DURHAM PUBLIC SCHOOLS 2013-2014UNIT 1 PLAN FOR GRADE 6 ENGLISH LANGUAGE ARTS

Unit OverviewQuarter: 1 Unit Title: I Won’t Grow Up

Concept: Change/IdentityInstructional Time: 9 Weeks Depth of Knowledge: 2-4

Unit Summary: How can we learn from characters and the authors who wrote about them as well as about ourselves and our places in the world?This unit examines the transition from childhood to adulthood through the work and biographies of well-known authors. Students will explore their own transitions.

Critical Area(s): The meat and potatoes of the first 9 weeks: Narrative Writing, Reading a Literary Text, Establishing classroom writing routines, Establishing research skills

North Carolina Information and Technology Essential Standards (These are integrated within the Common Core Standards by threading them within your lessons)6.SI.1.1 Analyze resources in terms of their reliability (which can be determined by currency, credibility, or authority, depending on the topic or purpose)6.SI.1.2 Analyze content for relevance to the assigned task.6.SI.1.3 Analyze resources for point of view, bias, values, or intent of information.6.TT.1.1 Select appropriate technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).6.TT.1.2 Select appropriate technology tools to organize data and information (e.g., word processor, database, spreadsheet, graphic organizer, audio and visual recording, online collaboration tools, etc.).6.TT.1.3 Select appropriate technology tools to present data and information effectively (multimedia, audio and visual recording, online collaboration tools, etc.).6.RP.1.1 Implement a research process collaboratively.6.RP.1.2 Implement a research process independently.6.SE.1.1 Apply ethical behavior (copyright, not plagiarizing, proper netiquette) when using resources.

Common Core State Standards: (Become familiar with these standards and learn them so you can deliver instruction that meets the expectations of the Common Core Standards which are what are students are assessed with)RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.e. Provide a conclusion that follows from the narrated experiences or events.

L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Ensure that pronouns are in the proper case (subjective, objective, possessive).c. Recognize and correct inappropriate shifts in pronoun number and person.*e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*

SL.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

UNDERSTANDING WHAT YOU WILL TEACH THIS QUARTER!PLAIN LANGUAGE: BREAKDOWN OF TECHNOLOGY, RESEARCH, ESSENTIAL & COMMON CORE STANDARDS

FROM THE AFOREMENTIONED DETAILED DESCRIPTIONS FROM THE STATE (This should make understanding what you need to teach easier.)

(TECHNOLOGY/RESEARCH/ESSENTIAL STANDARDS): Connect their own personal experiences to that of characters and/or authors we explore. Gain research etiquette: reliability, plagiarism, using technology appropriately etc.. Follow the research process (create a thesis, gather relevant data, organize thoughts into graphic visuals, create an outline, produce a rough draft, self-

edit, peer-edit and finalize their work)

(*Common Core State Standards-***These are the standards that students MUST comprehend by connecting standard to the activity you are performing/designing/implementing in your daily class lessons)

The following are extractions from the standards we are required to teach. Hopefully this breakdown enables to teachers to comprehend the standards we are being asked to teach our students.

READING LITERATURE/ READING INFORMATIONAL TEXT (RL & RI Standards): Cite textual evidence to prove/disprove ideas, theories, hypotheses etc… Gain the ability to inference from using textual evidence-learn the art of using context clues. Determine the CENTRAL IDEA/MESSAGE of a text. This concept is one that can be taught using the ‘umbrella approach’. BIG IDEA supported by

supporting details that keep the umbrella up. Identify CENTRAL IDEA/MESSAGE and be able to thread the MAIN, IMPORTANT DETAILS the author uses to drive the central message. Compose a summary, learn the parameters of summarizing. Intellectually composing a summary void of personal thought or opinion-the difference between subjective and objective. Comprehend the differences between tone and mood. Determine word decoding, word choice and the power of word selection used by authors and as writers. Engage with figurative language (ongoing year-long process) including, but not limited to: hyperbole, simile, metaphor, alliteration, assonance,

onomatopoeia, idioms, puns, personification etc…) This includes identifying figurative language in text AND being able to design their own examples. Understand the interchangeable world of words: how word meaning can be manipulated through connotations.

WRITING STANDARDS: (W Standards): Writing a narrative piece: creating a concept/central message, developing details, creating dialogue, pacing their story lines, following the Elements of

Plot: Exposition, rising action, climax, falling action and resolution. Using graphic organizers to help them chronologically design their narrative writing piece. Include descriptive details, sensory details (imagery, word choice)

LISTENING STANDARDS: (S/L Standards): Identify and understand the importance of correct pronoun usage. Objective pronouns VS. Possessive pronouns….antecedent agreement! Engage and manipulate a more rigorous vernacular through texts, writing and speaking.

SPEAKING STANDARDS: (S/L Standards):Using English Language Arts vocabulary that fits into the context of a student’s writing topic (domain-specific)

***The goal for all cumulative standards is to bring students to a level of thinking and practice that will allow them to: collaborate with peers, work independently, engage in the art of higher-order thinking, scholarly research, writing a solid informational piece following the writing process as well as writing a narrative following the same structure. We are trying to make students real-world, ready, global participants by hitting all the elements of ELA: Reading, Writing, Speaking, Listening, Viewing and Computing.

Essential Questions: (These are broad questions that help teachers and students understand why and how we are exploring the concepts of IDENTITY AND CHANGE. You post these and they can change as you maneuver through the quarter.)

What distinguishes childhood from adulthood? How can we learn from characters and the authors who wrote about them? What are inferences? What does it mean to reflect? What is real treasure? How do I use the clues in the text to help me draw conclusions or make inferences? How does the experience of reading a story, poem or drama differ from listening or video an audio, video or live version of the text? How do good writers engage readers throughout narratives? What ways do writers organize ideas while writing narratives? How can you work in a group with other students to collaborate on an idea and still have your voice heard? What goals can I set for myself to help prepare for discussions (following rules for effective classroom discussion, goals and deadlines) How does grammar usage affect my writing and speech? How do I create a narrative with a consistent point of view and a fully developed plot? How do descriptions with precise language and vivid details enhance my writing? How do I create them? How will the correct use of these grammatical conventions improve my writing: Main and subordinate clauses, Indefinite pronouns, Pronoun-antecedent

agreement and Consistent verb tenses What does fairness look like? Is a person responsible for the unintended effects of their choices/behavior? Does a higher age imply more wisdom? How should authority figures treat/interact with those they have power/influence over?

Enduring Understandings: (This is where students make personal connections to the wonderful world of literature, writing, art, speaking, visualizations, computing…)

Writers demonstrate real-life application by producing narratives that relate to personal experiences. Authors often base their characters on their own experiences growing up, and the characters they create deal with realistic problems and issues faced by

all children as they grow up and mature.

I Can Statements: (These statements are the crux of each day you teach a lesson. The ‘I Can’ statement allows the teacher and student to know what specifically the goal of the day is. The key here is to take the main objective and make it relevant to: the materials you use, THE ACTIVITIES YOU HAVE PREPARED, and how you will assess their mastery at the end of class.)

I can compare and contrast. I can form an opinion about what I see/hear when I read. I can form an opinion about what I watch/listen to. I can compare and contrast my feelings/reactions/responses when I read a written text to when I listen to or watch an audio, visual or live version of the

same text. I can back up my opinion/argument with logical details from what we’ve been reading, listening to or watching. I can find evidence in a text. I can make an inference. I can find details in the text that support my inference. I can give details from the text to support the main idea(s). I can be an active participant in a group discussion. I can give details from the text to support the discussion topic. I can reflect/think about ideas under discussion. I can take someone else’s idea and add my personal thoughts and feelings to what he or she said. I can take on an assigned role in a discussion group. I can find evidence in a text that supports a discussion topic. I can follow rules for a group discussion (e.g., gaining the floor in respectful ways, listening attentively to others, speaking one at a time about the

topic(s) under discussion, sharing my ideas, and justifying my opinions). I can set goals and deadlines that relate to a group discussion. I can define the different roles for group discussions. I can use subjective, objective, possessive and intensive pronouns correctly in my writing.

VOCABStatic Character

Dynamic Character

Major Character Minor Character Antagonist Protagonist

Character Traits

Elements of Setting

Interview Prequel

Trans-disciplinary Connections: This is where we can connect our literature selections to science, social

studies, math and any subject matter. It is a good idea to familiarize yourself with the concept units the other subjects are teaching so you can collaborate with your teammates and/or connect your lessons to that of which the students are learning in their other classes.

Evidence of Learning (Formative Assessment): Journal Responses Graphic Organizers: Plot Diagram Character Trait Chart Use of text organization: Story Map, Author’s Key Ideas Difficult Vocabulary: Concept and Semantic Maps Connecting Prior Knowledge: K-W-L Charts, Respond and Write

it Down and Connections Charts Exit Slips Writing Samples (from rough draft to final writing)

Summative Assessment: End of Course Assessments State Mandated Assessments Common Formative Assessments-these are assessments you create as a

PLC that connect the questions being asked to specific standards for this UNIT 1. This allows us to see what we need to re-teach and what concepts our students have mastered.

Assessment Tools (Sample Common Assessment Item and Resources): *It is crucial that all of the assessments you administer (especially SUMMATIVE) you: record data, take notes, itemize, analyze and collaborate with PLC mates/ Instructional Facilitators to see what you need to re-address. Data is your friend

Unit ImplementationWRITING FOCUS: NARRATIVE Writing to Convey ExperienceElements of Fiction: http://www.flocabulary.com/fivethings/

**These activities will become a springboard for their final narrative product.

Students will: After reading Eleven, have students reflect on their personal embarrassing moment and that of the character Rachel. (W6.3d) After watching the video and/or researching Sandra Cisneros and JM Barrie further, have students respond to the following: How are the author’s

personal experiences reflected in her writing. (W6.3e)

3. Have students create a bio of Peter Pan based on the research that they completed from multiple sources. (Show them examples of several bios from famous people.) (W6.3a)

4. Narrative: Reflecting on the unit, the characters that we have studied, and your place in the world, write a personal narrative that examines a time in your life where you were affected by an event or situation and how it has influenced your identity. (W6.3)

PETER PAN PREQUEL NARRATIVE ASSIGNMENTYou have been chosen to attempt the unthinkable! Just as Mr. Pearson and Mr. Barry collaborated to create the prequel to Peter Pan, Peter and The Starcatchers, YOU are now going to create YOUR OWN prequel. (See attached suggested assignment and rubric)

Writing Routines: Writing used to develop and convey understanding. Students will have experiences with writing a short bio/article and especially a full narrative designed by you. An example has been attached in the addendum.

Strategies and Resources for cultivating good writers: -brainstorming -notes -KWL -Venn Diagram (various versions) -Outlines -Journal -Quick Write -Use character maps to follow development of character over a period of time or through comparison of different works

(W6.3a)Students can write a bio of Peter Pan, or an article detailing that he grew up or stayed a kid forever.(W6.3),

Research Skills: (Integrate knowledge from sources when composing)Possible Activities for Research:

-Research the author Sandra Cisneros and how her life experience is reflected on her writing. (RL6.1) -Research the author of J.M. Barrie and how his life was represented in his story. Researching the crux as to why he wrote Peter Pan. (RL 6.1) -We really want our students to focus on researching how the author’s life experience affects how and what they write. -Students could research the idea of change/identity by looking into rite of passage-mainly the idea of what it means to grow up-how they are expected

to behave more like adults, but still are treated like children. They could research stories/personal reflections of celebrities, authors, sports figures and compose a piece on how their childhood helped mold them into becoming successful people.

-Students can research the concept of change through choices and the consequences of choices that people have made. -Students could interview and research someone in the line of work that they want to pursue and compose a piece on how that person’s childhood

influenced his/her decision to enter desired career.

Reading Focus: LITERARYPossible literary pieces to use during Unit I:

Peter Pan Chapters 1-3 (We used this text to open the idea of growing up, or rather the refusal to grow up!!!)http://etc.usf.edu/lit2go/86/peter-pan/1532/chapter-1-peter-breaks-though/ (RL6.1, RL6.2, RL6.4)(Literature and audio available at this link for entire novel.)

Peter Pan Chapter 17: When Wendy Grew Up (Read as a final closing to unit.) (RL6.1, RL6.2, RL6.4) The True Story of the 3 Little Pigs-We can use this story to address: point of view, to address the use of 1st person and its effects on perspective on

certain situations. (This story is told from the Wolf’s POV).*Supplemental video for this story: http://www.videodetective.com/movies/the-true-story-of-the-3-little-pigs/162530

Short Literary Texts: Message from a Caterpillar (Found in online Holt Textbook Grade 6) (You can use this text as a PRE-ASSESSMENT on central message/main idea, point of

give, real-world application, why an author uses certain words/phrases to convey meaning.http://my.hrw.com/tabnav/controller.jsp?isbn=9780547616148 (RL6.2) (This text can be used as a springboard to address the idea of change and morphing….this would be a great piece to start the unit with to demonstrate how we will study the idea of identity and change.) (RI 6.4)

2. Eleven by Sandra Cisneros(RL6.1)-This text addresses embarrassment, culture, perspective, what it feels like to not fit in, what it feels like to be isolated.

A. Sandra Cisneros: The Early Years as a writer and culture http://wn.com/sandra_cisneros__early_life (RI6.1, RI6.2) B. Clip from Shrek: Ogres Have Layers:http://www.facebook.com/video/video.php?v=607559329142 (RL6.4) (we connected this short clip to the different layers that we have as people…we are always 1, 2, 3, 4 etc….it drives home the point that we are all made up of many components and all of our experiences.) C. The Circle Game by Joni Mitchell: http://www.lyricsfreak.com/j/joni+mitchell/the+circle+game_20075378.html (RL6.2, RL6.4)

3. Peter Pan (Chapter 1)http://dps68ela.wikispaces.com/file/view/Peter%20Pan%20Intro.pdf/356902362/Peter%20Pan%20Intro.pdf (RL 6.2 RI 6.2)Students will read the first chapter of Peter Pan and: gain knowledge of J.M. Barrie’s Exposition, analyze and break down an objective summary, cite the central message/idea that has been laid out for us. Students will need practicing summarization skills to ensure that their summaries of chapter 1 are not bias. (This will help get them prepared for writing constructed responses).

Students will create a character map based on any of the main characters. You can use your own character map or use a pre-existing one.

4. Peter and the Starcatchers Chapter 1 (students really fell in love with this and had a great time with a writing narrative assignment. You can look at the addendum and see if you would like to use the activity

http://www.bing.com/videos/search?q=j.+m.+barrie+biography&view=detail&mid=83AF6C2FA48623E5F77683AF6C2FA48623E5F776&first=0 (RL6.1)

5. Autobiographia Literaria by Frank O’Harehttp://www.poemhunter.com/poem/autobiographia-literaria/ (RL6.4)

6. The Monster at the End of this Book –Students can read this story to review Elements of Fiction. Students are to address inferences (RL 6.2) setting, plot, character, theme and conflict. Students can grasp that all stories (big or small) have the same components that format a story.

http://www.bing.com/videos/search?q=the+monster+at+the+end+of+this+book+youtube&view=detail&mid=003328918291601D5911003328918291601D5911&first=0&FORM=NVPFVR

Short Informational Texts: ”Peter Pan’s the Early Years” by Bob Minzesheimer (USA Today, 9/1/2004 (RI6.2) Theodor Geisel—biography

http://theodorgeisel.weebly.com/biography.html (RI6.1) http://usatoday30.usatoday.com/life/books/news/2004-09-01-peter-pan-prequel_x.htm

Students will read a short article on the conception of the book and the timeline and how it affected popular culture. Students can create a chronological timeline based on the textual evidence they extract from the text. (RI 6.1)

Interview with the authors of Peter and the Starcatchers. Students will be able to identify why the authors created a prequel to Peter Pan. Students can compare and contrast J.M. Barrie against the intent of the authors of Starcatchers.

Speaking & Listening/Viewing/Reading (Conducting discussions, reporting findings, citing evidence, analyzing content)Discussing in small group and class discussion of texts studied(L6.1)

Having students discuss, report textual evidence and make connections.

( SL 6.6) (RI 6.4) (RL 6.4) (RI 6.2) These standards are addressed in all the suggested activities, videos and references.

Using Joni Mitchell’s The Circle Game (This song exemplifies what it means to grow up and go through the life cycle…the students will really connect with where they are at presently and what they have to look forward to when they do get older).

Circle Game for the stages of life:http://www.youtube.com/watch?v=WJYB2jB8visStudents will identify all the stages of life that the song covers.Students will reference circles that Mitchell talked about for each of the life stages.Analyze certain lines of the poem/determine meaning.

Elements of Fiction:http://www.flocabulary.com/fivethings/This link addresses Elements of Fiction: plot, setting, theme, characters and conflict. (This is a good song/site to visit to prelude a writing piece such as the students’ required narratives.)

Basic review of The Elements of Fiction

Another possible song to use is Butterfly Kisses by Bob Carlisle. This song goes through the little girl’s changes of life.

***Using songs is a great way to connect with students. It hits the listening component, reading and writing component. Students really become engaged when they get to jam out and see that words are manipulated in many formats.

***Using video clips to introduce students to authors’ biographies is a great way to let students humanize the writers of these classical stories.

http://www.readwritethink.org/files/resources/interactives/lit-elements/overview/ (you don’t have to use all the slides that the powerpoint covers.)

Figurative Language:http://www.bing.com/videos/search?q=simile+song+sometimes+what+you+mean&view=detail&mid=62CFC4899C061DC2C37262CFC4899C061DC2C372&first=0&FORM=NVPFVRThis is a cute little rap about figurative language that students can listen to.

Peter Pan Resources:(Biography clip of J.M. Barrie’s life to introduce the students to the author and how the author’s life affected his story):http://www.bing.com/videos/search?q=J.M.+Barrie+Bio&view=detail&mid=65DD677DCD8D693663AF65DD677DCD8D693663AF&first=0&FORM=NVPFVR

(This is another biography clip of J.M. Barrie’s life that you may use to introduce the author):http://www.bing.com/videos/search?q=J+M.+Barrie+Biography&view=detail&mid=83AF6C2FA48623E5F77683AF6C2FA48623E5F776&first=0&FORM=NVPFVR

(These three clips analyze three different interpretations of Peter Pan’s movie trailers. These clips can be used to compare/contrast the different Elements of Fiction the movies display. These clips also attest to the timelessness of J.M. Barrie’s classical story about growing up, dreaming, friendship and adventure.) Students can fill out a tri-Venn-diagram to compare and contrast the details, characters, atmosphere and settings they see.

The Original Peter Pan- http://www.bing.com/videos/search?q=peter+pan+2003+full+movie&view=detail&mid=F5B64615A02C9B92A084F5B64615A02C9B92A084&first=0&FORM=NVPFVR

Peter Pan 2003- http://www.bing.com/videos/search?q=peter+pan+2003+full+movie&view=detail&mid=F5B64615A02C9B92A084F5B64615A02C9B92A084&first=0&FORM=NVPFVR

Hook’s Trailer- http://www.bing.com/videos/search?q=hook+movie&view=detail&mid=14F40648CB4C879A811914F40648CB4C879A8119&first=0&FORM=NVPFVR

Peter Pan Broadway Play Clip-Students can analyze the exposition of this interpretation of the story and compare and contrast it with all they have been investigating about the story. http://www.youtube.com/watch?v=lSMCSaDF2Ps

Peter Pan “I Won’t Grow Up” songStudents ended the theme of ‘I Won’t Grow Up’ with listening and singing along with the song. Students will analyze the song and identify if the song includes all aspects of growing up. (W 6.3)Song Video: http://www.youtube.com/watch?v=HJ8nPYSNobgLyrics: http://www.stlyrics.com/lyrics/peterpan/iwontgrowup.htm

Language Study (Studying & applying grammar, Studying & applying vocabulary) (L6.1) Pronoun Agreement Power Point:

http://www.lscc.edu/faculty/holly_larson/Shared%20Documents/subject%20pronoun%20agreement%20powerpoint.pdf

Extension activity for pronoun investigationStudents will pair up and analyze a newspaper article and find 3 examples of subject pronouns and 3 examples of object pronouns. Students will then be able to create a collage of the different pronouns they found. They can even try to find possessive pronouns!

Pronoun Practice (Scroll down to Usage): http://wwwnew.towson.edu/ows/indexexercises.htm#Usage Exercises

Unpacked Document

http://206.78.180.6/Content/Public/Doc/tcoe_ela_Templates_06.pdf

Standards-Based Sample Activities/Ideas for Implementation

InstructionalActivities

RL/RI.6.1http://learnzillion.com/lessonsets/111-reading-literature-the-reformation-of-jimmy-valentine-safe-cracker-realistic-fiction

RL/RI.6.2http://learnzillion.com/lessons/930-determine-the-theme-of-a-texthttp://learnzillion.com/lessons/931-interpret-a-text-by-considering-how-the-theme-applies-to-the-real-worldRL/RI.6.4http://learnzillion.com/lessons/1572-notice-figurative-language-in-a-poemW 6.3-http://learnzillion.com/lessonsets/348-6th-grade-narrative-writing-crafting-a-personal-narrativeW.6.4*http://learnzillion.com/lessonsets/348-6th-grade-narrative-writing-crafting-a-personal-narrativeW.6.5**See aboveSL.6.6*See aboveL.6.1 aPronoun Agreement Power Point: http://www.lscc.edu/faculty/holly_larson/Shared%20Documents/subject%20pronoun%20agreement%20powerpoint.pdfPronoun Practice (Scroll down to Usage): http://wwwnew.towson.edu/ows/indexexercises.htm#Usage Exerciseshttp://www.readwritethink.org/classroom-resources/lesson-plans/magnetism-language-parts-speech-1058.htmlL.6.1chttp://www.readwritethink.org/classroom-resources/lesson-plans/alliteration-headline-poems-81.html

Supportive Unit Resources

InstructionalActivities

Scaffolding Option 1:Intervention

Scaffolding Option 2:Maintenance

Scaffolding Option 3:Extension

My Response(W.6.3)Taking one of the main themes of the book, students can write a personal response to that theme and how it the way it was presented in the book personally affected them.

Time to Persuade(W.6.1)Students can write a persuasive paper arguing what he/she thinks Peter’s personal treasure is. Adventures? Flying? His friends? Growing up?

Technology IntegrationMultimedia Activities:

In groups, students can research one of the allusions in the novel—particularly stories connected to the creature/person—create an oral presentation of their findings, and present their information to the class.

Students will create a Travel Brochure using a Word Processing program or an online poster creator like Glogster. Students will write a brochure trying to convince people totravel on The Neverland or to the island of the Mollusks.

This project requires you to use your imagination. Throughout the book, there are a lot of different settings. For example, there is a carriage ride, a harbor, a lagoon, and more.

Pick one of the settings in the book (provide page numbers)

Research interesting facts about the setting.

Be sure to include facts that help you better understand what it would be like to actually be in these settings with the characters.

Students will create a pamphlet using a Word Processing program or an online poster creator like Glogster which has the information you’ve found in your research. Include pictures, captions, explanations, quotes from the book,and a bibliography. Your pamphlet needs to

be visually appealing.

ADDENDUMWorksheets/Assignments/Tasks/Rubrics/Assessments You may

want to use:Prequel Narrative RUBRIC

Name_____________________________________________________________________________________________

RUBRIC Plot Setting Characterization Simile Imagery1 The plot is not

developed and does not follow the stages of Elements of Fiction.

The reader can not determine where the story takes place, or what time period it is.

Characters are mentioned, but not developed. No personality can be drawn from reading the narrative.

There is no simile present.

There are no descriptive details to include imagery.

2 The plot is scattered. There is some action, no climax, no resolution.

The reader can get an idea of where the story is taking place, but narrative lacks details.

Characters are present, and readers only learn one or two traits about character(s)

There is an attempt at a comparison of two different things, but there is no use of ‘as or like’.

Writer has attempted to describe and create a picture for reader, but doesn’t develop fully.

3 The plot is developed, but climax and resolution are not thoroughly developed.

The readers gets a sense of setting, and there are some developing elements of time and location.

Characters are present and described. Readers get a good sense of the different characters and of their different interactions.

There is an attempt at simile using ‘like or as’, but it does not compare two things or it is a metaphor.

Writer uses descriptive language to help readers imagine different environments, things, people.

4 All elements of plot are present: exposition, rising action, climax, falling action and resolution.

The reader experiences all features of setting: time, place, location, exact space, the environment.

Characters are present in the narrative. Characters are developed, personality is established and interactions are well written.

There is an appropriate use of simile using ‘like or as’ and it compares two different things and fits in the story.

Writer uses descriptive language throughout the narrative to clearly describe images, people and environment.

Prequel Narrative RUBRIC

Name_____________________________________________________________________________________________

RUBRIC Plot Setting Characterization Simile Imagery1 The plot is not

developed and does not follow the stages of Elements of Fiction.

The reader can not determine where the story takes place, or what time period it is.

Characters are mentioned, but not developed. No personality can be drawn from reading the narrative.

There is no simile present.

There are no descriptive details to include imagery.

2 The plot is scattered. There is some action, no climax, no resolution.

The reader can get an idea of where the story is taking place, but narrative lacks details.

Characters are present, and readers only learn one or two traits about character(s)

There is an attempt at a comparison of two different things, but there is no use of ‘as or like’.

Writer has attempted to describe and create a picture for reader, but doesn’t develop fully.

3 The plot is developed, but climax and resolution are not thoroughly developed.

The readers gets a sense of setting, and there are some developing elements of time and location.

Characters are present and described. Readers get a good sense of the different characters and of their different interactions.

There is an attempt at simile using ‘like or as’, but it does not compare two things or it is a metaphor.

Writer uses descriptive language to help readers imagine different environments, things, people.

4 All elements of plot are present: exposition, rising action, climax, falling action and resolution.

The reader experiences all features of setting: time, place, location, exact space, the environment.

Characters are present in the narrative. Characters are developed, personality is established and interactions are well written.

There is an appropriate use of simile using ‘like or as’ and it compares two different things and fits in the story.

Writer uses descriptive language throughout the narrative to clearly describe images, people and environment.

PETER PAN PREQUEL NARRATIVE ASSIGNMENT

You have been chosen to attempt the unthinkable! Just as Mr. Pearson and Mr. Barry collaborated to create the prequel to Peter Pan, Peter and The Starcatchers, YOU are now going to create YOUR OWN prequel. Yes you, you must create a 1 ½ page narrative designing your own prequel to Peter Pan! Here’s what you have to do:

1. Understand what Mr. Giaccone expects is in YOUR NARRATIVE: Setting Characterization One SIMILIE must be present Plot Imagery

(Refer to the rubric on the other side to know exactly what you must do to receive ‘4’s’ on all 5 categories.

*Remember: 1. Title your story 2. Be imaginative and creative-this is YOUR story. 3. Make sure you create a beginning, climax and end (Elements of Fiction: PLOT) 4. Spelling should be accurate. 5. Write so a reader can experience your character(s) going through a problem and ending with a resolution.

FOLLOW THE RUBRIC!!! IT CLEARLY STATES HOW TO GET ALL 4’s!!! GOOD LUCK WITH YOUR MISSION!

PETER PAN PREQUEL NARRATIVE ASSIGNMENT

You have been chosen to attempt the unthinkable! Just as Mr. Pearson and Mr. Barry collaborated to create the prequel to Peter Pan, Peter and The Starcatchers, YOU are now going to create YOUR OWN prequel. Yes you, you must create a 1 ½ page narrative designing your own prequel to Peter Pan! Here’s what you have to do:

2. Understand what Mr. Giaccone expects is in YOUR NARRATIVE: Setting Characterization One SIMILIE must be present Plot Imagery

(Refer to the rubric on the other side to know exactly what you must do to receive ‘4’s’ on all 5 categories.

*Remember: 1. Title your story 2. Be imaginative and creative-this is YOUR story. 3. Make sure you create a beginning, climax and end (Elements of Fiction: PLOT) 4. Spelling should be accurate. 5. Write so a reader can experience your character(s) going through a problem and ending with a resolution.

FOLLOW THE RUBRIC!!! IT CLEARLY STATES HOW TO GET ALL 4’s!!! GOOD LUCK WITH YOUR MISSION!

Fictional Narrative AssignmentGuide for Graphic Organizer

Stories need to be written in a certain order. You need to use this graphic organizer to outline your story. Think of this graphic organizer as a skeleton for your story.

For each you need to BULLET details/ideas that you will include in each section of your story.

YOUR STORY MUST INCLUDE:

Introductory Paragraph -You need to introduce your story to your readers. You need to have a catchy opening line to draw readers in. Your introduction paragraph should set up your story and allow readers to get a sense of what your story will be about. *You need to include your main idea/central message in this paragraph.

Paragraphs 1, 2, 3 and 4-

Remember that paragraphs need to be 5-7 sentences long. Each paragraph needs to present a NEW idea/explanation/topic.

In these paragraphs make sure you include details along with the topic sentence. The last sentence in each paragraph must lead into the next paragraph, or thought/idea. This

is called flow, or fluency. Devote one paragraph to explaining your problem/conflict. Let readers know what the issue is

and what the consequences are because of the conflict. Make sure you address: SETTING-make your readers see, smell and feel your environment with

descriptive language. Make sure you describe your character and his/her actions

Concluding Paragraph-This is the last time you will address your readers. Your concluding paragraph must wrap up your story. You will need to have a resolution/conclusion to your conflict. The last sentence of this paragraph should leave readers with an emotion (happy, sad, confused, frustrated, mad, disappointed)