Presentation on theme: "Interdisciplinary Narrative Writing Unit"— Presentation transcript:
1 Interdisciplinary Narrative Writing Unit By: Ty SutzGrade 5Narrative WritingSimulated JournalELACivil War
2 Grade 5 GA Writing Assessment utilizes ELA5W1, ELA5W2, and ELA5C1test of narrative, informational and persuasive writingScoring :ideas, organization, style, and conventions
3 Grade 5 GA Writing Assessment Narrative Writing recounts a story grounded in personal experience or the writer’s imaginationuses a setting, characters, circumstances or eventsuses , a plot, point of view, and a sense of resolutionemploys flashback, foreshadowing, dialogue, tension, or suspense
4 Grade 5 GA Writing Assessment Narrative Writing Student Checklist Prepare Yourself to Write.Make Your Paper Meaningful.Make Your Paper Interesting to Read.Make Your Paper Easy to Read.
5 -helps teacher determine student’s present level of performance Pre-Assessment-helps teacher determine student’s present level of performanceChoose a topic all students can write about.Pass out several sheets of paper and two sharpened pencils per student.Give students 30 minutes to write.Prompt given orally and in writing:You are a visitor to the Amazon Rainforest. Write a postcard to your friends in class explaining what you have learned about the people and creatures of the rainforest.
7 Narrative Writing… A story like in a book, movie, or play… Contains: SettingCharactersProblem or goalKey eventsEnding
8 Instructional grouping during introduction and practice Students’ BenefitTeacher interactionAttention focusedModelingLearn from each otherTeacher’s BenefitEfficient use of timeMore time on taskScaffoldingEquitable delivery of information
13 EndingStory Map #.6 Dr. Tonja Root’s ECED 4300 Website. Retrieved May 19, 2009 from
14 Scoring Guide for Narrative Prewriting Stage 3: Met the PLO2: Partially Met the PLO1: Did Not Meet the PLO0: Not MetTopic selectionWell-defined topicRelated appropriately to genreSomewhat too narrow or broadMay need to make minor change to conform to genreToo narrow or too broadNot related to genreNo attemptStory mapConforms to the function3+ eventsConclusionSomewhat conforms to the function2 eventsMay complete:Attempts made to conform to functionCharactersLists 2+ charactersDescribes 2+ characters’ physical and personality traitsLists 1+ charactersDescribes 1-2 characters’ physical or personality traitsNo description includedNo characters listedSettingDescribes 3 elements of settingDescribes 2 elements of settingDescribes 1 element of settingSetting not developedProblemWell-developed problem statedClear problem statedProblem stated may not be relatedNo problemEvents3+ events listed with details for each event3+ events listed with details for 2 events2 events listedDetails not included0-1 event listedEvent 1Relates to topic with three detailsRelates to topic with two detailsRelates to topic with one detailsNot related to topicEvent 2Event 3Well-developed conclusionDeveloped but left reader hangingConclusion attemptedNo conclusionTotal points3 x _______ = ______ points2 x _______ = ______ points1 x _______ = ______ pointsDeveloped by Root, T. (2006). Scoring guide for narrative prewriting stage. Valdosta, GA: Valdosta State University. Retrieved on May 18, 2009, from
15 Accommodations Cultural Differences Proximity Body language Verbal & written languageRephrasingSeatingTranslation dictionaryDevelopmental differencesSeatingRephrasingRepetition in verbal cuesPromptingExtra assistance/practice
17 Drafting 3+ body paragraphs w/ details form IDEAS from graphic organizerF O C U S on contentCatch readers attention w/ intro3+ body paragraphs w/ detailsConclusion sums up ideasF O C U SF O C U S
18 4th Grade Rubric for Drafting Area:ExceedsMeetsPartially MeetsDoes Not MeetIntroduction3 or more characters with descriptive details were present in the introduction4 or more parts of the setting with details was present in the introductionA problem with multiple supporting details was present in the introduction2 characters with descriptive details were present in the introduction3 parts of the setting with details were present in the introductionThe problem with supporting details was listed in the introduction1 character with descriptive details was present in the introduction2 part of the setting with details was present in the introductionThe problem was listed with no supporting details in the introduction0 characters were present in the introduction1 part or less of the setting was present in the introductionThere was no problem listed in the introductionBodyBody had 4 or more events with supporting detailsBody had 3 events with supporting detailsBody had 2 event with supporting detailsBody had 1 or no events with supporting detailsEventsListed 4 or more eventsListed 4 or more supporting details for each eventListed 3 eventsListed 3 supporting details for most eventsListed 2 eventsListed 1 to 2 supporting details for most eventsListed 1 to 0 eventsListed 0 supporting details for most eventsConclusionProvided an end to the storyProvided partial end to the storyDid not provide an end to the storySutz, T. (2009). Rubric for Drafting, unpublished rubric, Valdosta State University, Valdosta, Georgia.
21 Partially Meet Standard Exceeded StandardsMeets StandardPartially Meet StandardStandard Not MetSentencesUsed complete sentences andcomplex sentenceUsed complete sentences.Used some sentencesMostly had phrases.Little to no sentences used.ParagraphsThere is 1 beginning, 3 middle and 1 conclusion paragraphThere is 1 beginning, 2 middle and 1 conclusion paragraphThere is no clear beginning, middle, or conclusion paragraphsRevision MarksUsed revision marks correctly to revise paperUsed some revision marks correctlyAttempted to use revision marks correctlyNo attempt to use revision marksContentMade correct changes to content to make reading flow, clearChanged content to improve clarityChanged content still lacks clarityDid not make any changesRevisions RubricSutz, T. (2009) Revision’s Rubric. Unpublished piece. Valdosta State University. Valdosta, GASymbolMeaningExampleInsert a word or punctuationlittleMy brother fell , but he was hurt.notDelete…apples, cherries, carrots, and grapes.Re-arrangeWe bought some shoes. We went to the store.Revisions MarksSutz, T. (2009) Revisions Marks. Unpublished piece. Valdosta State University. Valdosta, GA
23 Editing Set aside for a couple days Proofreading. Again and again. Focus on mechanics:Spelling, capitalization, and punctuation.Use proofreader’s marksPeer editing/ teacher conferences
24 Editing RubricCategory4-Exceeds PLO3-Meets PLO2-Partially Meets PLO1-Does Not Meet PLO0-Does Not Meet PLOSpelling0 errors in spelling1-2 errors in spelling3-4 errors in spelling5 or more errors in spellingNo attempt to correct spellingPunctuationCommas, apostrophes, ending punctuation0-2 errors in punctuation3-4 errors in punctuation5-7 errors in punctuation8 or more errors in punctuationNo attempt to punctuateCapitalizationBeginning of sentences, names, and proper nouns0 errors in capitalization1-2 errors in capitalization3-4 errors in capitalization5 or more errors in capitalizationNo attempt to capitalizeProofreader’s Marks0 errors in use of proofreader’s marks.1-4 errors in use of proofreader’s marks.5 or more errors in proofreader’s marks.Did not properly use any proofreader’s marks.No attempt to use proofreader’s marksSutz, T. (2009) Editing Rubric. Adapted from Dr. Root’s Web site
28 Partially Meets Standard Narrative Publishing Scoring GuideExceeds StandardMeets StandardPartially Meets StandardDoes Not Meet StandardIdeas and Content-Includes a clearlypresented central idea withrelevant facts, supportingdetails, or explanations- Establishes a well developed idea/plot, andsetting-Includes a central idea withmostly relevant facts,supporting details, or explanations- Establishes an idea/plot and settinglimited facts, supportingdetails, and/or explanations• Establishes a weak idea/plot and setting-Includes a central idea butlacks related facts,supporting details, and/or explanations• Establishes no realidea/plot or settingOrganization-Organizing structure thatincludes paragraphs- Engages reader creatively,relates significant events,and moves to a clear conclusion- Organizing structure that- Engages the reader,and moves to a conclusion-Organizing structure withvery few paragraphs- Minimally developedsequence of events andfails to fully engage thereader or conclude story-Organization lacksparagraphing structure- Sequence of events is notpresent or confusing andfails to engage the readeror conclude storyMartin, L.L. (2007). Publishing Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA.
29 Voice-Appropriate to topic,purpose, and audience- Engaging-Shows an awareness of Audience- Writing is somewhatengaging- inconsistent orWeak- Shows limited awarenessof audienceLittle or no voice is evident- Awareness of audience or personal involvement is notevidentSentence FluencySentences flow- Sentence length,structure, and complexityis varied- Sentence structures arevariedSentences are fragmented,run-on or confusinglimited in varietySentences are incompleteand/or unclearWord ChoiceUses dramatic descriptivelanguage- Enables the reader tovisualize the events orexperiencesUses descriptive language- Enables the reader toUses limited, repetitiveword choice- Gives a visual picture- Does not give a visual pictureMechanicsContains few, if any, errors in mechanics that makes the writing easy to readand understandContains some mechanicalerrors that do not interferewith the meaningContains frequentmechanical errors that are noticeable and confuse thereaderContains manymechanical errors and the writing is difficult to followMartin, L.L. (2007). Publishing Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA.