interdisciplinary narrative writing unit by: ty sutz grade 5 narrative writing simulated journal ela...
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Interdisciplinary Narrative Writing Unit
By: Ty SutzGrade 5
Narrative WritingSimulated Journal
ELA Civil War
Grade 5 GA Writing Assessment
• utilizes ELA5W1, ELA5W2, and ELA5C1• test of narrative, informational and persuasive
writing
Scoring :ideas, organization, style, and conventions
Grade 5 GA Writing Assessment Narrative Writing
• recounts a story grounded in personal experience or the writer’s imagination
• uses a setting, characters, circumstances or events
• uses , a plot, point of view, and a sense of resolution
• employs flashback, foreshadowing, dialogue, tension, or suspense
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.
Pre-Assessment
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.
1. Choose a topic all students can write about.2. Pass out several sheets of paper and two sharpened pencils per
student.3. Give students 30 minutes to write.
Prompt given orally and in writing:
-helps teacher determine student’s present level of performance
Narrative Writing…
A story like in a book, movie, or play…
Contains:• Setting• Characters• Problem or goal• Key events• Ending
Instructional groupingduring introduction and
practiceStudents’ Benefit
Teacher interactionAttention focusedModelingLearn from each
other
Teacher’s Benefit
Efficient use of timeMore time on taskScaffoldingEquitable delivery of information
Prewriting
• First stage
• 70% of writing process
• Utilizes graphic organizer
• Choose topic, gather & organize thoughts
Ending
Story Map #.6 Dr. Tonja Root’s ECED 4300 Website. Retrieved May 19, 2009 from http://www.valdosta.edu/~troot/eced4300/Graphic%20Organizers.htm
3: Met the PLO 2: Partially Met the PLO
1: Did Not Meet the PLO 0: Not Met
Topic selection
Well-defined topicRelated appropriately to genre
Somewhat too narrow or broadMay need to make minor change to conform to genre
Too narrow or too broadNot related to genre
No attempt
Story map Conforms to the function3+ eventsConclusion
Somewhat conforms to the function2 eventsMay complete: Conclusion
Attempts made to conform to function2 eventsConclusion
No attempt
Characters
Lists 2+ charactersDescribes 2+ characters’ physical and personality traits
Lists 1+ charactersDescribes 1-2 characters’ physical or personality traits
Lists 1+ charactersNo description included
No characters listed
Setting Describes 3 elements of setting
Describes 2 elements of setting
Describes 1 element of setting
Setting not developed
Problem Well-developed problem stated
Clear problem stated Problem stated may not be related
No problem
Events 3+ events listed with details for each event
3+ events listed with details for 2 events
2 events listedDetails not included
0-1 event listed
Event 1 Relates to topic with three details
Relates to topic with two details
Relates to topic with one details
Not related to topic
Event 2 Relates to topic with three details
Relates to topic with two details
Relates to topic with one details
Not related to topic
Event 3 Relates to topic with three details
Relates to topic with two details
Relates to topic with one details
Not related to topic
Conclusion
Well-developed conclusion
Developed but left reader hanging
Conclusion attempted No conclusion
Total points
3 x _______ = ______ points
2 x _______ = ______ points
1 x _______ = ______ points
Scoring Guide for Narrative Prewriting StageD
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Accommodations
Developmental differences
Seating
Rephrasing
Repetition in verbal cues
Prompting
Extra assistance/practice
Cultural Differences
Proximity
Body language
Verbal & written language
Rephrasing
Seating
Translation dictionary
F O C U SF O C U S
Drafting • form IDEAS from graphic organizer• F O C U S on content
• Catch readers attention w/ intro
• 3+ body paragraphs w/ details
• Conclusion sums up ideas
Area: Exceeds Meets Partially Meets Does Not MeetIntroduction 3 or more
characters with descriptive details were present in the introduction
4 or more parts of the setting with details was present in the introduction
A problem with multiple supporting details was present in the introduction
2 characters with descriptive details were present in the introduction
3 parts of the setting with details were present in the introduction
The problem with supporting details was listed in the introduction
1 character with descriptive details was present in the introduction
2 part of the setting with details was present in the introduction
The problem was listed with no supporting details in the introduction
0 characters were present in the introduction
1 part or less of the setting was present in the introduction
There was no problem listed in the introduction
Body Body had 4 or more events with supporting details
Body had 3 events with supporting details
Body had 2 event with supporting details
Body had 1 or no events with supporting details
Events Listed 4 or more events
Listed 4 or more supporting details for each event
Listed 3 events Listed 3 supporting
details for most events
Listed 2 events Listed 1 to 2
supporting details for most events
Listed 1 to 0 events
Listed 0 supporting details for most events
Conclusion Provided an end to the story
Provided an end to the story
Provided partial end to the story
Did not provide an end to the story
4th Grade Rubric for Drafting Su
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Revising• Meet reader’s needs• Re-evaluate content• Reread• Adding, deleting, changing, re-arranging• Strategies:
– Selective expansion– Author’s chair– Writing groups
Symbol Meaning ExampleInsert a word or
punctuation littleMy brother fell , but he was hurt. not
Delete…apples, cherries, carrots, and grapes.
Re-arrangeWe bought some shoes. We went to the store.
Sutz, T. (2009) Revisions Marks. Unpublished piece. Valdosta State University. Valdosta, GA
Rev
isio
ns M
arks
Exceeded Standards
Meets Standard Partially Meet Standard
Standard Not Met
Sentences Used complete sentences and
complex sentence
Used complete sentences.
Used some sentencesMostly had phrases.
Little to no sentences used.
Paragraphs There is 1 beginning, 3 middle
and 1 conclusion paragraph
There is 1 beginning, 2 middle
and 1 conclusion paragraph
There is no clear beginning, middle, or
conclusion paragraphs
Revision Marks Used revision marks correctly to
revise paper
Used some revision marks correctly
Attempted to use revision marks
correctly
No attempt to use revision marks
Content Made correct changes to content to make reading flow, clear
Changed content to improve clarity
Changed content still lacks clarity
Did not make any changes
Rev
isio
ns R
ubric
Sutz, T. (2009) Revision’s Rubric. Unpublished piece. Valdosta State University. Valdosta, GA
Editing• Set aside for a couple days
• Proofreading. Again and again.
• Focus on mechanics:
– Spelling, capitalization, and punctuation.
• Use proofreader’s marks
• Peer editing/ teacher conferences
Category 4-Exceeds PLO 3-Meets PLO 2-Partially Meets PLO
1-Does Not Meet PLO
0-Does Not Meet PLO
Spelling 0 errors in spelling
1-2 errors in spelling
3-4 errors in spelling
5 or more errors in spelling
No attempt to correct spelling
PunctuationCommas,
apostrophes, ending punctuation
0-2 errors in punctuation
3-4 errors in punctuation
5-7 errors in punctuation
8 or more errors in punctuation
No attempt to punctuate
CapitalizationBeginning of
sentences, names, and proper nouns
0 errors in capitalization
1-2 errors in capitalization
3-4 errors in capitalization
5 or more errors in capitalization
No attempt to capitalize
Proofreader’s Marks
0 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 marks
Editing Rubric
Sutz, T. (2009) Editing Rubric. Adapted from Dr. Root’s Web site http://coefaculty.valdosta.edu/troot/read7140/Writing_Assessments.htm.
Publishing
• Sharing complete piece w/ others• Illustrations, displays, presentation• Finest handwriting, or typed
Exceeds Standard Meets Standard Partially Meets Standard
Does Not Meet Standard
Ideas 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 setting
-Includes a central idea withlimited 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 setting
Organization -Organizing structure thatincludes paragraphs
- Engages reader creatively,relates significant events,and moves to a clear conclusion
- Organizing structure thatincludes paragraphs
- Engages the reader,relates significant events,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 story
Martin, L.L. (2007). Publishing Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA.
Narrative Publishing Scoring Guide
Voice -Appropriate to topic,purpose, and audience
- Engaging
-Shows an awareness of Audience
- Writing is somewhatengaging
- inconsistent orWeak
- Shows limited awarenessof audience
Little or no voice is evident
- Awareness of audience or personal involvement is notevident
Sentence Fluency Sentences flow- Sentence length,structure, and complexityis varied
Sentences flow- Sentence structures arevaried
Sentences are fragmented,run-on or confusing- Sentence structures arelimited in variety
Sentences are incompleteand/or unclear
Word Choice Uses dramatic descriptivelanguage
- Enables the reader tovisualize the events orexperiences
Uses descriptive language
- Enables the reader tovisualize the events orexperiences
Uses limited, repetitiveword choice
- Gives a visual picture
Uses limited, repetitiveword choice
- Does not give a visual picture
Mechanics Contains few, if any, errors in mechanics that makes the writing easy to readand understand
Contains some mechanicalerrors that do not interferewith the meaning
Contains frequentmechanical errors that are noticeable and confuse thereader
Contains manymechanical errors and the writing is difficult to follow
Martin, L.L. (2007). Publishing Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA.