https://docs.google.com/document/d/1nuU0FoXnFDTaJyriCuCqBOtCcanorHDrrZBU6FTw_8A/edit?hl=en_US
Writing a Lead for A Narrative Story
1.Gain Attention
The teacher will introduce the lesson with a whole class mini discussion about narratives. This is helps connect the activity to the objective. “When you hear the word narrative what does it make you think about? Can anyone tell me the title of a narrative book? (we just completed one). Why would this be considered a narrative?
2.Establish purpose
The students will be probed to think about the importance of writing.
“Have you ever had this extra special spectacular event happened to you? Have you ever wanted to write about it?”
3.Stimulate recall of prior learning
Well, today you’re going to get the opportunity to express your story. Earlier this week we read a narrative story of The Three Little Wolves and the Big Bad Pig, which is a folktale but can also be considered a narrative. So today, we are going to start out writing our very own narrative story. The leads that we write today can be used as guides in your future writing assignments.
4.Present content
“Class look at the overhead. This is the definition and purpose of a narrative lead.” Teacher will use the overhead project to explain to class what a narrative story is and discuss the functions of an opening paragraph or lead.
1. “The purpose of a lead is to engage the reader’s attention”
2. “To let the reader know what your story is about”
3. “To create the tone or emotions of your story”
“Ok now that we understand what a narrative story is and the purpose of a lead, let’s brainstorm some ideas that we can write about”. Teacher models brainstorming on the board then give students three minutes to brainstorm own ideas independently at their desks.
5.Guided learning
Teacher will pick a topic and began by modeling attention getters. Student’s attention getters can be anything that gets the attention of your readers. It can start with a question “have you ever had a scary nightmare”? or it can start of dialogue or sound effects (booom was the sound of the thundered as it poured raining outside my window). Explain the other parts of leads remembering to add who, what when, where, why?
Allow questions for clarity and give students the opportunity to create their own narrative leads
6.Elicit performance
Students will work and pair to help edit their leads. Each individual student will ask questions that will help to develop the leads.
7.Provide feedback
While working in their groups, the teacher will circulate the room and observing how the students are performing. The teacher will ask probing question to ensure that the students are on task and understand the task. The teacher will provided immediate feedback that will motivate to have high expectations.
8. Assess performance
The students will create their leads. They will be graded separately on the overall paper and the lead paragraph. For this lead, they must include an attention getter, thesis and set the tone . The teacher will assess how well they can apply the skills that they have learned and what was modeled to them. The teacher will use a rubric for this assessment, to look at each separate element that should have been included in their leads.
9.Enhance retention
Students will have the opportunity to revise and edit their lead paragraphs. The revision will give students the opportunity for self-correction and reflections. Revisions will also help students to have a strong start to the narrative story.
Rubric For Lead Paragraph
CATEGORY
4 3 2 1
Attention Getter Writer has a clear engaging, creative first sentence free of errors. Writer makes 1-2 errors in grammar or lacks a clear first sentence Writer makes 3-4 errors in grammar or lacks a clear, engaging, creative first sentence Writer makes more than 4 errors in grammar or lacks a clear, engaging, creative first sentence
Adding Personality (Voice) The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own." The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else.
Capitalization & Punctuation (Conventions) Writer makes no errors and thesis is clear for readers to understand Writer makes 1 or 2 errors but thesis is clear for readers to understand Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.
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