Narrative Teacher Notes (Writing 4 Series)

TIVE NARRA riting •Plot

W

•Characters •Dialogue •Setting •Conflict •Climax

TEACHER’S NOTES AND ANSWER KEY

NARRATIVE W riting

TEACHER’S NOTES AND ANSWER KEY

4 W riting

TITLES

Descriptive Writing Expository Writing Narrative Writing Persuasive Writing

Three Watson Irvine, CA 92618-2767 Website: www.sdlback.com Copyright © 2005 by Saddleback Educational Publishing. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher. ISBN 1-56254-753-4 Printed in the United States of America 11 10 09 08 07 06 05 9 8 7 6 5 4 3 2 1

To the Teacher “Practice is the best of all instructors.” —Publilius Syrus, Maxim

Let’s face it: Most students need to improve their writing skills. All too often, student work is blemished by poorly composed sentences, misspelled words, and punctuation errors. The meaning the student writer intended to convey is unclear, if not downright confusing. What’s the solution? The venerable old Roman got it right more than 2,000 years ago: practice, practice, and more practice! Saddleback’s WRITING 4 series links writing to purpose. Each of the four workbooks—NARRATIVE, EXPOSITORY, DESCRIPTIVE, and PERSUASIVE— specifically focuses on one particular “reason for writing.” Each workbook contains 21 applications lessons and seven basic skills practice lessons. Relevant applications include drafting personal and business letters, narrating an historical event, and reviewing a movie. Specific skills taught include analyzing your audience, recognizing propaganda, creating tone, and sorting fact and opinion. Fundamental skills and concepts such as main idea, supporting details, and writing introductions and conclusions are reviewed in all four workbooks. ONGOING ASSESSMENT Periodic checks of student workbooks are highly recommended. If possible, assign peer tutors to coach remediation. LESSON EXTENSIONS To reinforce and enrich the workbook exercises, you may want to assign “extra credit” activities such as the following:

◗ write step-by-step instructions for some task that individual students know how to do, e.g., make a salad, repair a flat tire, etc.

◗ record the stories they write, or read them aloud to students in other classrooms ◗ write independent descriptions of the same event or object; then compare and contrast, discussing viewpoint, vocabulary, and level of detail

◗ bring in “letters to the editor” from newspapers and magazines to analyze and discuss in class

◗ write employment reference letters for each other ◗ critique TV commercials or ads they’ve seen in the print media ◗ write directions for walking or driving from one point to another, e.g., home to school, library to home, etc.

◗ interview a parent or a school employee, and then “write up” the interview for an article in the school newspaper —3

NARRATIVE WRITING

Answer Key For most lessons, answers will vary widely. When evaluating students’ answers and narratives, look for accuracy and creativity in following the prompts. Some lessons require specific answers, as follows: LESSON

1: Friendly Letter (pp. 6–7)

A. Student responses will vary. B. Check students’ friendly letters for adequate amount of details, some use of figurative language, and proper letter form and punctuation. BASIC SKILLS PRACTICE: Prewriting: Brainstorming (pp. 12–13) Check for at least three story ideas under each of eight topics. LESSON

5: Travelogue (pp. 16–17)

A. Student responses will vary. B. Check for detailed description of people and places as well as personal (writer’s) commentary.

5. fragment POSSIBLE ANSWER:

The paintings are an incredible record of Native American culture. 6. run-on POSSIBLE ANSWER: Catlin portrayed American Indians as fellow human beings rather than as savages. He was one of the few artists to do so.

7. run-on POSSIBLE ANSWER: Catlin’s own mother had been abducted by the Iroquois in 1778, but she was released unharmed.

8. fragment POSSIBLE ANSWER: She often told her son about her experience.

9. run-on POSSIBLE ANSWER:

Catlin showed his early portraits to General William Clark. He asked for Clark’s help in contacting Indians in the West. 10. fragment

BASIC SKILLS PRACTICE: Sentences: Fragments and Run-Ons (pp. 20–21) 1. fragment POSSIBLE ANSWER:

A huge teepee stood in the center of the field. 2. run-on POSSIBLE ANSWER: Hundreds of paintings are on the walls. The artist would have been proud.

3. fragment POSSIBLE ANSWER:

We saw the show, which highlights the work of George Catlin. 4. fragment POSSIBLE ANSWER:

Catlin’s work was exhibited at the Smithsonian American Art Museum in Washington, D.C.

4—NARRATIVE

WRITING

POSSIBLE ANSWER:

At first General Clark was skeptical. 11. fragment POSSIBLE ANSWER: He was convinced by Catlin that he was serious.

12. run-on POSSIBLE ANSWER:

Clark took Catlin 400 miles up the Mississippi River, where several tribes were having a council. 13. run-on POSSIBLE ANSWER: Catlin began painting. He was there for six years. He painted 300 portraits and about 175 landscapes and ritual scenes.

LESSON

7: “One Thing I’ll Always Remember” (pp. 22–23)

A. Student responses will vary. B. Suggest classmates exchange memoirs and critique each other’s work. BASIC SKILLS PRACTICE: Grammar: Parts of Speech (pp. 28–29) A. 1. pronoun

7. adjective

2. verb

8. adjective

3. noun

9. adverb

4. preposition

10. verb

5. noun

11. interjection

6. conjunction B. 1. from (or in); preposition 2. dipped (or immersed); verb 3. She; pronoun 4. so (or and); conjunction 5. was; verb 6. greatest (or best or strongest); adjective 7. hit (or struck or pierced or injured or wounded); verb 8. Alas!; interjection 9. ever; adverb 10. expression; noun LESSON

11: Using Setting as a Springboard (pp. 32–33)

5. a Union camp during the Civil War 6. The author refers to “a camp of Union army soldiers.” B. Check student-written “setting” paragraph for adequate details of time and place. BASIC SKILLS PRACTICE: Mechanics: Spelling (pp. 36–37) A. 1. young 2. enough

3. The setting is the ocean, near a rocky, rugged coast. 4. Details that suggest the story takes place in the past include the fact that many animals were on the ship. Today, animals like these would not be shipped this way, since they are already available all over the world.

9. apron

3. courage, system

10. wondered

4. biscuit, friend

11. correct

5. correct

12. activity

6. seashore

13. commercial

7. cities, enemies

14. occurred

B. 1. summit

9. approached

2. completed

10. recruited

3. ascent

11. elegant

4. frontiers

12. learned

5. separates

13. injured

6. expedition

14. amateur

7. attempts

15. commercially

8. foreigners LESSON

13: Dialogue (pp. 38–39)

A. and B. Check student-written dialogues for coherence and correct punctuation.

A. 1. on Mars 2. the future; we know this because humans have traveled to Mars by rocket.

8. velvet, frantic

LESSON

14: Conflicts in a Narrative (pp. 40–41)

A. 1. no conflict 2. conflict 3. conflict B. Check student-written conflicts for coherence and believability. LESSON

15: Climax (pp. 42–43)

A. 1. King Midas 2. The conflict is that King Midas wished for the “golden touch,” but it backfired when he could not eat or drink or even hug his daughter.

—5

NARRATIVE WRITING

3. The climax is the point at which King Midas’s daughter turns to gold. B. Suggest classmates exchange stories for mutual suggestions; allow students to read their stories aloud. BASIC SKILLS PRACTICE: Vocabulary (pp. 44–45) A. Definitions follow. Students’ sentences will vary. 1. astute: having a keen mind; shrewd 2. commodity: something that is bought and sold 3. effigy: a crude, often stuffed figure of a person who is disliked 4. grandiose: very grand and magnificent; imposing 5. inducement: something that persuades; incentive 6. consensus: agreement of all or most on some opinion 7. jargon: the special words and phrases used by people doing the same kind of work 8. oblivious: not conscious or aware 9. quire: a group of 24 or 25 sheets of paper of the same size and kind 10. expatriate: a person who leaves his or her country to live in another 11. umbrage: a feeling of resentment or offense 12. chivalry: the way of life followed by the knights of the Middle Ages B. Suggest students read their example sentences aloud. LESSON

1.

16: Tone and Mood (pp. 46–47)

POSSIBLE ANSWERS:

bitterness, dark, trudged, dim, gray, wept, sorrow, regret

2. Answers will vary.

6—NARRATIVE

WRITING

3.

POSSIBLE ANSWERS:

fluttering, excitement, skipped, dancing, cheerful, gleamed, hope, delighted

4. Answers will vary. LESSON

17: Style (pp. 48–49)

Suggest student volunteers read their paragraphs aloud as a stimulus to class discussion. LESSON

18: Video Script (pp. 50–51)

Suggest students exchange video scripts for mutual suggestions and comments. BASIC SKILLS PRACTICE: Modifiers: Adjectives and Adverbs (pp. 52–53) POSSIBLE ANSWERS:

1. Devon thought immediately of a haunting photo he had seen. Adverb immediately tells when; adjective haunting tells what kind. 2. The interesting picture was apparently of a mother and her children. Adjective interesting tells what kind; adverb apparently tells how. 3. The sorrowful woman had recently lost her husband. Adjective sorrowful tells what kind; adverb recently tells when. 4. The young children were very hungry. Adjective young tells what kind; adverb very tells to what extent. 5. The extremely famous photo gave an impression of the Great Depression era. Adverb extremely tells to what extent; adjective famous tells what kind. 6. A photographer can accurately reveal information about a certain time in history. Adjective certain tells what kind; adverb accurately tells how.

7. The farmers bravely facing a drought had terrible problems. Adverb bravely tells how; adjective terrible tells what kind. 8. Loss of a farm could certainly bring disaster to a poor family. Adverb certainly tells how; adjective poor tells what kind. 9. The determined spirit of the people clearly shines through the photograph. Adjective determined tells what kind; adverb clearly tells how. 10. Sometimes pictures can speak louder than mere words. Adverb Sometimes tells how often; adjective mere tells what kind. LESSON

19: Brainstorming a Sequel (pp. 54–55)

A. Student responses will vary. B. Suggest student volunteers share their sequel summaries with the class. LESSON

20: Fast Forward (pp. 56–57)

A. Student responses will vary. B. Suggest class discussion of imaginative predictions when read aloud by various students. LESSON

21: Historical Narrative (pp. 58–59)

2. George did not really enjoy gyms. Even so, he joined Danielle’s gym. 3. The gym offered aerobics classes. In addition, it offered yoga classes. 4. Danielle was interested in yoga. For this reason, she attended a few classes. 5. Danielle practiced yoga for several months. Also, she lifted weights. 6. George signed up for yoga. However, he didn’t enjoy it. 7. He thought yoga was boring. On the other hand, he thought basketball was fun. 8. Danielle enjoyed swimming. Unlike Danielle, George did not. 9. Lynne was an excellent yoga instructor. For example, she emphasized the importance of concentration. 10. George thought Lynne’s class was silly. In comparison, he thought the weight room was much more useful. FINAL PROJECT: Eyewitness Account: The First Thanksgiving (pp. 62–64) Precede final project with discussion of first Thanksgiving; peer review of completed narratives; facilitate “Publishing” options as outlined on page 64.

Suggest class discussion of student narratives. BASIC SKILLS PRACTICE: The Writing Process: Transitional Words and Phrases (pp. 60–61) POSSIBLE ANSWERS:

1. Danielle decided to become physically fit. Therefore, she joined a gym.

—7

NARRATIVE WRITING