BHS ELA Instructional Guide

3. Develop a range of characters (e.g., main characters vs. support/side, fat 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 fnished product that demonstrates mastery of targeted writing techniques specifc to thegenre. 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 refect upon specifc 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

● 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

Skill Building

Extension

Last Updated August 13, 2024

High School ELA, Page 150