物語の書き方: パート 3 - 他の人についての物語を書く

Learning Objectives
1.	Students will develop an understanding of how one character can influence the behaviors of another character.
2.	Students will develop an understanding of the feelings and motives of other people and use these understandings when writing narratives.
3.	Students will expand and employ their understanding of point of view.
4.	Students will create imaginative narratives. 
5.     Students will practice and apply compositional skills of transitional words and combining sentences.

Background Knowledge: Understanding of the importance of using observations to select details that accurately describe characters, settings, and plots of narrative stories. 

Learning Activities -
Day 1: First Person Biographies
1.	Quickwrite - Students will be given the following prompt: Imagine you are stranded on a desert island with just one other person. It can be a person from history or someone you know personally. Tell who this person is and tell at least three reasons why you choose this person as your desert island companion. 
2.	First-Person Biography: Students examine the first-person biography to identify its characteristics (Mr. Ames biography handout). 
3.	Influential people: Students make a list of friends, family members, teachers, neighbors, or people encountered by chance who have affected or influenced their views. Then students will explain when, why, or how each of these people influenced them. 
4.	Writing Strategy – Say Back: Students will write a rough draft of the first-person biography about one of the people of influence and then read aloud using the ‘say back’ strategy. The ‘say-back’ strategy requires the reader to stop periodically while reading their rough draft and ask—‘What do you hear me saying? Do you have any ideas for helping me to say it better?’
5.	Writing Prompt: Students will rewrite their first-person biography using suggestions offered in response to the ‘say-back’ questions. If students experience writing difficulties, they will write a thank-you note to the person of influence explaining to them why they are thankful.
6.	First-Person Biography Outline:
I.	Introduction
a.	Who is the person?
b.	What views did they influence in you?
II.	When did you meet this person?
III.	Where did you meet this person?
IV.	How did this person influence you?
V.	Final thoughts about this person’s influence on you.
a.	Good?
b.	Not good?
7.     Students will be provided a four-point first-person biography writing rubric.

Day 2: First-Person Narratives Based on History
1. The students will review or complete the presentation and scoring of their influential person's narrative. When completed, each student will share his or her work.  
2. After sharing, the students will be presented with five short biographies of famous people from history (Albert Einstein, Abraham Lincoln, Clara Barton, Dr. Mae Jemison, Harriet Tubman).
3. During the reading of each biography, the students will complete a chart that notes major situations from each biography. The situation for each person will be written in the first person. When complete, students will share their notes.
4. Next, students select a situation from one of the biographies of famous historical people to expand and write a rough draft of one or two paragraphs. The draft should include more details that further explain the situation. 
5. The class ends with students sharing their drafts and offering each other suggestions for revisions. Each student will be assigned to write a final copy of their draft to share in the next session.

Day 3: Unusual Narrators
1. Students will be introduced to examples of narrators that are either animals or inanimate objects like the mouse in the book Ben and Me or the wolf from The Three Little Pigs story. 
2. Students will then brainstorm a list of pets, things, and places they interact with every day. For example television, computer, pets, microwave, bicycle, running shoes, desk, refrigerator, etc.
3. Next, the students will be instructed to pick one item and write down some sentences that the item might say if it could talk. The students will be provided an example of a refrigerator that has a point of view.
4. For practice, the group will work together to write a paragraph that expresses the point-of-view of a fire truck when the fire alarm sounds.
5. After finishing the group work, the students will brainstorm another list of non-human objects that were or might have been involved with one of the biographies of famous people from history. For example Thomas Edison’s first light bulb, Paul Revere’s horse, a dinosaur fossil as its dug up by a paleontologist, etc.
6. The students will then be assigned to choose one of the non-human objects and, using a first-person point-of-view, write about a potential incident involving the non-human object. The assignments will be shared in class. 

Day 4: Picture Prompt Narratives
1. The class begins with students examining artwork that represents human emotions such as mysteries, adventure, danger, peace and order, curiosity, anger, and joy. The artwork includes The Sleeping Gypsy by Henry Rousseau, The Gulf Stream by Winslow Homer, 	A Sunday Afternoon at La Grande Jatte by George Seurat, and Sophie by Edouard Degas
2. After discussing each painting, the teacher will share a narrative about the Sophie painting by Edouard Degas.
3. Students will then choose one of the paintings—The Sleeping Gypsey, The Gulf Stream, or A Sunday Afternoon at La Grande Jatte--to use as a focus for writing an original narrative. 
4. Prewriting: The students will create a chart that describes their selected painting and record ideas for stories that match each description. The teacher will provide an example of how to complete the chart focusing on the actions taking place in the painting and the setting of the painting.
5. The students will share their charts at the end of class and offer suggestions or productive comments about each of the charts presented.

Day 5 Picture Prompt Narratives continued...
1. Before working on the picture prompt narratives, students will work on transitional words and combining sentences. Transitional words will be modeled using the story Marty and the Puppy. Using a chart of time transitions and thought transitions, students will write one or two paragraphs that complete the story about Marty and the puppy using six different transitional words or phrases. Next, students will be provided practice for combining sentences by taking supporting details from two sentences to create one sentence. 

2. Using the charts created in session four, the students will create short imaginative narratives based on photos of famous paintings and their descriptions. The narrative will consist of one or two paragraphs and should use transitional words or phrases and provide examples of combining sentences.  

2. Writing Prompt: Select one of the story ideas and write a story that 
•	identifies and describe the main subject (characters) of the painting,
•	the actions (plot) that are taking place in the painting, and
•	the setting of the painting. 


3. Students will be given time to write their stories. 

4. When completed, they will share their creative imaginative narrative. Before sharing, each student will give the class one specific area of feedback that they would like to receive. For example... "I would like feedback on the descriptions used in my story." "Please listen for the action (plot) in my story and give me feedback on strong and weak areas." 

5. After sharing stories, students will discuss the feedback received from other students and how it will help improve their writing. 

6. Closure/discussion: How do characters influence the behavior of other characters? What is the importance of point-of-view when writing a narrative? How do transitional words or phrases and combining sentences improve the clarity of your writing?