Elements of a Novel and Narrative Writing – Grade 10
Ohio Standards Connection Literary Text
Benchmark B
Explain and analyze how the context of setting and the author’s choice of point of view impact a literary text.
Indicator 2
Analyze the features of setting and their importance in a literary text.
Indicator 8
Analyze the author’s use of point of view, mood and tone.
Benchmark C
Identify the structural elements of the plot and explain how an author develops conflicts and plot to pace the events in literary text.
Indicator 3
Distinguish how conflicts, parallel plots and subplots affect the pacing of action in a literary text.
Writing Applications
Benchmark A
Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language.
Lesson Summary:
After completing a novel unit, students demonstrate their
understanding of literary elements such as plot, characterization, setting, point of view, conflicts, mood, tone and imagery by writing a narrative that includes a character from the novel set in each student’s favorite place.
Estimated Duration:Five hours
Commentary:
From this lesson, students learn the impact of setting on characters in a variety of situations. Students carry this
knowledge with them to analyze, for example, the impact of war settings or technology on the behavior of the characters.
“I liked using the imagery and setting graphic organizer. I think this made the students really think more about specific details of the setting.”
“I like that students’ individual interests (favorite character, setting) are used to motivate new writing.”
“Good variety of cooperative grouping and commendable integration of reading and writing.”
Pre-Assessment:
Use the Pre-Assessment Chart,Attachment A to make
observations of previous literature discussions and/or products. Instructional Tip:
Use the pre-assessment chart to determine student understanding, not for a grade. The pre-assessment could be used before reading the novel.
Scoring Guidelines:
Use the Pre-Assessment Chart, Attachment A, to make
observations of previous literature discussions and/or products. Post-Assessment:
Elements of a Novel and Narrative Writing – Grade 10
Indicator 1
Write narratives that: a. sustain reader interest
by pacing action and developing an engaging plot (e.g., tension and suspense); b. use a range of
strategies and literary devices including figurative language and specific narration; and
c. include an organized, well developed structure.
Scoring Guidelines:
Using the Narrative Assignment and Rubric, evaluate the student narrative. The rubric can be extended to give point-value grades to each category or a letter grade can be assigned, whatever is
customary.
Instructional Procedures: Day One
1. Students use a recently completed novel. Begin the class period with a five-minute free write that assigns students to describe their favorite main character. Instruct them to include as many details as they can remember and their rationale for choosing the character. Some students may need to review their notes and book.
2. Review point of view. Discuss “direct” and “indirect”
characterization.(See Step 4 below.) Model examples of each. Ask students to discuss the point of view of the novel just completed.
3. Arrange students in groups, matching them with other students who chose the same character in their free write. Try to limit group size to three. Those students who prefer to work independently may choose to do so. Instruct each group to choose a reporter to present findings to the class.
4. In their groups, students research the development of the favorite main characters. Assign each student one of the three categories:
a. What the author says about the character (direct characterization)
b. What other characters say, think and do in connection with this character (indirect characterization)
c. What the character thinks and does (indirect characterization)
5. Students find specific examples from the novel for their
category. They copy the quotation from the selection along with its page number. Also, instruct students to copy their findings on a transparency.
6. Students present their findings using the overhead projector and explain their choices.
7. Start the class period with a five-minute free write. Students describe their favorite places in this assignment. (This is a personal favorite place—not from the novel.) Instruct them to
Elements of a Novel and Narrative Writing – Grade 10
Day Two
8. Review with students the terms “imagery” and “setting.” Explain that sensory details in the free write provide imagery. Also, explain that setting serves a purpose beyond time and place. List for students these functions of setting:
a. As background for action – can provide a historical setting or show the absurdity of the situation of the characters.
b. As an antagonist – helps develop the conflict of the story. c. For atmosphere – can stage a certain mindset in the reader.
d. To reveal personality traits of the character – chaos in the setting may reveal confusion in the character.
e. To reinforce theme – can further illustrate the central idea of the novel.
9. Put students in learning pairs. Assign each pair a chapter of the novel. (Choose chapters in which the setting provides one of the functions introduced.)
10. Ask students to reread the chapter noting sensory details regarding the setting. Distribute the
Imagery and Setting Graphic Organizer, Attachment B. Tell them to group these details according to sense.
11. Facilitate class discussion on the role of imagery in the development of setting.
12. From this second reading and analysis of imagery, instruct students to choose one of the five functions of setting as reviewed with the class. They can use their notes and the graphic organizer to prepare their information for presentation to the class.
13. Have students present their choice to the class citing examples from the text to support their claims.
Day Three
14. Start the class period with a five-minute free write recalling each student’s favorite character and the problems that character confronted throughout the course of the novel.
15. Review the elements of plot, subplot and conflict. Focus on the critical role of conflict in plot development.
16. Ask students to list on paper the conflicts in the novel.
17. Ask students to volunteer examples from their lists. Compile the conflicts on the board or chart paper. Remind students to go beyond universal conflicts (i.e., man vs. man) to identify specific conflicts within the novel.
18. Have students identify the conflict involving their favorite main character.
19. Group students so that different characters are represented in each group. Have each group choose a recorder and a reporter. Ask students to discuss with each other how the subplots in which the various characters are involved impact the text. Have the recorder summarize subplots and their importance. Then, ask each reporter to present the summary to the class. Day Four
20. Start the class period with a five-minute free write. Recalling their favorite places, students describe how their favorite characters would react to those locations.
21. Distribute theNarrative Assignment and Rubric, Attachment C. Instruct students to write a narrative placing their favorite character from the novel into the students’
Elements of a Novel and Narrative Writing – Grade 10
favorite place. Explain that the point of the assignment is to predict what the character might do when faced with the same conflict (from the novel) in a different setting. 22. Allow students time to begin work on the narrative in class. Be available to answer any
questions.
23. Instruct students to complete rough drafts by the next class day. Day Five
24. Follow customary revision and editing guidelines used in your class or follow procedure from lesson, Self and Peer Evaluation of Written Work.
25. Instruct students to bring in new drafts for editing on the next class day. Day Six
26. Continue editing procedure typically used in your class to prepare final or deadline drafts. Instructional Tip:
A review of the rubric could be held on the day before the editing process. 27. Remind students to bring in their final draft the next class day.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s).
· Written notes on literary terminology may be provided for students.
· Novels can be different based on students’ ability levels. If different novels are used, grouping could be based on the novel rather than on characters.
· Extended time for drafts can be given to students legitimately requiring it.
· Provide students with sample narratives from other novels.
· Provide guided questions for each assignment.
· Provide modeled examples to students.
· Group students based on skills. Extensions:
· Provide examples of narrative essays to the students to read together and discuss.
· Use short stories with vivid settings or significant character development as examples for each exercise.
Homework Options and Home Connections:
· Drafts can be written at home.
· If parents know about students’ favorite places, students could ask their parents to help recall more sensory images of the place.
Elements of a Novel and Narrative Writing – Grade 10
Interdisciplinary Connections: Social Studies
If the novel chosen is a historical one, the characters would react differently in a modern setting. Students could research the era and consider the differences between the dates. Class discussion and writing could be done about what would be different and how the character might react. History Standard
Benchmark: B.Explain the social, political and economic effects of industrialization. Indicatorsvary by period in which the novel is set.
People in Societies Standard
Benchmark: A. Analyze the influence of different cultural perspectives on the actions of groups. Indicatorsvary by content.
Citizenship Rights and Responsibilities Standard
Benchmark: A.Analyze ways people achieve governmental change, including political action, social protest and revolution.
Indicatorsvary by content. Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site’s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students.
For the teacher: overhead projector, transparencies, colored overhead markers, pre-assessment chart, chart paper
For the students: narrative assignment and rubric, imagery and setting graphic organizer Vocabulary:
· conflict
· direct characterization
· indirect characterization
· imagery
· narrative
· setting
· plot
· subplot
Technology Connections:
· Students may compose, revise and edit narratives on computers.
Elements of a Novel and Narrative Writing – Grade 10
Related Benchmark: Literary Text Standard
Benchmark: A.Analyze interactions between characters in literary text and how the interactions affect the plot.
Indicator: 1.Compare and contrast an author’s use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies.
Research Connections:
Arter, Judith and Jay McTighe. Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance. Thousand Oaks, Calif.: Corwin Press, 2001. An analytical trait rubricdivides a product or performance into essential traits or dimensions so they can be judged separately—one analyzes a product or performance for essential traits. These manage to:
· Judge complex performances involving several significant dimensions.
· Break performances into traits in order to more readily grasp the components of quality.
· Provide more specific feedback to students, parents and teachers.
Marzano, Robert J., Jane E. Pollock and Debra Pickering, Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement, Alexandra, Va.: Association for Supervision and Curriculum Development, 2001.
Nonlinguistic representations or imagery helps students think about and recall knowledge. This includes.… creating graphic representations (organizers).
Zemelman, Steven, Harvey Daniels and Arthur Hyde. Best Practice: New Standards of Teaching and Learning in America's Schools. Portsmouth, N.H.: Heinemann, 1998.
Small group activities
Manifestations
Partner/Buddy reading Peer Response and Editing Reading Circles/Text Sets Study Teams
Group Investigations Centers
Reflective assessment
· Present students with explicit guidance in identifying similarities and differences.
· Ask students to independently identify similarities and differences.
· Represent similarities and differences in graphic or symbolic form. Attachments:
Attachment A, Pre-Assessment Chart
Elements of a Novel and Narrative Writing - Grade 10
Attachment A
Pre-Assessment Chart
Based on your observation of students thus far, assess the following:
Student Understands
Characterization
Understands Plot
Understands Imagery
Understands Setting
Completed Reading of Novel Student 1
Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20
Elements of a Novel and Narrative Writing - Grade 10
Attachment B
Imagery and Setting
Graphic Organizer
Group Members: ________________________________________________________ Chapter Number ______
Pages _____
SENSE EXAMPLES FROM CHAPTER
Seeing
Hearing
Tasting
Touching
Smelling
How do these images affect the mood of the chapter?
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ How do these images affect the tone of the chapter?
________________________________________________________________________
________________________________________________________________________ ________________________________________________________________________ What is the function of setting in this chapter? __________________________________ Why? __________________________________________________________________
Elements of a Novel and Narrative Writing - Grade 10
Attachment C
Narrative Assignment and Rubric
Write a narrative involving a conflict your favorite character faces. Make the setting of the narrative your favorite place(your bedroom, a hangout, the mall, a relative or friend’s house, etc.).
LITERARY ELEMENT
Level Four Level Three Level Two Level One
Plot and Conflict
Well developed; engaging; action is well paced
Developed, but could be more engaging; pacing is slow
Evident, but weak
Not Evident
Imagery Vivid
description; strong use of figurative language Description includes figurative language Evident, but weak Not Evident
Structure Organized and well developed; exceeds standard requirements Organized, but needs more development; meets standard requirements Organized, but weak Disorganized Setting Exceeds standard requirements; specific and vivid Meets the standard requirements; specific, but needs elaboration Mentioned, but not developed Not Evident Characters Well developed; with vivid details and concrete language Developed; portrays character with a limited adjustment to new setting Developed, but not past the literary text
Underdeveloped
