BHS ELA Instructional Guide

3. Develop a range of characters (e.g., main characters vs. support/side, flat vs. round, protagonist vs. antagonist). 4. Demonstrate an understanding of the impact of “telling language” and “showing language.” 5. Effectively weave together narration, description, and dialogue using correct conventions. 6. Distinguish among and incorporate various points of view and narrative tense. 7. Construct a finished product that demonstrates mastery of targeted writing techniques specific to the genre. 4. Collaboration and Evaluation: Students will collaborate with peers in the production and evaluation of writing. 1. Generate ideas and research in collaboration with others to draft, plan, present, and publish original work. 2. Participate in consistent, collaborative discussions about writing produced by peers, self, and outside sources. 3. Articulate, discuss, and reflect upon specific strengths of a piece of writing and provide suggestions for improvement. 4. Consider differing perspectives and opinions when editing, critiquing, collaborating, and conferencing work. 5. Evaluate personal and peer writing through the use of rubrics, checklists, and/or portfolios. Essential Questions ●​ How can I participate in the writing process to strengthen my narratives? End of Unit Writing Competency Example Students write a narrative prose piece of their choosing: short story, vignette, memoir, chapter in a novel. Scaffolding in Action Skill Building ●​ Song Writing Resources from Write the World ●​ Food Writing Resources from Write the World

●​ Flash Fiction Writing Resources from Write the World ●​ SciFi & Fantasy Lesson Plan from Write the World ●​ Short Story Lesson Plan from Write the World ●​ Have students submit their writing to one of Write the World ’s competitions for Teens ●​ Students can sign up for peer reviews and mentors at Write the World ●​ The New York Times Learning Network has many writing competitions throughout the year students can enter

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Last Updated August 13, 2024 ​

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High School ELA, Page 138