Types of Narrative Writing

Types of Narrative Writing

PersonalExperience

Sunshine Home by

Eve Bunting

OrganizedChronologically

Imaginative

OrganizedCategorically

Problem/SolutionStructure

“IntriguingAdventure”Structure

When I Was Young in the Mountains by

Cynthia Rylant

Heat Waveby Helen

KettermanA Bad Case of Stripesby DavidShannon

Pirates of theCaribbean

Meanwhile Back at the Ranch

by Trinka Hakes NobleThe Principal

from theBlack Lagoonby Mike Thaler

The Cow WhoWouldn’t

Come Down by Paul Brett JohnsonPage 307 2

First Next Then

LastAfter that

3

Where to Begin?

Read and highlight the first paragraph on page 349

The Imaginative Narrative

Second Grade(pp. 319 – 331)

The Imaginative Narrative in Second Grade

• Has a Problem/Solution organizational structure

• Instruction begins with exploring Problem/Solution literature

• Focus is on a logical sequence of events directed at solving a problem

• Includes details, descriptive language, transition words, openings and closings

4

5

The Stages of Teaching the Imaginative Narrative

in Second Grade

Explore Problem/Solution

Imaginative Literature

to determine the text structures

Source of Information: Heat Wave by Helen Ketteman

Situation is presented.

Descriptionof the

Problem

corn

cows

Dealing with theProblem

oatscows

Someattemptsto solve

the Problem

The last attempt works

& Problemis solved

Attempts Solution

doughcrowsfailed

lettuce

prob.solved

Ending that leaves the reader wondering.

6Page 319

7Page 320

Source: The Cow Who Wouldn’t Come Down by Paul Brett Johnson

Situation/Problem is presented

Dealing with theProblem

Tries afishing

rod

Tries aRope

Tries lassoon theRoof

Attempt Attempt

Solves theproblem

Closing that leaves the readerwondering

Attempt

Makesa

Fake Cow

Attempt

doesn’t work doesn’t work doesn’t work

8

Examples of someProblem/Solution

Literature

Page 320

9


in Second Grade




Make a Problem/Solution

Imaginative Narrative Plan

based on aprompt

10

Creating an Imaginative Narrative Plan

Prompt: One day you wake up and your skin has red, green, and yellow stripes all over. Tell what happens.

Elements of the Imaginative Narrative

characters setting Problem/situation

Attemptsto solveproblem

Solution/Resolution

Attempt tosolve theProblem

Transition Word

Who? Did What? When? Include the Problem

What did the character think, feel, and do?

Transition Word Transition Word

Details whyIt failed



Details whyIt failed

Details how itSolved the

problem

11


in Second Grade






based on aprompt

Teachermodels

creating the Imaginative

Narrative

12

Read about Modeling the Imaginative Narrative

in Second Grade (pp. 322 – 326)

13


in Second Grade






based on aprompt

Teachermodels


Narrative

Students Create Imaginative

Narratives andteacher assesses

using rubric

14

Review the Second Grade Imaginative Narrative

Rubric (pp. 327 – 331)

The Imaginative Narrative in Third Grade

• Has either a Problem/Solution organizational structure or an Intriguing Adventure organizational structure

• Instruction begins with reviewing the Problem/Solution structure and then exploring literature organized as an Intriguing Adventure

• Focus is either on (1) a logical sequence of events directed at solving a problem or (2) a sequence of events focused on overcoming obstacles or (3) a series of events that increase in intensity through the use of humor, suspense/tension, or drama

• Includes details, descriptive language, transition words, openings and closings

15

16


in Third Grade

Review theOrganizationalStructure of the

Problem/SolutionImaginative

Narrative

17


in Third Grade



Narrative

Explore Intriguing

Adventure Literature


18Page 333

cat hadkittens &

Elna won arefrigerator

new puppies,Elna won

lottery & builtnew wing on

house

new pigletsElna struck

oil & built styfor pigs

new calvesElna becomesmovie star &builds cow

palace

Situation: Elna stays home while RancherHicks goes to town.

Ironic Closing: Each of characters thinks the other had the most exciting day. Elna finds diamond ringin box of cracker jacks from Rancher Hicks.

President visitsElna becomes

Diploma t&builds stable

for horses

Source: Meanwhile Back at the Ranch by Trinka Hakes Noble

Discuss the presence of

humor, suspense/tension,

and/or drama

19

Examples of someIntriguing Adventure

Literature

Page 334

http://www.librarything.com/work/171967

http://www.harpercollins.com/browseinside/index.aspx?isbn13=9780060560256

20


in Third Grade



Narrative

Explore Intriguing



Make an Imaginative

Narrative Planbased on a

prompt

21

Creating an Imaginative Narrative Plan

Prompt: One day you wake up and you are only six inches tall. Tell what happens.

Elements of the Imaginative Narrative

characters setting Problem/situation

Attemptsto solveproblem

ordeal with the

situation

Solution/Resolution

orClosing

Situation:

Closing:

Pages 335 - 336

22

My Crazy Hat Adventure

It was about mid-July when I dashed into a new hat store called Caitlin’s World of Crazy Hats. I was as hot as a firecracker, and my head was about to get sunburned. I found the hat of my dreams. It was a cool looking beach hat with a wide brim thatwould give me some shade from the sun. I reached out, grabbed the hat, and placedit on my head to see if it fit.Suddenly I was in the Bahamas surfing. I moved my legs in all sorts of directions to keep my balance and do some tricks on the surfboard. People on the beach clapped and yelled. They loved me. I thought in my head for a second, “Why don’t I just show them my stuff!” So I went out in the waves and did some jumps and spins. I thought I would just show off one more time with my special trick. I held onto my hat and sprang into the air and did a full flip. Landing it would be the hard part. Luckily I felt me feet make perfect contact with the surfboard and my hands flew up so I could keep my balance. The crowd cheered. “I did it!” I said to myself. Ding, dong. Ding, dong, went the town clock. I looked up. Everyone on the beach was running away. It seemed like even the waves slowed down. “What’s going on?” I wondered. One man stayed behind. He yelled to me, “Get out of the water! It’s shark feeding time.” I started paddling to shore.Out of nowhere a great white shark popped his head out of the water. “Ahhhh!” I screamed. I paddled and paddled. My eyes could see the shoreline. Out of the

corner of my eye I could see the shark closing in behind me. “Chomp!” The shark bit my board. I was flung up into the sky above the blue ocean water. I started to fall.

‘Swish.” I fell flat into the water on my stomach. My new beach hat tumbled off and floated away in the waves near the shark.Poof! I was back in Caitlin’s World of Crazy Hats. To my surprise I was soaking wet. I looked at my stomach and it had gigantic a red spot on it. The other customers stared at me. My face turned red with embarrassment. Right then I thought to myself, ‘I’m never going to try on another hat again. It just might lead to trouble.”

Example of

Intriguing Adventure

Page 337

23


in Third Grade

Teachermodels


Narrative



Narrative

Explore Intriguing



Make an Imaginative


prompt

24

Read about Modeling the Imaginative Narrative

in Third Grade (pp. 338 – 343)

25


in Third Grade

Teachermodels


Narrative



Narrative

Explore Intriguing



Make an Imaginative


prompt



using rubric

26

Review the Third Grade Imaginative Narrative

Rubric (pp. 344 – 347)

The Imaginative Narrative in Fourth and Fifth Grade

• Instruction begins with reviewing the Problem/Solution and Intriguing Adventure structures introduced in 2nd and 3rd Grades

• Beginning Grade Level instruction focuses on identifying the essentials of Imaginative Narrative in literature

• Involves developing a more sophisticated Imaginative Narrative with the deliberate insertion of the essential elements of humor, suspense/tension, and/or drama

• Includes a sequence of events that increases in intensity, supporting details that incorporate the essential elements, descriptive language, transition words, openings and closings

27

28

The Stages of Teaching the Imaginative Narrative in Fourth and Fifth Grade

Review theOrganizational

Structures of theProblem/Solution

and IntriguingAdventure

29


Introduce the Essentials ofImaginative

Narrative withexplanations

and examples




30

Essentials of Imaginative or Fictional Narrative

Humor Drama Suspense/ Tension

Something intendedto be funny

Quality of being laughably ludicrous

or incongruous

Examples:The Cow Who

Wouldn’t Come Down by Paul Brett JohnsonHeat Wave by Helen

KettemanMeanwhile Back at the

Ranch by TrinkaHakes Noble

Composition for theatrical

presentation especially on a serious subject

Series of events involving conflicting forces – either within

or outside of the character

Examples:“D- Day” Student

Example

Suspense is excitement and uncertainty as to the outcome

Tension is a state of mental unrest or of potential hostility,

danger, or opposition

Examples:The Mysteries of Harris Burdick

by Chris Van AllsburgDo Not Open by Brinton Turkle“Crazy Hat” Student Example

“Blackbeard” Student Example

Page 349

31




and examples




Analyze theOrganizationalStructure of a

piece of literatureand identify the

Essential Elements

32

8

h u m o r

t e n s i o n

Page 350

http://www.harpercollins.com/browseinside/index.aspx?isbn13=9780060560256

33Page 351

The big boys wantthe motorcycle goggles

Essential Element: Suspense

Suddenly….big boys appeared“Give us those goggles, kid”Willie growled Peter put his fists upArchie gaspedPeter is knocked to the ground (drama)

Name of Book/Author: Goggles by Ezra Jack Keats

Problem Solution or Intriguing Adventure ??? Why?Intriguing Adventure because there are a series of obstacles or events to overcome rather than focusing on just one problem to be solved.

evidence

http://www.librarything.com/work/171967

34




and examples






Essential Elements

Working in pairs to plan Imaginative

Narratives and to incorporate the

Essential Elements

35

Story Starter # 1:

Once there was a princess who lived in a castle by the sea. She could not speak, but everyone enjoyed her sweet smile and kind deeds…

Story Starter # 2:

“Look!” Jake pointed a finger at the light flickering through the trees beyond the cabin window. Colin didn’t answer. Instead, he covered his head with his sleeping bag…

With a partner:•select one of the Story Starters below.•Decide on an organizational pattern (problem/solution or intriguing adventure) and create a plan for writing.•Decide which narrative essentials you will use and write on your plan where and how you will use them.

Page 351

36

D-Dayby Ryan

“Thump thump” went my heart as the mad scientist jumped out of my story book and onto my bed. “Hello” I nervously exclaimed as the hot summer sun shined through the window and beat down on my face. Ignoring me the tall darkhaired scientist reached into his pocket and pulled out a small device that read at the top time machine. Before I could react he pushed a red button on the front. Suddenly there was a blinding flash of light. Not long after, I found myself surrounded by soldiers of the american army. Instantly I knew that I had been sent back in time to June 6, 1944 (D-Day) omaha Beach. Water splashed against my face as the landing craft moved closer to the beach that would soon be known as bloody omaha. I was shaking with fear, as one of the sergeants yelled out orders at that instant the landing crafts ramp dropped. The sounds of grenades and shells exploding and bullets flying filled the air. Later during the battle, when the beach was clear except for a few snipers, me and the invading troops moved inland. In the meantime, sherman tanks and heavy artillery rolled onto the beach. Once the allies had ended this tragic battle, I stared at the horrible sight of wounded and dead men. Right as the american flag was raised there was another flash of bright light. Shortly after I was back in my room right then, I noticed that the mad scientist was gone, “thank goodness” I said to myself. As I slowly left the room I wondered where he was and what he was doing. Page 352

Student Sample

37Page 353

Student Sample

Blackbeard and the

Strange Object

38




and examples






Essential Elements



Essential Elements



using rubric

39

Review the Fourth through Eighth Grade

Imaginative NarrativeRubric

(pp. 355 – 358)

40




and examples






Essential Elements



Essential Elements



using rubric

Teacher providesopportunities for

practice and various Support

Activities

41

Suggested Imaginative Narrative Prompts

Page 359

Imaginative NarrativeSupport ActivitiesPages 360 - 362

Take a few minutes to read the following. . .

42

ImaginativeNarratives

FictionalNarratives

Read pages 363 and 364 and complete theDouble Bubble Map below.

Be prepared to share your responses.

Types of Narrative Writing

PersonalExperience

Sunshine Home by

Eve Bunting

OrganizedChronologically

Imaginative

OrganizedCategorically

Problem/SolutionStructure

“IntriguingAdventure”Structure

When I Was Young in the Mountains by

Cynthia Rylant

Heat Waveby Helen

KettermanA Bad Case of Stripesby DavidShannon

Pirates of theCaribbean

Meanwhile Back at the Ranch

by Trinka Hakes NobleThe Principal

from theBlack Lagoonby Mike Thaler

The Cow WhoWouldn’t

Come Down by Paul Brett JohnsonPage 307 43

First Next Then

LastAfter that

4th /5th Grade Components of Write from the Beginning…and Beyond?

FocusedModeledWriting

MiniLessons

AnalyticImprovement

Rubrics

UnassistedWriting

SelfAssessment

ofImplementationTeacher

Modeled

Focusedon a

particularMode

4th : 3 daysa week

5th : 3 daysa week

Focusedon

EssentialCriteria

Two types

Reflectiveof student

needs

Occur daily

Used toguide

instruction

Used withnon-modeled

writing

4th/5th Grade Goal: 16 - 20 ptson Grade

Level Rubric

Includes timefor practice

without Direct teacherModel

Includes all types of writing

Identified in state and CoreStandards

Includes Writer’s

Workshop

1 5 10

LimitedImplementationof WFTB & B-

not all teachersare using the

programconsistently

Limited motivationto expand

personal growth as teachers of writing

by not creating mini-lessons

& resistance to creative

problem solving

StrongSchool-wide

implementationof WFTB & B – the

teachers “own”the program

Initial Training servesas springboard–

Focus is on excellencein writing (increasing % of students scoring

the highest score), stretching to goals of next grade level, and

expandingtypes of writing taught

BasicSchool-wide

Implementationof WFTB & B–

Implementation isstill at surface level

Some initiative to gobeyond the text by

adding mini-lessons based on student/class

needs and teacher willingness to address

creatively themanagement concerns

within classrooms

School-wide WFTB & B Implementation Continuum

44

45

1 5 10

LimitedImplementationof WFTB & B-

not all teachersare using the

programconsistently

Limited motivationto expand

personal growth as teachers of writing

by not creating mini-lessons

& resistance to creative

problem solving

StrongSchool-wide

implementationof WFTB & B – the

teachers “own”the program

Initial Training servesas springboard–

Focus is on excellencein writing (increasing % of students scoring

the highest score), stretching to goals of next grade level, and

expandingtypes of writing taught

BasicSchool-wide

Implementationof WFTB & B–

Implementation isstill at surface level

Some initiative to gobeyond the text by

adding mini-lessons based on student/class

needs and teacher willingness to address

creatively themanagement concerns

within classrooms

School-wide WFTB & B Implementation Continuum

46

Take a few minutes to discuss a plan for teachingNarrative Writing at your grade level:

What types or Narrative will you teach this year (personal chronological, personal thematic,

imaginative as problem/solution, imaginative as intriguing adventure,

fictional)?

When will you teach each type?

Documents

Types of Narrative Writing