Narrative Poem
Due March 11 –A-day
March 12– B-day
iThinktank #4
•Focus
–Health & Environment
•Date
–March 6 (A)
–March 7 (B)
•Required
–iThinktracker, completed
•Extra
–View teacher-supplied resources (teacher outbox)
•Questions
–Ask your teacher
Fields of Flashing Light
I heard the wind rise,
and stumbled from my bed,
down the stairs,
out the front door,
into the yard.
The night sky kept flashing,
lightning danced down on its spindly legs.
It wasn’t until the dust turned toward the house,
like a fired locomotive,
and I fled,
barefoot and breathless, back inside,
it wasn’t until the dust
hissed against the windows,
until it ratcheted the roof,
that Daddy woke.
I sensed it before I knew it was coming.
I heard it,
smelled it,
tasted it.
Dust.
He ran into the storm,
his overalls half-hooked over his union suit.
“Daddy!” I called. “You can’t stop dust.”
While Ma and Daddy slept,
the dust came,
tearing up fields where the winter wheat,
set for harvest in June,
stood helpless.
I watched the plants,
surviving after so much drought and so much wind,
I watched them fry,
or flatten,
or blow away,
like bits of cast-off rags.
Ma told me to
cover the beds,
push the scatter rugs against the doors,
dampen the rags around the windows.
Wiping dust out of everything,
she made coffee and biscuits,
waiting for Daddy to come in.
Sometime after four,
rubbing low on her back,
Ma sank down into a chair at the kitchen table
and covered her face.
Daddy didn’t come back for hours,
not
until the temperature dropped so low,
it brought snow.
Ma and I sighed, grateful,
staring out at the dirty flakes,
but our relief didn’t last.
The wind snatched that snow right off the fields,
leaving behind a sea of dust,
waves and
waves and
waves of
dust,
rippling across our yard.
Daddy came in,
he sat across from Ma and blew his nose.
Mud streamed out.
He coughed and spit out
mud.
If he had cried,
his tears would have been mud too,
but he didn’t cry.
And neither did Ma.
March 1934
It’s the Little Moments
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15 Minute Vignette
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Big Moment—Death of a family pet (dog)
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A short piece of writing meant to convey a strong
impression by focusing on one small moment in time
Vignette moment—A story about a time when he made a
huge mess when bathing him and mom threatened to
abandon him
Big Moment—Best birthday present

Vignette moment—A story about mom opening a stall door
at a local arena to show me a horse. I didn’t know it at the
time, but he was my birthday present. Instead, I fixated on
the certainty that we were going to get in trouble.
Identify Your Vignettes

Take a few minutes to plan


Allow the richness of the moment to come through



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Your first idea might be your best, but allow other options
to surface before you make your choice
Build a clear beginning, middle, and end
Include all the elements of the plot diagram
Develop believable characters
Insert dialogue
Use descriptive phrases and figurative language
Write in verse

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Add emphasis with line breaks
Use stanzas to organize information
Preparing to Write
Once you’ve decided on your story (whether it is imaged or real), do some preparation
before you start writing
Who are your characters (main and supporting)?
1.
•
•
Brainstorm a few small details that will bring your main characters to life
(e.g. Daddy’s unfastened suspenders; Ma’s cleaning)
Is the narrator one of your characters or will you create a separate one?
What is the interesting conflict or problem that must be
overcome?
2.
•
•
•
When planning, don’t let the character(s) solve the problem or overcome the
conflict right away.
What events must happen before the character(s) can solve the problem or
overcome the conflict?
What is the big event/climax that leads to the solution/resolution?
Will your conclusion offer a reward or punishment to the
character(s)?
3.
•
Often there is learning or a lasting impression a character gains from the
experience.
What is the setting of your story?
4.
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•
This might be a place or a time or both.
Brainstorm phrases that describe the setting as your characters might see it
W.03. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
4. Writes engaging narratives to develop real or imagined experiences or events using effective and varied
technique, well-chosen details, and well-structured event sequences
3. Writes narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences
2. Writes narratives of real or imagined experiences or events using details and logical event sequences
1. Writes narratives of real or imagined experiences or events
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance,
establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a
smooth progression of experiences or events.
4. Engages and orients the reader by setting out a problem, situation, or observation, and its significance,
deliberately establishing one or multiple point(s) of view, introducing a narrator and/or characters, and
creating a motivated progression of experiences or events
3. Engages and orients the reader by setting out a problem, situation, or observation, and its significance,
establishing one or multiple point(s) of view, and introducing a narrator and/or characters; creates a
smooth progression of experiences or events
2. Orients the reader to a problem, situation, or observation establishing one point of view and introduces
characters; creates logical progression
1. Orients the reader to a problem, situation, or observation; inconsistent point of view or confusing
progression
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
4. Uses multiple narrative techniques (e.g., dialogue, pacing, description, reflection, multiple plot lines)
deliberately to develop experiences, events, and/or characters and engages the reader
3. Uses narrative techniques (e.g., dialogue, pacing, description, reflection, multiple plot lines) to develop
experiences, events, and/or characters
2. Uses narrative techniques (e.g., dialogue, pacing, description, reflection, multiple plot lines) that are
inconsistent in developing experiences, events, and/or characters
1. Lacks narrative techniques (e.g., dialogue, pacing, description, reflection, multiple plot lines)
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent
whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or
resolution).
4. Uses variety of techniques to sequence events in a logical and engaging manner so that they build upon
one another creating a coherent whole and builds toward a particular tone and outcome to enrich the
reader’s experience
3. Uses a variety of techniques to sequence events so that they build on one another to create a coherent
whole and builds toward a particular tone and outcome
2. Uses techniques to sequence events in a logical manner; may not contribute to a particular tone or
outcome
1. Uses techniques to sequence events but is disjointed or detracts from the reader’s understanding
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
4. Uses precise words and phrases, telling details, and sensory language to deliberately convey a vivid and
engaging picture of the experiences, events, setting, and/or characters
3. Uses precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters
2. Uses words or phrases, telling details, and sensory language inconsistently to convey experiences,
events, settings, and/or characters
1. Uses words or phrases to convey experiences, events, settings, or characters but lacks detail and
sensory language
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over
the course of the narrative.
4. Provides a conclusion that follows from and reflects on what is experienced, observed, or resolved over
the course of the narrative that leaves the reader with a lasting impression
3. Provides a conclusion that follows from and reflects on what is experienced, observed, or resolved over
the course of the narrative
2. Provides a conclusion but fails to fully reflect on what is experienced, observed, or resolved over the
course of the narrative
1. Provides an incomplete, illogical, or irrelevant conclusion
W.05. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (Editing
for conventions should demonstrate command of Language standards
1–3 up to and including grades 11–12 on page 54.)
4. Develops and strengthens writing as needed by planning, revising,
editing, rewriting, or successfully incorporates a new approach, enhancing
the writing and resulting in a quality final product
3. Develops and strengthens writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience
2. Develops writing by planning, revising, editing, and rewriting for a given
purpose and audience
1. Uses overly simplistic revision that offers little or no improvement to the
writing