ALEX Learning Activity Resources

   View Standards     Standard(s): [ELA2015] (8) 22 :

22 ) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.8.3]

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.8.3a]

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. [W.8.3b]

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. [W.8.3c]

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. [W.8.3d]

e. Provide a conclusion that follows from and reflects on the narrated experiences or events. [W.8.3e]

[ELA2015] (8) 24 :

24 ) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-8.) [W.8.5]

[ELA2015] (8) 23 :

23 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.8.4]

This learning activity should be used as an explore/explain activity for students to apply their narrative writing skills and practice differentiating between narrative and expository writing.  The students will practice these skills through correspondence with a publisher and by writing a narrative of a single scene from a hero's journey.  By including the correspondence aspect of the activity, students will be able to show their ability to differentiate between narrative and expository writing.  By limiting the students to writing a single narrative scene, they will be able to more easily demonstrate their ability to write narratives that show not tell.  This should combat some of the summaries that often results when students try to tell an entire story.  Students will need to have prior knowledge concerning the difference between narrative and expository writing and the difference between a single scene in a story and an entire story.  They will also need to be familiar with the basic concepts of letter writing, the hero's journey motif, and the choices authors must make in terms of point of view, showing not telling, and dialogue.  Finally, the students will be presented with My Hero's Journey Narrative Correspondence, a letter between the students and an editor from a publishing company interested in publishing their work. The students will write a single-scene narrative with a clear beginning, middle, and end using a consistent point of view that paints a picture of the characters, setting, and events of the story.  The students will use action verbs, imagery, dialogue, and figurative language to paint this picture.  During the activity the students will use a My Hero's Journey Peer Review; revise, edit, and publish their writing to a class Padlet page; and write a letter to their publisher concerning the status of their work.

This activity was created as a result of the ALEX Resource Development Summit.

   View Standards     Standard(s): [ELA2015] (8) 23 :

23 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.8.4]

[ELA2015] (8) 25 :

25 ) Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. [W.8.6]

[DLIT] (8) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (8) 22 :

16) Present content designed for specific audiences through an appropriate medium.

Example: Create and share a help video for a senior's center that provides tips for online safety.

[DLIT] (8) 23 :

17) Communicate and publish individually or collaboratively to persuade peers, experts, or community about issues and problems.

After reading, analyzing, and discussing the article “E-Cigarettes: A Dangerous Trend” and using the hyperdoc, students will synthesize information to learn the dangers of e-cigarettes and design, create, and publish a Public Service Announcement video that explains the dangers of e-cigarettes.

This activity was created as a result of the ALEX Resource Development Summit.