Graphic Organizers for Teaching Narratives (for Session 3)_DMAlayon

Graphic Organizers for Teac eachi hing ng Na Narrat rratives ives

1. TITLE      B      A      T

Author 

2. SETTING 3. CHARACTERS

4. A PROBLEM AND SOLUTION

5. EVENTS

     B      A      T

     B      A      T

Beginning

When Who Where

Middle

End

First  Next Then Last

How did you feel?

Title

Setting

Characters

Problem Events

Solution

Title: _______________________________________  Characters:

Problem:

Events: First,  Next, Then, Last,

Solution:

My thoughts:

Setting:

Title

S e t ti n g

Characters

Goal

Problem

A tte m p ts

Solution

O u tc om e s

1. Cut out the flower  2. Fold the petals 3. Add a green stem and leaves

Title Author 

Main characters:

Setting:

Tacky the Hunters

 North Pole? Antarctica Problem:

Hunters came to capture the  penguins. 1 Tacky greeted the hunters rudely.

Solution:

Events

2 Tacky marched sloppily.

3 Tacky did a splashy canonball.

The hunters left

4 Tacky and his companions sang dreadfully

    a      l     a      b     a      Z

Main characters: Sebgugugu Unanana Imana

Setting: Africa Rwanda

Problem: Sebgugugu could not find enough food to feed his family. Events

1 Sebgugugu did not listen to his wife

2 Sebgugugu killed Gitale the cow.

3 Sebgugugu chopped the vine.

4 Sebgugugu widened the crack.

5 Sebgugugu shot Igwababa the crow Solution : The god of Rwanda took everything away.

Mandy Pearl’s house Grass

Pearl’s school

School bus

Events Before the Story is Told

Story Events

Events After the Story is Told

Improving Reading: Strategies and Resources

Plot Relationships Chart Somebody

Wanted

But

So

10 Sylvester

9

Parents

8 7 6     n     o       i     s     n     e       T

5 4 3 v c

2 1 0

0

1

2

3

4

5

6

7

8

9

10

11

12

?

Time Incident summary: Sylvester and the Magic Pebble  by William Steiz 1.

Collect rocks

6.

Becomes rock  

11.

Fall (Autumn)

2.

Find extra ordinary one

7.

Cannot return

12.

Winter, wolf howls

3.

Rock is magic

8.

Parents worry  

4.

Sets out for home

9.

Parents seek Sylvester

? Father locks people in safe

?

?

Write the events of the film on the board. Record them in the correct order.

1

2

4

Improving Reading: Strategies and Resources

Thinking Chart  What has happened?

 What will happen next?

 Why do I think so?

What happened when? Write the events in the correct order on the time line. TOPIC:

Time Line/Story Map

Title of the Story_______________________________________ Character: ________________________________  What he or she thought: ____________________________ ____________________________

How he or she felt:  ________________   ________________   ________________ 

What he or she did:  ________________   ________________   ________________ 

Where he or she went: _____________________________________  How he or she changed:

Choose a character from the book (or your own story). Then complete the chart. Character’s name

One thing character did

One thing character did

Compare and contrast two characters. How are they different? Write your answer in the outer part of the circles. How are they the same? Write your answer in the parts of the circles that overlap.

Venn Diagram

Choose two or three things to compare and contrast. What is different? Write it in the outer part of the bubbles. What is the same? Write it in the parts of the bubble that overlap.

Character:  very

somewhat

neither/both

somewhat

very 

good

evil

kind

unkind

honest

dishonest

gentle

violent

brave

cowardly

 

Heroes You must decide if (main character) is going to be the hero of (a movie/TV program ) . Below are listed some of the qualities of a storybook hero. Decide if you think

(main character ) has these qualities. You must state something from the story to support your decision. a hero  Young Intelligent tall and muscular invincible (unbeatable) Strong  Wise Brave rides a horse carries a weapon is set a task  has to leave home must face grave danger has a servant or helper

Support

G etting to K now M y Character Chart Story: _______________________________________________ Character: ____________________________________________

Facts about my character 

My character’s actions

My character’s conversations My character’s thoughts

Feels

Says 1. ________________ 

1. ________________ 

2. ________________  3. ________________ 

Acts

Character

2. ________________  3. ________________ 

Appearance

1. ________________ 

1. ________________ 

2. ________________ 

2. ________________ 

3. ________________ 

3. ________________ 

The character map strategy helps students gain insight about qualities that characters in both fiction and nonfiction may possess. This activity provides an excellent basis for classroom discussion because it requires students to form and support opinions. A general character map and directions follow example

example Quality 

example

Quality 

example

1. 2. 3. 4.

example

Name of Character

Quality 

example

Directions Students write or draw a character they wish to study in the central square. In the rectangles, students list adjectives or qualities that describe the character. In the ovals, students write examples that support the adjectives or qualities. Through discussions students may confirm, add to, refine, or change their initial

main character

main character

    p       i       h     s     n     o       i      t     a       l     e     r

    p       i       h     s     n     o       i      t     a       l     e     r

= minor character

Story MapShowing CharacterChange Turning Point

Character at the Beginning of Story

Events that Caused Change

Character at End of Story

Watch something change over time. Record the changes here.

Date: ________ 

Nadia 

Admit father and brother are dead. NOT CHEAT

Hide father and brother’s death.

CHEAT weight Everyone should look after themselves. Her mother was sick and needed soup. The little extra would not be missed.

 _________   _ 

 _________   _ 

Weight She will be punished, if she’s caught.

 _________ 

Its wrong to cheat.

 _________ 

Everyone else was suffering.

 _________ 

 ________________________   _________   _________   _  Others were probably cheating.  _   _________   ________________________   _   _________  ======== What is your decision? _____________________________________________  Total:final reason? _________________________________________________  = Your

 A. QUICKWRITE. Now think of an animal you could write about. Do a 1-minute quickwrite about an animal that is now  or once was important to you. 1

–

minute Quickwrite

 _____________________________________________________   _____________________________________________________   _____________________________________________________   _____________________________________________________ 

B. DEVELOP YOUR IDEA. Use the questions in the web diagram below to develop a paragraph about the special animal. How does it act?

What does it look like?

 Animal:

What makes it special?

Why do you like it?

C. PLAN. Study the example and then complete the graphic organizer to help you plan your paragraph. 1. Write 1 sentence that sums up why this animal is so important to you. 2. Then list 3 details that support your main idea. 3. Write a closing sentence that sums up why the animal is special to you.

Example

Subject: Panda Main Idea: Panda is important to me because he keeps me company when I’m feeling alone Detail: He’s always there after school

Detail: He sleeps with me during storm

Detail: He never argues with me or makes me feel left out

Conclusion: If it weren’t for Panda, I’d feel lonely sometimes. Subject Main Idea Detail

Conclusion:

Detail

Detail

Now write your paragraph about the animal. 1. Start with your main idea sentence. 2. Then offer 3 details that will help your readers get to know the animal. End with a closing sentence. 3. Use the Writers’ Checklist to help you revise.  ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________ 

Story Frame Complete this Story Frame for ______________. Share and discuss what you wrote with a partner. The STORY TAKES PLACE IN

 ______________ IS A CHARACTER IN THE STORY WHO

 ______________ IS ANOTHER CHARACTER WHO

 A PROBLEM OCCURS WHEN

 AFTER THAT

THE PROBLEM IS SOLVED WHEN

THE STORY ENDS WITH

GATHER YOUR THOUGHTS

A.RECALL PLOT- Think about theplot of________________. Then list, in order, the4 most important things that happenedin the story.

B.PLAN- Nowthinkofatimewhensomeonetaught yourightfromwrong. Completethesentencesbelowto helpyouplan aparagraphabout theexperience.

When I was years old, I found out, he/she and Later, he/she I Felt The whole thing was resolved when I

 Afterwards, I decided

When my

 WRITE

Now write a narrative paragraph about the time someone taught you right from wrong. 1.

Write in the first-person (I said, we thought).

2.

Use your notes from the previous page to keep your narrative brief and to the point.

3.

Use the Writers’ Checklist to help you revise.

 ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________ 

 WRAP-UP

 What did ____________________ mean to you?

 ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________ 

GaTHER YOUR THOUGHTS A.RECALLTHE PLOT - Usethisstoryboardtoshowthe6 mainevents intheplotof “Pandora.”Whathappens first?What happens next? Draw apictureandwriteabrief captionineachframe

1.

2.

3.

4.

5.

6.

B.CONTINUE THEPLOT -Recallwhathappens attheendof “Pandora.” Pandorahas fainted, andtheevil creatures haveflownaway. Think aboutwhat happenswhenPandorawakesupagain.Brainstormideas aboutwhatshemightdo, whereshemightgo, and howshemightfeel.

What PandoraMight Do...

WherePandoraMight Go...

HowPandoraMightFeel...

Write  Write a tale that continues the story of Pandora. 1.

Tell what happens when Pandora wakes up again.

2.

Use E vslin’s characters or invent a few of your own. Be creative. G ive your tale a title.

3.

Use the Writers’ Checklist to revise your t ale.

 Title: ______________________________________   After more than an hour, Pandora began to stir. She opened her eyes and ...  ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________ 

WrAP - UP  What did you like best about “ Pandora”? Why?

READERS’ Checklist 

ENJOYMENT 

 ___________________________________________________________   Did you like the  ___________________________________________________________  reading?  ___________________________________________________________  Was the reading  ___________________________________________________________  experience  ___________________________________________________________  pleasurable? Would you want to  ___________________________________________________________  reread the piece or  ___________________________________________________________  recommend it to  ___________________________________________________________  someone?  ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________   ___________________________________________________________ 

GATHER YOUR THOUGHTS H o le s  is a young boy’s account o f what happened w hen he w as sent to reform school for a crime he did n’ t commit. A.C ON N E C T - T hink o f a time you were punished for somethng you did n’ t do. W hat happened ? W rite 1 - 2 sentences describing the event.

 ___________________________________________________________   ___________________________________________________________   ___________________________________________________________  B. G A T H E R D E T AILS- N ow list 3 details that w ill help you w rite a journal entry about w hat happened.

Example:

the day my friend broke my dad’s camera D E TAIL # 1playing   around in the garage D E TAIL # 2 sweeping up and hiding the pieces D E TAIL # 3getting grounded

SUBJE CT FO R JOURNAL E NTRY 

SUBJE CT __________________________________________________________  FO R JOURNAL E NTRY 

 __________________________________________________________   __________________________________________________________  D E TAIL # 1    __________________________________________________________  D E __________________________________________________________  TAIL # 2 D E __________________________________________________________  TAIL # 3

WRITE

 WRITERs’ Checklist 

EASILY CONFUSED WORDS 2. Write in the first-person (I said, we thought)  Did you correctly use the Use the Writers’ Checklist to help you revise. 3. words it’s and its? It’s is a contraction for it is. Its is  ___________________________________________________________  date: the possesive form of it. Now write a j ournal entry . 1.

Remember to use plenty of details.

 ___________________________________________________________  E XAMPL E S: It’s the funniest book I’ve read . Its Dear Journal, cover makes me laugh.  ___________________________________________________________   Did you correctly use the  ___________________________________________________________  words their, there, and  ___________________________________________________________  they’re? Their is a possesive pronoun used to indicate  ___________________________________________________________  ownership. Use there to point  ___________________________________________________________  out a location and they’re as the contraction for they are. E XAMPL E S: H oles is their book. They’re

WRAP – UP

upset because we left the book there.

 What did “ - - - - - - - - - - - ” mean to you?

 ___________________________________________________________  READERs’ Checklist   ___________________________________________________________  MEANING  ___________________________________________________________   Did you learn something  ___________________________________________________________  from the reading?  Did it affect you or make  ___________________________________________________________  an impression?

•

ANTICIPATION Look at the title and at the drawing that accompanies the story.What can you infer from the two? What is a ____________? What do you think the story is about?

•

RIGHT or WRONG – TRUE or FALSE Students are given a list of statements about the text and must decide whether they are true or false a. All the statements given are either right or wrong. The answers can be found in the text and the students must write/tell whether they are right or wrong. They are then told to justify their answers by quoting a few words from the text when it is possible, or by briefly giving their reasons in their own words. They can also rewrite and correct the statements that are false.

• FIND the REASON a. The students are provided with a list of sentences or phrases from the text, describing an action, an event or quoting a character. They must briefly explain why this happened that way. b. A list of adjectives or some of the words spoken by the characters were given. The students find out who/what they refer to and on what occasion

Adjective

Who

 Who

Where

Why

Etc.

When

Why

Meaning

Words spoken by a character “I must not only punish, but punish with impunity

• One-sided conversation A one-sided conversation between a friend/mother/police/etc. and the major/minor character is given. The friend/mother/police/etc. is asking him/her a lot of questions about what happened. Some of the questions are very general

OTHER STRATEGIES

• Draw/Picture vivid images read. • Respond to the sounds, sights and emotions conjured by the words in the text. • Imagine scenes, actions and characters. • Imagine/Respond to the scenarios, tone and atmosphere. • Create alternative endings. • Identify with a particular character. • Elicit a network of feelings. • Make a connections with their personal lives and other texts they have read. • Imagine oneself in the character’s place or story events. • Question, hypothesize about a story. • Do parallel reading. • Extend the story or create a new one.

Flight 19 was flying in the Bermuda Triangle, a dangerous area of the Atlantic Ocean. Christopher Columbus wrote about the Bermuda Triangle in 1492. Read the notes from his journal. Write wh-questions about the boldfaced words. Use where, who, what, or when. 1. At that time, I was sailing west from Europe.  ___ Where were you sailing?   ____________________________________  2. My men and I were looking for a new way to the Indies.  ________________________________________________________  3. On October 11, we were traveling in good weather.  ________________________________________________________  4. Then we came into a terrible place. Strange things were happening.  ________________________________________________________  5. Bright lights were flashing in the sky.  ________________________________________________________  6.  White water was bubbling in the sea.  _________________________________________________________  7. I noticed my compass. The needle was jumping around.  _________________________________________________________ 

Read the sentences below. Check ( / ) the sentences that describe completed actions. 1. Last night, I stayed up late. ___/____  2. I was watching a murder mystery on TV. _______  3. I Watched the movie for about an hour. _______  4. Halfway though the movie, I was falling asleep. ______  5. So I went to bed. ______  6. I closed my eyes and fell asleep. _______  7. Suddenly, big scary monsters were running after me. ______  8. They were laughing and showing their long teeth. ______  9. I Woke up and ran into my parents’ bedroom. ______  10. They said, “ No more mystery movies for you!” ______

Here are some different explanations for the disappearance of Flight 19. Complete the sentences with the verbs from the box. Use the simple past and the past progressive. 1. From the Navy: be

/have

hit

disappear

make

Flight 19 _had____ a bad compass. Some of the pilots ________ new and a

b

Nervous. On that day, they _______ their first sea flight. They probably c

 _________ a storm and _________ into the ocean. d

e

2. From the movie Close Encounters of the Third Kind : take

happen

visit

It _______ like this. At that time, some aliens from outer space ________ a

b

The Atlantic Ocean. Their UFOs _______ the five planes back to the alien planet. c

A Comparison of Learning Activities and Performance Tasks

Learning Activity

Performance Tasks

Designed to develop knowledge and/or skills that support an enduring understanding

Designed to assess the enduring understanding(s) that provided the frame for the unit

Focused, informative activity directed toward the acquisition of particular elements of knowledge or clearly identified skills

Complex, culminating activity based on integration of knowledge, skills and understandings gained during the unit

May be used on only one or two of the facets of understanding

Based on the six facets of understanding

Can be accomplished by students who have the prerequisite knowledge and skill, who are engaged in the learning activity, and who receive appropriate instruction

Only students who have developed the desired level of understanding will be successful

Students demonstrate comprehension of knowledge or application of the skill

Students thoughtfully apply their understanding with flexibility, insight and good judgment

Usually assessed at the knowledge, skill, and/or application levels

Usually assesses at the analysis, synthesis, and/or evaluation levels

Assessments are focused on factual information, concepts, or discrete skills

Assessments involve complex, authentic challenges frequently faced by adults in the real world