Students discuss a 17th-century painting that depicts musicians in the middle of a fight. They will write a one-paragraph description of the painting in the present tense. Students speculate about what happened before and after the scene depicted in the painting, and then use past and future tenses to write narratives based on their speculations. In the narratives, each student will add descriptive idioms about characters in the painting and draw a visual representation of an idiom.

Advanced-level students will write narratives from the perspective of slaves depicted in rare photographs, and then create a print depicting a moment from the narratives.

Students will focus on how one artist tells the story of Joseph using continuous narrative. By observing and discussing visual details such as color and movement found in the painting, students write about what they think is happening. Students are encouraged to use the actions they observed in the painting to create and write a new story with a new character, and then illustrate them in their own continuous narrative.

Students will compare a painting depicting hatmakers at work to a portrait of a noblewoman of leisure. Next, pupils will write narratives from the perspectives of the women depicted in the paintings and then create a paper hat.

In this module, the readings and assignments focus on immigration experiences and government. Students will build vocabulary needed for citizenship, practice writing complex sentences, review citizenship questions, and read and write narratives. 

Do their minds go blank when they confront a blank piece of paper? Speedwriting can help students get started on writing and come up with topics to write about. They can then incorporate their key ideas and phrases into a narrative with the help of a graphic story organizer.

Writing gets personal when students interview family members in order to write a personal narrative about that person.

Students will consider the challenges of life as an adolescent working in Paris in the late 1800s by analyzing a series of works of art. They will compare the vocations depicted in the artworks with those they might encounter in 21st-century Los Angeles.

Following the model of N. Scott Momaday's The Way To Rainy Mountain, students write three-voice narratives based on Kiowa folktales, an interview with an Elder, and personal connections to theme.

Students reflect on their school year, creating a digital scrapbook consisting of images and text to present to their school community.

Using The Giver, students discuss the importance recorded history. This provides context for descriptive writing of students own history in a lesson that integrates personal writing, research, and literary response.

Students will learn and apply techniques to develop and present a personal narrative/memoir. They will take their writing through all stages of the writing process. Their writing will reflect clear understanding of plot, dialogue, transitions, and descriptive details.

This lesson plan asks students to pay attention to the technologies they use. They graphically map their interactions with technology and compose narratives of their most significant interactions with technology.

Students will create a narrative or short story in response to a work of visual art. They will compare their interpretation with the intent of the artist.

Students really get into character in this lesson as they act out the parts of a script and analyze character motivations and dialogue.

Students identify the narrative elements in a work of art and learn how artists use symbolic imagery to communicate the larger narrative of a person's life. Students then write their own narratives about an historic figure and use visual symbols to create an image about that person that communicates important events in his or her personal narrative.

Students will observe how artists used continuous and sequential narratives in three different works of art. They will focus on color, and then choose whether they want to illustrate one main character in a continuous narrative in a landscape setting or an architectural setting, or in a sequential narrative (similar to a comic strip). Students will then illustrate their narrative story and later write the story.