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Narration Foundationunit Middle School • CCSS Edition Narration Middle School • CCSS Edition Narrationnarration Use This Online Resources Packet Only FoundationUnit Narration FoundationUnit Middle School • CCSS Edition Narration Middle School • CCSS Edition NarrationNarration Use this Online Resources Packet only Unit Unit Middle School • CCSS Edition Unit Unit Middle School • CCSS Editionwith the CCSS Edition of the: Foundation Unit Narration: Middle School ISBN 978-1-40261-253-4 ISBN: 978-1-40261-258-9 Pearson Washington, DC Foundation Foundation 800.221.3641 202.783.3672 fax www.pearson.com Narration ISBN: 978-1-40261-258-9 Pearson Washington, DC Foundation Foundation 800.221.3641 202.783.3672 fax www.pearson.com ONLINE RESOURCES PACKET FoundationUnit Copyright © 2012 Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce these pages, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Pearson Curriculum Group Rights & Permissions, One Lake Street, Upper Saddle River, New Jersey 07458. ISBN: 978-5-90801-439-7 1 2 3 4 5 6 7 8 9 10 14 13 12 11 10 Contents Narration PRE-ASSESSMENT Writing a Narrative Scoring Guide LESSON MATERIALS L esson 1: Setting Up a Writer’s Notebook Lesson 2: “My Name” Excerpt Lesson 3: “The Jacket” Lesson 4: Summarizing a Plot Lesson 5: “The Jacket” Excerpt I Lesson 6: “The Book of Memory, Book Thirteen” Excerpt Lesson 7: “The Jacket” Excerpt II She Remembers: Auster Mimic Example Lesson 8: “Thank You, M’am” Lesson 9: “The Jacket” Excerpt III My Dog Skip Excerpt Analyzing Setting: My Dog Skip Teacher Ideas for Show, Not Tell Exercises Memorable Place Guidelines for Modeling Feedback Lesson 10: The Writer’s Toolkit: What to Do When You Think You Are Done Features of a Good Story Lesson 11: Plot Structure Plot Structure (completed) Lesson 12: Reflection on a Quotation Lesson 14: Plot Structure: Checklist Lesson 15: Rubric for a Narrative Rubric for a Narrative (completed) “Miss Sadie” Assessing a Narrative Using the Class Rubric Lesson 17: Strategies for Great Leads (completed) Lesson 18: Strategies for Magnified Moments (completed) Foundation Unit: Narration Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Contents Narration L esson 19: Sentence Patterns for Cumulative Sentences Distinguishing Parts of Cumulative Sentences Lesson 20: Sentence Patterns for Verb Clusters Distinguishing Verb Clusters Lesson 22: “All Summer in a Day” Excerpt Placement of Dialogue in a Narrative Lesson 23: Strategies for Great Endings Strategies for Great Endings (completed) Lesson 24: What to Do When Revising Lesson 26: Statement by Gary Soto about Revision Response Group Planner Response Group Planner “Notes” Lesson 27: What to Do When Editing POST-ASSESSMENT Writing a Narrative Scoring Guide ADDITIONAL MATERIALS Publishing and Celebrating Post-Unit Reflection CCSS CORRELATION Foundation Unit: Narration Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Pre-Assessment • 1/1 Writing a Narrative Directions Read the following prompt carefully. As you read, make notes about your initial responses. Use these notes to write an effective narrative. A utobiographical Narrative for a Teen Magazine A udience. A teen magazine is looking for young adults to submit engaging autobiographical narratives that will attract new readers to the magazine. Purpose. Editors are asking teenagers to imagine they are writing an autobiography about their lives, with stories that other teens would find fascinating and compelling. Each chapter will involve one story—one experience that is a “must” for your book. This month’s topic for a chapter is called: “An Unforgettable Moment.” Task. Write a narrative about one of your own unforgettable moments. Editors are looking for certain qualities in your story and the stories they will publish. Your moment should: • Be of special interest to teens • Provide interesting details; for example, the setting, the people, the situation that led to the unforgettable moment • Communicate the importance of the moment and why it is a must for your book • Use your own unique voice Foundation Unit: Narration Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Pre-Assessment • 1/1 Scoring Guide Narrative Student’s Name: Student ID: Read each of the statements below, and circle the number on the scale that most accurately reflects your assessment of the narrative. 4 = strong 3 = moderately strong 2 = somewhat weak 1 = weak 1. Lead engages the reader and establishes a situation. 4 3 2 1 2. A strong voice is evident. 4 3 2 1 3. Setting creates a believable world and casts a mood. 4 3 2 1 4. Characters are well developed. 4 3 2 1 5. Plot has logical arrangement of ideas and is skillfully paced; transitions 4 3 2 1 move the plot forward. 6. Details evidence a range of strategies: description, figurative language, 4 3 2 1 dialogue, and precise word choice. 7. Conclusion is satisfying, with implicit or explicit significance. 4 3 2 1 8. Sentences are varied with a variety of beginnings, structures, and lengths. 4 3 2 1 9. Narrative is composed with audience and purpose in mind. 4 3 2 1 10. Standard English conventions are controlled. Surface errors do not impede 4 3 2 1 understanding. English language learners may integrate native language expressions effectively. Additional comments: Foundation Unit: Narration Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Lesson 1 • What Is Writers Workshop? 1/1 Setting Up a Writer’s Notebook Step 1: At the center top 20 pages of the very first page, Date Table of Contents Page # from the end I. Writing Explorations 1 write the title Table II. Sentence Explorations # Last page of III. Glossary of Narrative # of Contents. Writing the notebook Step 2: To the left of the title, write Date. Step 3: To the right of the title, write Page #. Step 4: On the first line below the title, list the sections and corresponding page numbers: Writing i Explorations, Sentence Explorations, and Glossary of Narrative Writing. Step 5: Draw a line under the last listed section (the glossary), and place a Roman numeral “i” in the lower-right corner. Step 6: Continue numbering pages, front and back, using Roman numerals. Stop with page “vi.” Place numbers for the back of the pages in the lower-left corner. Step 7: On the seventh page, create a title page for Writing Explorations, and place a number “1” in the lower right corner. Step 8: Continue numbering pages, front and back. About 20 pages from the end of the notebook, create a section titled Sentence Explorations. Step 9: On the very last page, create a section titled Glossary of Narrative Writing. For this section, you will work backward from this page. Foundation Unit: Narration Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Lesson 2 • How Do Writers Discover Ideas to Write About? 1/2 “My Name” Excerpt by Sandra Cisneros 1 In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. It is like the number nine. A muddy color. It is the Mexican records my father plays sobbing, n. crying in a on Sunday mornings when he is shaving, songs like sobbing. noisy way 2 It was my great-grandmother’s name and now it is mine. She was a horse woman Chinese year of the horse. too, born like me in the Chinese year of Refers to the Chinese zodiac, which assigns an the horse—which is supposed to be bad animal to the year a person luck if you’re born female—but I think was born. Like western astrology, the Chinese this is a Chinese lie because the Chinese, zodiac predicts personality like the Mexicans, don’t like their women traits and fortunes. strong. 3 My great-grandmother. I would’ve liked to have known her, a wild horse of a woman, so wild she wouldn’t marry. Until my great-grandfather threw a sack over her head and carried her chandelier, n. a fancy light off. Just like that, as if she were a fancy chandelier. That’s the fixture that hangs from the way he did it. ceiling 4 And the story goes she never forgave him. She looked out the window her whole life, the way so many women sit their sadness on an elbow. I wonder if she made the best with what she got or was she sorry because she couldn’t be all the things inherit, v. to receive she wanted to be. Esperanza. I have inherited her name, but I something from a person don’t want to inherit her place by the window. who used to have it, usually after that person has died 5 At school they say my name funny as if the syllables were made out of tin and hurt the roof of your mouth. But in Spanish my name is made out of a softer something, like silver, not quite as © 2010 America’s Choice thick as sister’s name—Magdalena—which is uglier than mine. Magdalena who at least can come home and become Nenny. But I am always Esperanza. Foundation Unit: Narration Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Lesson 2 • How Do Writers Discover Ideas to Write About? 2/2 “My Name” (continued) 1 I would like to baptize myself under a new name, a name more like the real me, the one nobody sees.
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