Download V U3 W2 Writing 2.1 Fictional Narrative Stages and more Schemes and Mind Maps Construction in PDF only on Docsity!
Unit 3: Construction
WEEK 2 Day 1
Writing Fictional Narrative
Deconstruction: Fictional Narrative Stages
Content Objective I can identify the characters, setting, and major events in a story. (R.6.K.a, R.6.K.b) Language Objective I can answer questions about key details in a text. (SL.2.K.a) Vocabulary purpose : the reason for doing or creating something fictional narrative : a genre of writing whose purpose is to entertain and to teach about something entertain : to interest someone character : a person or animal in the story attribute : a quality or feature of something or someone plot : the events in a story stages : the parts of a piece of writing personal recount : a genre of writing whose purpose is to document a sequence of events and to entertain orientation : in a fictional narrative, the text that introduces the characters and setting, and gives a clue about the story’s problem problem : a challenge in the story sequence of events : the events in a fictional narrative, which include the big problem and solution conclusion : the end Materials and Preparation ● chart paper Prepare the following Big Al and Shrimpy chart. Note: A filled-in example can be found in the lesson. Writing U3 W2 D
Big Al and Shrimpy Orientation: Who When Where Clue about the problem Sequence of Events: Conclusion: “But the guest of honor was Shrimpy, the little fish with the big ideas.” ● Big Al and Shrimpy , Andrew Clements & Yoshi ● Fictional Narrative anchor chart, from Week 1, Day 1 Add Stages. Opening 1 minute We learned that the purpose of fictional narratives is to entertain and to teach about something. We also learned about characters and how their attributes influence the plot of the story. Today we are going to learn more about the stages —or parts—of fictional narratives. Deconstruction 28 minutes Fictional Narratives begin in the same way as personal recounts —with an orientation. This part of the story sets up the reader with information needed to understand the story. The author includes who the story is about, when and where it happens, and a clue about the problem that will happen in the story. Point to the Orientation section of the Big Al and Shrimpy chart. Let’s look at Big Al and Shrimpy to find out how Andrew Clements and Yoshi introduce the story. Read through page 6. Ask children who the story is about and fill in that portion of the chart [Shrimpy, Big Al, the other fish]. It’s not very clear when this story takes place. We can leave this section blank, unless anyone has an idea of what to add here. Ask children where the story takes place and fill in that portion of the chart [in the wide blue sea]. Writing U3 W2 D
Sequence of Events: Conclusion: “But the guest of honor was Shrimpy, the little fish with the big ideas.” Let’s add information about the stages of fictional narrative to our chart. On the Fictional Narrative anchor chart, below Stages, write orientation sequence of events, that include the big problem and solution conclusion that teaches about something. With any remaining time, continue dramatizing possible plots, as on Week 1, Day 5. Closing 1 minute Today we learned more about the stages of fictional narratives. Tomorrow you will begin writing your own fictional narratives by developing characters! Standards R.6.K.a With prompting and support, identify characters settings and major events in a story. R.6.K.b With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. SL.2.K.a Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ongoing assessment Reflect on the whole group discussion. Are children able to name the characters and setting? What clues about the problem do they identify? What do children identify as the big problem in the story? Which events do children identify as important? Notes Writing U3 W2 D
