Identifying the audience and purpose

6.6 The student will write narratives, descriptions, and explanations.

7.8 The student will develop narrative, expository, and persuasive writing.
8.7 The student will write in a variety of forms, including narrative, expository,
persuasive, and informational.
Time 1 hour

Materials
Copies of the attached Writing Assignments strips
Chart paper
Markers

Lesson
1. Tell the students to sit back in their seats, close their eyes, and listen carefully in order to visualize
the following scenario as you read it aloud:
Imagine that you are in the middle of the school cafeteria and suddenly a food fight breaks out. You
turn your head just in time to be hit with a soggy blob of lumpy mashed potatoes. Without thinking,
you grab your red, runny jello and throw it. Just as it leaves your hand, you hear the cafeteria monitor
yelling, and the principals voice comes over the intercom. Suddenly there is silence, and everyone is
ordered back to class. Fifteen minutes later, you are called out of class and ordered to go to the office
to see the principal.

2. Divide the class into three groups. Distribute copies of the attached Writing Assignment # 1 to
the members of one group, the assignment # 2 to another group, and the assignment # 3 to the
third group. Take care that each group sees only their own assignment.
3. Allow students to confer in their groups and write a group response to the writing prompt. When
the members of each group are satisfied with their description, they should write it on chart
paper.
4. Post the three descriptions on the board, and have the groups read their descriptions to the rest
of the class. Have students compare and contrast the descriptions, especially identifying ways in
which they are different. Differences will undoubtedly include language, voice, tone, and selected
information. Ask students why they are so different, and lead them to consider the purpose and
intended audience of each piece. Have each group clearly identify the purpose and intended
audience for their piece and read their original writing assignment.
5. To conclude, have students consider what their purpose would be if they were asked to write a
note to the cafeteria workers and the custodial staff who had to clean up the mess after the food
fight. Ask them to describe the tone and voice they would use. If there is time, have students
individually write such an apology note as an exit slip, or assign it for homework.

Writing Assignments

Writing Assignment # 1
When you arrive in the office, the principal hands you a blank sheet of paper and tells you to write a
description of the cafeteria incident and your role in it. Write your response to this reallife writing
prompt.

Writing Assignment # 2
Imagine that your best friend was absent from school the day of the food fight, and you are anxious to
describe the scene in the cafeteria. Write a description of the cafeteria incident and your role in it as
you want to tell your best friend.

Writing Assignment # 3
You have been waiting to talk to the principal, and the dismissal begins. The principals secretary comes
out and tells you to go ahead and board your bus; the principal will deal with you first thing in the
morning. You run to your bus, worrying about what will happen tomorrow. You decide that you better
tell your parents something tonight. Write a description of the cafeteria incident and your role in it as
you will tell your parents.

Asking questions to gather information needed for writing

6.6a Use a variety of planning strategies to generate and organize ideas.

7.8a Apply knowledge of prewriting strategies.

8.7a Use prewriting strategies to generate and organize ideas.
Time 1 hour

Materials
Computers with Internet access 3
x 5 cards

Lesson
1. Ask students to name some state parks in Virginia, and list their responses on the board. Tell
students that they will be writing an informational brochure about a Virginia state park of their
choice and that they will formulate some questions about the information needed in such a
brochure.
2. Ask students to brainstorm with a partner to construct questions about the information that
should be included in the brochure, such as the following:
Where is the park located?
Are picnics allowed in the park?
Does it have an overnight camping area?
Are fires for cooking allowed?
What are the special features of the park?
3. When they are finished, ask each pair to share one question, and make a class list of questions on
the board.
4. When the class list is sufficiently complete, ask students to write each question from the list on a 3
x 5 card and then to group the cards by categories, such as water sports, camping, location, and
hours of operation.
5. Have students go to the Virginia state parks Web site at
http://www.virginia.org/site/features.asp?FeatureID=128 and pick a park in their geographical
region to research. Have them gather the information that will answer their questions and write
the answers to the questions on the cards.
6. Have students organize the information and draft the brochure by doing the lesson found on page
29: Creating a brochure: informational writing.
Resources
Gallagher, Kelly. Teaching Adolescent Writers. Portland, Maine: Stenhouse, 2006.
RubiStar: Create Rubrics for your Project-Based Learning Activities.
http://rubistar.4teachers.org/index.php
Prewriting Skill Using brainstorming, freewriting, 5WH, and graphic organizers

SOL 6.6a Use a variety of planning strategies to generate and organize ideas.

7.8a Apply knowledge of prewriting strategies.

8.7a Use prewriting strategies to generate and organize ideas.
Time 1 hour

Materials
Copies of a prewriting graphic organizer (teacher-selected)
Copies of the attached Prewriting Planning Sheet

Lesson
1. Ask students to brainstorm times in their lives that they have been surprised. Remind them that
surprises can be both good and bad. Give them sufficient time to create a list with a number of
events. If students have difficulty brainstorming, model the process for them by starting your own
list on the board.
2. After each student has a list, tell students to select one of the events about which to freewrite

i.e., write whatever comes to mind about the event without stopping even for one second from
the time you say go until you say stop. They must not stop, erase, or correct; they should just
write. Once they understand the process, say go, and keep students writing for at least 5 to 10
minutes, depending on the fluency of the group.
3. Have students select a second event from their brainstormed list. Tell them that they will now try
the 5WH method of prewriting. Have them write the questions Who?, What?, When?,
Where?, Why?, and How? down the side of the paper, and have them answer each question
about the second selected event.
4. Have students select a third event from their brainstormed list, and tell them to complete a
teacherselected graphic organizer capturing the main ideas of the event. They may use the
attached Prewriting Planning Sheet as the basic frame or another of their choosing.
5. Tell students that they have now tried four different prewriting strategies: brainstorming,
freewriting, 5WH, and graphic organizer. Ask the students which they liked best, but make it clear
that they are all good methods.
6. Have students select the event that they want to use as the subject of their paper. Have them use
the prewriting they have already done as a starting point and complete the attached Prewriting
Planning Sheet. If necessary, have them complete it for homework and come prepared to tell
their story the next day.
7. For closure, have students complete an exit slip on which they explain the kind of prewriting that
works the best for them and why.
Prewriting Planning Sheet

1. Think of a time you were very surprised, and write one sentence that summarizes the
experience. An example might be, When I was 10 years old, my parents threw a
surprise birthday party for me, and they really managed to surprise me.

2. List the events of that time in chronological order.

Event 1:
Event 2:
Event 3:
Event 4:
Event 5:
Event 6:
Event 7:
Event 8:
3. List the other people involved in the surprise.

4. Give the setting of the surprise. Be sure to include time, place, and duration.

5. Describe the day, using as many details as possible.

6. Describe the place, using as many details as possible.

7. Describe how you were feeling, what you were thinking, and what you said when you
were surprised.

Prewriting Skill Asking questions to elicit missing information and to clarify

SOL 6.6a Use a variety of planning strategies to generate and organize ideas.

7.8a Apply knowledge of prewriting strategies.

8.7a Use prewriting strategies to generate and organize ideas.
Time 1 hour

Materials
Prewriting Planning Sheets from the previous lesson

Lesson
This lesson will help students to write a sequential, fully developed personal narrative.

1. Ask the students to talk to a partner about the elements that are necessary for a story
to be good.
2. Hold a class discussion about these elements. Elicit responses that a good story must
include a clear sequence of events, good characters, and full elaboration with
interesting details.
3. Seat the students in a circle, and review the topics on the Prewriting Planning Sheet,
stressing that these elements are necessary in a good story. If students have not done
the Prewriting Planning Sheet from the previous lesson, distribute blank copies of it
for them to use.
4. Model the process that the students will use, as follows: sit in the circle with the
students, tell them a personal story about a time you were surprised, but make sure
you leave out some of the important elements. Tell students not to interrupt, but to
look at the planning sheet and take notes on things they hear. When you have
finished telling your story, allow them to ask you questions about the missing
information, about further details they want to know, and for clarification of things
they do not understand. Then, tell your story again, adding the details they requested.
5. Still in the class circle, ask for a student volunteer to tell his/her story to the group
without any interruption. Then, allow everyone in the circle, including yourself, to
question the storyteller to elicit further details, such as a complete setting. Questions
should include an emphasis on clarification of sequence, cause and effect, setting,
emotional reaction, and other such things. This is your opportunity to model good
questioning.
6. Have the storyteller repeat his/her story, including the new information and an
emphasis on correct sequence and elaboration. You may wish to make a recording of
the storytelling, as some students will find it very beneficial.
7. Form groups of three or four students, and have the groups repeat the process for
each student. This is a great group activity if each groups members are carefully
selected.
8. Have students write their personal narratives.
Prewriting Skill Using the RAFTS strategy to unpack the prompt

SOL 6.6a Use a variety of planning strategies to generate and organize ideas.

7.8a Apply knowledge of prewriting strategies.

8.7a Use prewriting strategies to generate and organize ideas.
Time 1 hour

Materials
Copies of the attached Released English Writing SOL Test Prompts

Lesson
1. As students prepare for SOL tests involving direct writing prompts, remind them that
the RAFTS prewriting strategy can be an excellent tool for planning writing. Explain
that the RAFTS strategy helps the writer know his/her role (R) as a writer, the
audience (A) for whom he/she is writing, the form (F) the writing will take, and the
topic (T) of the writing. Use of strong verbs (S) should also be considered. For more
about the RAFTS strategy, see http://www.readingquest.org/strat/raft.html.
2. Model several possibilities for using the RAFTS prewriting strategy to write a response
to the following writing prompt from the released 2004 Grade 8 SOL English Writing
test.
Prompt No. 951
Your principal is considering replacing all physical education classes
with study skills classes. Write to explain why you agree or disagree with
this idea.
Role Audience Form Topic Strong
verb
Parent of a student at The entire Letter to the Physical persuade
this school who school editor in the education is
disagrees with replacing district newspaper
physical education necessary for
classes students.

Student trying to get in The school Personal I need physical beg

shape for wrestling Principal letter education class plead
tryouts so I can increase
my strength.
3. Divide the class into three groups, and give each group one of the attached Released
English Writing SOL Prompts. Ask each group to come up with three ideas for their
prompt, using the RAFTS strategy.
4. Have the groups share their prompt and their ideas for writing with the whole class.
5. Have students individually pick one of the prompts and one of the prewriting ideas for
it and draft a response to the prompt.
Resources
Gallagher, Kelly. Teaching Adolescent Writers. Portland, Maine:
Stenhouse, 2006. R.A.F.T.S. Gallery.
http://www.geocities.com/writingprocess/gallery.htm.
Released English Writing SOL Test Prompts

Prompt No. 980

You have been asked to plan an after-school program for your school. Think
about activities that students might enjoy, and write about this after-school
program.

Prompt No. 881

Imagine that your school will soon be adding something new. What do you
think should be added? It may be a new club, or a new class that you would
like to take. It might be before school, during school, or after school. Write to
convince your principal that your idea is the one that should be added. Be
sure to be specific and explain your reasons.

Prompt No. 906

Imagine you have a time machine and you are able to transport one person
from the past to the present for one day. Whom would you choose? Write
about why you chose this person and your visit with this person.

Prewriting Skill Using graphic organizers and writing effective hooks

SOL 6.6c Select vocabulary and information to enhance the central idea, tone, and voice.

7.8c Choose vocabulary and information that will create voice and tone.
8.7c Select specific vocabulary and information.
Time 1 hour

Materials
Student writing portfolios (see lesson on page 131 for portfolio creation)
Internet access to online graphic organizers
Copies of a handout showing four to six types of prewriting graphic organizers (optional)

Lesson
Part 1
1. Distribute students writing portfolios, and instruct students to label their next blank
sheet Types of Prewriting Graphic Organizers. Instruct pairs of students to
brainstorm a list of the different kinds of graphic organizers they have used for the
prewriting stage of the writing process and to write a brief description of each.
2. After students have been given sufficient time, have the students share their favorite
graphic organizers. Encourage the class to continue their note-taking during this
share time.
3. Show students different types of graphic organizers, as found on Web sites such as
http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm
http://www.angelfire.com/wi/writingprocess/specificgos.html
http://www.graphic.org/goindex.html
This can be done using a projector or by making and distributing a handout that shows
four to six sample organizers on one page. Be sure to explain each type of organizer
and how different types can be used for different types of writing. Encourage students
to continue their note-taking as you explain these organizers.

4. Once all organizers have been explained, review the writing process. Remind students
that the next step in the process is drafting and that it should not be difficult if the
prewriting process has be done thoroughly. Encourage students to brainstorm the
difficulties with drafting that they have encountered in the past and the solutions they
have found.
Part 2
5. Hook sentences or attention getters are an important writing element that is often
forgotten. Have students title the next blank sheet in their writing portfolio Writing
Effective Hooks. Begin by having students create a class definition of hook as applied
to sentences. Be sure they understand that a hook does not state the central idea of
the writing, but rather captures the attention of the reader. This is an excellent fact to
have students include in their Writing Tips chart in their portfolio.
6. Hold a brief class discussion about the types of hooks students have used in their
writing. During the discussion, challenge students to classify the types of hooks. While
emphasizing that creating a hook does not have to be difficult, present students with
notes for inclusion in their portfolios about creating hooks. The Web site
http://www.frostburg.edu/clife/writingcenter/handouts/fishing.htm is helpful in this
regard, but you may prefer to include other methods.
7. Give students a list of broad topics similar to the ones on the Web site above and a list
of specific types of hooks. Have students, either individually or in pairs, develop hooks
for each topic, using the types of hooks listed. Remind them that the hook does not
state the central idea of the writing.
8. Allow students a chance to share their hooks with classmates and receive feedback.
Conclusion
9. Conduct a quick (oral) quiz on the types of graphic organizers and their uses, as well as
the various types of hooks and some examples.
Prewriting Skill Organizing ideas into categories and writing an outline

SOL 6.6b Establish central idea, organization, elaboration, and unity.

7.8b Elaborate the central idea in an organized manner.

8.7b Organize details to elaborate the central idea.
Time 1 hour

Materials
Copies of the attached Dogwood
Facts Cards Chart paper (optional)

Lesson
1. Remind students that after they have made a web or list of ideas for writing, they
need to sort the ideas into categories.
2. Give each pair of students a set of the 14 attached Dogwood Facts Cards, and ask
them to put them into four categories of facts.
3. Ask students to name each of the four categories of facts according to the cards in
each group and to write these category names on the four blank cards.
4. On chart paper or on the board, write Roman numerals for an outline, as shown
below, leaving sufficient space between the Roman numerals for subheadings to fit.
I.

II.
III.

IV.

5. Ask students to attach the category-name facts cards beside the Roman numerals.
Then, have them attach the other facts cards under the proper categories and add
the letters A, B, C, etc. for completing the outline.
6. Instruct students to draft an informational article, using the four headings as topics
for four paragraphs.
Resources
Gallagher, Kelly. Teaching Adolescent Writers. Portland, Maine: Stenhouse, 2006.
Dogwood Facts Cards KEY

I. Governmental Symbol Uses

A. Dogwood is the state flower of Virginia.
B. Dogwood is the official flower of the province British Columbia, Canada.
C. Dogwood is the state flower of Missouri and North Carolina.
II. Description
A. Tree is rarely more than 40 feet high.
B. In the fall, leaves turn scarlet.
C. Flowers are white or pink.
D. Wood is very hard and strong.
III. Types
A. There are forty different types of dogwood.
B. Fifteen varieties of dogwood are native to North America.
C. Other names are false boxwood, spindle tree, and bird cherry.
D. A species of dogwood grows in Australia.
IV. Historical Uses
A. Pioneers would peel off the bark, bite the twig, and use the wood as a toothbrush.
B. Wood was used for making the shuttles of looms.
C. Wood was used for making tool handles.

Dogwood Facts Cards

Tree is rarely more than 40 Wood is very hard and
feet high. strong.

Flowers are white or pink. Dogwood is the state flower

of Virginia.

Pioneers would peel off the Other names are false

bark, bite the twig, and use boxwood, spindle tree, and
the wood as a toothbrush. bird cherry.

A species of dogwood grows Wood was used for making

in Australia. the shuttles of looms.

Dogwood is the official In the fall, leaves turn

flower of the province British scarlet.
Columbia, Canada.

Wood was used for making There are forty different

tool handles. types of dogwood.

Fifteen varieties of dogwood Dogwood is the state flower

are native to North America. of Missouri and North
Carolina.

_______________________ _______________________
Write the category here. Write the category here.

_______________________ _______________________
Write the category here. Write the category here.

Prewriting Skill Analyzing and planning persuasive writing

SOL 7.8 The student will develop narrative, expository, and persuasive writing.

8.7 The student will write in a variety of forms, including narrative,

expository, persuasive, and informational.
Time 1 hour

Materials
Copies of the attached Wess Letter to the Editor handout (from the released 2001 Grade
8 SOL English Reading/Literature and Research test located on the Web at
http://www.doe.virginia.gov/VDOE/Instruction/2001sol/english_rlr_8.pdf)
Copies of the attached Wess Letter to the Editor Graphic Organizer
Highlighters in two colors
Copies of a teacher-compiled list of persuasive writing topics about which students will write
persuasive letters to the editor

Lesson
Note: This lesson can be expanded to emphasize reading and analysis of persuasive
techniques, reinforcing SOL 7.3, 7.6, 8.3, 8.6.

1. Tell the students to imagine that the city council has decided to ban all fast food
restaurants and discount stores from the area. Ask them what reasons they would
give for the council to reconsider and reverse its decision. Have students work in pairs
to list their ideas.
2. Have student pairs share their ideas with the class. Discuss the reasons presented,
pointing out or eliciting from students which reasons are fact and which are opinion.
3. Pass out copies of the attached Wess Letter to the Editor handout. Read through
the letter as a class. Discuss, and ask students to explain Wess main idea.
4. Pass out highlighters and copies of the attached Wess Letter to the Editor Graphic
Organizer. Have students write in the organizer the main idea, position, or thesis
identified by the class. Then, have them identify the arguments in each of the six
paragraphs and summarize them in the organizer.
5. Have students highlight the arguments written in their organizer, using one color for
fact and one for opinion. Discuss the effectiveness of these arguments and the
reasons for including both facts and opinions in persuasive writing. (Note: This first
part of the lesson will be revisited in the lesson on page 83, Revising persuasive
writing for voice and tone.)
6. Put students in groups of four. Give each group a copy of a list of persuasive writing
topics and a blank copy of the graphic organizer. Allow each group to select one of the
topics from the list. Tell them to select the one they feel the most strongly about
because they will be more successful in developing arguments for it than for the
topics of lesser interest.
7. Have each group decide on their main idea and then brainstorm arguments to support
it. Remind them to refer to Wess letter to the editor for ideas.
8. Have groups complete their graphic organizers, summarizing arguments for each
paragraph. They may wish to adjust the number of paragraphs. Remind groups to
include a balance of facts and opinions.
9. If there is time, have students begin writing a persuasive letter to the editor about the
topic they selected, using their ideas written on the graphic organizer. In any case,
have students complete the first draft of the letter by the next class period.
Wess Letter to the Editor

Dear Editor,
1 Brockingham is run by people who are more interested in tourists than its residents.
The problem is that the people running the government, and nearly everything else
in Brockingham, refuse to accept new ideas. By banning all fast-food restaurants
and discount stores, they take away all the places kids can afford to shop.
2 These people forget that when they were young, they could go to the South Street
Soda Fountain and get an ice-cream soda for 25 cents. Today you cant find an ice-
cream soda anywhere in Brockingham for less than $2! Why? Because the only
places selling ice cream in Brockingham are Danker & Phillips, de Chambord, and
The Emporium Restaurant. Have you tried buying a hamburger in one of those
places? You can get an Emporium Deluxe with lettuce, tomato, cheese, and a pickle
for a mere $6.98! Where can kids go for a snack?
3 There is not a single restaurant in Brockingham where a family of four can eat
dinner for less than $100. Add a 15% tip and sales tax and you have spent nearly
$125 to eat a meal you could prepare at home for about $12. Have you noticed that
Brockingham families never dine in Brockingham? But take a look at Parkersburg on
a Friday night. It seems as if youre walking down a Brockingham High corridor when
you walk down South Main Street in Parkersburg.
4 Fast-food restaurants are also a good place for school kids to get an after-school
job. Fast-food restaurants are busiest during the early supper hours when students
are able to work, whereas the fancy food restaurants cater to late-night diners.
Working in one of these establishments requires working shifts that are too late for
most students.
5 The City Council claims that local merchants, rather than national chains, should
benefit from the tourist business. I agree that it is important to support local
businesses, but I think the fast-food restaurants would encourage more people to
shop in Brockingham. As it is now, most tourists who come to Brockingham stop to
eat at low-cost, convenient places in Southport or Regis Landing. How does that
help Brockingham food establishments? Many people who stay overnight in
Brockingham drive 25 miles to Parkersburg for breakfast at Jiffy Burger. That place
is packed every weekend morning. Those profits could be kept in Brockingham.
6 Another thing that disturbs me is that we must travel 25 miles to the nearest
discount store. If I need a tire for my bike, I have a choice of buying one at Surf and
Peddle Sport Shop for $15 or driving to Parkersburg Discount Center where I can
buy the same kind of tire for $9. When I am in Parkersburg, Dad always fills up the
tank of the car, since the same brand of gas is at least 8 cents cheaper there than in
Brockingham. Again, I think the ban on all food chains and discount houses is
counterproductive for our city.
Wes Woodrow

9th-Grade Student at Brockingham High School

Wess Letter to the Editor Graphic Organizer

Main Idea, Position, or Thesis

Arguments Arguments Arguments Arguments

paragraph 1 paragraph 2 paragraph 3 paragraph 4

Arguments Arguments
paragraph 5 paragraph 6
Prewriting Skill Developing and recognizing the features of written
expression

SOL 6.6c Select vocabulary and information to enhance the central idea, tone and voice.

7.8c Choose vocabulary and information that will create voice and tone.
8.7c Select specific vocabulary and information.
Time 1 hour

Materials
Copy of the Written Expression Rubric for Grade 8 SOL English Writing Tests handout (see
Appendix B, page 140)
Copies of the attached Gross Food prewriting sheet
Overhead or LCD projector
Char
t
pape
r
Mark
ers

Lesson
1. Ask students to brainstorm for 5 minutes to list foods they hate. As they write their
lists, write your own. Allow students to talk about the gross and disgusting food
they put on their lists, and tell them about foods you particularly dislike.
2. Select one food item from your list, preferably one the students did not mention.
List on the board the characteristics of that food: what it looks like, what it smells
like, what it feels like, what it tastes like. Use vivid vocabulary and very specific
information. Then, write what the offensive food does to youwhat your physical
reaction was when you ate itand share with the students a time you were faced
with this food.
3. Put a copy of the Written Expression Rubric for Grade 8 SOL English Writing Tests
handout (see Appendix B, page 140) on the overhead or the LCD, and review use of
specific details, vivid vocabulary, and figurative language. Tell students that
combining those features effectively will let their own voice be heard in their
writing.
4. Inform students that there will be a contest to see who can describe an experience
with a hated food most effectively. Distribute copies of the attached Gross Food
prewriting sheet, and give students time to complete the prewriting information in
the chart.
5. Have students write their description of an experience with the hated food, using
the information they wrote on the chart.
6. When students are finished, place them in groups of four. Have students in each
group share their writings and select the one that is best. Have each group write
their selected best writing on chart paper to be posted for all to read.
7. Have a student in each group read his/her groups posted writing, and have the
other students identify the specific details, vivid vocabulary, and figurative language
in it.
8. Have students vote to select the best writing according to the grade 8 written
expression rubric. Note: If this activity works well and proves beneficial, you might
wish to repeat it with favorite foods.
Resources
Gallagher, Kelly. Teaching Adolescent Writers. Portland, Maine: Stenhouse, 2006.
Gross Food

Name of the food:

What I do in
How it looks How it smells How it feels How it tastes
reaction to it!

In the space below, write about one of the following times:

The time I realized I hated this food
A time I was faced with this food
Prewriting Skill Using prewriting strategies for narrative writing, and then
drafting

SOL 6.6a Use a variety of planning strategies to generate and organize ideas.
6.6b Establish central idea, organization, elaboration, and unity.
7.8a Apply knowledge of prewriting strategies.
7.8b Elaborate the central idea in an organized manner.
8.7a Use prewriting strategies to generate and organize ideas.
8.7b Organize details to elaborate the central idea.
Time 1 hour

Materials
Student writing portfolios (see lesson on page 131 for portfolio creation)
Samples of good personal narratives from the textbook, magazines, newspapers, or online
sources
Copies of the attached Narrative Writing Prompt worksheet (from the released 2001
Grade 8 SOL English Writing test)

Lesson
Prewriting
1. Ask the students to jot down a definition of personal narrative and share it with a
partner. Have partners share some of their definitions with the class, and discuss.
Have students come to a consensus on the definition of this term.
2. Invite students to look at some samples of good personal narratives found in the
textbook, magazines, newspapers, or online sources. As they are examining the
samples, instruct them to look for some common elements that are found in the
stories, such as first-person pronouns, dialogue, and a particular order of the
writing. Discuss the reason these elements are used in personal narratives.
3. Distribute writing portfolios, and complete a quick review of the students notes on
the writing process. Inform students they will focus on the prewriting and drafting
stages of the process in this lesson.
4. Distribute copies of the attached Narrative Writing Prompt, and have students
read the prompt and underline the words they think are the key words. Take a few
minutes to discuss the students chosen key words and their reasons for choosing
them.
5. Remind students that although they are to write a personal narrative, it may
actually be partly or wholly fictional even though it may be based on a true event.
Stress that the students goal as writers in this assignment is to keep the reader
interested, not to impart truth.
6. At this point, students should be ready to begin the prewriting stage of the process.
Remind them that they must first spend a few minutes brainstorming ideas for a
topic and then narrow down their ideas before they actually start working on any
type of graphic organizer. For example, if I experienced several times in my life
when I did something I had thought I could not do, I would first need to list those
times and choose one before I begin to organize my thoughts in a graphic organizer.
7. Have students spend the next 10 to 15 minutes narrowing their topic and organizing
their thoughts in a graphic organizer of their choice. If they need help, have them
refer to their notes on graphic organizers in their writing portfolios.
8. Explain that sometimes when one is writing a story, it is helpful in the prewriting
stage to run story ideas past another person and get some feedback. Group
students in pairs, and have the students read their ideas aloud to their partners.
Stress that the listener must respond with ideas that will be helpful to the writer
and that the writer may add any details he/she wishes to the prewriting (graphic
organizer) during this conference. Allow about eight minutes for pairs to confer
about their respective writings.
Drafting
9. Have students use the remainder of the time to write a first draft, using their ideas
from the prewriting stage. Remind students to incorporate into their narratives the
same elements found in the sample personal narrative examined earlier. Encourage
students to refer to their notes on writing effective hooks and effective paragraphs,
if needed.
10. Have students organize the completed parts of their narrative writing and file them
on the left side of their writing portfolio. Collect the writing portfolios. Tell students
that they will continue the writing process on another day (see narrative revising
lesson on page 87).
11. Take a quick poll to see how many students added a bit of fiction to their personal
narratives. For students who did not, this will serve as a reminder that it is
permitted to add a bit of exaggeration or elaboration to keep the interest of the
reader. As long as the story is not presented to the reader as complete truth, it is
appropriate to include some fiction.
12. Ask students to think about their stories overnight. Tell them to think about how
the story really happened and to write down everything they can remember about
itevery detailincluding the five Ws. Challenge students to think about ways they
can make their stories more vivid and interesting for the reader.