Tag Archive for narrative

World Lit: Cultural Identity 5 – Narrative

Standards

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
    • ELAGSE9-10W3.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. Georgia ELA
    • ELAGSE9-10W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
    • ELAGSE9-10W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Georgia ELA
    • ELAGSE9-10W3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Georgia ELA
    • ELAGSE9-10W3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Georgia ELA

Learning Target
I can write a narrative about my childhood that reveals my cultural identity.

Opening Session
Laptop assignment! I’m going to give everyone in class a specific number. That number will be your laptop for the entire semester, every time we use a laptop cart. Don’t forget your number!

Once you have a laptop, log on and open up Microsoft Word. I’m going to show you how to set up your paper in MLA format, which will be the required way of formatting all your papers in this class (and in every English class you take for the rest of your life, pretty much).

Work Session
You’ll have the entire work session today to draft your cultural identity narrative! Your final draft CAN keep the “I remember…” format we worked with yesterday, but you do not HAVE to, if you don’t like it.

While you draft, I’ll come around and offer individual feedback and assistance 🙂

Closing Session
To close the day, I want to come back together as a group and tell you how to upload your essay! You will need to save your essay with YOUR NAME in the filename, then navigate to the class Google Drive and upload your essay to the correct folder. It’s not hard, but it’s important that you do it right so I can grade your writing!

If you want to continue writing your essay at home, you can access it from the class drive where you just uploaded it. Otherwise, you will have tomorrow to work on your essay in class, and it will be due at the end of the class tomorrow.

Assessment
Summative (Capstone essay 1)

Differentiation
Process (Scaffolded prompt and framework)

World Lit: Writing a Personal Narrative

Standard: ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Target: I can write a narrative in any genre about an incident, real or imagined, that conveys a cultural perspective.

Opening Session: Let’s review very quickly while you guys get your laptops! What are the following genres: memoir, short story, poetry, graphic novel, personal essay?

Work Session: Let’s get started working on your EA1!! You have until the end of class on Wednesday to work on this. I want you to be completely finished and turned in to the class Google drive by the end of class on Wednesday!

Closing Session: Return your laptops to the cart!

Assessment: Formal (EA1)

Differentiation: Process (scaffolding), Product, Choice

World Lit: Cultural Narrative

Standard: ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: I can analyze a narrative and identity key narrative components.

Opening Session: What’s a memoir? Let’s work together to figure out a working definition of a memoir. Can you think of any famous memoirs?

Work Session: Today we’re going to read an excerpt from the memoir Funny in Farsi by Firoozah Dumas. You guys will be reading the story today, and then I want to give you some time to work on the Second Read questions from the book. This is actually a really hilarious story, and I really hope you enjoy it!

Closing Session: VOCAB!!!

  1. Drift
  2. Anaphora
  3. Facilitate
  4. Prestigious
  5. Sole
  6. Attributes
  7. Progressive
  8. Negated
  9. Eloquence
  10. Matriarchs

Assessment: Informal – book check

Differentiation: Process (scaffolded questions)

World Lit: Cultural Narrative

Standard: ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: I can analyze a narrative and identity key narrative components.

Opening Session: What’s a memoir? Let’s work together to figure out a working definition of a memoir. Can you think of any famous memoirs?

Work Session: Today we’re going to read an excerpt from the memoir Funny in Farsi by Firoozah Dumas. You guys will be reading the story today, and then I want to give you some time to work on the Second Read questions from the book. This is actually a really hilarious story, and I really hope you enjoy it!

Closing Session: VOCAB REVIEW!!!

1.      Drift

2.      Anaphora

3.      Facilitate

4.      Prestigious

5.      Sole

6.      Attributes

7.      Progressive

8.      Negated

9.      Eloquence

Assessment: Informal – book check

Differentiation: Process (scaffolded questions)

Flood Myth Friday

Standard: W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  • 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.
  • Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  • Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  • Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  • Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Learning Target: Students will examine cause and effect in their flood myths and then create their own flood myth.

Activator: Noah Trailer

Welcome to Friday, everyone! Did anyone see that Noah movie last year? Was it any good?

 

Anyway, today we’re going to do some readings of some myths. I’m going to give each of you a different story (if you’re following along at home or from ISS, you can use any story from this website), but they all have the same major plot point – there’s a big flood that kills (almost) everyone. However, even though these stories have the same main event, they have different causes that get them to that event, and different effects that occur as a result. To illustrate how the different causes and effects lead to or come from the same event, we’re all going to make a multi-flow map. Here’s your template:

mythcauseandeffect

Write down at least three causes of the flood in your story, and at least three effects from that flood. I’ll do an example on the board using the Noah’s Ark story we read yesterday in the textbook.

 

After you finish that, I want you to find one partner who shares at least one cause or one effect with you. For example, one of my causes is “People were not worshipping God” and one of my effects is “one family repopulated the world.” I need to go find a partner that has “People were not worshipping God” OR a partner that has “One family repopulated the world.”

 

Once you have your partner, I would like for you to work together to write a flood myth of your own creation. Here are your requirements!

  • Your myth must be at least 2 paragraphs long
  • You should set your myth in an ancient culture – Sumeria, Babylon, Ancient Egypt, Ancient Africa, Mali, the Aztec Empire, the Incan Empire, the Mayan Empire, a Pueblo town, a Navajo village, etc.
  • You should work with your partner to come up with at least 3 causes for your flood and at least 3 effects of your flood.
  • Be creative!!

I’ll give you a sheet to write your final copy of your myth on, with room for an illustration J You will have the rest of class to work on this, so make it good!