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Lesson 6

We will complete the Section Diagnostic by writing a narrative vignette that includes a flashback. We will work with peers to obtain feedback necessary for revision.

Lesson Goals

Reading and Knowledge

  • Evaluate Effects: How well do I evaluate the effects of literary devices, such as flashbacks, in Beloved to write a narrative vignette?
  • Compare and Connect: How well do I recognize points of connection among point of view and character development to write a narrative vignette?

Writing

  • Develop Ideas: How well do I use devices, techniques, including flashbacks, and descriptions to write a well-developed narrative vignette?
  • Organize Ideas: How well do I sequence and group sentences and paragraphs and use devices and techniques, such as flashbacks, to establish a coherent and logical narrative vignette?
  • Publish: How well do I use effective formatting and style to present ideas for specific audiences and purposes?

Texts

There are no texts for this Lesson.

Materials

Tools

Question Sets

Editable Google Docs

Activity 1: Discuss – Write

We will discuss our Section Diagnostic brainstorming with peers and note ideas prior to drafting our sd vignette.

With a peer or small group, share your brainstorming ideas. Recall that you were asked to brainstorm at least one character, a potential setting for your vignette, and ideas for a flashback. As each of you share your ideas, take turns providing feedback, asking questions, and offering suggestions regarding your peers’ planning. Be sure to note the feedback and suggestions of your peers in your Learning Log for use in drafting the Section Diagnostic.

Activity 2: Write

We will draft our Section Diagnostics.

With an understanding of how Toni Morrison utilizes the literary element of flashback, write your own narrative vignette that includes a flashback.

Your response should employ the following:

  • effective diction, syntax, and vocabulary

  • an appropriate mood, voice, and tone

  • characterization

    • include glimpses of character behaviors and underlying motivations that might contribute to moral dilemmas that influence the plot and theme of an overall narrative

  • an established setting (which might not change in the flashback)

Because this assignment is only an excerpt focusing on the element of flashback, you might not include enough narrative for the reader to fully understand the overall plot or theme of the story; however, a well-written excerpt will provide enough detail so that the reader can infer a potential plot and theme.

Activity 3: Discuss – Write

We will share our vignettes with peers and determine if revisions are needed before submitting a final draft of our Section Diagnostic.

Step 1

With at least one peer, share your vignette. Together, discuss the following:

  1. Are the characters identifiable and well-developed?

  2. Is the setting well-established? What details are used to describe the setting?

  3. Analyze the language, syntax, and diction of the narrative and how each establishes a tone and mood. Are there any contradictions of tone and mood? If so, are these intentional?

  4. Is the flashback easily recognized within the vignette? Is there a clear disruption of chronology?

  5. What do we learn in the flashback? Which characters are involved? Do we learn something about them?

Step 2

Review the Section 2 Diagnostic Checklist and revise your vignette according to the feedback you received.

Activity 4: Write – Discuss

We will reflect on our work on the Section Diagnostic and assess how prepared we are for the Culminating Task.

Step 1

Choose at least three of the questions below regarding the Section Diagnostic and respond to them in your Learning Log:

  1. How well did you take necessary action to prepare for the task?

  2. What went well for you during the completion of this task?

  3. What did you struggle with during the completion of this task? How did you push through these struggles?

  4. How well did you actively focus your attention during this independent task?

  5. How well did you develop and use an effective and efficient process to maintain workflow during this task?

  6. What would you do differently during the next Section Diagnostic?

Step 2

Now, find your Culminating Task Progress Tracker. Think about the knowledge you have gained and the skills you have practiced in the unit. Use the Culminating Task Progress Tracker to do the following:

  • Add or refine any skills and content knowledge required for the Culminating Task.

  • Evaluate how well you are mastering the skills and knowledge required for the Culminating Task.

Step 3

Review the Central Question of the unit:

In what ways does a person’s past have power over their present?

Use the following questions to guide a discussion with a partner or small group:

  1. What knowledge have you gained that relates to the Central Question?

  2. What are you still curious about that relates to the Central Question?

  3. What is the relationship between the Central Question and the texts you have read? How do the texts shed light on the question? How does the question help you understand the texts?

  4. How has your response to the question evolved, deepened, or changed?

In your Learning Log, write your response to Question 4. You will return to this response in later lessons to examine how your understanding of the Central Question has evolved.