Do Now!

1. Do Now! Narrative Expressive Reflective Imagery Whispering Parentheses Vivid Dialogue Narrative Lead -Action -Dialogue -Descriptive Do you have…? Newspaper blackout poem? Revenge Poem? 2 Paragraph Response to interview? Music Video QR Code? Please place in the bin. Please copy the following words into your READING section and leave a space between each:

2. In groups of four… • Share the memory or story behind your photograph

3. Narratives • a spoken or written account of connected events; a story.

4. Narrative Examples

5. Read this Passage • Today I found out I was going to an integrated school. I feel my life will be better, but I am also worried of what the kids will think of me. Their parents are very upset and protesting outside the school. I have mixed feelings about it. I know that if I want to fulfill my dream of becoming a black lawyer, I will need a great education and have to work hard. My life will be nothing without education. • I just got home from school. It was terrifying. I am usually proud of who I am, but my classmates made me feel ashamed. No one would speak to me and I felt like an outcast. I should have stayed at my old school. I'm never going to be able to become a lawyer learning like this. How could I have thought this would work out? This was the worst day of my life.

6. First passage is EXPRESSIVE • Personal writing • The writer shares thoughts, ideas, feelings and questions with the reader. • Usually written in first person. • The author tells how he/she feels

7. Read this Passage! • The ocean was pure black on that windy day. It swayed and crashed and smelt of fresh sea air. The sky was a light grayish-blue, gradually growing darker throughout the day. The sun was like a light switch; turning on and off and on again; hiding and emerging from the quickly moving clouds. I was at the beach. In Ocean City, New Jersey, to be precise. I was there with my whole family, yet I was all alone. The laughter of other children I tuned out, and it was just the ocean and me, me and the ocean. I was probably six that day. The waves towered above the tallest of people, and the wind blew through my hair. Even though the sun didn’t constantly shine upon the sand, it still burned against the soles of my feet as I stood there waiting; waiting to go out and explore. The sea was a large bowl of animal infested water. The fish, the coral, the seaweed, the dolphins, the whales, the sharks, and the pink jellyfish that danced in the ocean’s depths were all a part of it. Yet I did not consider those things, or how powerful the ocean could be. It was just the waves lapping at my toes, the ocean and me.

8. The second passage is REFLECTIVE Also personal • Involves recounting an experience and into an exploration of how the experience has shaped the writer. • Not meant to express goals, but to explore. • Looks at the past as a means for looking at the future.

9. Reflective • For this unit, we’re going to focus on the second type of writing, reflective • Your Core will ask you to write a 2-3 page REFLECTIVE narrative • Involves recounting an experience and into an exploration of how the experience has shaped the writer.

10. Imagery • Imagery is used in literature in order to describe or enhance sensory experiences to the text. • To make an imaginary world seem real, an author often makes use of words and phrases that appeal to the senses. These words and phrases, called images, help a reader mentally experience what the characters in the literary selection are actually experiencing. • There are 5 kinds of Imagery ­ • corresponding with the 5 senses. • Sight • Hearing • Smell • Taste • Touch

11. Sight Imagery • The hot July sun beat relentlessly down, casting an orange glare over the farm buildings, the fields, the pond. • Even the usually cool green willows bordering the pond hung wilted and dry. • Hearing Imagery • The eerie silence was shattered by her scream. • Suddenly, the melon gave way with a crack, revealing the deep, pink sweetness inside. • Smell Imagery • As we began to cut open the nearest melon, we could smell the pungent skin mingling with the dusty odor of the dry earth. • Taste Imagery • Our parched throats longed for something cool--a strawberry ice, a tall frosted glass of lemonade. • Touch Imagery • Our sunbaked backs ached for relief.

12. Whispering Parentheses • Writers use this technique to communicate directly with readers, stepping “outside” the regular text for a moment to whisper something in the reader’s ear. • These are usually asides of explanation that are more characteristic of spoken language than written language. • Examples of Whispering Parentheses • Missing May (1992) by Cynthia Rylant: • May started talking about where they’d hang the swing as soon as she hoisted herself out of the front seat ( May was a big woman) and Ob….” (5). • But I’ll Be Back Again (1989) by Cynthia Rylant: • “When the Beatles came to America in 1964 the boys lost most of us girls to either John Lennon, Paul McCartney, George Harrison or Ringo Starr (not many to Ringo)” (15).

13. Vivid Dialogue • Do you remember hearing "Show. Don't tell." ? "Telling" is exactly what it sounds like. You are narrating events by telling what happened a step at a time. Without showing (by using clear, compelling descriptions or by using dialogue) the narrative becomes flat and dull. Consider this. A friend of your states, "Mike said some nice things about you." Would you reply, "Oh, that's good," or would you ask, immediately, "What did he say?" Dialogue is more interesting and vivid than summarized conversations. Dialogue also helps signal the more important or dramatic moments of your narrative.

14. Writing Good Dialogue • How do you write good dialogue? Easy. Listen. Listen to how people speak. Eavesdrop a little and try to write down some conversations. What you'll find is that people usually don't speak in long, well-developed sentences. More often, conversations consist of incomplete sentences, clichés, stringy descriptions, sudden shifts of thought, and even non-words, e.g., "Uh ..."If you write dialogue where your speakers use long formal sentences, it's going to sound fake (unless this is the way these characters actually spoke). For example, consider the difference between the dialogue in example one and example two.

15. Example 1: • "Alex," my mother asked, "what were your activities and pursuits at your middle school today?""I had a full day of activities, Mother. My teachers were stimulating, and my English class was especially delightful.” • Example 2: • "How was school?""I don't know. All right, I guess.“

16. Narrative Lead • An invitation into the story • What is the function of a narrative lead? • Sets the tone • Determines the content and direction • Establishes the voice and verb tense • Lures the reader • Grounds the writer • Fuels the writing • Makes the it easier to write the rest of the piece

17. Three types: • Action • Dialogue • Description

18. Action • You can get the reader hooked into the story by starting with an exciting event or action. • “I threw on my favorite sweater and raced down the stairs, barely gulping down a glass of orange juice. It was the first day of sixth grade, and I couldn’t wait to start my new life as a middle school student.”

19. Dialogue • A character or characters are speaking. It places the reader right into the scene. • “Eeeeeeeeeew!” yelled my sister as the little brown fur ball ran across the kitchen. “Whatever you do, don’t go into the pantry,” I laughed. But, my sister had already fled to her bedroom.

20. Description • You can draw the reader in by painting a picture with your words and imagery. • “The smell of freshly cut grass and burning leaves mingles in the crisp air to announce the beginning of the season. The bright lights blazed onto the field as the echo from the announcer blared in the background. Football season had arrived.”

21. Narrative Activity • Three popsicle sticks: • Conflict • Character • Setting • Write the opening paragraphs (should be ¾-1 page) of this story. • Must have • Narrative lead • Vivid dialogue • Imagery • Whispering Parentheses

22. Read “Fish Eyes” • Pg. 342 • Fill out the chart as you go • You may read in a small group (no more than THREE people) quietly • Or you may read independently • You may work with your group or a partner to fill out the chart