Focus Question: How can we construct a narrative through the writing process?
Part 1
Review characterization, setting, problem/solution, plot, and dialogue to start the class. If students have a favorite class book, ask them to share examples of each.
"We are going to start writing our narrative today by incorporating all of these components that we have studied. The story can cover a wide range of topics." (Give students guidelines about topics they are not allowed to write about, such as violence.) "To start, let's collaborate on a story. Making a plan for our writing subjects helps when we are writing. To see if we can collaborate to write a compelling story, let's look at our graphic organizer." Assist students in finishing the narrative story map (LW-2-1-1_Narrative Story Map). They will be better prepared to finish their maps after this modeling.
"Prewriting" refers to organizing your writing before you start. Prewriting enables writers to be methodical and considerate. It's time for you to start writing your own story now that we have a plan for our class narrative. I will provide each of you with a narrative story map to complete. To begin, you could collaborate with a friend. Tell me if you're having trouble coming up with ideas, and I'll try to help."
Students frequently have trouble coming up with ideas. Use the Setting and Character cards (LW-2-1-3_Setting and Character Cards) to motivate students to help with this. Slice the strips into pieces and arrange them in the appropriate containers (character or setting). If students are having trouble coming up with ideas, help them brainstorm or ask them to use the resource container to get them moving again. Occasionally, a student will select a strip, but decide against using it because it "doesn't feel right." In that case, let the student keep selecting strips until one appears to fit.
Make sure to gather the completed maps from the students so they don't get lost.
Part 2
Tell a story to the class to encourage creative thinking. The Secret in the Matchbox by Val Willis is a recommended read. Stunning illustrations will inspire students.
After finishing the story, make sure to go over the narrative devices and how the dialogue influenced the plot.
"We will now work together to use our Narrative Story Map to create a class narrative. Remember, a story must always have a beginning, middle, and end. How shall we begin our story?" Make the group's writing as simple as possible. Utilize the narrative story map. Using the elements, have students write the beginning of the story. Make sure they know that this section's goals are to introduce the characters, set the scene, and establish the problem. Since dialogue draws the reader in, it is also crucial to include it. "This writing phase is known as drafting; you create a preliminary version of your narrative." (For instance, the morning was snowy and chilly. Gazing out of her front room window and considering spending yet another day indoors, Wendy sighed. "Do you think I can go outside today, Mom?" she called. "There is a setting, a character, dialogue, and a potential issue in this example.")
"Now we need to think of what happens in the middle," you might say after the opening has been written. "Let's refer back to our story map for assistance with this section." Review the ideas that the students presented in the first section of this lesson. Remind students that this is the section of the story where we get to know the characters a little better and witness their attempts to solve the puzzle. (For instance, Wendy wishes she could go outside and use her new sled as she eyes the snow with longing. "I don't want you to go alone," her mother retorted. "See if Amy, your older sister, will accompany you." "Observe that this example provides additional context for the issue and the characters.") Ask students to consider possible dialogue lines from the character(s) and how they might further the plot.
The beginning and middle have been written; now is the time to write the conclusion. Here is a review of our previous writing. "Take a moment to go over the story's first two sections. Review the story map we created. What else would we have liked to include?" Give students a minute to brainstorm the conclusion, then ask them to share in pairs. After that, invite them to share with the class. Make sure to remind students to stay focused by referring back to the story map. Together, make a decision. (A possible conclusion for the example story would be that Amy overheard her mother and sister talking and exclaimed, "I'd love to get outside and try my new sled too! Let's get ready and head out! The two girls spent the afternoon running up and down the hill by their house after Wendy exclaimed, "Hooray!" "A solution to the problem is shown in this ending.")
Give the students props for their diligence and teamwork in creating the class narrative. "You will work on writing the story that you started with your map yesterday, now that we have had some practice writing a narrative together. Write your story using your map as a guide." Provide a copy of the story paper (LW-2-1-3_Story Paper) to every student so they can write on it.
Allow students to complete their story. Remind them that getting their ideas down on paper is more important than worrying about illustrations at this time. Motivate them to do independent work. Make sure to circulate the room, offering assistance to students who require it.
Part 3
Today's lesson will concentrate on illustrations and how they frequently aid in the reader's comprehension of a story. Read How I Spent My Summer Vacation by Mark Teague or any other book by Jan Brett in a big group setting. Just make sure the story you choose has powerful pictures that go well with the words.
Refer back to the class narrative after reading the story. "What could we illustrate in this first box to help the reader truly grasp the theme of our story?" An illustration of the story sample could be a young child in her front room gazing out of a snow-covered window. Proceed with the remaining two picture boxes in the same manner. To assist students in visualizing this section, you might think about drawing a rough sketch in each box.
"It's your turn to be the illustrator now. Because it aids in the reader's comprehension of the story, this work is crucial. I'll give your papers from yesterday to each of you. Today's task is to contribute illustration ideas. Just make simple or sketchy drawings. In your final copy, you can illustrate and color your best renditions."
Say, "Now that we have a guide to help us with our final product," when the lesson comes to a close. "When we make revisions tomorrow, we will begin that process."
Part 4
Students can edit and revise their narratives as well as the class narrative in this section. Read the class narrative to start the lesson. "What are your thoughts on our current work? We can edit what we've written in this step. Is there anything that we could change to make the story more engaging for our readers?" Make notes in the margins and offer suggestions. As a class, go over the Narrative Writing Revising Checklist (LW-2-1-3_Revising Checklist Narrative Writing). After reading each question, have students explain how they know it is finished.
"You now have the opportunity to edit your own story. You will first review your story and annotate any changes you have made. What are your thoughts on your current work? Is there anything you could change or add to your story to make it more engaging for readers? Note any additions or deletions you would like to make in the margins. Complete the tasks on the Revising Checklist." Distribute copies to every pupil.
"Seek a companion. Now that your story has been read, your partner will comment on it using your Revising Checklist.
"We need to check for any additional edits, such as missing or superfluous capital letters, grammatical, spelling, or punctuation errors, that need to be made in our class story now that we have carefully considered and marked the revisions. This editing checklist will serve as our guide." (LW-2-1-3_Narrative Writing Editing Checklist). Go over the checklist together as a class.
"After discussing revisions with your partner, you will now mark any additional changes that need to be made. Make sure to proofread your writing for capitalization, grammar, spelling, and punctuation by using this editing checklist. Finish it for your own story first, then swap it out with your companion. " Give the editing checklist to them. Please keep in mind that this is a difficult process for students that will most likely take longer than one day. Gather the day's work for the upcoming lesson.
Part 5
"It's time to write the last draft now. The publishing stage refers to this phase of the writing process." Use the class's shared writing document, which includes the revisions made during the previous lesson, to model writing a final draft. "We improved our narrative at our most recent meeting by making revisions." Show the students these changes. "We will incorporate those items into our final draft as our next step. I'm going to use one page for the beginning, one for the middle, and one for the end rather than one sheet of paper for each." Present the story paper to the students.
Commence with the shared writing's first box. "Our first sentences read... During the revision process, we considered adding... That seems like a good idea because........................ Let's add it." Using the revised version, rewrite the sentence on a single piece of story paper. To ensure that it is okay, read it aloud to the class.
Utilizing a different sheet of story paper for each section, repeat these steps for the middle and end.
"It is now your turn to edit your narrative. Rewrite every section of your story using the editing checklist that you and your partner finished yesterday. What you think improves your story should be added, and what you don't like should be removed. Consult your partner again if you require assistance. You can see me if he or she is unclear about how to assist."
To begin the activity, distribute one story paper to each student. Let them know that they can receive the next one when they feel ready. Provide them with the work they did in the previous class, along with the editing checklist. Inform them that this is an individual project and that they can ask their editor for clarification on any suggested edits.
After finishing their writing, students can add complete illustrations based on their initial sketches.
It will take more than one class period to complete this activity. Advise students who finish early to review their work for any errors or omissions.
Extension:
Chair of the author. Ask every young person to tell the class about themselves. Encourage students to feel proud of the work they have done.
Allow students to publish their stories using technology (word processing). Each section of their story can be typed. Students can make a book they can give to other students by pasting the words onto various pages, adding illustrations, and telling the story.
One-on-one or small-group instruction is an option for students who are struggling to comprehend the writing process. Sometimes, students struggle to come up with ideas, which makes it difficult for them to show that they understand the writing process. Try offering them suggestions or choices and asking them to use your prompt to create a narrative. Before they become proficient writers, students will need to go through the process multiple times.
