world history - allofe · pdf fileholt world history: human legacy. ramirez, sterns &...
TRANSCRIPT
The mission of University Academy is to prepare students to succeed in an institution of higher education and to participate as leaders in society.
6801 Holmes Road Kansas City, Missouri 64131 tel. (816)412-5900 fax (816)410-0322
World History Description: The World History class is designed to facilitate student leadership and understanding in history from the beginning of history to modern times. As leaders and lifelong learners, students must become proficient and/or advance in their ability to understand the various people of the past from the Ancient Egyptians to the 20th century global society by examining their societies, political organizations, major accomplishments, art, beliefs and values. Also, students will acquire a rich content knowledge about our vast, human heritage, gain a deeper understanding of what it means to be human, and come to appreciate our human legacy.
Rationale:
University Academy promotes the study of history that is vital to students becoming well prepared to succeed in an institution of higher learning
and to participate in society as leaders with the ability to understand themselves and others, to understand the societies, events, movements
and developments that have shaped humanity from earliest times, and to appreciate how the world and its people have changed as well as the
significant continuities that exist to the present day.
Prerequisite: 9th Grade US History Course Text/Materials: Holt World History: Human Legacy. Ramirez, Sterns & Wineburg. Holt/Harcourt. 2008 Edhelper History.com Teacher Resources Discovery Education National Geographic
World History: Curriculum Pacing Guide
Semester 1: The material in this pacing guide is to be covered each quarter. Methods and strategies used, and the order in which it is covered is up to
the teacher.
Quarter 1 Quarter 2
1. Journal Writing 2. Daily Current Events 3. Vocabulary Builder: Develop vocabulary though text, using Glossary and
dictionary (pull vocabulary from novel or reading material). 4. Weekly Constructive Responses (use RASP strategy) 5. The Writing Process: (Choose one writing per semester) *(use rubric for
scoring) 6. Guided Reading: incorporating flexible grouping, meta-cognitive strategies,
and reading strategies: (predict, infer w/evidence, sequence of events, question, text organization, monitor and clarify, and categorize and classify), graphic organizers, discussion, literary: elements, structures, techniques, text features, etc.
7. Units: Unit 1: The Dawn of Civilization Ch.1 The Beginnings of Civilizations: 1.1 The First People, 1.2 The Beginnings
of Agriculture, and 1.3 Foundations of Civilization
Ch. 2 The Ancient Near East: 2.1 Mesopotamia and Sumer, 2.2 Fertile
Crescent Empires, 2.3 The Hebrews and Judaism, and 2.4 The Persian Empires
Ch. 3 Nile Civilizations: 3.1 The Kingdom of Egypt, 3.2 Egyptian Culture, 3.3
The Nubian Kingdoms, and 3.4 Medieval Japan and Korea
Ch. 4 Ancient India and China: 4.1 Early India, 4.2 Hinduism, 4.3 Buddhism,
and 4.4 China’s First Dynasties
Unit 2: The Growth of Civilizations
Ch 5. Classical Greece: 5.1 Early Greece, 5.2 The Classical Age, 5.3 Greek
Achievements, and 5.4 Alexander the Great and His Legacy
Ch.6 Rome and Early Christianity: 6.1 The Foundations of Rome, 6.2 From
Republic to Empire, 6.3 Roman Society and Culture, 6.4 The Rise of
Christianity, and 6.5 The Fall of Rome
Ch.7 The Americas: 7.1 North America , 7.2 Mesoamerica, and 7.3 South
America
Ch. 8 Empires of China and India : 8.1 The Growth of China, 8.2 Chinese
Society and Culture, 8.3 Indian Dynasties, and 8.4 Indian Society and Culture
1. Journal Writing 2. Daily Current Events 3. Vocabulary Builder: Develop vocabulary though text, using Glossary and
dictionary (pull vocabulary from novel or reading material). 4. Weekly Constructive Responses (use RASP strategy) 5. The Writing Process: with Language Mini Lessons. * (use rubric for scoring) 6. Guided Reading: incorporating flexible grouping, fluency checks, meta-
cognitive strategies, reading strategies (evaluate, fact and opinion, author’s viewpoint, summarize, story structure, predicting outcomes and infer with evidence, monitor and clarify, topic, main idea, and supporting details), graphic organizers, discussion, literary: elements, structures, techniques, text features, etc.
7. Actively participate in Discussion 8. Units:
Unit 3 Cultures in Contact Ch. 9 Muslim Civilization: 9.1 The Origins of Islam, 9.2 The Spread of Islam, and
9.3 Society and Change
Ch. 11 Cultures of East Asia : 11.1 Chinese Empires, 11.2 The Mongol Empire,
11.3 Japan and Korea, and 11.4 Civilizations of Southeast Asia
Unit 4: Medieval Europe Ch. 12: 12.1 The Byzantine Empire, 12.2 The Rise of Russia, and 12.3
Christianity in Western Europe Ch. 13 The Early Middle Ages: 13.1 Charlemagne’s Empire, 13.2 New Invaders,
13.3 The Feudal and Manorial Systems, 13.4 The Growth of Monarchies, and
13.5 Power of the Church
Ch. 14 The High Middle Ages: The Crusades, 14.2 Trade and Towns, 14.3 Art
and Culture of the Middle Ages, and 14.4 Challenges of the Late Middle Ages
Unit 5: New Ideas, New Empires
Ch. 15 Renaissance and Reformation: 15.1 The Italian Renaissance , 15.2 The
Northern Renaissance, 15.3 The Protestant Reformation, and 15.4 The
Counter- Reformation
Assessments: 1. Writing Assessment: Constructive Response and Essay 2. Unit Tests
Assessments:
1. Writing Assessment: Constructive Response and Essay 2. Unit Tests
World History: Curriculum Pacing Guide
Semester 2: The material in this pacing guide is to be covered each quarter. Methods and strategies used, and the order in which it is covered is up to
the teacher.
Quarter 3 Quarter 4 1. Journal Writing 2. Daily Current Events 3. Vocabulary Builder: Develop vocabulary though text, using Glossary and
dictionary (pull vocabulary from novel or reading material). 4. Weekly Constructive Responses (use RASP strategy) 5. The Writing Process: (Choose one writing per semester) *(use rubric for scoring) 6. Guided Reading: (see previous quarters)
7. Apply effective Research Process 8. Units:
Unit 5: New Ideas, New Empires Ch. 16 Exploration and Expansion: 16.1 Voyages of Discovery, 16.2 Conquest and
Colonies , 16.3 New Patterns of Trade, and 16.4 The Atlantic Slave Trade Ch. 17 New Asian Empires : 17.1 The Ottoman and Safavid Empires, 17.2 The
Mughal Empire, 17.3 The Ming and Quig Dynasties, and 17.4 Medieval Japan and Korea
Unit 6: Changes in European Society Ch 18. The Monarchs of Europe: 18.1 The Power of Spain, 18.2 Absolute
Monarchy and France, 18.3 Monarchy in England, and 18.4 Rules of Russia and Central Europe
Ch.19 Enlightenment and Revolution: 19.1 The Scientific Revolution, 19.2 The Enlightenment, and 19.3 The American Revolution
Ch. 20 The French Revolution and Napoleon: 20.1 The Revolution Begins, 20.2 The Republic, 20.3 Napoleon’s Europe, and 20.4 Napoleon’s Fall and Europe’s Reaction
Unit 7: Industrialization and Nationalism Ch. 21 The Industrial Revolution
21.1 A New Kind of Revolution, 22.2 Factories and Workers, and 22.3 New Ideas in a New Society Ch. 22 Life in the Industrial Age: 22.1 Advances in Technology, 22.2 Scientific and
Medical Achievements, and 22.3 Daily Life in the Late 1800’s
Ch. 23 Reforms, Revolutions, and War: 23.1 Reforms in the British Empire, 23.2 Revolution and Change in France, 23.3 Independence in Latin America, and 23. 4 Expansion and war in the United States
Ch.24 Nationalism in Europe: 24.1 Italian Unification, 24.2 German Unification, 24.3 Austria-Hungary and the Ottoman Empire, and 24.4 Unrest in Russia
Ch.25 The Age of Imperialism: 25.1 The British in India, 25.2 East Asia and the West, 25.3 The Scramble for Africa, and 25.4 Imperialism in Latin America
1. Journal Writing 2. Daily Current Events 3. Vocabulary Builder: Develop vocabulary though text, using Glossary and
dictionary (pull vocabulary from novel or reading material). 4. Weekly Constructive Responses (use RASP strategy) 5. The Writing Process: (Choose one writing per semester) *(use rubric for
scoring) 6. Guided Reading: (see previous quarters) 7. Actively participate in Discussion 8. Present one 2-3 minute formal presentation that incorporated media and
technology. 9. Identify evidence of understanding of main idea and important details.
(participant) 10. Unit:
Unit 8: The World at War Ch. 26 World War I: 26.1 The Great War Begins, 26.2 A New Kind of War, 26.3
Revolution in Russia, and 26.4 The War Ends Ch.27 The Interwar Years: 27.1 Unrest in Asia and Africa, 27.2 The Great
Depression, 27.3 Japanese Imperialism, and 27.4 Dictators in Europe Ch. 28 World War II: 28.1 Axis Aggression, 28.2 The Allied Response, 28.3 The
Holocaust, and 28.4 The End of War Unit 9: The Contemporary World Ch 29: Europe and North America: 29.1 Beginnings of the Cold War, 29.2
Superpower Rivalries, 29.3 Changing Societies Systems, and 29.4 After the Cold War
Ch 30: Asia: 30.1 South Asia after Empire, 30.2 Independence Struggles in Southeast in Asia, 30.3 Communist China, and 30.4 The Rise of Pacific Rim Economics
Ch 31: Africa and the Middle East: 31.1 African Independence Movements, 31.2 Post-Colonial Africa, 31.3 Nationalism in the Middle East and North Africa, and 31.4 Conflicts in the Middle East
Assessments: (Writing Assessments: Constructive Response and Essay and Unit Tests)
Assessments: (Writing Assessment: Constructive Response and Essay, SAT10, & Unit
Tests)
Curriculum Guide: World History Common Core Standards
Objective #1 : Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Standards: By the end of World History, students will able to:
Objective/Activity
Resources
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Holt World History: Human Legacy
Primary Source Handbook
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Holt World History: Human Legacy
Primary Source Handbook
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Holt World History: Human Legacy
Think Pair Share
Questioning
Curriculum Guide: World History Common Core Standards
Objective #2: Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.
Standards: By the end of World History, students will able to:
Objective/Activity
Resources
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
Holt World History: Human Legacy
Vocabu-lit
Dictionary
Word Wall
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis
Holt World History: Human Legacy
Graphic Organizers
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Holt World History: Human Legacy
Questioning
Think Pair Share
Flexible Reading Group
Curriculum Guide: World History Common Core Standards
Objective #3 : Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Standards: By the end of World History, students will able to:
Objective/Activity
Resources
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
Holt World History: Human Legacy
Graphic Organizers
Online activity @ classzone.com
Maps
Atlas
Assess the extent to which the reasoning and evidence in a text support the author’s claims. Holt World History: Human Legacy
Graphic Organizers
Compare and contrast treatments of the same topic in several primary and secondary sources
Holt World History: Human Legacy
Primary Source Handbook
Objective #4 : Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.
Standard: By the end of World History, students will able to:
Objective/Activity Resources
By the end of grade 9, read and comprehend history/social studies texts in the grade 9 text
complexity band independently and proficiently
Holt World History: Human Legacy
Jigsaw
Think Pair Share
Flexible Reading Groups
Curriculum Guide: Writing Standards for Literacy in History/Social Studies
Objective #1 : Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Standards: By the end of 9th Grade, students will able to:
Objective/Activity
Resources
1. Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented.
The Writing Process Traits Writing
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
The Writing Process Traits Writing
Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
The Writing Process Traits Writing
Curriculum Guide: Writing Standards for Literacy in History/Social Studies
Objective #2: Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Standards: By the end of 9th Grade, students will able to:
Objective/Activity
Resources
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
The Writing Process Traits Writing
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
The Writing Process Traits Writing Peer Editing
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
The Writing Process Traits Writing
Objective #3 : Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Standards: By the end of 9th Grade, students will able to:
Objective/Activity
Resources
Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
The Writing Process Traits Writing
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
The Writing Process Traits Writing
Draw evidence from informational texts to support analysis reflection, and research. The Writing Process Traits Writing
Curriculum Guide: Writing Standards for Literacy in History/Social Studies
Objective #4 : Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Standard: By the end of 9th Grade, students will able to:
Objective/Activity
Resources
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
The Writing Process Traits Writing
Writing and Reading Strategies
Strategies: For: Concept
Constructive Response RASP R: Restate the question in your answer
A: Answer in complete sentences
S: Support your answer with details
P: Pronouns are not allowed
UNWRAP U: Underline the important words
N: Number the parts to the question (to show where kids found answers in the text)
P: Plan out your answer (also for correct sentence structure/grammar)
A: Answer the question
C: Check your work
K: Keep up the great work!
Reading Comprehension Guided Reading Pre-Reading Apply pre-reading strategies to aid comprehension:
a. access prior knowledge
b. preview
c. predict with evidence
d. set a purpose for reading
During Reading During reading, utilize strategies to:
a. determine meaning of unknown words
b. self-monitor comprehension
c. question the text
d. infere. visualize
f. paraphrase
g. summarize
Post Reading Apply post-reading skills to demonstrate comprehension of text:
a. identify and explain the relationship between the main idea and
supporting details
b. make predictions
c. question to clarify
d. reflect
e. draw conclusions
f. analyze
g. paraphrase
h. summarize
Writing and Reading Strategies
Concept Strategy
Decoding FAST
Writing The Writing Process a. Prewriting (Brainstorm) b. Draft (Outline and Write) c. Revising (Improve writing with word choice, etc.) d. Proofreading (Correct) e. Publishing (Finish Product)
Writing Traits Scoring
Rubric
Evaluating Writing a. Content: Well developed details b. Organization: The order and structure move the reader through the text easily. c. Voice: The writer speaks directly to the reader in a way that is individual, compelling
and engaging. d. Word Choice: It means being able to choose just the right words to make the e. Sentence Fluency f. Conventions g. Presentation
Fluency
Vocabulary Vocabu-Lit a. Meaningful learning occurs when learners relate new words to prior knowledge. b. Instruction should provide both definitional and contextual meaning for new words.
c. Learners need multiple exposures to a new word to truly know it. d. Learners are engaged in active learning.
Comprehension Marking the Text a. Number the paragraphs. b. Circle Key Terms, Names of People, Names of Places, and Dates c. Underline an Author’s Claims d. Underline Relevant Information
Comprehension Make Connection Comparisons Compare vs. Contract
Connections connections between:
a. text to text (information and relationships in various fiction
and non-fiction works)
b. text to self (text ideas and own experiences)
c. text to US (text ideas and the US by responding to literature
that reflects a culture and historic time frame)
Marking the Text1
Number the Paragraphs Before you read, take a moment and number the paragraphs in the section you are planning to read. Start with the number one and
continue numbering sequentially until you reach the end of the text or reading assignment. Write the number near the paragraph
indention and circle the number; write it small enough so that you have room to write in the margin. Like page numbers, paragraph
numbers will act as a reference so you can easily refer to specific sections of the text.
Circle Key Terms, Names of People, Names of Places, and Dates In order to identify a key term, consider if the word or phrase is…
repeated
defined by the author
used to explain or represent an idea
used in an original (unique) way
a central concept or idea
relevant to one’s reading purpose
Underline an Author’s Claims A claim is an arguable statement or assertion made by the author. Data, facts, or other backing should support an author’s
assertion.
Consider the following statements:
A claim may appear anywhere in the text (beginning, middle, or end)
A claim may not appear explicitly in the argument, so the reader must infer it
from the evidence presented in the text
Often, an author will make several claims throughout his/ her argument
An author may signal his/her claim, letting you know that this is his/her position
Underline Relevant Information While reading informational texts (i.e., textbooks, reference books, etc.) read carefully to identify information that is relevant to the
reading task. Relevant information might include:
A process Definitions Descriptions Evidence Explanations Data/ statistics
Text Features What are text features? Text features are parts of your textbook that have been created to help you locate and learn information. Text features are used in designing and organizing the pages of your textbook. The title page and table of contents are text features you can find at the beginning of books. Headings, graphics, main idea boxes, and bolded words are some of the text features you will find in the middle of your book. Reference pages like glossaries, indexes, and atlases are some text features you might find at the end of your book. Below is a list of text features. How many can you find in your book?
Why should you look at the text features? Looking at text features will help you know what is most important in a lesson and help you locate information quickly. Looking at the titles in the table of contents or on a page can quickly tell you what information you will learn about. Reference pages such as the glossary can help you find out more about a certain topic or word.
How do you use text features? Knowing which text features to use and when to use them is important. The chart below can help you decide which text features to look at when you want to understand your book better.
title page main idea boxes review questions
headings glossaries index
bolded or highlighted words graphics (pictures, graphs, charts, etc.) atlas
vocabulary boxes table of contents chapter titles
To understand words and vocabulary use:
glossary vocabulary boxes Bolded or highlighted words
To find main ideas and topics use:
table of contents index review questions
headings main idea boxes
To find data or places use:
maps charts
atlas tables
FLEXIBLE GROUPING Instructional Contexts for Teaching Reading
Context Instructional
Components
Texts Instructional Goals
Whole-Class Instruction Interactive Read-Aloud
Phonics, Spelling, and
Language Instruction
Literature: novels, short
stories, poetry, etc.
Build A community of learners Build a collection of shared text Provide age-appropriate reading materials Teach comprehension Teach language skills Develop the ability to talk about text
Small-group Instruction
(heterogeneous groups)
Books Clubs Literature (selected by
students with teacher
guidance)
Provide age-appropriate material Develop the ability to talk about texts Deepen Comprehension
Small-group Instruction
(homogenous)
Guided Reading High-quality fiction and
nonfiction leveled texts
(selected by the teacher with
specific instruction in mind)
Differentiate instruction Teach all aspects of reading explicitly-
comprehension, fluency, vocabulary, and word-solving strategies
Deepen comprehension through discussion of a text that is more challenging than independent level
Develop the ability to talk about texts
Individual Instruction Independent Reading
Conferring
Wide range of texts for
student choice (selected by
students from a classroom
collection)
Differentiate instruction Teach any aspect of reading individually Read a large quantity of fiction and nonfiction
texts Assess reading fluency, accuracy, and
comprehension
EDITING CHART
Symbol Meaning Symbol Meaning
spelling error
capitalize
new paragraph
make lower case letter
not needed
reverse order
insert
run-on sentence
insert a comma
fragment
insert quotation marks
confusing or unclear
insert a period
take out or delete
What Makes a Great Story?
A story is an original narrative made up by the author.
a. Develop a clear plot with a beginning, a middle, and end
b. Introduce the main characters, the setting, and the problem at the beginning.
c. Show how characters deal with problem in the middle of the story.
d. Use color details and meaningful dialogue to make the story real for readers.
e. Tell only the important events. Present them in an order that makes sense.
f. Write a satisfying ending that shows how the story’s problem is resolved.
Sequence
Beginning
Main Event:
Details:
Middle:
Main Event (s):
Details:
Middle:
Main Event (s):
Details: