1. Narrative Writing Strategy Tabitha Barber Anslie Becton Chelsea Hewett Lindsey Womble

2. Learning Outcomes English – LO A: Students will compile their ideas to produce a narrative, graphic organizer highlighting a day in the life an organism living in a Georgia habitat. Science – LO B: Students will differentiate between Georgia habitats and their inhabitants. LO: Students will compile their ideas to produce a narrative, graphic organizer highlighting a day in the life of an organism living in a Georgia habitat.

3. Essential Question English – EQ: How does creating a graphic organizer assist me in developing a narrative piece? Science – EQ: How does where an organism lives influence how it lives?

4. Structure of Narratives: Beginning

5. Structure of Narratives: Middle

6. Structure of Narratives: End

7. Teaching What is author’s purpose? - To entertain, persuade, and inform. Who will be the author of the narrative piece you are writing? - You will be the author. What is a narrative? - Tells a story - Includes a plot and setting -Written in 1 st person -Uses words like (I, me, he, or she)

8. Teaching You will create a Story Map today. Purpose of a Story Map - Help organize notes - Warm-up - Practice before draft - Gather ideas What to do you think a Story Map would look like?

9. Modeling 5 parts in a story map - Characters, problem, setting, plot, ending or conclusion 6 questions that help add detail to narrative a piece - Who, what, when, where, why, and how. Look at my model - What expectations might I have for your Story Map? - How does my model meet those expectations?

12. Assessment Create a Story Map highlighting a day in the life of an organism living in a Georgia habitat. Use the list of animals and Georgia habitats to assist you in the completion of the Story Map. Raise your hand when you have completed the Story Map.

13. Expectations Complete the given Story Map Expectations: -No sentences -Spelling and punctuation are not needed -Use only words and clauses Include: -Main ideas - Supporting details

16. Georgia Habitats & Animals Mountains – Bear – Deer – Bobcat – Trout Coastal – Crab – Sea Gull – Raccoon – Sea Turtle Swamp/Marsh – Alligator – Rabbit – Otter – Frog

17. References Barber, T. (2012). Narrative and graphic organizer assessment. Unpublished Independent Practice, Valdosta State University, Valdosta, GA. Becton, A., Womble, L. (2012). Writing strategy PowerPoint. Unpublished PowerPoint, Valdosta State University, Valdosta, GA. Cook J. (2012, January). How to teach with graphic organizers. Retrieved from http://www.ehow.com/how_6241003_teach-graphic-organizers.html Goldstein, A., & Carr, P.G. (1996, April). Can students benefit from process writing? NAEfacts, 1(3), Washington, DC: National Center for Education Statistics. Retrieved April 4, 2012, from nces.ed.gov/pub96/web/96845.asp Pearson Custom Education: Developing literacy: LITR 3130. New York: Pearson Learning Solutions, p. 105 - 112. Root, T. (n.d.). Story map without details. Retrieved May 22, 2007, from Dr. Tonja Root’s Web site: http://coefaculty.valdosta.edu/troot/eced4300/Graphic%20Organizers.htm Root, T. (2005, September). Structure of narratives: Fifth grade. Retrieved February 1, 2008, from Dr. Tonja Root’s ECED 4300 Website, http://www.valdosta.edu/~troot/eced4300/revising_&_editing.htmhttp://www.valdosta.edu/~troot/eced4300/revising_&_editing.htm Womble, L. (2012). Narrative and graphic organizer true/false practice. Unpublished Guided Practice, Valdosta State University, Valdosta, GA.