Cause-And-Effect Narrative

SHORT STORY WRITING MADE EASY!

Students love to write short stories, but they often have trouble getting started and creating a balanced plot. These Common Core aligned materials help students to:

Utilize their knowledge of narrative elements

Create a focused and dynamic main character

Write a gripping introduction and reflective conclusion

Maintain a consistent voice

Provide logical sequence and complete transitions

Include vivid description employing various forms of imagery

Demonstrate command of conventions

MATERIALS:

Lesson plans
Project description
Rubric
Parent contract
Features of a good short story

Brainstorming exercises:
Select a genre
Choose or create a story premise
Sketch a dynamic character
Complete a plot chart
Determine a point of view
Point of view explanations and examples
Sample introduction paragraphs
Sample story
Dialogue cheat sheet
Revision checklist
Editing checklist

Common Core Alignment:

W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. 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.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Lesson Plans

These lesson plans are designed to be approximately 25 minutes. They include an objective, materials, mini-lesson, writing assignment, and sharing opportunities.

Day 1:

OBJECTIVE:utilize knowledge of story elements in pre-writing brainstorming exercises.

MATERIALS: Powerpoint presentation, product description, rubric, sample story, brainstorming sheets.

STEPS:

Introduction:

Hand out project description and rubric to discuss (slides 1-4).

Read sample story aloud.

Discuss features of a short story and literary genres (slides 6-7).

Story Premise:

Think Pair Share: show sample story premises and have students predict what could go wrong with their partner(slide 8).

Hand out brainstorming sheets and have students:

Select a genre (slide 7).

Choose or create a story premise (slide 9).

Share premises in a whiparound

Day 2:

OBJECTIVE: utilize knowledge of story elements in pre-writing brainstorming exercises.

MATERIALS: Powerpoint presentation, product description, rubric, sample story, brainstorming sheets.

STEPS:

Character:

Define dynamic character (slide 10).

Show two sample character descriptionsand ask students to guess the wish each character would make (slides 11-12).

Students complete their focused character descriptions on brainstorming sheet.

Share some of their descriptions and have class guess the wish each character would make(slide 13).

Point of View:

Discuss point of view(slides 14-16).

Students select point of view for their narration on the brainstorming sheet.

Poll the class to see who is using first or third person.

Homework: finish brainstorming if not completed in class.

Day 3:

OBJECTIVE:demonstrate understanding of plot structure through completion of plot chart.

MATERIALS: Powerpoint presentation, plot chart, sample story plot chart.

STEPS:

Mini-lesson:exposition, rising action, climax, falling action, resolution (slide 18-23).
Plot Chart:

Hand out plot chart(slide 24).

Show sample story plot chart (slide 25).

Exposition:

Students complete paragraphs 1-2 of their own plot chart.

Day 4:

OBJECTIVE: demonstrate understanding of plot structure through completion of chart.

MATERIALS: Powerpoint presentation, plot chart, sample story plot chart.

STEPS:

Rising Action:

Define “catalyst” as it is used in science. Have students use this knowledge to determine what a catalyst event in a story might be. Refer to catalyst event in sample story (25).

Students complete paragraph 3 of theirplot chart; share a few catalyst events.

Discuss the appearance of the genie in sample plot chart.

Studentscomplete paragraph 4.

Discuss building conflict using sample story plot chart.

Students complete paragraphs 5 through 7.

Think Pair Share: discuss events of rising action with a partner.

Climax

Discuss climax of sample story and have student add a climax event to their chart.

Falling Action and Resolution:

Discuss falling action and resolution in sample story.

Students can complete their plot chart.

Post-it: students record what their dynamic character has learned. Have students post the lessons on the front board and take a gallery walk.
Homework: students should complete plot chart if not done in class or review completed chart.

Day 5:

OBJECTIVE: demonstrate understanding of a narrative exposition through draft of paragraph 1.

MATERIALS: Powerpoint presentation, sample introductions handout, sample story.

STEPS:

Mini-lesson:the hook.

Brainstorm: what makes for a strong introduction?

Provide students with sample introductions handout.

Show students different models and explain why they are effective (slides 27-33).

Introduction (paragraph 1):

Look at sample story paragraph 1 (55).

Student will write their own introductions and share with a partner or in small groups.

Several volunteers may want to share for the class.

Homework: complete paragraph 1 if not done in class.

Day 6:

OBJECTIVE: demonstrate understanding of a narrative exposition through draft of paragraph 2.

MATERIALS: Powerpoint presentation, sample story

STEPS:

Mini-lesson: Play with metaphor (slides 35-37).

Students will construct a metaphor for their character.

Students can write metaphors on 3x5 cards for you to collect and read aloud.

Character Description (paragraph 2):

Look at sample character description (slide 56).

Draft paragraph 2.

Share with a partner or small group.

Several volunteers may want to share with the class.

Homework: complete paragraph 2 if not done in class.

Day 7:

OBJECTIVE: demonstrate ability to use complete transitions, maintain tense consistency, and present events in logical order.

MATERIALS: Powerpoint presentation, sample story.

STEPS:

Mini-lesson: organization (slides 38-41).

Verb tense.

Transitions.

Have students self-check the first two paragraphs for consistent verb tense and transitions.

Discuss any findings.

Catalyst Event (paragraph 3):

Review definition of “catalyst.”

Look at sample paragraph 3 (slide 57).

Students draft paragraph 3.Conference with several students during this time.

Genie’s Appearance (paragraph 4):

Look at sample paragraph 4 (slide 58).

Students write paragraph 4. Conference with several students during this time.

Share paragraphs 3 and 4 with a partner or small group.

If there is time, allow volunteers to share paragraph 3 or 4.

Homework: finish paragraph 4 if necessary.

Day 8:

OBJECTIVE: demonstrate ability to format dialogue correctly.

MATERIALS: Powerpoint presentation, sample story.

STEPS:

Mini-lesson: Dialogue (slides 42-46).

Hand out dialogue cheat sheet.

Look at sample dialogue (slides 59-60).

Have students construct dialogue between main character and genie. Conference with several students.

Homework:finish dialogue between main character and genie.

Day 9:

OBJECTIVE: demonstrate ability to use variety in language and sentence structure in writing.

MATERIALS: Powerpoint presentation, sample story

STEPS:

Mini-lesson: Style (slides 48-53).

Avoid short, choppy sentences.

Use powerful and precise language.

Be clear and concise.

Give students time to look for short, choppy sentences in their own work.

Event After the Wish (paragraph 6):

Look at sample paragraph 6 (slide 61)

Draft paragraph 6; conference with several students.

Trouble Sets In (paragraph 7):

Look at paragraph 7 (slide 62)

Draft paragraph 7; conference with several students.

Share paragraphs 6 and 7

Homework:finish paragraph 7 if necessary.

Day 10:

OBJECTIVE:demonstrate ability to describe characters, events, and setting using imagery in brainstorming activity.

MATERIALS: Powerpoint presentation, sample story, chart papers, markers.

STEPS:

Mini-lesson: exploring imagery through carousel brainstorming.

Read aloud a novel passage that demonstrates the power of strong imagery. I like to read fromThe Island of the Blue Dolphins.

Place 5 pieces of chart paper throughout the room, each labeled with one of the five senses.

Students must record a sensory detail from their story on each chart. They can rotate in groups of four or five.

Share the details recorded on the charts.

Discuss which charts are short on details.

Give students time to add sensory details to their stories.

Climax (paragraph 8):

Look at sample paragraph 8 (slide 63).

Draft paragraph 8. Conference with several students.

Share climax in a whiparound.

Day 11:

OBJECTIVE:demonstrate understanding of falling action and resolution through draft.

MATERIALS: Powerpoint presentation, sample story

STEPS:

Falling Action (paragraph 9):

Review definition for falling action.

Look at sample paragraph (slide 64).

Draft paragraph 9. Conference with several students.

Resolution (paragraph 10):

Review definition for resolution.

Look at sample paragraph (slide 65).

Draft paragraph 10. Conference with several students.

Share paragraphs 9 and 10 in pairs and small groups

Offer volunteers opportunity to share with the class.

Day 12:

OBJECTIVE:demonstrate ability to review work and make changes in organization, style, and content.

MATERIALS: Powerpoint presentation, revision checklist

STEPS:

Mini-lesson: using the checklist.

Hand out revision checklist and discuss (slide 67).

Complete exercises to establish expectations.

Begin revision process.

Assigned revision peers sit away from each other and review the stories independently.

After completing the checklist and recording suggestions, peers meet for discussion.

As a class, share suggestions that were offered through the process.

Day 13:

OBJECTIVE:demonstrate ability to use checklist to review work and make corrections to convention errors.

MATERIALS: Powerpoint presentation, editing checklist.

STEPS:

Mini-lesson: Using the checklist.

Hand out editing checklist and discuss (slide 77).

Complete exercises to establish expectations.

Begin editing process.

Assigned editing peers sit away from each other and review the stories independently.

After completing the checklist and marking the draft up with proofreading marks, peers meet for discussion again.

As a class, talk about common errors.

Day 14:

Give students time to share with whomever they want to.
Select several stories to read aloud.
Staple rubrics and parent contracts to drafts and send them home.
Review rubric, parent contract, and record deadlines in assignment books.
If there is extra time, have student pick several paragraphs to illustrate.

BE CAREFUL WHAT YOU WISH FOR! I LEARNED THIS THE HARD WAY…

Topic: A genie has offered to grant your main character one wish. Unexpectedly, the wish has some negative consequences for the main character and/or other characters.

Audience:

Elementary through middle school
Keep language and theme appropriate for this audience.
While there can be action, violence cannot be graphic.

Purpose:

Your story should entertain but also deliver an important message.
There is a lesson to be learned from this story.

Task: Write a ten paragraph short story and be sure to include:

Dynamic Character: main character who makes the wish and changes from the experience.
Static Character: genie who offers the wish.
Clear and consistent point of view: first or third person is acceptable.
Conflict: what are the negative effects of the wish?
Resolution: how is the conflict resolved? It doesn’t have to be a happy ending!
Dialogue: this should provide information about characters and events
Imagery that appeals to the senses: simile, metaphor, hyperbole, personification, alliteration, onomatopoeia

STEPS:

Prewriting:

Identify features of a good short story
Select a genre
Write a one-sentence story premise
Develop a focused main character
Complete graphic organizer

Draft:

Transfer ideas into paragraphs using suggested plot structure

Revise:

Use the revision checklist to review your work with your partner and use the feedback to make changes in content and style

Edit:

Use the revision checklist to review your work with your partner and use the feedback to make correction in spelling, punctuation, capitalization, and sentence structure

Publish:

Produce your best copy for grading and sharing

SHORT STORY RUBRIC (100 points)

Name: ______

Period: ______

Focus (10 points):

_____ Details support plot and topic sentences of each paragraph (5 points)

_____ Consistent point of view (5 points)

Content (30 points):

_____Ten paragraphs; four to six sentences each (15 points)

_____One dynamic character who changes in some way (3 points)

_____Dialogue: at least two lines of dialogue (2 point)

_____Conflict: wish and its negative effects (5 points)

_____Resolution: doesn’t have to be a happy ending! (5 points)

Organization (20 points):

_____Complete transitions to show change in time, place or topic (10 points)

____ Events in logical order

Style (15 points):

_____Descriptive language that appeals to the senses and paints vivid pictures of

the characters, setting, and events (7 points)

_____Sentence variety in length and beginnings (8 points)

Conventions (25 points):

_____Complete sentences (5 points)

_____Appropriate punctuation (5 points)

_____Correct spelling (5 points)

_____Appropriate capitalization (5 points)

_____Double-spaced (5 points)

GRADE:______

FEATURES OF A GOOD SHORT STORY

Character:develop a character the reader can identify with and be interested in.

Setting:use imagery to create a strong sense of place and atmosphere.

Plot:construct a series of events that include a strong conflict, a suspenseful rising action, an exciting climax, and a thoughtful resolution.

Theme:give the story a sense of purpose and meaning.

Dialogue:use dialogue to convey information about the characters and to forward the plot

Point of View:select the appropriate point of view for your tale. First person is more intimate but third person is more objective.

BRAINSTORMING

1.Select a genre:______

Science Fiction

Fantasy

Horror

Mystery

Realistic Fiction

Historical Fiction

Romance

Humor

2. Choose a story premise from the list below or create one of your own.

______

Some possible story premises:

A lonely young girl wishes to be wanted.
An overweight girl who is bullied wishes to be thin.
A boy whose dog has died wishes to have the pet back.
An unemployed man about to lose his house wishes for a million bucks.
A young teenage boy wishes he could have all the chicks.
A singer wishes to become famous.
A child who is fascinated with dinosaurs wished they still roamed the earth.
A teen girl wishes her parents would leave her alone.
A clumsy teen wishes to become varsity quarterback.
A video addict wishes to become part of his game.
A young boy with a scientific mind wishes to visit the future.
A teenage girl wishes she didn’t have an annoying little brother.

3. Create a focused character description that includes only details relevant to the story.

YOUR MAIN CHARACTER:

Age:

Gender:

Personality:

Physical features:

Relevant hobbies/interests:

Place in the world:

Based on the above description, could your reader predict the wish this character would make? ______

4. What point of view will you select for your story?______

First person (the “I” voice): I was so angry with Mom that day…

narrator is one of the characters in the story. We only learn this narrator’s thoughts and feelings about events. The narration is not objective and or always reliable, but readers tend to identify more with this character.

Third person (the “he/she/it” voice): Charlie Robbins loved his video games…

Omniscient: mystery narrator knows everything; can offer insight into the thoughts and feelings of all characters

Limited: narrator know everything about one character

Objective (the “he/she/it” voice): Charlie Robbins played video games constantly…

narration is limited to describing events and provides no insight into the thoughts and feelings of characters.

SUGGESTED PLOT CHART

(excluding dialogue)

EXPOSITION: INTRODUCE CHARACTERS, SETTING, AND CONFLICT
Paragraph 1: introduce main character and setting.
Paragraph 2: describe main character and give background info that relates to wish.
RISING ACTION: THE CONFLICT IS DEVELOPED
Paragraph 3: catalyst event for the wish (it should motivate character to make the wish).
Paragraph 4: genie is encountered and wish is made.
Paragraph 5: life may appear better at first after the wish.
Paragraph 6: trouble sets in.
Paragraph 7: the conflict escalates.
CLIMAX: THE HIGHEST POINT OF TENSION
Paragraph 8: what is the worst that can happen?
FALLING ACTION: WHAT HAPPENS AFTER THE CLIMAX?
Paragraph 9: what happens after the climax?
RESOLUTION: HOW DOES THE STORY END?
Paragraph 10: what is the final outcome? How has the main character been impacted by events?

HOW TO BEGIN: SAMPLE INTRODUCTIONS

Meaningful Statement

Be careful what you wish for; you just might get it. I learned this the hard way four years ago when a stranger came into my life and offered to make my dreams come true. I was at a really low point in my life, so how could I say no? I thought that being the most popular kid in middle school would be like living a dream. Well, it’s a nightmare! And I’m still living it.

Questions

If someone offered you a million dollars, what would you do? Would you take it? Well, that’s exactly what got me into this situation. My dad lost his job and I was tired of living on macaroni and cheese. So when the genie asked me to make my wish, of course I asked for cash. The problem was how I asked. A million bucks can be taken in two ways. And this genie had a sick sense of humor.