UNIT X 38 | UNIT 1 Instructional Routine: Tools for Writing p. Txxxvi Narrative Writing: Write a Story Understand text structure Have students read along silently as you read the elements of a narrative text aloud. Call attention to the terms: characters, setting, and plot. Discuss their meanings. Prompt • Activate prior knowledge Read the prompt aloud. Ask: What narrative texts have we read? (Will the Rain Ever Come?) What do you like about narrative texts? What don’t you like about narrative texts? • Plan your writing Have students think about what they might like to write about. Ask: What should you write in the introduction? How can you develop the character? How can you develop the setting? How can you structure the plot? What should you write in the conclusion? Student Model • Listen actively Read the student model aloud as students follow along. Then give students time to read silently to build comprehension. • Recognize academic language Work together to identify and brainstorm the characters, setting, and plot. Ask a volunteer to find these in the model text. (Characters: Lucinda and Martin, Setting: Chicago, in January 1967; Plot: The weather changes and snow begins to fall. It snows for three days. 23 inches of snow fell.) • Understand text structure Help students understand the structure of the narrative text. Point out how events are in a logical order. Writing Strategy: Thinking about setting • Visualize Read aloud the writing strategy as students follow along. Then ask: Would the story about Lucinda in the Student Model have been the same without the blizzard? (no) What events in the story happened because of the blizzard? (Lucinda and Martin could not get into their house after school, schools closed, when Lucinda went outside she sunk into the snow, her father had to dig her out of the snow) EXPLORE AND LEARN DIFFERENTIATED INSTRUCTION Scaffold Read and annotate the Student Model together. Project or copy the Student Model onto the board. Use one color to highlight the character, one for the setting, and one for the sequence words. Explain that the sequence words show the logical progression of the plot. (Alternatively, use underlining, circling, and bracketing.) Amplify Have students underline the words that help them to visualize the blizzard. Students can refer back to their notes on blizzards and see if the narrative story is accurate or if they need to add in more information. The Chicago Blizzard, 1967 by Maya Ramos On Tuesday, January 24, 1967, the weather was warm in Chicago. Lucinda played with her brother outside. Two days later, it started snowing. It snowed all day . When Lucinda and Martin got home from school, snow blocked the front door. Their parents weren’t home. Lucinda put her arms around her little brother. She kept him warm. Then, they went to see their neighbor. Lucinda and Martin stayed at their neighbor’s house until their parents finally came home. It snowed all night. Likewise, it snowed Friday morning. Schools were closed, so Lucinda and Martin stayed home. Their parents didn’t go to work. Before lunch, the snow finally stopped. The city had 23 inches of snow. Lucinda finally went outside to build a snowman. Instead, she sank in the snow. It came up to her waist! Dad shoveled around her. He set her free! Narrative Writing Write a Story Narrative writing is writing that tells a story. This kind of writing includes: • characters: the people • setting: the place and the time • plot: the sequence of events in the story, including a problem and a solution Remember that the setting can influence the plot. Write a narrative with a historical setting. Choose one of the historical times listed here or use your own idea. Create your own characters and events. Show how the setting influences the plot in your narrative. Historical Times The Year Without a Summer, 1816 The Chicago Blizzard, 1967 The North American Drought, 1988 Student Model WRITING STRATEGY Thinking About Setting Imagine the setting. How does it influence the characters’ actions? How does it influence the plot? CONNECT TO Writing UNIT 1 38 UNIT 1 / CONNECT TO WRITING
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