EACH QUARTER CONSISTS OF ONE UNIT DESCRIBED IN TWO PARTS: READING
PRECEDING THE WRITING. THE INTENT IS THAT THE LESSONS FOR THESE UNITS
WOULD BE DESIGNED AND TAUGHT SIMULTANEOUSLY.
Grade
8
Title of Unit of Study:
Quarter
3
# of Unit
3.2
Writing a Narrative
# of Instructional Days 20-25 days, 1 day = 40 minutes
OVERVIEW
Students will read literary texts determine a theme or central idea and its development over the
course of the text. Students will pay close attention to the relationship that the theme has to the
characters, setting, and plot. In addition, students will provide an objective summary of the text.
Through the use of comparisons, analogies, or categorizations, students will analyze the text
making connections among and distinctions between individuals, ideas, or events.
Students will write a narrative developing real or imagined experiences or events. The narrative
must include descriptive details and well structured event sequences as well as engaging the
reader by establishing a context and point of view. They must introduce a narrator and/or
characters, and they must include narrative techniques such as dialogue to develop the narrative.
The narrative will contain a variety of transition words, phrases, and clauses as well as precise
words and phrases and sensory language. In addition the narrative will contain a conclusion that
follows from and reflects the narrated experiences or events. Students will demonstrate a
command of the conventions of standard English grammar and usage as well as an understanding
of figurative language. The narrative will be revised, edited, and rewritten with the support of
peers and adults.
CONCEPTS TO BE USED AND SKILLS TO BE LEARNED
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WRITE narratives to DEVELOP real or imagined experiences or events USING
effective technique, relevant descriptive details, and well-structured event sequences.
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.
USE narrative techniques, such as dialogue, pacing, description, and reflection, to
DEVELOP experiences, events, and/or characters.
USE a variety of transition words, phrases, and clauses to CONVEY sequence,
SIGNAL shifts from one time frame or setting to another, and SHOW the
relationships among experiences and events.
USE precise words and phrases, relevant descriptive details, and sensory language to
CAPTURE the action and CONVEY experiences and events.
EACH QUARTER CONSISTS OF ONE UNIT DESCRIBED IN TWO PARTS: READING
PRECEDING THE WRITING. THE INTENT IS THAT THE LESSONS FOR THESE UNITS
WOULD BE DESIGNED AND TAUGHT SIMULTANEOUSLY.
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PROVIDE a conclusion that FOLLOWS from and REFLECTS on the narrated
experiences or events.
DEMONSTRATE command of the conventions of standard English grammar and
usage when WRITING or SPEAKING.
EXPLAIN the function of verbals (gerunds, participles, infinitives) in general and their
function in particular sentences.
FORM and USE verbs in the active and passive voice.
FORM and USE verbs in the indicative, imperative, interrogative, conditional, and
subjunctive mood.
RECOGNIZE and CORRECT inappropriate shifts in verb voice and mood.*
With some guidance and support from peers and adults, DEVELOP and STRENGTHEN
writing as needed by PLANNING, REVISING, EDITING, REWRITING, or TRYING a
new approach, FOCUSING on how well purpose and audience have been addressed.
(Editing for conventions should demonstrate command of Language standards 1–3 up to
and including grade 8 on page 53.)
DETERMINE a theme or central idea of a text and ANALYZE its development over
the course of the text, INCLUDING its relationship to the characters, setting, and
plot; PROVIDE an objective summary of the text.
ANALYZE how a text makes connections among and distinctions between
individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
DEMONSTRATE UNDERSTANDING of figurative language, word relationships,
and nuances in word meanings.
INTERPRET figures of speech (e.g. verbal irony, puns) in context
With some guidance and support from peers and adults, DEVELOP and STRENGTHEN
writing as needed by PLANNING, REVISING, EDITING, REWRITING, or TRYING a
new approach, FOCUSING on how well purpose and audience have been
ADDRESSED.
ESSENTIAL QUESTIONS
How does the author of ______________ use characters, setting, and/or plot to develop a theme
or central idea?
How do narrative techniques such as dialogue, pacing, description, and/or reflection to develop
experiences, events, and/or characters help to develop a story line? When writing your narrative,
which strategies could you use to engage the reader?
WRITTEN CURRICULUM
FOCUS STANDARDS
EACH QUARTER CONSISTS OF ONE UNIT DESCRIBED IN TWO PARTS: READING
PRECEDING THE WRITING. THE INTENT IS THAT THE LESSONS FOR THESE UNITS
WOULD BE DESIGNED AND TAUGHT SIMULTANEOUSLY.
W 8.3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
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.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop
experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts
from one time frame or setting to another, and show the relationships among experiences
and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.8.5 With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grade 8 on page 53.)
L 8.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a.Explain the function of verbals (gerunds, participles, infinitives) in general and their
function in particular sentences.
b.Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and
subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood.*
L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
a. Interpret figures of speech (e.g. verbal irony, puns) in context
RL 8.2 Determine a theme or central idea of a text and analyze its development over the course
of the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text.
RL 8.3 Analyze how a text makes connections among and distinctions between individuals,
ideas, or events (e.g., through comparisons, analogies, or categories).
REINFORCING STANDARDS
W 8.5 With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well
purpose and audience have been addressed. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grade 8 on page 53.)
EACH QUARTER CONSISTS OF ONE UNIT DESCRIBED IN TWO PARTS: READING
PRECEDING THE WRITING. THE INTENT IS THAT THE LESSONS FOR THESE UNITS
WOULD BE DESIGNED AND TAUGHT SIMULTANEOUSLY.
RECURRING STANDARDS
W 8.10 Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
L 8.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their
function in particular sentences.
b . Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and
subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood.*
L 8.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
L 8.3 Use knowledge of language and its conventions when writing, speaking, reading, listening.
a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to
achieve particular effects (e.g., emphasizing the actor or the action; expressing
uncertainty or describing a state contrary to fact).
L 8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
RI 8.10 By the end of the year, read and comprehend literature, including stories, dramas, and
poems, at the high end of grades 6–8 text complexity band independently and proficiently.
RL.8.10 Range of Reading and Level of Text Complexity: By the end of the year, read and
comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text
complexity band independently and proficiently
SL8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 53 for
specific expectations.)
CLARIFYING STANDARDS
KEY: RL=Reading Standards for Literature, RI= Reading Standards for Informational Text,
RF= Foundational Skills, W= Writing Standards, SL=Speaking & Listening Standards,
L=Language Standards
W 8.3 In 7th grade, students wrote narratives to develop real or imagined experiences or events
using effective technique, relevant descriptive details, and well-structured event sequences.
They engaged and oriented the reader by establishing a context and point of view and
EACH QUARTER CONSISTS OF ONE UNIT DESCRIBED IN TWO PARTS: READING
PRECEDING THE WRITING. THE INTENT IS THAT THE LESSONS FOR THESE UNITS
WOULD BE DESIGNED AND TAUGHT SIMULTANEOUSLY.
introducing a narrator and/or characters; organized an event sequence that unfolds naturally and
logically. They used narrative techniques such as dialogue, pacing, and description to develop
experiences, events, and/or characters. They used a variety of transition words, phrases, and
clauses to convey sequence and signal shifts from one timeframe or setting to another. They
used precise words and phrases, relevant descriptive details, and sensory language to capture the
action and convey experiences and events. They provided a conclusion that followed from and
reflected on the narrated experiences or events. In 8th grade, the expectations are the same
with the addition of the ability to use reflection in the narrative and show the relationships
among experiences and events. As students enter grades 9 and 10, they will write narratives to
develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences. They will engage and orient the reader by setting out a
problem, situation, or observation, establishing one or multiple point(s) of view, and introducing
a narrator and/or characters; create a smooth progression of experiences or events. They will use
narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines to
develop experiences, events, and/or characters. They will use a variety of techniques to
sequence events so that they build on one another to create a coherent whole. They will use
precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, setting, and/or characters. They will provide a conclusion that follows from and
reflects on what is experienced, observed, or resolved over the course of the narrative.
W 8.5 In grade 7, students, with some guidance and support from peers and adults, developed
and strengthened writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience are addressed. In grade 8, the
expectations are the same, but with 8th grade content. As students enter grades 9 and 10, the
focus is on addressing what is most significant for a specific purpose or audience.
L 8.1 In grade 7, students demonstrated command of the conventions of standard English
grammar and usage when writing or speaking. They explained the function of phrases and
clauses in general and their function in specific sentences. They chose among simple,
compound, complex, and compound-complex sentences to signal differing relationships among
ideas. They placed phrases and clauses within a sentence, recognizing and correcting misplaced
and dangling modifiers. In grade 8, the students will explain the function of verbals in
general and their function in particular sentences. They will form and use words in active
and passive voice. They will form and use words in the indicative, imperative,
interrogative, conditional, and subjunctive mood. They will recognize and correct
inappropriate shifts in word choice and mood. As students enter grades 9 and 10, they will
use parallel structure. They will use various types of phrases and clauses to convey specific
meanings and add variety and interest to writing or presentations.
L 8.5 In grade 7, students demonstrated understanding of figurative language, word
relationships, and nuances in word meanings. They interpreted figures of speech in context. In
EACH QUARTER CONSISTS OF ONE UNIT DESCRIBED IN TWO PARTS: READING
PRECEDING THE WRITING. THE INTENT IS THAT THE LESSONS FOR THESE UNITS
WOULD BE DESIGNED AND TAUGHT SIMULTANEOUSLY.
grade 8, the expectations are the same with the use of advanced figures of speech (e.g.
verbal irony, puns). As students enter grades 9 and 10, the expectations are the same with the
use of advanced figures of speech (e.g. euphemism, oxymoron), and the students’ ability to
analyze their role in the text.
RL 8.2 In grade 7, students are asked to determine a theme or central idea of a text and analyze
its development over the course of the text; provide an objective summary of the text. In grade
8, they are asked to determine a theme or central idea of a text and analyze its development
over the course of the text including its relationship to the characters setting and plot;
provide an objective summary of the text. As they enter grades 9 and 10, they are asked to
determine a theme or central idea of a text and analyze in detail its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
RL 8.3 In grade 7, students are asked to analyze how particular elements of a story or drama
interact. In grade 8, they have to analyze how particular lines of a dialogue or incidents in a
story or dram propel the action reveal aspects of the character or provoke a decision. As
then enter grades 9 and 10, the students have to analyze how complex characters develop over
the course of the text, interact with other characters, and advance the plot or development of the
theme.
RESOURCES
EACH QUARTER CONSISTS OF ONE UNIT DESCRIBED IN TWO PARTS: READING
PRECEDING THE WRITING. THE INTENT IS THAT THE LESSONS FOR THESE UNITS
WOULD BE DESIGNED AND TAUGHT SIMULTANEOUSLY.
Text Examples
Appendix B
Twain, Mark. The Adventures of Tom Sawyer. New York: Modern Library, 2001. (1876)
From Chapter 2: “The Glorious Whitewasher” See Common Core Appendix B page 77 for
text and page 89 for suggested lessons
Douglass, Frederick. Narrative of the Life of Frederick Douglass an American Slave,
Written by Himself. Boston: Anti-Slavery Office, 1845. (1845) See Common Core
Appendix B page 90-91 for text and page 93 for suggested lessons
Short Stories
Asimov, Isaac Hallucination See www.scribd.com/doc/2489396/Hallucination for text
Basil Heatter - The Long Night of the Little Boats - Grade 8 See achievethecore.org for text and
suggested lessons.
Bauer, Joan Clean Sweep
See http://lostofshortstories.wordpress.com/clean-sweep-by-joan-bauer/ for text.
Bradbury, Ray The Drummer Boy of Shiloh
See http://heights.fms.k12.nm.us/faculty_staff/wleupold/0409EC95-00757F35.1/The%20Drummer%20Boy%20of%20Shiloh.pdf for text.
Canfield-Fisher, Dorothy The Apprentice
See https://schoolweb.dysart.org/TeacherSites/uploads/7595/Study%20Guide/page_432.pdf for
text.
Jackson, Shirley, Charles See http://www.enotes.com/charles for lesson suggestions.
See www.lordalford.com/9grade/.../CHARLESbyShirleyJacksonSTORY for text.
Lanston, Hughes, Thank you, M’am
See http://staff.esuhsd.org/danielle/english%20department%20lvillage/rt/Short%20Stories/Thank%20You,%20Ma'am.pdf for text.
Poe, Edgar Allen, Tell-Tale Heart See http://www.literature.org/authors/poe-edgar-allan/tell-taleheart.html for text.
Stockton, Frank The Lady or the Tiger See http://www.eastoftheweb.com/short-
EACH QUARTER CONSISTS OF ONE UNIT DESCRIBED IN TWO PARTS: READING
PRECEDING THE WRITING. THE INTENT IS THAT THE LESSONS FOR THESE UNITS
WOULD BE DESIGNED AND TAUGHT SIMULTANEOUSLY.
stories/UBooks/LadyTige.shtml for text.
Novel Excerpts
Twain, Mark. The Adventures of Tom Sawyer. New York: Modern Library, 2001. (1876)
From Chapter 2: “The Glorious Whitewasher” See Common Core Appendix B page 77 for text
and page 89 for suggested lessons
Literary Non-fiction
Angelou, Maya Excerpt I Know Why the Caged Bird Sings
Douglass, Frederick. Narrative of the Life of Frederick Douglass an American Slave, Written by
Himself. Boston: Anti-Slavery Office, 1845. (1845) See Common Core Appendix B page 90-91
for text and page 93 for suggested lessons
King, Martin Luther The American Dream
Speeches
Obama, Barack Out of Many, One
See http://www.commondreams.org/views04/0728-13.htmfor text.
Drama
Fletcher, Lucille The Hitchhiker See
http://www.genericradio.com/show.php?id=6845efa745272e3b for text.
See http://archive.org/details/OrsonWellesOnSuspense for audio file (Orson Welles).
Frank, Anne The Diary of Anne Frank
See http://www.youtube.com/watch?v=TJYSEUJb30s&safety_mode=true&persist_safety_mode=1&safe=active
for movie.
Other Resources
Accountable Talk Sourcebook http://ifl.lrdc.pitt.edu/ifl/index.php/resources/other_resources/
Text Based Discussion Protocols http://educon20.wikispaces.com/Protocols+Examples
Day Book of Critical Reading and Writing: Great Source
Write Source: Great Source
EACH QUARTER CONSISTS OF ONE UNIT DESCRIBED IN TWO PARTS: READING
PRECEDING THE WRITING. THE INTENT IS THAT THE LESSONS FOR THESE UNITS
WOULD BE DESIGNED AND TAUGHT SIMULTANEOUSLY.
Terminology
Analysis - The process and method of studying the nature of something or of determining its
essential features and their relationships. It can also include examining the parts of something (
such as a text, topic, etc.) to come to a more thorough understanding of the whole.
Argument - The setting forth of reasons together with a conclusion drawn from them, based on
validated evidence.
Characterization- portrayal; description: the actor's characterization of a politician. The
creation and convincing representation of fictitious characters.
Claim - An assertion of something as a fact: He made no claims to originality.
Conjunctive - serving to connect; serving to connect two clauses or sentences, as however
Connotation - Refers to the association that are connected to a certain word or the emotional
suggestions related to that word.
Counter Claim - A claim made to offset another claim
Craft - An art, trade, or occupation requiring special skill. Author;s craft is the style and
techniques a writer uses to create an interesting piece.
Delineate - To portray in words; describe or outline with precision
Denotation - The explicit or direct meaning or set of meanings of a word or expression, as
distinguished from the ideas or meanings associated with it or suggested by it; the association or
set of associations that a word usually elicits for most speakers of a language, as distinguished
from those elicited for any individual speaker because of personal experience. Compare
connotation.
Diction - Style of speaking or writing as dependent upon choice of words: good diction.
The accent, inflection, intonation, and speech-sound quality manifested by an individual speaker,
usually judged in terms of prevailing standards of acceptability; enunciation.
Evaluate - To judge or determine the significance, worth, or quality of; assess
Evidence - Facts, figures, details, quotations, or other sources of data and information that
provides support for claims or an analysis and that can be evaluated by others; should appear in a
form and be derived from a source widely accepted as appropriate to a particular discipline.
Figurative language - Language used to create a special effect or feeling. It is characterized by
language that compares (simile/metaphor) exaggerates (hyperbole), and means something other
EACH QUARTER CONSISTS OF ONE UNIT DESCRIBED IN TWO PARTS: READING
PRECEDING THE WRITING. THE INTENT IS THAT THE LESSONS FOR THESE UNITS
WOULD BE DESIGNED AND TAUGHT SIMULTANEOUSLY.
than what it first appears to mean. Other figurative language techniques are personification,
alliteration, onomatopoeia, idioms, etc.
Formal Style - Speech or writing marked by precise use of language. Contrast with informal
style.
Imagery - the formation of mental images, figures, or likenesses of things, or of such images
collectively: the dim imagery of a dream.
Informal Style - Speech or writing marked by casual, familiar, and sometimes colloquial (slang)
use of language.
Informational Text - Text designed to convey factual information rather than tell a story.
Informational text may employ techniques such as lists, comparing/contrasting, cause and effect,
graphs and charts.
Literary Text - Text designed to convey imaginative information and perhaps tell a story.
Point of View - The perspective from which a speaker or writer recounts a narrative or presents
information.
Reflection - Careful thought or consideration.
Rhetoric - The art of speaking and writing effectively.
Structure - Anything composed of parts arranged together in some way; an organization; The
relationship or organization of the component parts of a work of art or literature: the structure of
a poem.
Subjunctive - Noting or pertaining to a mood or mode of the verb that may be used for
subjective, doubtful, hypothetical, or grammatically subordinate statements or questions, as the
mood of be in if this be treason.
Summarize - To state or express in a concise form.
Syntax - The study of rules for the formation of grammatical sentences in a language. The study
of the patterns of formation of sentences and phrases from words.
Synthesize - To form a new idea from many parts or elements ( opposed to analyze): to
synthesize a statement.
Theme - A central idea, concern, or purpose in a literary work.
Verbals - A word, particularly a noun or adjective, derived from a verb.
EACH QUARTER CONSISTS OF ONE UNIT DESCRIBED IN TWO PARTS: READING
PRECEDING THE WRITING. THE INTENT IS THAT THE LESSONS FOR THESE UNITS
WOULD BE DESIGNED AND TAUGHT SIMULTANEOUSLY.
Voice - The literary term used to describe the individual writing style of an author. Voice was
generally considered to be a combination of a writer's use of syntax, diction, punctuation,
character development, dialogue, etc.,