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Following successful completion of this lesson, students will be able to:
- Read a first-hand diary account of a major disaster
- Listen to different teens personal views on subject matter
- Write descriptively using all five senses
- Record a personal narrative
The above objectives correspond with the following Alabama Course of Study Objectives:
CCRS 3Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).,
CCRS 12Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. ,
CCRS 14Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear convincing, and engaging.,
CCRS 15Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. ,
CCRS 16Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.,
CCRS 21Write narratives to develop real or imagined experiences or events using effective technique , well-chosen details, and well-structured event sequences. ,
CCRS 21aEngage 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, characters, or both; create a smooth progression of experiences or events.,
CCRS 21bUse narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.,
CCRS 21cUse 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).,
CCRS 21dUse 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).,
CCRS 21eProvide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative., and
CCRS 24Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.,
CCRS 25Conduct short as well as more sustained research projects to answer a question, including a self-generated question, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation, and
CCRS 29Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.. |
Introduction
“He that will not stoop for a pin will never be worth a pound.”
-Pepys
Samuel Pepys, pronounced peeps, kept one of the most detailed diaries in England. Today, his “diary” is eleven volumes, and it was Published in 1970 through 1983. In these books, Pepys, recorded his private and public life. Since he was the Secretary of the AdmiraltyResponsible for the government of the Royal Navy, he watched the “Great Fire of a London” from a safe place across the Thames River, pronounced temz.
He said it was “a most malicious bloody flame, as one entire arch of fire…of above a mile long. It made me weep to see it. The churches, houses, and all on fire and flaming at once, and a horrid noise the flames made, and the cracking of the houses at their ruin.” excerpt from The Diary of Samuel Pepys.
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Introduction