Assignment Instructiоns 1| Drаft Intrоductiоn аnd First Body Pаragraph Select which option 1 or 2 for organizing your introduction paragraph (chronological or setting the stage). See "How to Organize your Identity Narrative" Handout under Additional Support for a review. Indent the first sentence and then begin drafting your introduction paragraph Enter twice (if not set to double space) and draft your first body paragraph (rising action) 2 | Plan/Outline Remainder of Narrative Enter twice and outline the remainder of your essay, using the narrative arc terms: (additional rising actions if needed, climax, falling action, resolution - controlling idea) Note where dialogue will take place in the rough outline and who will be speaking. Example Assignment: I stood with my back against the door ready to welcome in my last class of the day. I hadalmost finished my first day of teaching at a new school. Thus far, my classes had beenwonderful, and I had no fear that this last class would be any different. One by one, the studentsfiled in the classroom barely acknowledging my “good afternoon.” As the last few studentssprinted over the threshold to beat the tardy bell, I noticed something was different about thisclass. First, the boys largely outnumbered the girl students. In fact, there were twenty-sevenmales and only three females. Second, many of the students looked much older than fourteen,which is the typical age of a freshman student. My first thought was that these students were inthe wrong classroom. I began calling roll in hopes of eradicating this mystery, but I quicklylearned that there was no mistake. This was my class, and it was full of second, and some third,time repeaters of 9th grade English. As a young teacher, I felt like I had been set up for failure.How did they expect me to teach these students to write “college and career ready” papers andanalyze works written by Homer and Shakespeare? The first part of the quarter was a complete nightmare. Out of the thirty students in theclass, only five were passing. None of my educational courses had prepared me to teach studentswho, instead of having loving parents that checked up on them, had terrifying probation officersthat called once a week. My students appeared to be unmotivated, and I became increasinglydefeated week after week. Rising Action Continued: Talking with another teacher about how to teach Romeo and Juliet to them. Dialogue between other teacher and me. My resolve to teach the play regardless of her comments Climax: having students listen to the play - boring - TURNING POINT: having them read lines as assigned characters - engagement. Falling Actions: students becoming more engaged, dialogue between student about "biting thumb insult" Resolution/Controlling Idea: Students got more out of being involved in the learning process and figuring things out on their own rather than me telling them what to think/interpret. My identity as a teacher shifted from one who thought I had to just teach the "rules" to now someone who understands that students must experience the work/learning process to be better engaged. Additional Support: How to Organize Your Identity Narrative Updated.pdf K. Burkart Literacy Narrative Example.docx