Fast Narrative Writing Unit (Summative)

Fast Narrative Writing Unit (Summative)
Fast Narrative Writing Unit (Summative)
Fast Narrative Writing Unit (Summative)
Fast Narrative Writing Unit (Summative)
Fast Narrative Writing Unit (Summative)
Fast Narrative Writing Unit (Summative)
Fast Narrative Writing Unit (Summative)
Fast Narrative Writing Unit (Summative)
File Type

Word Document File

(13 KB|6 pages)
  • Product Description
  • StandardsNEW

TL;DR (Too long, didn't read): This is a fast narrative writing unit designed to be taught from beginning to end in about 7-10 days. I use this to cap off my narrative writing/reading unit after teaching figurative language, perspective, etc.

Included in this file:

  • Handouts for students
    • assignment overview
    • rubric and grading
    • peer review sheet
    • 7 narrative writing prompts
    • timeline

  • Tentative teaching schedule and outline for teachers

Detailed description:

This unit is designed to measure what students have learned about narrative writing. Use this when you want a sample of your students' best narrative writing to conclude a unit focused on fiction/narrative.

This is not a set of detailed lesson plans. It's a straightforward narrative writing assignment that tasks students with writing three different introductions, choosing one of those to develop, submitting a rough draft, going through a peer-review process for that draft, revising the draft, and submitting a final draft.

The instructions for lessons in this unit are brief and assume a general knowledge of the content area and material; you can think of the instructions as a rough script from which to improvise and go your own way.

The rubric for this assessment uses the Oregon Writing Work Sample Scoring Guide, which measures student mastery from 1 to 6 in ideas and content, organization, voice, conventions, sentence fluency, and word choice. This guide is available online and aligns to CCSS for the most part. I have added two other categories for this assessment: sensory details and plot. Students are expected to incorporate sensory details into their stories and follow recognizable plot structures and/or experiment with more advanced structures. You can of course change the criteria and points values on these rubrics; this material has been uploaded in editable .docx form.

I taught this assignment at the sophomore level, but it is adaptable for younger or older students.

Log in to see state-specific standards (only available in the US).
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Total Pages
6 pages
Answer Key
Teaching Duration
2 Weeks
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