Direct instruction: What is Narrative (Day 2 of Narrative Unit)

Teachers: Athena Wood Subject: English 9th grade

Standards:

• WS. 3 (a-e) text types and purposes: Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of
experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent
whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over
the course of the narrative.
• WS. 4 production and distribution of writing: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
• LS. 6 Vocabulary acquisition and use: Acquire and use accurately general academic and domain-specific
words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Objectives (Explicit):

• SWBAT define what a quest narrative and a linear narrative are

• SWBAT list the characteristics of narrative writing
• SWBAT brainstorm and create their own idea for a narrative by the end of class using the new
information that they received from the lesson
• SWBAT use the vocabulary from the lesson in conversation

Evidence of Mastery (Measurable): This will be measured at the end of class when they have to share their narrative idea
with their group and let them know what type of narrative it is and why. This will also be written and turned in to me as they
walk out the door

Sub-objectives, SWBAT (Sequenced from basic to complex):

• SWBAT brainstorm 3-4 ideas for their narrative topic

• SWBAT Narrow down those ideas and focus on one that they want to continue with
• SWBAT explain this idea to their group and talk about how it fits the requirements
• SWBAT complete an exit ticket with this information on it and turn I in at the end of class

Key vocabulary: Materials/Technology Resources to be Used:

• Narrative • Pen
• Quest Narrative • Paper
 • Linear Narrative • Projector
• Plot • PowerPoint
• Characters • Journals
• Dialogue
• Imagery
• Setting

Opening (state objectives, connect to previous learning, and make relevant to real life): Starting with silent journal writing,
ask each student to take out their journals and write a 3-4 ideas down that they would want to write a story about. These
could be real life events that have happened, dreams they have had, things that they are interested in, just anything that
could be and idea for a story. The have them write a brief summary of what that story would be about.

For example: my idea might be riding a bike because that is something I like to do in my free time. My brief summary
might be: This is going to be a story about a girl who learns how to ride a bike. She is going to struggle at first but
eventually she will learn. She has many people around her to encourage her and help her and, in the end, not only learns a
new skill but makes new friends.

Teacher Will: Student Will:

• Present the power point on what narrative is • Take notes on the vocabulary from the
• This includes the different parts of narrative PowerPoint.
(plot, characters, character development, • Listen to the different explanations that are
setting, dialogue, imagery etc.) given for everything
Instructional Input

• These will be brief introduction as there are • Ask questions on anything that they are
more in-depth lessons planned for each part unsure of or confused on
of narrative
• Also introduce quest narrative and linear
narrative (most of the time will be spent
here)
.

Co-Teaching Strategy/Differentiation: For students that take a little bit of time I might provide them with a printout
of the PowerPoint for them to make notes of just so they can keep up and do not get lost.

Teacher Will: Student Will:

• Introduce the silent writing exercise • Listen to the explanation and examples that
•
Guided Practice

Silent writing: Look at your ideas you I give of the Silent writing assignment
brainstormed. What type of narrative are • Respond to the silent writing assignment
they? Which one do you feel most confident • Ask questions along the way if anything is
moving forward with? confusing or they want to check that they
As the teacher I will do a sample answer for the are on the right path
question to show them what I am looking for and
then let them do it on their own
 Co-Teaching Strategy/Differentiation: I will walk around and check on the students this way if any are struggling,
they are able to ask me questions personally and I am able to help them one on one

Teacher Will: Student Will:

• I will walk around while they are talking in • Work in groups to share what they wrote in
groups to make sure they are on the right more detail
track and be there if they have questions •
Independent Practice

Group work: Share the idea you are most

confident about. Explain what type of
narrative it is and why they chose it
• Make sure to talk about the ideas they have
for the story so group member can get a
full picture of what their story will be
about
Co-Teaching Strategy/Differentiation: The kids that are a little more shy I will try and focus on their groups to
make sure that they are sharing their ideas as well. I will also just walk around so if anyone wants me to listen in, I
will be there to make sure they are on track

Closing/Student Reflection/Real-life connections: They will end with a quick exit ticket telling me the idea they chose, what
type of narrative it is, what it will be about and why they chose that idea over the other 2-3 they had brainstormed in the
beginning of class