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National Novel Writing Month

Please join our progress as we learn about reading, especially the elements of literature by writing a novel. This week and next week in reading, we learn about the parts of a novel and begin the process of creating our own literary elements to write our own novel.

In November, we WRITE towards our word goals. In December, we revise and edit. In January, we publish.

Reading Standards EALRs

Understand and analyze story elements. W
* Interpret how situations, actions, and other characters influence a character’s personality and development.
* Explain how a story’s plots and subplots contribute to (or don’t advance) the conflict and resolution.
* Explain the influence of setting on mood, character, and plot.
* Explain the author’s point of view and interpret how it influences the text.
* Compare/contrast common recurring themes in books by the same or different authors.

Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: use prior knowledge.
* Use previous experience, knowledge of current issues, information previously learned to make connections, draw conclusions, and generalize about what is read (e.g., relate what is learned in chemistry to new learning in biology; connect the author’s perspective and/or the historical context to text).

Analyze an author’s use of time, order, and/or sequence to extend comprehension of text.
* Analyze an author’s development of time and sequence through the use of literary devices such as foreshadowing, flash- backs, dream sequences, parallel episodes, and the use of traditional and/or cultural-based organizational pat- terns.

Understand and analyze the relationship between and among literary/narrative text and informational/ expository text. W
Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. W
* Compare and contrast information from multiple sources to gain a broader understanding of a topic (e.g., compare and contrast a variety of ecosystems using text-based evidence).
* Compare and contrast how characters react to the same event using text-based evidence.
* Explain how certain actions cause certain effects

Evaluate the author’s use of literary devices to enhance comprehension. W
* Judge the effectiveness of the author’s use of literary devices and explain their use to convey meaning.

Synthesize information from a variety of sources.
* Integrate information from different sources (e.g., newspaper article, biographical sketch, poem, oral records) to draw conclusions about character traits and/or author’s assumptions.

Analyze author’s purpose and evaluate how an author’s style of writing influences different audiences. W
* Identify and discuss different authors’ use of sentence structure, literary devices, and word choice to impact tone, message, and/or reader’s reaction.
* Explain and provide examples of how an author uses a wide variety of language structures to create an intended effect (e.g., words or phrases from another language, dialect, simile, and metaphor).
* Examine the author’s use of language registry (e.g., frozen, formal, consultative, casual, intimate) and how this influences meaning and different audiences.

Analyze text to generalize, express insight, or respond by connecting to other texts or situations. W
* Generalize about universal themes, human nature, cultural and historical perspectives, etc., from reading multiple texts.
* Provide a response to text that expresses an insight (e.g., author’s perspective, the nature of conflict) or use text-based information to solve a problem not identified in the text (e.g., use information in an article about fitness to design an exercise routine).

Analyze treatment of concepts within, among, and beyond multiple texts. W
* Compare and contrast treatments of similar concepts and themes within multiple texts (e.g., how the idea of coming of age is presented in multiple texts rep- resenting a variety of cultures).

Analyze and evaluate the reasoning and ideas underlying an author’s beliefs and assumptions within multiple texts.
* Examine informational/expository text and literary/narrative text to show how they reflect the heritage, traditions, and beliefs of the author.
* Compare and critique two author’s beliefs and assumptions about a single topic or issue, citing text-based evidence, and decide which author presents the stronger argument.
* Make judgments about how effectively an author has supported his/her belief and/or assumptions, citing text-based evidence.

Analyze traditional and contemporary literature written in a variety of genres.
* Respond to literature written in a variety of genres (e.g., explain why certain genres are best suited to convey a specific message or invoke a particular response from the reader).

Analyze recurring themes in literature.
* Identify motivations and reactions of literary characters from different cultures or historical periods when confronting similar conflicts.
* Identify and analyze recurring themes in literature across literary genres (e.g., themes of good vs. evil or heroism as expressed in plays, poetry, short stories).

Analyze how great literary works from a variety of cultures contribute to the understanding of self, others, and the world.
* Compare and contrast traditional, classic, and/or contemporary works of literature that deal with similar topics and problems (e.g., uses of power, family and community structures; meaning of loyalty, freedom, and responsibility).
* Relate literary works to the traditions, themes, and issues of the era they represent (e.g., the generation gap, women and children in the workforce).

Evaluate books and authors to share reading experiences with others.
* Discuss responses to literary experiences and/or ideas gleaned from informational/expository text with others.

Read in our own novels.

1 and 2: Title/Author
3. What is the "big question" in the story? What question will your story answer?

4.5. How will the author answer this question?
What is the evidence the author would answer that way?

6.7. How would you answer the question and why?

Follow lessons for Nanowrimo

1  Three Lessons:

Write, Write, Write.
Check in. Summary -- what do you need

Reset goals.
Should be halfway.

Share a Google Doc that includes:
1. Write a summary of your story so far.
2. Copy the most important paragraph so far in your document and paste it in your google doc.
3. Explain why this paragraph is so important to your story.
4. Will you read this at the Thanksgiving Assembly?

Sheri Edwards,
Nov 6, 2012, 10:12 AM