S1+Clark,+Nicole

=Stage 1 - Identify Desired Results= Content Area: English Language Arts Standard Label: Writing Grade Level: 9-10 Cluster: Text Types and Purposes Standard Number Three: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. b) Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c) Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d) Use precise words and phrases, telling details, and sensory language to convey a vivid picture or the experiences, events, setting, and/or characters. e) Provide a conclusion that follows from and reflects on what is experiences, observed, or resolved over the course of the narrative. ||
 * **Establish Goals (MLR or CCSS):** **(G)** ||
 * Common Core State Standards

//What understandings are desired?//
•narratives "show" - not "tell." •there has to be a "point" (or reason) to what you're writing. ||
 * **//Students will understand that://** **(U)** ||
 * •all narratives have a beginning, middle, and an end.

//What essential questions will be considered?//
•Why is it essential to "show not tell"? •How can you make your writing have a "point"? ||
 * **Essential Questions:** **(Q)** ||
 * •How can you organize your story into a beginning, middle, and an end?

//What key knowledge and skills will students acquire as a result of this unit?//
conclusion, hook, climax, dialogue, imagery, setting, sensory language, metaphor, symbolism, simile, adjective, adverb, noun, verb, preposition, moral, character, personification, pronoun, style, tone, and voice. •Sequence/Timelines: beginning - middle - end. •Terminology: exposition, rising action, climax, falling action, resolution, plot outline, and "show not tell." || •describe the major components of a narrative introduction, body, and conclusion. •represent narrative events through sensory language to convey a vivid picture of the events, setting, and/or characters. •use organizational techniques to sequence events into a beginning, middle, and an end. •argue the "point" of their essays. •relate to the big idea/moral of their peers' narratives. •recognize the common words that "tell" rather than "show" when editing their writing. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Definitions: narrative, personal narrative, introduction, body,


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**