Unit 3: Major Writing AssignmentNarrative Writing/ Short Story

Essential Question: What is the power of the narrative essay? How can you become a powerful story teller?

Common Core Standards: W.3a-e Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose and audience. W.5 Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for specific purposes and audience.L.1b Use participial phrases to convey specific meanings and add variety and interest to writing L.2 Demonstrate command of the conventions of standard English

capitalization, punctuations, and spelling. L.2c Spell correctly.The power of storytelling is clear in the literature that you have read in this unit and in the stories you hear in your own life. Stories have the power to convey important life lessons. Stories can also be an excellent way to entertain others!

Now, you have the opportunity to create your own Narrative/Short Story! In this writing assignment, you will invent your own narrative that includes characters, a setting, and a plot. You will need to be sure to have a conflict, a resolution, and a theme. Use techniques such as dialogue, description, and pacing to develop your s tory and engage your readers.

Write with a Purpose:

Your writing task: Write a short story in which you develop characters, a setting, and a plot. Be sure that your plot includes all stages (exposition, rising action, climax, falling action, and resolution). Your story can be inspired by true events, or be completely from your imagination.

Get some ideas for your story from the following sources:-newspaper articles on events, discoveries, or weather disasters-magazine features that profile interesting people- situations that you have observed or experienced-something from your imagination

The Basics:Here are some common purposes, audiences, and formats for short story writing.Purposes:

-to entertain-to express a theme or lesson about life

Audiences:

-classmates or teacher-contest judges-younger students-friends or family

Formats:

-literary magazine-school newspaper-student writing contest-blog-class assignment

Common Core Traits:1. Development of Ideas

-introduces, develops, and resolves a main conflict-introduces an develops a narrator and characters-uses dialogue and description to develop a plot-provides a conclusion that follows from story events-conveys a theme or message about life

2. Ideas are Organized-presents a flowing sequence of events to create a comprehensible story-uses effective pacing

3. Language Facility and Conventions-maintains a point of view that is consistent-uses active voice throughout the story-includes precise words and phrases, revealing details, and sensory language-uses quotation marks and participles properly-uses the accurate grammar, mechanics, and spelling

Stage 1: Prewriting and Planning

Common Core Standards: W.3a-e Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. W.5 Develop and strengthen writing as needed by planning.

Getting the Process StartedDecide on a story to share:Begin by brainstorming some possible plots, characters, settings, and themes. Use a web diagram to organize your thoughts and ideas. From those ideas, choose the ones that seem to have the most potential for making a great story. Sometimes visuals help writers to generate ideas. Look through a magazine or online art gallery to produce some more ideas for your story.

Visual of Web Diagram

Develop Your Characters:You want to create characters that are realistic and believable. To do this, you will need to include well-chosen details that share how each character looks, speaks, and relates to other characters. You will also need to decide what conflict(s) characters will face. Using a character chart can help you plan and develop interesting, unique, and realistic characters.

Characters Details

Jasmine Super laid-back; likes to go with the flow; doesn’t worry about her looks or the labels on clothes or other items; considers herself a modern-day hippie, doesn’t want to be viewed as materialistic

Jake Younger than Jasmine; looks up to her as a role-model; is teased often; shy

Visual of Character Chart

Create a Map of Your Story:Create a diagram to plan the plot of your story. Start with the exposition and introduce characters, the stetting, and the conflict (the problem to be solved). Identify the rising action, the complications that lead to climax. Determine the climax of the story, the most important or exciting event in the story. The climax can also be considered the turning point of the story. Last, chart the falling action and resolution – how the conflict is resolved or solved.

Visual of Plot Chart

Use this online interactive plot diagram@ http://www.readwritethink.org/classroom-resources/student-interactives/plot-diagram-30040.html or use the template below

Story Ideas

book writer gets rich off novel

boy finds out he's smarter than he thought

dog saves girl's life

sibling gets even with

sister

Use this plot diagram to help you create a map of your story!

Prewriting and Planning, continued.Next, decide on a point of view. Choose who will narrate your story. Think about the following information as you choose who will tell the story.

Point of View ExamplesFirst-Person NarratorWho: a character in the storyPronouns: I, we, my, me, usKnows: only aware of what they know (one character)Effect: can create sympathy for one character

First-Person Narrator

We went out for organic ice-cream, and Jasmine insisted on paying for me.

Third-Person NarratorWho: not a character in the storyPronouns: he, she, theyKnows: only what one character knowsEffect: creates sympathy for one character and distance from other characters

Third-Person Narrator

Jake, happy and relieved that he was finally getting some one-on-one time with his sister, didn’t care what kind of ice-cream they ate or who paid for it.

Third-Person Omniscient NarratorWho: not a character in the storyPronouns: he, she, theyKnows: the inner feeling of all characters; knows what all characters knowEffects: broad view of characters and events

Third-Person Omniscient Narrator

Jake was overjoyed to spend time with Jasmine. Jasmine was preoccupied and worried about problems she was having at school.

Create Suspense for the Reader:Use point of view to create suspense by holding back information from both characters and the audience. Another option that creates suspense is sharing information with the audience that a character does not yet know.

Example:

“Jake!” she whispered, but there was no way he could have heard her. Watching from outside the ice-cream shop, Jasmine stood frozen with fear.

Peer Review: Describe to a classmate the purpose and audience for your short story. Then, ask: Which point of view would best communicate my purpose?

Writing Tip: If you are planning on writing a longer short story, consider weaving in multiple first-person points of view. Create sections told by different first-person points of view. Doing so can give readers more than one perspective on the characters, setting, and plot.

Stage 2: Drafting Your Story

Common Core Standards: W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose and audience. L.1b Use participial phrases to convey specific meanings and add variety and interest to writing.

Organization of Your Short StoryExposition-engage and orient your readers with action or dialogue that sets up a central conflict, problem, or situation-establish a point of view by introducing a narrator, or the voice that will tell the story-introduce the audience to the characters and setting

Rising Action and Climax-Include the plot events that build suspense and lead up to a climax. Do not include events that do not progress the plot forward.-Use pacing that keep the action moving forward and naturally progresses from one event to the next-Use techniques such as dialogue to develop events, characters, and suspense-Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the setting, events, and characters.

Falling Action and Resolution-Explain how the conflict is resolved or solved-Tie up loose plot points, and add a surprise or twist for the audience-Leave the audience with something to reflect on, perhaps by clarifying your story’s theme, or main message

Grammar in Context: ParticiplesA participle is a verb form that can be used as an adjective. Verbals, such as participles, add color and descriptive details to writing. A present participle ends with –ing. Past participles use the form as the past tense of the verb which ends in –ed.

Present participle She pulled tentatively, and the door let out a brief, screeching sound.

Past Participle “In this heat?” she asked, fanning herself with a manicured nails.

Irregular Past Participle Jasmine, known for her commitment to the environment, was not interested in wasting resources

Your Turn: Develop your first draft of your short story using the structure outlined in the plot diagram (online or use paper diagram). As you compose your story, add participles to add colorful details to your story.

Stage 3: Revising When it is time to revise your story, think about the characters, setting, pacing, and plot elements of your short story. The goal is to determine whether you have successfully fulfilled your purpose and effectively conveyed your ideas to your intended audience. Use the chart below to help you determine which components of your draft may need rewriting or a new approach.

Ask Yourself Suggestions for Revision Strategies for Revision Does the exposition grab the attention of my intended audience?

Draw a box around the dialogue, action, or description that engages readers.

Add dialogue, action, or description. Provide just enough details to force the audience to ask questions that will only be answered if they keep reading.

Are my characters realistic and believable?

Put a star next to each example of dialogue and realistic character description.

Add believable dialogue that includes contractions, slang, pauses, jargon, or exclamations that match each character’s age and personality.

Is the setting vivid? Draw an arrow next to each sensory detail.

Add sensory details to describe the time and place of action. Include details that appeal to the senses.

Is the conflict obvious? Do the plot events build toward a climax?

Underline each detail that tells something about the conflict. Bracket the climax. Draw a line from event in the rising action to the climax.

Add details to develop the conflict. Add transitions or details to create a smooth progression of events, so that each event clearly leads to the climax.

Does the pacing keep the action moving?

Draw a wavy line under any details that are unrelated to the central conflict.

Delete any unnecessary details to tighten the pace and propel the action forward.

Does the resolution contain a message or lesson for the audience as well as the character.

Write a theme of the story on a sticky note. Ask your partner to write the theme of the story on another sticky note. Compare the two statements of

Add some concluding dialogue or action that makes the story’s theme clear to your audience.

theme for similarities.

Peer Review: Exchange your short story with a peer, or read your story aloud to a partner. As you read and discuss the two stories, make sure to focus on character and plot development. Discuss how each writer develops these elements through dialogue, suspense, and sensory details. If you story is not flowing smoothly, utilize the revision strategies in the chart to rewrite and strengthen your writing.

Stage 4: Analyze a Student DraftCommon Core Standard: W.5 Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for specific purposes and audience.

Directions: Read the draft; notice the comments on its strengths as well as suggestions for improvement.

Sufficiently StrongBy Sam Watson, Evans High School

“Just lend me twenty bucks, Ryan,” Jamie begged. “Come on!” “I’m sure the skirt you want is very trendy and socially conscious, Sis, but I don’t even have ten. Now move – I gotta mow the lawn.” “In this weather?” she asked, cooling herself with her homemade fan. “You know, Mom and Dad pay me twenty bucks to mow,” Ryan said. “Oh! So you can lend it to me after you finish?” He grunted. “Yeah, right. I’ll let you mow the lawn for me, though.” “That’s impossible! The mower’s heavy!” Jamie said, rolling her eyes. “No skin off my back. You’re the one who wants to be the organic, naturally made skirt!” “Ugh! Fine. Show me how this machine works,” she barked. They went into the shed, and Ryan pulled the mower out for her. “So, what’s the deal with this thing? Do I just pull this cord thingy?” She pulled timidly, and the mower made a short, alarming growl. Jamie jumped backs and let out an “Ahh!”

Comments:

Dialogue and descriptive details show the personalities of each character.

The writer maintains a third-person point of view.

“It’s cool, Jamie. Pull a little harder this time,” said Ryan. Jamie steadied herself and pulled as hard as possible. The mower rumbled to life. Her self-assured look made Ryan grin. “Awesome job!” he shouted. “You got this!” “Um, wait!” she peeped, but he was long gone. She took a deep breath and pushed the mower forward a couple inches. It made a dreadful crrunch as twigs were munched and spat out. She squealed, thinking of how “socially conscious” she would look with a missing foot. The mower kept rumbling, and she realized she had no idea how to shut it off.

Sam utilizes vibrant sensory language to share with his audience (the reader) how it felt to move the mower and mow the lawn. Yet, the narrative might be more engaging if Sam used active voice through the story.

Language Tip-Practice Active Voice: When the subject performs the action, the verb is in the active voice. An example of active voice is: Jamie mowed the lawn. Conversely, in passive voice the subject is acted upon: The lawn was mowed by Jamie. In the paragraph above, Sam begins writing in passive voice which makes his narrative less vibrant and lively. In the paragraph below, he makes revisions to his writing to include more active voice.

Story continued (with some revisions): “Um, wait!” she peeped, but he was long gone. She took a deep breath and pushed mower forward a couple inches. It made a dreadful crrunch as twigs were munched and spat out it chewed up some twigs and spat out what was left of them. She squealed, thinking of how “trendy” she would look with a missing foot. The mower kept rumbling, and she realized she had no idea how to shut it off. “Ryan!” she shouted, but it was impossible for him to hear her. She nudged the mean mower ahead and observed grass gush out the side. It was sort of interesting. Scary, but interesting. She kept pushing to the other end of the lawn. The mower was heavy, but she was sufficiently strong. When it came time to turn it around she ran into a little trouble. However, she was tough and she pushed the handle and was able to tilt the mower back with little trouble. The mower growled even louder. She slowly turned, and then she pushed forward to move the next strip of grass. The grass fell as she mowed. By the time she reached the end of the lawn, she had perfected the turning system so that it was a smooth and easy motion. Now that she was no longer scared of the lawn mower, she moved in closer to examine the controls. She searched until she found the off button and turned off the engine. Ryan appeared from the house and looked over the lawn. “Not bad. Not bad at all, Jamie.” “Thanks, bro. Now, if you don’t mind I’d like to collect my money and take a

Here Sam changes passive voice to active voice, which makes his writing more engaging.

Sam develops a plot and main conflict that make the text a narrative rather than a description. Yet, the story would be more effective if Sam added additional sensory details.

Sam uses sequence of events to resolve the conflict in a realistic manner.

The cheerful conclusion demonstrates the character of Jamie has transformed. The

shower. I have skirt to buy!” she declared as she moved past him. That evening, she looked incredibly in her new trendy and organically made skirt. Her friend Laura exclaimed, “You look so pretty! Like a field of flowers!” “Oh thank you!” Jamie said, thinking to herself how much enjoyable it might be to mow down a field of flowers, petals whirling all around her.

character transformation emphasizes the story’s theme of main message.

Language Tip - Practice Using Sensory Details : Sensory details allow writers to paint lively pictures of the conflict and the setting. Sam adds sensory details to move the readers to the scene and to include them in Jamie’s experience.

Your turn: Use the feedback from your classmates and teacher as well as the two “Practice” sections to revise and rework your short story. Pay special attention to plot elements, characterization, pacing, and sensory details.

Stage 5: Editing

Common Core Standards: W.5 Strengthen writing by revising, editing, rewriting, or trying a new approach. L.2 Demonstrate command of the conventions of standard English capitalization, punctuations, and spelling. L.2c Spell correctly.

It is essential that during the editing phase, you proofread your short story thoroughly. You should check for grammar, usage, punctuation, and even spelling errors. Don’t depend on word-processing or spell-check to find all spelling errors. Mistakes in your writing will distract your audience from focusing on the characters and conflict in your story.

Grammar in Context: Quotation MarksIrony and sarcasm happen when a speaker says one thing but means another. Yet, there is very little difference between conveying sarcasm and irony in speaking versus writing. Your audience, the reader, can’t hear the sarcasm in your voice as someone listening can. To make ensure that your audience doesn’t misinterpret your writing and take an ironic or sarcastic remark literally, you can bring attention to the comment by using quotation marks.

Example from Sam’s short story: It made a hideous crrunch as it chewed up some twigs and spat out what was left of them. She squealed, thinking of how “trendy” she would look with a missing foot. The mower kept rumbling, and she realized she had no idea how to shut it off.

In this example, San uses quotation marks to communicate sarcasm and irony. Jamie says she will look “trendy” with a missing foot, but what she really means is that she will not look “trendy” with a missing foot. The quotation marks

help Sarah communicate this meaning to her reader.

As Sam continues to edit his paper, he finds another chance to use quotation marks to communicate the use of irony or sarcasm. Her “self-assured” look made Ryan grin.

Stage 6: Publish

In the publishing phase it is time to share your story with your audience. Here are some ideas for interesting way to publish your narrative:

Submit your narrative to a creative writing contest Enter your narrative to the school newspaper, yearbook, or a literary magazine Submit your short story as part of an application for a creating writing workshop or writing group Publish it on your blog Create a movie trailer, or short video, that share the plot of your story and persuades your audience to read it!

Rubric: Scoring Your Paper

Directions: Use this rubric to self-evaluate your short story.

Score Common Core Traits6 -Development: Skillfully introduces, develops, and solves a conflict; develops captivating, realistic characters;

successfully utilizes dialogue and description-Organization: Has a flowing, logical event sequence that builds to a convincing conclusion; employs effective pacing-Language: Constantly maintains a point of view; effectively utilizes active voice; intertwines sensory language; demonstrates a firm control of conventions

5 -Development: Effectively introduces, develops, and solves a conflict; develops captivating, realistic characters; ably utilizes dialogue and description-Organization: Has a coherent event sequence that builds to a conclusion; employs mostly effective pacing-Language: Maintains a point of view; utilizes active voice; includes sensory language; has a few errors in conventions

4 -Development: Introduces, develops, and solves a conflict; has interesting characters with some realistic traits; could use more dialogue and description-Organization: Includes some unnecessary events, causing ineffective pacing-Language: Mostly maintains a point of view; generally utilizes active voice; needs more sensory language; has a few distracting errors in conventions

3 -Development: Introduces and solves a conflict; but it needs more development; has some underdeveloped characters; needs more dialogue and description-Organization: Includes a confusing sequence caused by some unnecessary events; has a slow pacing-Language: Has a few lapses in point of view; too much passive voice; lacks enough sensory language; has some significant errors in conventions

2 Development: Introduces a conflict but does not resolve it; weakly developed characters; lacks adequate dialogue and description-Organization: Includes too many events that distract from the plot; has a choppy pacing-Language: includes many distracting errors in conventions

1 Development: No identifiable conflict; only underdeveloped characters; no dialogue or description-Organization: Has no identifiable organization-Language: A point of view is never established, only uses passive voice, no sensory language, serious problems with conventions