Sometimes the same repeating process get to the the same ‘ol, same ‘ol. It gets to be quite boring frankly. The mind needs new and varied input. Eating oatmeal every single day, gets old (I know because we did it when we had food allergy issues here). Boring, turns into drudgery, which turns into dislike, which becomes aversion, and then ultimately refusal. Variation is needed!
This list is what I give to my students to work from to bring some variety into the work of narration. I use it typically for the middle school and high school years. Earlier years are strictly oral narration, at first directly after reading. Later. the narration takes place when time has passed after the reading. Some of the ideas are good for these younger students who have had plenty of straight narration to vary their oral narrations.
I have used this list for years, and, as see, I have over the years developed it to be completely spelled out because I give it to my older students and don’t assign or monitor it. I occasionally ask to see it to make sure they are doing it. So that they aren’t heavy in one type of narration, the check-off spaces keep that running smoothly. Otherwise some students will draw everything, some will turn everything into Lego constructions…. I have found that anything not clearly written out, gets overlooked or undone. This is a ‘no excuse’ list.
Narrations Options for the Term
Written Narrations should follow the same idea as spoken narrations
First what happened…then what happened…next…then what….next…
Do you have any thoughts on the reading?
Cross off the ones you have completed.
–Age 10-12
Every week, do 3 narrations from Group one, 3 narrations from Group two.
4-5 sentences long.
-Age 13-15
Every week, do 4 narrations from Group one, 4 narrations from Group two.
Half a page long.
-Age 16- 18
Every week, do 3 typed narrations from Group one, 3 narrations from Group two.
Half a page long.
Group 1.
___ ___ Literature
___ ___ History
___ ___ Geography
___ ___ Bible
___ ___ Science book
___ ___ Science Natural History book
___ ___ Government, Economics, Philosophpy
___ ___ Current Event
___ ___ Math – tell in word or create an example problem and solution
___ ___ Novel
Group 2.
Draw or paint something from a book/object/activity.
___ History
___ Geography
___ Geography make a map
___ Map – make a map for any book
___ Literature
___ Science book
___ Science experiment
___ Science Nature Walk
___ Picture Study – without looking at the picture, the main features or a detail
___ Composer Study – something the music reminded you of or felt
___ Architecture – a building or structure, or a detail on a building
___ Handicrafts – the process of making something-a tutorial
___ Handicrafts – sketch something you would like to make, include dimensions
___ Poem
Describe an activity.
___ Nature Walk
___ Science experiment
___ Scouting
___ Field trip or place visited
___ Handicrafts – how you made something. Could be a video tutorial
Describe what you were reminded of or how you felt.
___ Composer Study
___ Picture Study
___ Poem
___ History
___ Literature
Create a short story using as many foreign words a possible.
___ Foreign language
Newspaper reporter.
___ Family happenings
___ Current event
___ Nature Walk
___ Field trip or place visited
Graph, chart, outline.
___ Government, economics, philosophy
___ Birds seen – this could be ongoing
___ Flowers growing or blooming – this could be ongoing
___ Calendar of Firsts
___ Something in the landscape
___ Current event
___ Outline the main points of the reading. Age 13-18 use sub points.
You are the author.
___ How will things transpire in the next chapter?
___ What will the ending of the book be?
___ Write a narration in the style of an author
Productions.
___ Live dramatization – in a few minutes, get props, siblings if needed, can video
___ Build a representation – legos, cardboard, blocks, toothpicks
___ Reenact a scene – legos, blocks, props, can video
Your thoughts.
___ Questions you have after reading a book
___ Questions you have after looking at something
___ Brief description of a character’s actions and tell what was good or poor.
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