S1+West+Simon

=Simon West= B2 Narrative. Grades: 9-Diploma Students embed narrative writing in a written text when appropriate to the audience and purpose a. Use diction, syntax, imagery, and tone to create a distinctive voice. ||
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results: English Language Arts, Writing,

//What understandings are desired?//
• narrative is a writing style that is converged through either an outside voice (the author's) or an inside voice (one of the character's). • diction, syntax, imagery, and tone are all literary devices that help create voice. ||
 * //Students will understand that:// **(U)** ||
 * • there is a certain style of narration to use depending on who their audience is.

//What essential questions will be considered?//
•How will this story most effectively be narrated? How does the use of voice create good narration? •How will my knowledge of literary devices be applied and help me become a better writer? ||
 * **Essential Questions:** **(Q)** ||
 * •Why is this being written and how is the target audience best connected with?

//What key knowledge and skills will students acquire as a result of this unit?//
•Critical details: Students will know the ideas of Diction:word choice, Syntax: sentence structure, imagery: details, and tone: punctuation, in order to create voice. •Application: Students will know how to apply their knowledge of the parts of voice use it in their writing. || •a) use diction, syntax, imagery, and tone to create a distinctive voice. •express themselves as writers by clearly showing use of voice. •relate their knowledge of voice through providing a piece that they have written. •tell the same story to four different audiences to demonstrate their knowledge of voice. •recognize their own voice through other people's writing. Critically analyze a piece of writing. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •Vocabulary: Diction, syntax, imagery, voice.

//**2004 ASCD and** **Grant Wiggins and JayMcTighe**//