Narrative Workshop Steps: Writing a Six Second Story - DOC by 7g35w6

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									                                                                           Name_______________________
                                                                           Period _____ Date ____________
Narrative Workshop Steps: Writing a Six Second Story
    Place an “x” in each box as you finish that step. Make sure to keep all your work in the
    writing section of your binder. You’ll earn stamps for each box completed once you
    show your work to Mrs. Clark-Burnell, then you will turn this form in for forty points.
 A. PREWRITING                                                                  /40 pts
          1. Read pages 536-542: Model Story
                a. You’ll read the short story by Gary Soto, “The No-Guitar Blues”
                b. In your head or with a partner review the “Think about the Model”
                    questions on page 542. Use a plot map to map the events of the
                    story and then write down the theme of the story.
          2. Read pages 542-3: Prewriting—Brainstorming ideas and thinking
             about purpose and audience
          3. Do Practice and Apply #1: Find a story Idea and Think about
             Purpose & Audience
                a. On a piece of paper which you’ll store in the “Writing” section of
                    your binder answer the bulleted questions on page 543—you are
                    creating a chart of possible characters and possible conflicts for
                    your own short story.
                b. Decide on your story character and conflict; circle those.
          4. Read page 544 & 545
                a. Do “Think it through” on page 544 to flesh out your main
                    character, to make him or her seem real.
                b. Do the practice on page 545—add dialogue and narrative action
                    (that’s when the narrator describes what the characters do—how
                    they flip their hair or slouch) to the short paragraph in beige at the
                    bottom of page 545.
          5. Read p. 546-547 – Setting and Point of View
          6. Do Practice and Apply #2: Plan Setting & Point of View
          7. Read pages 548-549
          8. Do Practice and Apply #3: Plot your short story
             Make a story outline or a plot map of your story indicating who the
             characters are, what the setting is, what the major problem or conflict is,
             (the exposition), the rising action, the climax, and the denouement or
             resolution.
          9. Read pages 550-551.
          10. Do Practice & Apply #4: Write the first draft of your short story


      Page numbers refer to the Literature & Language Arts: First Course textbook published by Holt, 2003.
      (We call this the Green textbook in our class). The idea for a six second story and later steps are modified
      from curriculum developed by Jay Richards. –L. Clark-Burnell
                                                                                       Name_______________________
                                                                                       Period _____ Date ____________
 Narrative Workshop: Revising & Editing your Six Second Story Rough
                               Draft
               Each stamp for the revision and editing phases is worth 10 points.                  /70 points
Stamp          11.   Conference with three peers. Two peers fill out the “Peer Response Form” and one peer fills
#1                   out the back page, the “Short Story Rubric.” Attach peer conferencing/response form to this
                     packet.
Stamp          12.   Write a second draft, using the feed back from your peer conferences. Most first drafts require
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                     MAJOR revisions. Underline all the changes that are now in your second draft so Mrs. Clark-
                     Burnell can quickly see n what kind of revisions you are making. You should type this draft so
                     that further changes are easy to make. Type “second draft” underneath your name, period and
                     date in the top right hand corner. Other formatting instructions: font should be easy to read—
                     no italics or cursive fonts. 12-point font, one-inch margins, double line spacing or 1.5 line spacing.
                     Attach second draft to this packet.
Stamp
#3             13.   Do the “Highlighter test” on your second draft with an adult. This is a great activity to do
                     with your parent/guardian. Use the “What Ingredients are in your Six Second Draft: Take the
                     Highlighter Test to Find out1” handout to do this. Then use the back of the highlighter test
                     handout to add sensory details to your story and to get inside your character’s head! Fill out this
                     form. You’ll use this to revise your draft a third time on step 14.
Stamp
#4             14.   Now read pages 554-555. Use the information from the highlighter test and the “focus on
                     precise nouns and adjectives” instruction to revise your short story a third time. Write a third
                     draft. Type “third draft” underneath your name, period and date in the top right hand corner.
                     This time highlight changes in your third draft so Mrs. Clark-Burnell can see the types of revisions
                     you are making.
Stamp
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               15.   Get ready to edit, by learning how to punctuate dialogue. Read “Grammar Link: Punctuating
                     Dialogue” on p. 556. Then do the practice on correctly punctuating dialogue on page 556.
Stamp          16.   Edit draft #3. Look for the items below. Check them off when you are SURE that you
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                     have edited for these. Then print your final draft.
                        a.   Dialogue is punctuated correctly—every time a new person speaks, there is a new paragraph. Have
                             you put the punctuation in the correct place?
                        b.   Story is broken into manageable paragraphs
                        c.   There are no run-on sentences or sentence fragments, unless these are purposefully included in
                             dialogue to make it realistic.
                        d.   Spelling is correct.
                        e.   Grammar and usage are correct (to the degree appropriate for this age and grade).
                        f.   Story title is NOT underlined or in italics. Only titles of long works are underlined or italicized. A
                             short story title can be bold or larger font.
                        g.   Font is easy to read and is 12 point. Paper has one-inch margins, double line spacing or 1.5-line
                             spacing.
                        h.   Student full name, period, date and “Six Second Story Final Draft” are in the upper right-hand corner.
                        i.   Do not write “The End” or “by so-and-so” at the end of your story.
Stamp          17. Final Draft.
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                      a. Self-assess final draft using the “Short Story Rubric” (will be handed out in class by step
                          14). Rubric is a version of the rubric on the back of the peer conferencing/peer response
                          form.
                      b. Have two peers read your short story and give you feedback on the back of the rubric.
                          The peer’s job is not to give you a grade, but to comment on the things that they appreciated
                          and that they think you might want to think about for your next story.
                      c. Turn your story in with the Short Story Rubric stapled on top.
                      d. Pat yourself on the back for having completed the writing process. This is hard work.

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            The highlighter test handout is designed by Jay Richards, 2001.
        Page numbers refer to the Literature & Language Arts: First Course textbook published by Holt, 2003.
        (We call this the Green textbook in our class). The idea for a six second story and later steps are modified
        from curriculum developed by Jay Richards. –L. Clark-Burnell

								
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