S1+Rines,Kyle+Jacob

=Stage 1 - Identify Desired Results= B2 Narrative Writing Grades 9 - Diploma Students embed narrative writing in a written text when appropriate to the audience and purpose. ||
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results - English Language Arts A. Reading

//What understandings are desired?//
• Showing what is happening is different than telling what is happening. • Effective transitions are necessary when organizing ideas. ||
 * **//Students will understand that://** **(U)** ||
 * • Using imagery, diction, syntax, and tone is essential to give your writing voice.

//What essential questions will be considered?//
• How can I avoid telling what is happening, and show my readers what is happening? • Why should I use transitions in my writing? ||
 * **Essential Questions:** **(Q)** ||
 * • How do I give my writing voice through imagery, diction, syntax, and tone?

//What key knowledge and skills will students acquire as a result of this unit?//
diction, syntax, imagery, tone, illustration, details, transitions, metaphors, similes, personification • **Critical Details** - forming sentences, sentence structure, brainstorming, outlining, sentence flow • **Definitions** - metaphor, simile, personification, imagery, tone, voice, diction, syntax, picture || • Model diction, syntax, imagery, and tone to exhibit a distinctive voice. • Illustrate diction, syntax, imagery, and tone in their writing. • Produce ideas in a logical sequence with effective transitions. • Compare pieces of writing to analyze each others use of transitions. • Role-play in order to identify showing, not telling in their writing. • Self-assess their writing to recognize proper use of details to identify showing, not telling. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * • **Terminology** -


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**