After organizing their thoughts using a graphic organizer, students write a narrative essay which relates an autobiographical incident. Students present their essays in a slideshow which allows their classmates to practice predicting an outcome as they guess the ending of the narrative. Some of the essays will be included in a class newsletter created by the students.

What should a good narrative contain? For this lesson, a mystery, a type of narrative realistic fiction, will be composed. Since strong adjectives and adverbs will support a mystery, they will be incorporated into the writing.

In this unit, students will begin by building their background knowledge in the area of child mortality and maternal health. They will use this knowledge to participate in a narrative research project, focusing on a case study and country of their choice. Finally, students will use this information to complete a Global Advocacy Project.

The PQP technique—Praise–Question–Polish—requires group members to take a turn reading their drafts aloud as the other students follow along with copies. This oral reading helps the writer to hear the piece in another voice and to identify possible changes independently.

Students will watch and discuss video clips that show how two men in Chile coped with being prisoners in concentration camps during the dictatorship of Augusto Pinochet. Each student will then create a non-fiction picture book that tells the story of one of these men and provides historical context.

To facilitate students' thinking and problem-solving skills, this lesson tasks students with turning a plot scaffold into a written narrative. Students learn kinesthetically by acting out the scaffold "script" while collaborating with others to determine character motivations and dialogue. Students transition from actors to writers by having mental conversations with the characters they have created and letting their characters dictate how the story will evolve. Students are also prompted to insert imagery and use proper grammar in their written narrative.

Behind many of the apparently simple stories of Robert Frost's poems are unexpected questions and mysteries. In this lesson, students analyze what speakers include or omit from their narrative accounts, make inferences about speakers' motivations, and find evidence for their inferences in the words of the poem.

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 7th Grade English Language Arts.

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 7th Grade ELA. 

Students will explore how an artist emphasized the narrative in a work of art that depicts a single moment from the story. They then write a newspaper article, using visual clues in the painting to imagine how the narrative depicted many have unfolded.

In this lesson, students study issues related to independence and notions of manliness in Ernest Hemingway’s “Three Shots” as they conduct in-depth literary character analysis, consider the significance of environment to growing up and investigate Hemingway’s Nobel Prize-winning, unique prose style. In addition, they will have the opportunity to write and revise a short story based on their own childhood experiences and together create a short story collection.

This lesson allows students to see and experience how a story can drastically change when told from the perspective of a character whose voice was not heard in the story's original form. After reading and discussing a New York Times review of the latest Tarzan film, students will select a favorite children's story and rewrite it from another character's point of view, focusing on the character's view of the elements of the plot, other characters, and himself or herself.

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