resources)

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

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2.01 Getting Started with Narratives Assessment

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Preview text

Getting started with narratives assessment.

Step 1: Imagine you are writing a sequel to "The Lady or the Tiger." Your story will pick up where Frank R. Stockton left off. Use the graphic organizer to help plot out your resolution to "The Lady or the Tiger."

You will not write your sequel just yet—you're planning it in this assignment. Describe your response in 2-3 sentences each.

How will you introduce the characters? Will you give them names or keep them as their descriptors?

I will introduce them with the same descriptors as the author did.

Did he open the left door? The right door? Or did the princess intervene before he could choose? Explain your choice.

He opened the right door because he chose to listen and trust the princess when she said to choose the right door.

Describe how will the princess react?

The princess will be in distress and second guess her decision briefly but will feel that she made the right choice.

Describe how will the lover react?

The lover will feel disappointed, but will also feel a sense of relief.

Describe how will the damsel react?

The damsel will react shocked and feel a hint of sorrow for the princess.

Describe how will the king react?

The king will be angry and disappointed because the young man will have picked the door with the damsel behind it.

Is the opening of the door the rising action or the climax? Explain your choice.

The opening of the door is the rising action because this is when it is determined whether or not the young man will survive.

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Describe your falling action.

The falling action will be when everyone finds out if the young man is getting married or torn apart by a tiger.

How will you ensure all questions are answered and loose ends are tied, supplying a clear ending?

I will ensure that all questions are answered and loose ends are tied by making sure to be very descriptive and go in depth to avoid being vague and causing confusion.

Step 2: How do you want the reader to feel after reading your resolution? Brainstorm ways to use different narrative techniques to establish tone and emotion. Here is a list of some narrative techniques to help you review:  Dialogue  Flashbacks  Foreshadowing  Juxtaposition  Pacing  Perspective  Stream of Consciousness

You must include at least two narrative techniques.

Technique An explanation of why you selected this technique and how you used it in your resolution. (2-3 sentences each)

I selected this technique because I can continue to maintain the suspense to keep the readers interested and entertained. This is possible because of me saying "The lover will feel disappointed, but will also feel a sense of relief. The damsel will react shocked and feel a hint of sorrow for the princess."

Stream of Consciousness

I selected this technique because it will aid in a better understanding of the characters feelings. The main objective is for the reader to be able to have an inside look on the characters emotions and actions and decision making.

• Multiple Choice

Course : English (ENG101)

University : eastern gateway community college.

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