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Lesson 5

We will complete the Section Diagnostic by writing a narrative vignette that includes a narrative shift in point of view. We will work with peers to obtain feedback to help with 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, shifts in point of view, 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 and shifts in point of view, 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 Section Diagnostic vignette.

With a peer or small group, share your brainstorming ideas. Recall that you were to brainstorm at least three characters to retell the same story from but with a different point of view. 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 the Section Diagnostic.

Activity 2: Write

We will draft our Section Diagnostics.

With an understanding of how Morrison utilizes narrative shift in point of view, build upon your flashback narrative from the Section 2 Diagnostic, but this time, look at the same event from a different character’s point of view.

In writing your narrative vignette, be sure to do the following:

  • retell the same event from a different character’s point of view

  • make purposeful choices in altering character point of view and narration

  • use descriptive language to develop appropriate mood, voice, and tone

  • include diction that provides insight into the character’s thoughts, views, and feelings, which influence how the reader responds to the story and character

Because this assignment is only an excerpt focusing on the element of narrative shift, 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 for the reader to 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. Is the new character’s point of view identifiable and well-developed?

  2. Is the setting close to what was developed in the Section 2 Diagnostic? What details are used to describe the setting from this character’s point of view that are different from the first character’s point of view?

  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. What do we learn from this character’s point of view? Are other characters involved? Do we learn something about them?

Step 2

Revise your vignette according to the feedback that you received and after reviewing the Section 3 Diagnostic Checklist.

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 have you learned 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.