Narrative Strategies
By Kristin Garaas-Johnson, MFA
9-12 English Language Arts
Stage 1- Desired Results
Established Goals:
W.9-10.3/W.11-12.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
Understandings:
Essential Questions:
Students will understand that…
 What do good writers do?
 What's my purpose and how do I
Writing should be purposely focused, detailed,
develop it?
organized, and sequenced in a way that clearly
 What is a “narrative” and how is it
communicates the ideas to the reader.
similar to, or different from other
rhetorical modes?
Students will know….
 The essential elements of a narrative
structure
 How to reveal the significance of a
problem, situation, or observation
through various narrative techniques
 How to incorporate strong, connotative
diction to create imagery
 How to write an authentic conclusion
that reflects their intent
Students will be able to…
 Write a realistic or imaginative
narrative
 Develop a significant problem,
situation, or observation
 Use a variety of narrative techniques
 Sequence events to build toward a
particular tone or outcome
 Use strong word choice to convey a
vivid picture
 Write a conclusion reflective of the
resolution
Stage 2- Assessment Evidence
Performance Tasks:
Students will write a narrative that reveals a
significant incident or situation that includes
sensory details, dialogue, and a personal
reflection.
Assessments:
Students’ performance will be evaluated using
a rubric that measures students’ effectiveness
in using narrative techniques, overall
development (sequencing of events), precise
language (diction, grammar, and mechanics),
and an authentic conclusion.
Self-Assessments:
Students will conduct peer evaluations using
the rubric and the narrative writing
questionnaire.
Other Evidence, Summarized:
Students will read, listen to, or view examples
of narratives and evaluate them using their
rubrics. Students will discuss their views
through Socratic seminars or write informal
critiques of each example through short
constructed responses.
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Stage 3 Learning Plan
Learning Activities—students will:
Expository Writing—Write a brief real or imagined narrative based on a personal picture or one cut
from a magazine.
Journaling/Freewriting—Reflect on their writing process by establishing goals based on the rubric.
Gallery Walks—Review three or four short narratives in groups of three or four students (students
may rotate around the classroom, or the narratives may rotate). Students will create a list of elements
that make each narrative interesting and present their findings to the class.
*For an exceptionally creative class, include an artistic image as one of the “narratives” and have
students debate its merit as a “narrative.”
Class Discussion/Socratic Seminar—Analyze three different narratives based on the rubric. Students
should generate their own questions and responses. For example: Which one is most effective and
why?
Short, constructed response—Write an SCR based on the Socratic Seminar/class discussion about
writing effective narratives
Modeling—Observe the teacher model a short narrative based on a simple prompt, such as “What I
did last summer.” The teacher will demonstrate how to make a cliché original by including effective
diction with strong connotations (tone), imagery, and plot structure.
Practice writing dialogue—Develop a scene that includes realistic dialogue that depicts
action/movement. Students often are hung up on the idea that they cannot remember a conversation
verbatim. Allow them to be creative and explore using effective diction. Ask them, would this
character say this? In this manner? Also provide examples of dialogue that incorporates a variety of
dialects.
Concrete vs. Abstract diction—i.e. SHOW vs. TELL. Show the significance of a situation by
allowing readers to interpret for themselves the brevity of a situation through effective use of
concrete imagery and use of dialogue.
Paraphrasing—Share one paragraph of their narrative with a partner, as a part of the peer-editing
process. The partner must then paraphrase (not summarize) the entire paragraph and present it to the
author. Through this process, students will be able to ensure clarity and establish areas for
improvement.
Exit slips—The one minute narrative: Tell me a story in one sentence that incorporates all the
essential elements of the narrative structure/technique.
Think/pair/share—Share their one-minute narratives with a partner, discuss the narrative structure
and techniques, revise the narratives by adding a sentence or two (“flash fiction”), and present their
stories to the class
Graphic Organizers—use the character builder handout (Scholastic) or create a graphic organizer
that outlines key character traits and conflicts.
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Resources
Character Builder. Scholastic. July 2013.
<http://www.scholastic.com/content/collateral_resources/pdf/i/inkheart_characterbuilder.pdf>.
Dillard, A. From An American Childhood. Dec. 2012.
<www.pittsburghinworsd.org/annie_dillard.html>.
Enger, L. Undiscovered Country. Little Brown and Company. New York: 2008.
Fitzgerald, F. S. The Great Gatsby. Charles Scribner's Sons. New York: 1925.
Fletcher, M. A. A Change is Gonna Come. Smithsonian. 44.4. Washington, D.C.: July 2013.
<http://www.smithsonianmag.com/history-archaeology/an-oral-history-of-the-march-onwashington/>.
Gilman, C. P. The Yellow Wallpaper. The New England Magazine. 1892.
<http://en.wikisource.org/wiki/The_Yellow_Wall-Paper>.
Lee, H. To Kill a Mockingbird. J. B. Lippincott & Co. Philadelphia: 1960.
McGhee. A. Shadow Baby. Three Rivers Press. New York: 2000.
McWhorter, K. T. Seeing the Pattern: Readings for Successful Writing. Bedford-St. Martin’s.
Boston: 2006.
Odell, L. & Katz, S. M. Writing Now: Shaping Words and Images. Bedford-St. Martin’s. Boston:
2010.
Rosa, A. & Eschholz, P. Models for Writers: Short Essays for Composition. Bedford-St.
Martin’s. Boston: 2010.
Rubric Generator. Altec. University of Kansas: 2008. <http://rubistar.4teachers.org/>.
Salinger, J. D. Catcher in the Rye. Little Brown and Company. New York: 1951.
Sedaris, D. Sedaris and the Crumpet Elf: A Holiday Tradition. National Public Radio, Dec. 23,
2005. <http://www.npr.org/2005/12/23/5066175/sedaris-and-crumpet-the-elf-a-holidaytradition>.
Schumacher, J. A., Ofner, T., & Russel-Dempsey, G. The Essential Guide to Language, Writing,
& Literature. Perfection Learning Corporation. Logan, IA: 2007.
Wilhelm, J. D., Smith, M. W., & Fredricksen, J. E. Get it Done! Writing and Analyzing
Informational Texts to Make Things Happen. Heinemann. Portsmouth, NH: 2012.
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