Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
- Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Provide a conclusion that follows from and reflects on the narrated experiences or events.
| Course Number1111 |
Course Title222 |
| 1000000: | M/J Intensive Language Arts (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022 (course terminated)) |
| 1001040: | M/J Language Arts 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1001050: | M/J Language Arts 2 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1002010: | M/J Language Arts 2 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1002180: | M/J English Language Development (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 1006010: | M/J Journalism 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1007010: | M/J Speech and Debate 2 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1009010: | M/J Creative Writing 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1009040: | M/J Writing 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1100000: | M/J Library Skills/Information Literacy (MC) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 7810012: | Access M/J Language Arts 2 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| Name |
Description |
| O' Oysters! The Opposite of Hero is not a Villain; It's a Bystander! | This is lesson three in a three-part series on "The Walrus and the Carpenter" by Lewis Carroll. In this final lesson, the poem's lessons are used to introduce an informational text on bullying and the bystander effect. Students will determine the purpose of the informational text, and will demonstrate through a short response how the article’s purpose is illustrated through the plot and characterization in the poem. |
| A Picture's Worth A Thousand Words: From Image to Detailed Narrative | This two-day lesson, "A Picture's Worth A Thousand Words: From Image to Detailed Narrative," by Traci Gardner, is provided by ReadWriteThink.org, a website developed by the International Reading Association, the National Council of Teachers of English, with support from the Verizon Foundation.
In the lesson, students view an image that tells a story and brainstorm the possible event or situation the image illustrates. Each student then writes a narrative from the point of view of one of the characters, revealing the character's thoughts/feelings and the events that led up to the image or the events that will follow. |
| Close Reading: "For this is an Enchanted Land," an excerpt from Cross Creek | In this lesson, students will read an excerpt from Cross Creek by Marjorie Kinnan Rawlings and will analyze how Rawlings’ use of figurative language affects the tone. Students will explain their analysis by answering a short response question and using textual evidence as support. |
| Artifact Bags, Writing Territories, and the Writing Process | Students will engage in the narrative writing process to brainstorm ideas, produce organized, thoughtful drafts, provide peer feedback, edit their writing, and produce a final product. Students will create a list of ideas they will use as a basis for their writing. They will also practice each stage of the writing process (brainstorming, drafting, revising, editing, and publishing) during writing workshop. Students will receive feedback from peer reviewers at each step of the way as they perfect their writer's craft. Students will produce a final narrative essay for the summative assessment. |
| Travel Troubles | This activity engages the students into time scheduling, budgeting, and decision making to maximize time efficiency.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx. |
| Literary Analysis of "Rikki-Tikki-Tavi" and Narrative Writing Activity | In this lesson, students will be able to analyze how Rudyard Kipling uses theme and short story elements to create the classic story, "Rikki-Tikki-Tavi." Students will engage in various pre-reading activities to scaffold background knowledge, vocabulary, and ability to identify theme. Working in cooperative groups will allow students to discuss and evaluate their learning in a non-threatening environment. At the conclusion of the lesson, students will write an original narrative using what they learned in this lesson to create their own story. |
| Close Reading Exemplar: Tom Sawyer | The goal of this one day exemplar is to give students the opportunity to use the reading and writing habits they've been practicing on a regular basis to discover the rich humor and moral lesson embedded in Twain's text. By reading and rereading the passage closely, and focusing their reading through a series of questions and discussion about the text, students will explore the problem Tom Sawyer faced and how he "solved" his conundrum. When combined with writing about the passage, students will learn to appreciate how Twain's humor contains a deeper message and derive satisfaction from the struggle to master complex text. At the end of the lesson, students are provided two writing prompts to constructive a narrative inspired by Twain's text. |
