Personal Narrative Story (PLAGIARISM FREE)
hrd_wrkPersonal Narrative Lesson 1
Intended Learning Outcomes: Students will be able to create a narrative piece of writing that is organized and follows a formal style with a reflective conclusion. They will take their writing through the various stages of the writing process. Students will also compose writing throughout the project and read narratives followed by activities. Their work should reflect grammatical accuracy and eventually they will share their work with a group. Lesson One
First go through the focusing your binoculars lesson, which helps students understand descriptive details and sensory language. Second show an example of a narrative. Third show various prompt ideas for students and have them write down three specific ideas that they could write about and experience firsthand.
Descriptive details and sensory language (focusing your binoculars):
1. Have a student in the back of the room view a small picture displayed in the front of the room. Ask them to describe what they see. It should be difficult to see because it's so small. Allow other students to make guesses as to what they see.
2. Show the picture enlarged to crisp detail on LCD projector. Ask students to be specific in describing what they see. They should explain how much more they are able to see and how clear it is.
3. Show the writing example below of a non-descriptive, bad paragraph. Ask students if they feel like they're in the story. Can they hear, smell, taste, feel, and see everything that is going on? They shouldn't be able to. Take each sentence and ask students to make the scene more descriptive and use sensory language. Explain that they're focusing their binoculars just like the picture. We don't want a vague picture just like we don't enjoy reading vague writing. We want a detailed story. Students each write their own, but do one together first.
4. Narrative Example: Show students the personal narrative below or make up your own. Before reading it, tell students to look for descriptive details and sensory language and how these parts drew them in or they connected.
5. When you're done reading it, have students fill out the Descriptive/Sensory chart. Make sure to define for your students and give examples of what descriptive details mean and sensory language (5 senses).
6. Make a list of 3 ideas where you could really go into detail (focus your binoculars) and have it really sound like you (voice). Think PG.
7. Students need to turn to their neighbors and explain their three ideas about what they could write about. They need to describe to their neighbor their three ideas and how each would show descriptive details and sensory language. Students will turn in their list after they've written next to each how they will show descriptive details and sensory language.
They need to be specific, for example: When I broke my foot on a trampoline, when I received my first kiss, or the time I almost bit my sister's cheek off. Each experience should not last longer than one minute of their life. We don't want a vacation, we want one minute of that vacation that can be described specifically. Example: When I broke my foot on a trampoline- I can use descriptive detail and sensory language by describing the pain, showing my surroundings and what my ankle looked like, explaining the smells and what I could hear.