Children's Literature & Narrative Writing
Primary Literature (K-5)
Written from the perspective of a worm, use Cronin's picture book for teaching point of view in narrative writing. Have students write from the perspective of their pet, a zoo animal, or an object!
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Another great book for teaching point of view, Anthony Brown's book is a quick read that will keep young readers engaged and excited to find out what happens next!
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Donaldson's picture book is a wildly popular one, famous for its imaginative story line. Watch how one smart little mouse fixes a problem with an even bigger solution--a Gruffalo!
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Secondary Literature (6-8)
A great example of multimodal narrative, Patrick Carmen's novella is a suspenseful read combining one character's journal writing with another's video diary. Readers follow the clues within both forms of media to solve a creepy mystery which is sure to keep them on their toes!
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Shaun Tan's, The Arrival, is an incredibly artistic and powerful narrative for secondary readers and writers. A first-hand account of the difficulties faced by immigrants, Shaun Tan's picture book demonstrates how good imagery results in captivating narrative.
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David Almond's young adult novel is one of many in his magical realism author. Skellig showcases the imaginative power of narrative in making the unbelievable feel real. This novel is an excellent example of believable storytelling--one which is sure to inspire young writers!
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"Linking Inspiration and Imagination"
This activity can really be used at any grade level, with the exception of maybe kindergarten. In the "Linking Inspiration and Imagination" activity, students will be working together to draft mini narrative essays on paper chains. The paper chain mode is one teachers should use with late primary or secondary students (4-8); however, see the "modifications" section for ideas to make this activity accessible for primary students. Before beginning this activity, students should have some prior knowledge about story elements and the process of collaborative writing. This specific activity is intended to help students scaffold their narrative writing. It can also be used to review story elements or jump start creative juices. As a teacher, feel free to participate in the process! As their first exposure to drafting and writing narrative essays, this activity would hook students because it is fun, silly, and collaborative!
Objectives1. In collaboration with their peers, students will complete a mini narrative essay rough draft paper chain in order to tap into their creative potential and scaffold their writing by adding their ideas to their peers' paper chains.
2. Students will complete a mini narrative essay rough draft paper chain in order to explore plot elements (setting, characters, rising action, climax, falling action, and resolution) and practice sequencing. 3. Students will incorporate a number of different multimodal "inspiration clues" to jump start their imagination, encourage them to be flexible and dynamic writers, and pique their motivation and interest in the writing process. |
Common Core State StandardsCCSS.ELA-LITERACY.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-LITERACY.W.7.3.A Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. CCSS.ELA-LITERACY.W.7.3.B Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. CCSS.ELA-LITERACY.W.7.3.C Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. CCSS.ELA-LITERACY.W.7.3.D Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. CCSS.ELA-LITERACY.W.7.3.E Provide a conclusion that follows from and reflects on the narrated experiences or events. |
ProcedureIn this narrative writing lesson, students will practice scaffolding their writing by completing a rough draft paper chain before writing. By working with their peers instead of independently, students will not feel writer's block or the anxiety which often comes with independent writing and an intimidating blank sheet of paper!
1. Begin by handing out eight strips of the same colored paper to each student. Let students choose their own color paper, but make sure that each student's color is unique. Explain that this is a round robin activity, meaning that each student's piece of paper will be linked in a circular motion (clockwise) to their classmates' paper chains. Inspiration clues will guide each students' contribution to the new paper chain that they receive each round. Each student will write three sentences on their slip of paper and staple it to the chain. Students must read all of the writing entries preceding their paper in the chain before they begin writing. 2. Hand out inspiration clues for each round. Students must use the clues to inspire their own writing. They must also make sure that their writing can be connected to the preceding work of their peers in a plausible way. Inspiration clues should be handed out in the following sequence. Get creative with the senses you choose to engage!
3. Once students have completed the round robin and they get their completed paper chain back, they will read their complete narrative writing draft to the class. If they'd like, they can also read the story that they wrote aloud which spans across their classmates' writing. They can access these goofy stories because each student wrote on a unique color paper. Therefore, students are collaborating with their peers to build upon their story, while creating their own without realizing it! |
Assessment Because each student wrote on a unique color paper, the teacher may assess the quality and quantity of writing, or give a general participation grade to each student. In addition, as an extension activity, students can write full narrative essays based on the brainstorming and drafts that they created in collaboration with their peers. Using a rubric, teachers could score the essays based on their own professional discretion. Also consider having students edit their peers' essays to continue the collaboration process. As students complete full essays, they can read them to the class, present them in the form of a story, add illustrations, or even do readers' theater to showcase their creativity.
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ModificationsFor younger writers, consider having students complete an analysis of narrative writing using The Very Hungry Caterpillar, by Eric Carle. As students move through the plot, point out each step of a traditional plot diagram. When students are finished reading, have them create their own story about a caterpillar. For each step of the plot diagram, have them add a circle to the caterpillar's body and connect them with pipe cleaners at the end. This activity will show them the progression of a story from beginning, to middle, to end.
For ELL students, consider encouraging them to add dialogue that is from their native language, or characters that represent their closest friends and family members. By encouraging them to add familiar elements from their primary discourses, this collaborative writing activity will be less intimidating. For Special Education students, encourage verbal collaboration among peers and teachers so that writing is not completely independent. Also give students more time to think before writing. Consider having students round robin on lap-tops instead of on paper for students who may have a difficult time physically writing or spelling. |