• Monitor the groups as students discuss their freewriting and make sure that they are on task and developing a main point or theme. Check to see that the graphic organizers are complete. Answer questions and give any necessary feedback to assist students in completing their rough draft.

Focus Question: What writing techniques make a narrative essay engaging?

Revisit the picture book used in Lesson 1 or use a story recently read in class. Ask students to brainstorm what makes a good story. Make a list of their descriptions and criteria. “You have all heard examples of narrative writing, examined precise language, and practiced showing versus telling. Now we will discuss what makes a good story. As we discuss, I’ll record our ideas to create our criteria for good narrative writing.”

Give each student a copy of What Is a Personal Narrative? (LW-7-3-2_What Is a Personal Narrative.docx).

As a class, read an example of a narrative essay. Use an essay from a former student, an essay of your own, an essay from your curriculum guides or textbooks, or an essay from a purchased handbook, such as Write Source at http://www.thewritesource.com; or the essay “A Surprising First Day” (LW-7-3-2_A Surprising First Day.docx).

Read through the What Is a Personal Narrative? handout as a class. Using the handout as a guide, have students reread the sample essay. As a class, identify story elements (characters, setting, conflict/problem, resolution, and theme), point of view, and order of events. Highlight each of these in different colors on a class copy for students. Then ask students to help find examples of showing using dialogue, action, sensory details, and precise words. Again, highlight these different elements in different colors.

Point out where the author gives hints or makes a general statement about the theme, particularly in the introduction and conclusion. Tell students that they are now going to develop their own narrative essay. “There is a long list of elements to consider when we write a story. We have discussed character, setting, conflict/problem, resolution, as well as showing versus telling in dialogue, action, sensory details, and precise words. With all of these pieces to consider, remember to look for the theme. As we use these other elements and devices, they should help point to the theme in a story. Let’s discuss the theme in ‘A Surprising First Day.’ How does the author tell us about the theme? Are there hints in the conflict/problem, the setting, or the sensory details, etc.? Also, remember to look at the introduction and conclusion since theme is often highlighted in these areas to help establish the story. After we have discussed this story, you will begin to develop your own narrative essay.”

Share the three essay topic choices with students: The day I felt proud, the day I felt disappointed, and the day I felt surprised. Allow students to brainstorm a list of possible topics, and then ask them to choose one topic from the list. Explain that the best topic is one that includes elements that meet the criteria that the class compiled at the beginning of the lesson. Tell students to write on their topic, with a focus on these questions:

• “What happened?”
• “How did I feel?”
• “What did I learn?”

After students answer these questions, place them into small groups and ask them to share their ideas with each other and decide on their main point or theme. “Take advantage of working in your groups. When you share your writing with others, they can offer thoughts and comments that can help you find your theme.”

Give students the narrative essay assignment (LW-7-3-2_Narrative Essay Assignment.doc). Have students outline the events of their story using the Narrative Graphic Organizer (LW-7-3-2_Narrative Graphic Organizer.docx). Explain how to complete the organizer, and review other story elements as necessary to help students complete it.

After filling in the graphic organizer, students can begin drafting their essays. Direct them to introduce the story with a “hook” to engage the reader: action, dialogue, imagery, or emotion. Remind them that the events in the story should be arranged in chronological order and that they should use transition words and phrases to move readers through the events.

Explain the difference between direct and indirect evidence. For example, “I was nervous before my performance” is a direct statement and is telling, whereas “My hands shook and my mouth was so dry I could hardly speak” is indirect evidence and is showing. “With indirect evidence, the reader is not told that the narrator was nervous, but must conclude so based on the details about shaking hands and a dry mouth. Reading a story that primarily uses indirect evidence is more entertaining and interesting for the reader. Focus on writing using indirect evidence.”

After writing a first draft, students should revisit their graphic organizer and make sure that they have included all of the elements and evidence. To help them see all of the parts, have them color code each part on the organizer and then color the matching part in their draft. They will then be ready to revise and edit their essay.

“Compare your first draft to your graphic organizer. In reviewing both, you can improve your writing by seeing what is present and what is not. Before any revision or editing, writers should try to have the necessary elements and devices in their draft.” Once students have had time to review their first draft against the graphic organizer, collect their drafts to review and give them back by the next class period. They will then write their final drafts with a full range of comments.

Extension:

• Students who need more practice understanding narrative structure will benefit from analyzing the structure of more narratives. Use the questions above or use the revising and editing guidelines. Students may also visit the following Web site for more information and examples: http://www.timeforkids.com/homework-helper/a-plus-papers/personal-narrative
• For students who have difficulty developing characters, pair them with another student and have the pair act out a scene in the narrative or practice a dialogue between two characters.
• Students can use photographs from magazines to help them visualize setting and create imagery for their narrative.
• Students who might need more practice with pacing will benefit from reading “Pacing in ‘A Surprising First Day’” (LW-7-3-2_Pacing in A Surprising First Day.docx).