Narration Foundationunit Middle School • CCSS Edition Narration Middle School • CCSS Edition Narrationnarration Use This Online Resources Packet Only

Narration

Use this Online Resources Packet only with the CCSS Edition of the:

Middle School

•

CCSS Edition

Middle School CCSS

E

•

Foundation Unit Narration: Middle School

ISBN 978-1-40261-253-4

Narration

Online
ResOuRces packet

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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

lesson 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

Contents

Narration

lesson 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

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.

autobiographical narrative for a teen Magazine

audience. 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

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.
2. A strong voice is evident.
4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
3. Setting creates a believable world and casts a mood. 4. Characters are well developed.

5. Plot has logical arrangement of ideas and is skillfully paced; transitions

move the plot forward.
6. Details evidence a range of strategies: description, figurative language, dialogue, and precise word choice.
4 3 2 1
7. Conclusion is satisfying, with implicit or explicit significance. 8. Sentences are varied with a variety of beginnings, structures, and lengths. 9. Narrative is composed with audience and purpose in mind.
4 3 2 1 4 3 2 1 4 3 2 1

4 3 2 1

10. Standard English conventions are controlled. Surface errors do not impede

understanding. English language learners may integrate native language expressions effectively.

Additional comments:

Lesson 1 • What Is Writers Workshop?

1/1

setting up a Writer’s notebook

Step 1:

At the center top

of the very first page,

write the title table of contents.

20 pages from the end

Date

Table of Contents

Page #

1##
I. Writing Explorations II. Sentence Explorations III. Glossary of Narrative
Writing

Last page of the notebook

Step 2: Step 3: Step 4:
To the left of the title,

write Date.

To the right of the title,

write page #.

On the first line below the title, list the sections and corresponding page

numbers: Writing

explorations, sentence

i

explorations, and Glossary of narrative Writing.

Step 5: Step 6:
Draw a line under the last listed section (the glossary), and place a Roman numeral “i” in the lower-right corner.

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:

Step 8:

On the seventh page, create a title page for Writing explorations,

and place a number “1” in the lower right corner. 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.

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 on Sunday mornings when he is shaving, songs like sobbing.

sobbing, n. crying in a

noisy way

2

It was my great-grandmother’s name and now it is mine. She was a horse woman

too, born like me in the chinese year of

the horse—which is supposed to be bad

luck if you’re born female—but I think this is a Chinese lie because the Chinese, like the Mexicans, don’t like their women strong.

chinese year of the horse.

Refers to the Chinese zodiac, which assigns an animal to the year a person was born. Like western astrology, the Chinese zodiac predicts personality traits and fortunes.

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

off. Just like that, as if she were a fancy chandelier. That’s the

way he did it.

chandelier, n. a fancy light

fixture that hangs from the 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

she wanted to be. Esperanza. I have inherited her name, but I

don’t want to inherit her place by the window.

inherit, v. to receive

something from a person 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 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.

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. Esperanza as Lisandra or Maritza or Zeze the X. Yes. Something like Zeze the X will do.

From The House on Mango Street. Copyright © 1984 by Sandra Cisneros. Published by Vintage Books, a division of Random House, Inc., and in hardcover by Alfred A. Knopf in 1994. No further reproduction or distribution of this material is permitted. Reprinted by permission of Susan Bergholz Literary Services, New York. All rights reserved.

Lesson 3 • Writing Ideas from Our Reading

1/5

“the Jacket”

by Gary Soto

1

My clothes have failed me. I remember the green coat that I wore in fifth and sixth grades when you either danced like a champ or pressed yourself against a greasy wall, bitter as a penny toward the happy couples.

bitter as a penny,

expression (simile) suggesting resentment or anger

2

When I needed a new jacket and my mother asked what kind I wanted, I described something like bikers wear: black leather and silver studs with enough belts to hold down a small town. We were in the kitchen, steam on the windows from her cooking. She listened so long while stirring dinner that I thought she understood for sure the kind I wanted. The next day when I got home from school, I discovered draped on my bedpost a jacket the color of day-old guacamole. I threw my books on the bed and approached the jacket slowly, as if it were a stranger whose hand I had to shake. I touched the vinyl sleeve, the collar, and peeked at the mustard-colored lining.

3

From the kitchen mother yelled that my jacket was in the closet. I closed the door to her voice and pulled at the rack of clothes in the closet, hoping the jacket on the bedpost wasn’t for me but my mean brother. No luck. I gave up. From my bed, I stared at the jacket. I wanted to cry because it was so ugly and so big that I knew I’d have to wear it a long time. I was a small kid, thin as a young tree, and it would be years before I’d have a new one. I stared at the jacket, like an enemy, thinking bad things before I took off my old jacket whose sleeves climbed halfway to my elbow.

2/5

“the Jacket” (continued)

4

I put the big jacket on. I zipped it up and down several times, and

rolled the cuffs up so they didn’t

cover my hands. I put my hands in the pockets and flapped the jacket like a bird’s wings. I stood in front of the mirror, full face, then profile and then looked over my shoulder as if someone had called me. I sat on the bed, stood against the bed, and combed my hair to see what I would look like doing something natural. I

cuffs, n. the ends of

sleeves on a jacket, shirt, or sweater, usually thicker than the rest of the sleeve

looked ugly. I threw it on my brother’s bed and looked at it for a long time before I slipped it on and went out to the backyard, smiling a “thank you” to my mom as I passed her in the kitchen. With my hands in my pockets I kicked a ball against the fence, and then climbed it to sit looking into the alley. I hurled orange peels at the mouth of an open garbage can and when the peels were gone I watched the white puffs of my breath thin to nothing.

5

I jumped down, hands in my pockets, and in the backyard on my knees I teased my dog, Brownie, by swooping my arms while making bird calls. He jumped at me and missed. He jumped again and again, until a tooth sunk deep, ripping an L-shaped tear on my left sleeve. I pushed Brownie away to study the tear as I would a cut on my arm. There was no blood, only a few loose pieces of fuzz. Damn dog, I thought, and pushed him away hard when he tried to bite again. I got up from my knees and went to my bedroom to sit with my jacket on my lap, with the lights out.

3/5

“the Jacket” (continued)

6

That was the first afternoon with my new jacket. The next day I wore it to sixth grade and got a D on a math quiz. During the morning recess Frankie T., the playground terrorist, pushed me to the ground and told me to stay there until recess was over. My best friend, Steve Negrete, ate an apple while looking at me, and the girls turned away to whisper on the monkey bars. The teachers were no help: they looked my way and talked about how foolish I looked in my new jacket. I saw their heads bob with laughter, their hands half-covering their mouths.

braille, n. a system of

printing for blind people. Letters are printed as raised dots that you can feel with your fingers.

7

Even though it was cold, I took off the jacket during lunch and played kickball in a thin shirt, my arm feeling like braille from

the goose bumps. But when I returned to class I slipped the

jacket on and shivered until I was warm. I sat on my hands,

heating them up, while my teeth chattered like a cup of crooked dice. Finally warm, I slid out of the jacket but a few

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