Activities

1. Make a list of narrative writing and provide an example of each.
   
   
2. Identify the point of view in several fables or picture books. 

3. Using a historic event studied in 6^th grade and a story board, show the sequence of events for one historical fiction scene that would be in the introduction to a narrative.
   
   
4. Given the introduction of a narrative text, identify the text in the introduction that engages and orients the reader using a T-Chart.  Explain why selected text is under Engage or Orient.

5. Write the introduction to a realistic fiction short story.
   
   
6. Make a timeline of a notable person’s life including significant life events.  Determine what organization of the narrative would be most effective for the introduction and explain why. 

Answer Key/Rubric

1. Student makes a list of narrative writing and provides an example of each.  Student’s list correctly names various forms of narrative writing such as epic, realistic fiction, historical fiction, biography, and so on.  Student provides a correct example of each. 

2. Identify the point of view in several fables or picture books.  Student correctly identifies the point of view in these stories.  Student understands that a 1^st person of view is narration that uses the pronouns “I” and “we.”  Student understands that 3^rd person narration uses the pronouns, “he”, “she”, “it” or a name.

3. Using a historic event studied in 6^th grade and a story board, show the sequence of events for one historical fiction scene that would be in the introduction of a narrative.   Student understands the introduction contains the setting, introduces the reader to the characters and contains background information.  Student’s story board contains a historic event that is portrayed accurately.  Student’s story board contains fictional characters or events that assist in conveying the historical fiction scene.  Student determines the author’s purpose in portraying the scene.  Student’s completed story board conveys this set purpose.  Student chooses a point of view and writes consistently in this point of view.  Student shows events that occur logically, naturally and seem realistic.  Student has no gaps between events or ideas that confuse the reader.

4. Given the introduction of a narrative text, student identifies text in the introduction that engages and orients the reader using a T-Chart.  Student explains why the selected text is under each column.  Student understands that some information in the introduction makes them want to read more and is engaging.  Student cites text in the introduction that engages them as a reader, or makes them want to read more, and explains their thinking.  Student cites text in the introduction that orients the reader, or helps the reader understand more about the forthcoming story.  Student explains how selected text helps orient them in the story.  Student understands the introduction needs to be engaging so the reader will want to continue reading, while giving the reader orienting information about the forthcoming story.  Text may be cited in either column, but should contain an adequate explanation as to how it helped orient or engage them as readers.  For example, from introduction of The Line by Teri Hall:

5. Student writes the introduction to a realistic fiction short story.  Introduction contains the setting or time and place.  Introduction introduces the reader to the characters.  Introduction contains background information.  Student chooses a point of view that works well for the short story and consistently writes in this point of view.  Student writes an introduction that is realistic and fictional.  Introduction makes sense and contains good description.  Student conveys introduction in a succinct manner so there is room for the plot to develop within the confines of a short story that often takes place over the space of a few hours to a few days.  Student understands that the introduction can be conveyed through dialogue, flashback, character's thoughts and actions, background details, or the narrator telling a back-story.  

6. Student accurately makes a timeline of a notable person’s life including significant life events.  Student determines what organization of the narrative would be most effective for the introduction and explains why.  Student selects key events from the timeline for an effective introduction.  Student selects key events that can be logically connected together.  Student understands the introduction should convey the setting, introduces key people and give background information.  Student chooses effective organization for the introduction and explains choices.  Student may choose to begin with a chronological order, choose an event as a flashback and order events around the flashback for the introduction, begin at a high or low point of the key person’s life, and so forth.  Student’s choice of organization is logical and effective.