Narrative Poem Due March 11 –A-day March 12– B-day

iThinktank #4 Focus Focus –Health & Environment Date Date –March 6 (A) –March 7 (B) Required Required –iThinktracker, completed Extra Extra –View teacher-supplied resources (teacher outbox) Questions 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. I sensed it before I knew it was coming. I heard it, smelled it, tasted it. 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. 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. He ran into the storm, his overalls half-hooked over his union suit. “Daddy!” I called. “You can’t stop dust.” 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 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 15 Minute Vignette 15 Minute Vignette A short piece of writing meant to convey a strong impression by focusing on one small moment in time A short piece of writing meant to convey a strong impression by focusing on one small moment in time Big Moment—Death of a family pet (dog) Big Moment—Death of a family pet (dog) Vignette moment—A story about a time when he made a huge mess when bathing him and mom threatened to abandon him 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 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. 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 Take a few minutes to plan Your first idea might be your best, but allow other options to surface before you make your choice Your first idea might be your best, but allow other options to surface before you make your choice Allow the richness of the moment to come through Allow the richness of the moment to come through Build a clear beginning, middle, and end Build a clear beginning, middle, and end Include all the elements of the plot diagram Include all the elements of the plot diagram Develop believable characters Develop believable characters Insert dialogue Insert dialogue Use descriptive phrases and figurative language Use descriptive phrases and figurative language Write in verse Write in verse Add emphasis with line breaks Add emphasis with line breaks Use stanzas to organize information 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 1. Who are your characters (main and supporting)? Brainstorm a few small details that will bring your main characters to life (e.g. Daddy’s unfastened suspenders; Ma’s cleaning) 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? Is the narrator one of your characters or will you create a separate one? 2. What is the interesting conflict or problem that must be overcome? When planning, don’t let the character(s) solve the problem or overcome the conflict right away. 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 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? What is the big event/climax that leads to the solution/resolution? 3. Will your conclusion offer a reward or punishment to the character(s)? Often there is learning or a lasting impression a character gains from the experience. Often there is learning or a lasting impression a character gains from the experience. 4. What is the setting of your story? This might be a place or a time or both. This might be a place or a time or both. Brainstorm phrases that describe the setting as your characters might see it 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, well- chosen 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, well- chosen 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 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