Description:
Lesson on writing narrative paragraphs, for the grade 10 academic English classroom. |
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Title:
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Advanced: ENG2D: Narrative Paragraph, Lesson
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Document Type:
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Web Document
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Keywords:
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high school, secondary, curriculum, English, lesson, grade 10, academic, writing
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Copyright:
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mennonite Heritage project
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Author/Source:
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mennonite Heritage curriculum authors
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Transcribed Text:
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Curriculum Expectations
Students will
• identify the topic, purpose, and audience for a variety of writing tasks
• generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate
• identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing
• determine whether the ideas and information gathered are relevant to the topic, accurate, and complete and appropriately meet the requirements of the writing task
• write for different purposes and audiences using a variety of literary, graphic, and informational forms
• establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form, audience, and purpose for writing
• use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for their intended audience
• write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas
• revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies
• produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations
• use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others’ spelling errors
• build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose
• use punctuation correctly and appropriately to communicate their intended meaning
• use grammar conventions correctly and appropriately to communicate their intended
meaning clearly and fluently
• produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations
• proofread and correct their writing, using guidelines developed with the teacher and
peers
• describe a variety of strategies they used before, during, and after writing; explain
which ones they found most helpful; and identify appropriate steps they can take to
improve as writers
Time
45–50 minutes for introduction
Independent planning, writing, and revision
20 minutes for peer revision
Independent time for production of polished work
'''Steps
1.''' View the photograph by Peter Etril Snyder, Playing Baseball.
If you are unable to browse the site as a class or project what is on your computer screen, you may wish to make an overhead of the visual.
2. Discuss with students
• how a narrative is a story that moves through time. Usually the story’s details are told chronologically, or in the order in which they happen.
• how narratives use transition words that show movement through time (e.g. next, then, after)
• how conflict heightens interest in a narrative. Some types of conflict are human versus human, human versus society, human versus self, or human versus nature.
• how the conflict often increases throughout a narrative until it is resolved
• how narratives often have a point of crisis at which a main character makes a decision that affects the outcome of the plot
• how writers can reveal what a character in a narrative is like by describing the character’s actions, quoting the character, or having others comment on the character
• how the voice (language and tone) a writer uses helps readers understand the characters in and setting of a narrative
• how setting can create a suitable mood for a narrative
3. Discuss the setting of the photograph Playing Baseball. Ask:
• What possible conflicts come to mind when you view this photograph?
• What details of the setting do you think are important to include in the story?
• Which of the children in the photograph would you choose to be the main character? Why?
4. Say that all students will write a short narrative to accompany a photograph. You may wish to have them use the Playing Baseball image or look up another photograph on the Mennonite Heritage Portrait site. Another option is to provide a secondary choice for students. For example, they might use A Day on the Grand River.
Students will
• decide on a main conflict
• jot down notes about how the conflict develops
• decide what the main character is like and how this person will resolve the conflict
• describe the setting so that it creates a suitable mood for the story
• write a rough draft
5. Once students have a rough draft, they will review their paragraph to
• ensure that their supporting details are adequate
• check for one main conflict
• look for appropriate transition words that signal movement through time
• verify that the main character is described effectively and makes a crisis decision
• see if the setting sets a mood for the story
• use print or online dictionaries to confirm the correct spelling of words
• find appropriate words using print or online thesauruses
• check for correct language mechanics.
• examine the paragraph for clear organization
6. Have students use the revision sheet Advanced: BLM Review and Revise Writing to review a partner’s paragraph. They may make suggestions in the comments area of each section. If they need more room, have them write on the back of the sheet. Ask them to return the paragraphs and revision sheets to the writers.
Advanced: BLM Review and Revise Writing
7. Ask students to review their peer’s comments and revise as appropriate. On the back of the revision sheet, they will note two strengths of their story. They will also write down two ways they could improve their narrative writing.
8. Students will create a polished copy of their paragraphs and submit them for evaluation. They will staple the revision sheet to the paragraph.
Enrichment
You may wish to have students mount their descriptive paragraphs on the Mennonite Heritage Portrait site. Link the paragraphs to the related visual(s).
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Language:
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english
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Accession Data:
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high school, secondary, curriculum, English, lesson, grade 10, academic
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Attributions Data:
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Ontario Curriculum Grades 9 and 10: English; 2007 Revised
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| | This item has been bookmarked 0 times. From the collections:
Advanced: High School Documents
Advanced: English Added by:
adrienne Montgomerie
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