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Narrative Essay - Scholastic Store

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• has a central or controlling idea that makes a point or conveys a message;<br />

• includes an introduction with an attention-getting opening sentence,<br />

provides background information about the topic or experience, and<br />

contains a modified thesis statement in the last sentence that conveys<br />

the main idea of the essay;<br />

• contains three body paragraphs;<br />

• has an effective ending or conclusion that can sometimes reveal what the<br />

narrator has learned, provide food for thought, or create a powerful image<br />

or feeling;<br />

• is usually told from the writer’s, or first-person, point of view;<br />

• is often arranged in chronological or sequential order;<br />

• uses sensory detail, precise language, and some dialogue.<br />

Note: As students compile a list of characteristics for each kind of essay, I jot<br />

down the title of the essay type at the top of a piece of chart paper. Then I<br />

add the features that students have come up with and post the list. Every time<br />

we focus on one of the essay types, I hang up the chart paper, which I have<br />

laminated, so that students can review that essay’s particular characteristics.<br />

❹ Have students individually<br />

brainstorm a list of situations<br />

CHAPTER 3—REPRODUCIBLE 1<br />

in which they had to make an<br />

Model Web for Personal <strong>Narrative</strong> <strong>Essay</strong><br />

important decision. Some examples<br />

my students have used are whether<br />

Remember<br />

my promise<br />

to my dad<br />

Hide behind<br />

stairwells<br />

or not to join a team, put an animal<br />

to sleep, attend a new school,<br />

In the middle of<br />

action-packed show<br />

told to go to bed<br />

Battle conscience:<br />

Should I go to<br />

bed or not?<br />

Become hooked<br />

on the show<br />

disobey a parent, and get a job. By<br />

this time, students should be able<br />

Face doubt<br />

Choose the<br />

wrong path<br />

to construct a Rule of Three web<br />

for their essay (see Mini-Lesson 4,<br />

My Decision<br />

and Its<br />

Consequences<br />

page 12). If they need assistance,<br />

use the ideas in the model essay to<br />

Suffer<br />

consequences<br />

help them. Again, instruct them to<br />

draft their essay.<br />

Fail to see Dad<br />

enter living<br />

Dad forbids me<br />

to watch TV<br />

Disappoint<br />

Dad who reminds<br />

me not to break a<br />

promise<br />

❺ When students complete their<br />

drafts, divide them into pairs or<br />

into groups of three or four. After<br />

distributing copies of the Personal <strong>Narrative</strong> <strong>Essay</strong> Editing Sheet, instruct<br />

group members to use the handout to edit each other’s essay. Before<br />

beginning, you may want to spend some time explaining the various<br />

guidelines presented on the editing sheet.<br />

Decide to watch<br />

rest of show<br />

49<br />

45

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