1. Interdisciplinary Narrative Writing Unit By: Michael Willis

2. Introduction Grade Level –4 th Genre –Narrative Writing Content Area –Social Studies Slavery

3. Georgia 5 th Grade Writing Assessment Improves writing and writing instruction Six stages of scoring –EmergingExperimenting –DevelopingEngaging –FocusingExtending

4. Pre-Assessment Finds out where students stand within writing Can be used to help set goals Prompts –If you could move anywhere, where would you go? –What job would you like to do? Explain.

5. Grouping Options for Teacher Needs Whole Group –All students can become engaged Individual –Assesses each student Groups – Students generate from each other’s ideas –Helps improve social skills

6. Grouping Options for Student Needs Developmental Needs –Extra time to complete story map Cultural –Will be grouped in a group during revising and editing stages Linguistic –Will be sitting next to teacher during all stages

7. Prewriting Getting ready to write stage Determine topic, form, audience, purpose –Slavery, narrative, classmates, to entertain Generate and organize ideas

8. Modeling Show teacher completed story map –No complete sentences –Didn’t use grammar, spelling, or punctuation –Go over each section

9. Practice Complete story map together Shared-pen technique “A day in the life of a slave”

10. Assessment Hand out blank story maps –Individually completed Leave teacher completed on projector Hand out scoring rubric and go over quickly with students

11. Modifications/ Accommodations Story map can be modified if needed If having trouble, the two bilingual students will be allowed to write in their native language

12. Graphic Organizer/Story Map

13. Scoring Rubric

14. Drafting Beginning, middle, end Focus on getting words onto paper Wide-ruled paper Skip lines (write on lines with x on them.) Write name and draft at the top

15. Drafting Modeling –Completed draft –Let students read –Point out main points (skip lines, how I wrote my name, many errors.)

16. Drafting Practice –Hand out copy of class completed story map Tell class this is what they will be writing a story about –Write story with class –Focus on main points (skipped lines, how name is written.)

17. Drafting Assessment –Individual –Hand out rubric to students and go over it quickly –Remind students not to worry about spelling or punctuation –Remind students about skipping lines, how to write name

18. Drafting Scoring Rubric

19. Revising Focus on content in paper Author works on adding, deleting, changing, and rearranging words Ask yourself, “Does this sound right?” Author needs to be confident of story. Get a peer to help

20. Revising Modeling –Teacher puts completed revised draft onto projector –Point out the addition, deletion, changing, and rearranging of words –Teacher had a peer revise paper while teacher made corrections he wanted to make

21. Revising Practice –Break students up into groups of 3 –Groups revise class completed rough draft –Remind students to just focus on the content with adding, deleting, changing, and rearranging words

22. Revising Assessment –Hand out pens to students –Split students into pairs –Go over rubric with class and hand out a copy –Read own individual paper and make self-corrections –Switch with partner

23. Revising Rubric

24. Editing Putting paper into final form Work on mechanics Spelling, punctuation, grammar, etc. Remind students about thesauruses and dictionaries Correct errors Go over proofreader’s marks

25. Editing Modeling –Show teacher completed edited rough draft –Show students how teacher focused on mechanics –Point out proofreader’s marks

26. Editing Practice –Split into same groups of three that revised together –Remind students to look for errors with mechanics and to look at the proofreader’s marks if needed –Remind students of thesauruses and dictionaries

27. Editing Assessment –Hand out pens to students –Remind students of thesauruses and dictionaries –Hand out the rubric to the students and quickly go over it.

28. Editing Rubric

29. Publishing Final stage Paper is ready to be shared with audience

30. Publishing Modeling –Go over teacher completed story with class. Point out how problem is solved Point out no errors –Go over main points (how the paper is written) –Single spaced

31. Publishing Practice –Students will split into their groups of 3 –All students will need to put in on writing the story –Use best handwriting

32. Publishing Assessment –Individual –Best handwriting –Hand out rubric and go over quickly with class

33. Publishing Rubric