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Grade  Level:  5th  Grade      Overall  Theme  of  Unit:  Writer’s  Voice    CCSS:  

• W.5.3  -­‐  Write  narratives  to  develop  real  or  imagined  experiences  or  events  using  effective  technique,  descriptive  details,  and  clear  event  sequences.  

o b.  Use  narrative  techniques,  such  as  dialogue,  description,  and  pacing,  to  develop  experiences  and  events  or  show  the  responses  of  characters  to  situations.  

 Continuum  of  Literacy  Learning,  Grades  3-­‐8  by  Gay  Su  Pinnell  (found  on  page  115):  

• Write  in  a  way  that  speaks  directly  to  the  reader.  • Use  punctuation  to  support  voice  or  tell  the  reader  how  to  read  the  text  

(commas,  ellipses,  dashes,  colons)  • Use  dialogue  (internal  or  external)  to  add  voice  to  writing.      • Write  with  unique  perspective.  • Produce  narratives  that  are  engaging,  honest,  and  reveal  the  person  behind  

the  writing.      Objectives:    

• Students  will  be  able  to  understand  what  voice  is  in  text  and  why  voice  in  text  is  important  to  the  reader.  Students  will  be  able  to,  with  support  from  mentor  texts,  write  a  narrative  that  speaks  to  the  reader/is  engaging,  uses  punctuation  correctly  to  have  their  written  voice  perceived  as  intended,  and  that  utilizes  either  internal  or  external  dialogue  to  add  a  unique  perspective  to  their  writing.    

 Mentor  Texts:  

1.  Nothing  Ever  Happens  on  90th  Street  by  Roni  Schotter  (Scholastic,  1991.)  2. Holes  by  Louis  Sachar  (Dell  Yearling,  2000.)  3. Eats,  Shoots  Leaves  by  Lynne  Truss  (G.P.  Putnam's  Sons  Books  for  Young  

Readers,  2006.)  4. Diary  of  a  Worm  by  Doreen  Cronin  (HarperCollins,  2003.)  

 Day  One:    Topic:  What  is  Voice  in  Writing?    Resources:    

• Nothing  Ever  Happens  on  90th  Street  by  Roni  Schotter  • ELMO  • Whiteboard  • Paper  for  anchor  chart  • Classroom  library  and/or  access  to  the  school  library  

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• Writing  Utensils  • Analyzing  Voice  in  Writing  graphic  organizer  • Writer’s  Notebooks  

 Teacher  Actions:    

• Introduces  topic  by  using  open-­‐ended  questioning  to  gauge  for  background  knowledge  –  example:  What  do  you  think  voice  means  in  a  story?  How  do  authors  have  voice  in  their  writing?    

o Record  student  response  on  the  board  throughout  discussion  to  reference  later  

§ Transfer  whiteboard  writing  to  chart  paper  to  create  “Voice”  anchor  chart  to  display  during  the  unit.    

• Reads  aloud  from  the  mentor  text  (pages  1-­‐6  in  the  e-­‐book  format  –  from  the  beginning  of  the  story  until  Mrs.  Friedman  and  Baby  Joshua  enter  the  story)  

o If  time  allows,  consider  reading  the  entire  book  aloud.  It  tells  the  story  of  a  student  who  is  assigned  to  write  a  narrative,  but  who  is  struggling  to  find  anything  to  write  about.  Her  neighbors  offer  her  advice  to  help  her  along  in  the  writing  process.  Students  would  be  able  to  relate  to  the  main  character  while  also  being  exposed  to  a  wonderful  author’s  voice.    

• Helps  students  to  define  voice  appropriately,  as  they  have  experienced  it  in  the  mentor  text    

o Example  -­‐  Writer’s  Voice:  the  unique  style  of  writing  that  conveys  an  author’s  attitudes  and  personality  (referenced  from  the  article  found  on  http://fictionwriting.about.com/od/glossary/g/voice.htm)    

o Compare  the  definition  with  the  ideas  recorded  on  the  board  previously  

• Models  how  to  find  and  analyze  voice  by  filling  out  the  graphic  organizer  (Word  Choice,  Detail,  Imagery,  Sentence  Structure)  using  mentor  text  (allow  students  to  help  you  fill  out  the  organizer  by  offering  input  after  you  have  shown  them  how  to  do  so  once  or  twice  àfollow  GRR  model  during  instruction).  This  will  highlight  how  writing  style  may  be  consistent  though  it  varies  from  author  to  author  –  teacher  should  remind  students  that  writing  is  expressive  and  should  reflect  the  individual/writing  in  narratives  does  not  have  to  be  “cookie  cutter”)    

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 • Clearly  gives  direction  and  expectations  for  student  independent  work  

o Students  will  be  selecting  a  favorite  book  to  choose  1-­‐2  pages  from  to  use  to  fill  out  their  own  Analyzing  Voice  organizer  

o If  applicable,  students  may  then  choose  a  piece  of  their  own  writing  to  analyze  in  their  Writer’s  Notebooks  using  another  Analyzing  Voice  organizer  if  desired.  Students  should  write  a  short  reflections  on  what  they  found  in  the  analysis  of  their  own  writing  in  their  notebooks  

§ If  not  applicable,  students  should  reflect  on  their  analysis  of  their  favored  text  –  What  was  surprising?  What  wasn’t  surprising?  How  did  this  analysis  compare  to  the  in-­‐class  analysis  of  the  mentor  text?    

o Students  should  staple  their  completed  organizers  into  their  Writer’s  Notebooks  to  be  collected  

• Assesses  for  student  understanding  by  collecting  Writer’s  Notebooks  and  reviewing  organizers  for  completeness  and  reflections  for  thoughtfulness  –  you  may  wish  to  use  the  following  checklist  to  assess:  

o Analyzing  Voice  Checklist:  ü Students  chose  a  text  other  than  the  mentor  text  to  complete  their  

independently  completed  Analyzing  Voice  graphic  organizer  ü Analyzing  Voice  graphic  organizer  is  completely  filled  out  with  

applicable  information  in  each  category  ü Analyzing  Voice  graphic  organizer  is  attached  to  the  Writer’s  

Notebook  ü A  brief  reflection  about  the  analysis  is  in  the  Writer’s  Notebook  ü The  reflection  is  thoughtful,  and  may  include:  surprises,  questions,  

comparisons,  correctly  made  predictions,  etc.        Student  Actions:  

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• Listens  attentively  to  the  mentor  text  • Participates  in  discussion    • Actively  engages  in  independent  work    

o Analyzing  Voice  graphic  organizer  is  completed  for  a  text  the  student  has  chosen    

• Self-­‐assesses  understanding  through  thoughtful  written  reflection  of  Analyzing  Voice  findings  (see  Teacher  Actions  for  checklist  for  this  reflection)    

• Turns  in  Writer’s  Notebook  for  teacher  review    Differentiation:    

• Extension  -­‐  Have  students  analyze  a  selection  of  their  own  writing  to  see  if  they  can  find  key  characteristics  (those  highlighted  in  the  Analyzing  Voice  organizer)  of  their  own  writing  style.  

• Support  –  Have  students  focus  only  on  completing  the  Analyzing  Voice  organizer  and  save  the  reflection  for  another  time.  If  needed,  print  out  the  pages  of  the  student’s  chosen  text  and  have  them  highlight  each  key  feature  in  a  different  color  instead  of  writing  their  findings  out  in  the  organizer  

 Day  Two:    Topic:  Dialogue  in  Narrative  Text    Resources:    

• Holes  by  Louis  Sachar    • ELMO  • Whiteboard    • Chart  paper  for  anchor  charts  • Classroom  library  and/or  access  to  the  school  library  • Writing  Utensils  • Writer’s  Notebooks  • Writing  Prompt  • Dialogue  Planner/Comic  Strip  Template  

o Have  teacher  example  of  completed  writing  prompt  and  template  prior  to  delivering  today’s  lesson    

 Teacher  Actions:    

• Introduce  the  mentor  text  and  the  day’s  focus  –  example:  “The  book  I  am  holding  is  one  you  may  be  familiar  with.  Similar  to  Nothing  Ever  Happens  on  90th  Street,  this  book  shows  us  an  excellent  example  of  voice  in  text.  In  addition  to  being  another  great  example  of  voice,  Holes  is  also  a  great  example  of  how  to  use  dialogue  to  more  fully  tell  a  story.”  

o Students  may  make  connections  back  to  the  dialogue  in  Nothing  Ever  Happens  on  90th  Street,  at  this  point  in  time,  as  well.    

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§ Page  10  of  90th  Street  in  the  e-­‐book  format  (the  page  after  Sondra  makes  her  appearance)  has  wonderful  dialogue  and  should  be  shown  on  the  ELMO    

• Using  open-­‐ended  questions,  assess  for  student  understanding  of  “Dialogue”  as  it  pertains  to  writing  –  example:  What  is  dialogue?  How  do  you  think  dialogue  might  add  to  a  story?  How  is  dialogue  an  extension  of  the  author’s  voice?    

o Record  student  responses  on  the  board  as  the  discussion  builds  § Transfer  whiteboard  notes  to  chart  paper  to  create  “Dialogue”  

anchor  chart  to  display    • Lead  the  group  to  come  to  the  conclusion  that  dialogue  adds  to  the  story  by  

adding  information  and  making  the  story  more  compelling  than  having  a  narrator  tell  the  entire  thing  by  using  the  aforementioned  open-­‐ended  questioning  

• Read  aloud  from  the  mentor  text  while  showing  the  text  on  the  ELMO.    o Students  should  be  exposed  to  the  way  dialogue  is  punctuated  and  

formatted  in  print.    o Read  Chapter  12  in  Holes  (pages  55-­‐58).    

• Ask  students  what  they  were  able  to  gain  from  the  dialogue.  What  did  it  tell  them  about  the  characters  in  the  story?  How  did  it  help  move  the  story  along?  How  did  it  help  them  make  predictions  or  think  about  the  text  as  it  was  being  read?    

• Introduce  the  day’s  activity  o Tell  students  that  today  they  are  going  to  be  working  on  expanding  

their  author’s  voice  by  adding  dialogue  to  their  writing.    • Display  the  writing  prompt:  example  -­‐  “Write  about  a  time  you  and  a  friend  

found  something  to  be  really  funny.”  o Display  and  read  aloud  completed  teacher  example  of  this  prompt  o Tell  students  that  this  is  the  prompt  that  they  will  be  writing  about  in  

their  notebooks  today.  Also  let  them  know  that  you  are  going  to  practice  writing  dialogue  that  goes  with  this  prompt  together,  first.  

o Display  the  Dialogue  Planner  template    § Tell  students  that  sometimes  it  is  hard  to  plan  out  dialogue  and  

that  this  will  help  organize  their  thoughts  § Work  with  the  class  to  fill  out  a  dialogue  planner  about  

something  funny  that  happened  in  the  classroom  or  a  good  classroom  memory  

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 • Give  directions  and  expectations  for  independent  work  

o Tell  students  that  now  they  are  going  to  work  on  their  own  memory  using  the  writing  prompt  

o Let  them  know  that  they  need  to  begin  by  using  the  Dialogue  Planner  to  sort  out  the  conversation  they  are  going  to  adding  to  their  writing  in  this  prompt  

o Remind  students  that  both  the  completed  Dialogue  Planner  and  writing  prompt  need  to  be  in  their  Writer’s  Notebooks  and  submitted  for  teacher  review  

• Assess  for  understanding  by  reviewing  Writer’s  Notebooks.    o Checklist  for  Assessing  Dialogue  Activity    

ü Dialogue  Planner  and  original  writing  are  included  in  the  day’s  Writer’s  Notebook  entry  

ü Dialogue  Planner  is  completed  and  coherently  follows  a  conversation  that  pertains  to  the  given  prompt  

ü Original  writing  is  based  on  the  given  prompt  and  includes  the  dialogue  planned  in  the  Dialogue  Planner    

 Student  Actions:  

• Listens  attentively  to  the  mentor  text  • Participates  in  discussion    • Actively  engages  in  independent  work    

o Dialogue  Planner  and  original  writing  based  on  the  given  prompt  are  completed  and  included  in  the  student’s  Writer’s  Notebook  (see  checklist  above  for  details)    

• Self-­‐assesses  understanding  through  asking  questions  and/or  requesting  teacher  feedback  during  independent  work  time    

• Turns  in  Writer’s  Notebook  for  teacher  review    

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Differentiation:    • Extension  –  Have  students  include  dialogue  with  more  than  two  characters  

present  in  their  writing  • Support  –  Have  students  draw  out  their  prompt  response  using  a  comic  strip  

template.  This  way  the  dialogue  is  still  planned,  written,  and  included,  but  the  rest  of  the  story  writing  is  offset  by  illustration  and  less  overwhelming.  

o Example  Template:      

 Day  Three:    Topic:  How  does  Punctuation  affect  a  Writer’s  Voice?      

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Resources:    • Eats,  Shoots  Leaves  by  Lynne  Truss  • ELMO  • Whiteboard  • Chart  paper  for  anchor  chart    • Classroom  library  and/or  access  to  the  school  library  • Writing  Utensils  • Writer’s  Notebooks  • Writing  Prompts  featuring  Punctuation  Challenges  

   

Teacher  Actions:  • Introduce  the  mentor  text  and  the  day’s  focus  

o Example:  “Last  time  we  discussed  how  dialogue  enhances  a  writer’s  voice  in  a  story.  You  all  noticed  that  dialogue  had  different  punctuation  that  made  it  stand  out  on  the  page.  Today,  we  are  going  to  take  that  one  step  further  and  discuss  how  punctuation  affects  a  writer’s  voice  not  just  in  dialogue,  but  also  throughout  their  whole  story.  The  book,  Eats,  Shoots  and  Leaves  I  think  you’ll  enjoy.  It  will  help  us  to  understand  just  how  important  punctuation  is  in  your  writing.”    

• Read  aloud  from  the  mentor  text    o This  time  you  are  going  to  read  the  entire  book,  as  it  is  very  short.    o Take  time  to  hear  student  remarks  and/or  questions  

• Refer  back  to  Nothing  Ever  Happens  on  90th  Street,  page  9  in  the  e-­‐book  format  where  Sondra  makes  her  first  appearance.  This  page  in  particular  has  a  lot  of  interesting  punctuation  that  directly  impacts  how  the  story  is  read  and  understood  by  the  reader.    

• Begin  large  group  discussion  of  how  punctuation  changed  the  way  the  stories  were  read  and  how  they  were  understood.  

o Record  discussion  points  on  chart  paper  to  create  “Punctuation”  anchor  chart  to  display  

• Introduce  the  day’s  activity  and  work  through  an  example  as  a  class  o “Today  we  are  each  going  to  get  a  slip  of  paper  with  a  task  on  it.  Mine  

says  ‘Use  punctuation  to  show  that  you  are  confused  in  your  writing.’  What  could  I  write  to  show  confusion?  What  punctuation  should  I  use?”    

§ As  a  class,  work  on  completing  this  task  together.    • Give  directions  and  expectations  for  independent  work  

o Tell  students  that  in  their  Writer’s  Notebooks,  they  will  be  completing  their  own  Punctuation  Challenges,  like  the  one  they  just  worked  on  as  a  class.    

o Give  each  student  a  slip  with  a  punctuation  challenge  on  it  –  examples:  Use  punctuation  to  show  that  you  are  happy,  mad,  sad,  confused,  excited,  frustrated,  with  several  people,  etc.    

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o Let  students  know  that  once  they  have  completed  their  challenge,  they  should  trade  challenges  with  tablemates  until  class  time  is  up  

§ Students  should  be  encouraged  to  check  their  challenge  responses  with  a  partner  for  correctness    

o Remind  students  to  turn  their  notebooks  in  for  review  § Checklist  for  Punctuation  Challenge:  

ü Sentence  punctuation  matches  content  ü Students  traded  challenges  with  at  least  one  other  

person    Student  Actions:  

• Listens  attentively  to  the  mentor  text(s)  • Participates  in  discussion    • Participates  in  trading  Challenges  with  classmates  • Participates  in  peer  review  • Actively  engages  in  independent  work    

o Punctuation  Challenges  are  completed  and  included  in  the  student’s  Writer’s  Notebook  (see  checklist  above  for  details)    

• Self-­‐assesses  understanding  through  receiving  feedback  from  peer  review  and  seeking  teacher  feedback  during  work  time    

• Turns  in  Writer’s  Notebook  for  teacher  review    Differentiation:    

• Extension  –  Have  students  use  a  word  processor  to  complete  their  challenges.  Have  students  use  tools  such  as  italics,  bolding,  underlining,  spacing,  etc.  to  convey  meaning  

• Support  –  Have  students  focus  on  only  one  challenge  instead  of  many  or  have  students  work  in  partners  to  co-­‐write  and  complete  2-­‐4  challenges  

   Day  Four:    Topic:  Perspective,  Voice,  and  Narrative  Text    Resources:  

• Diary  of  a  Worm  by  Doreen  Cronin  • ELMO  • Whiteboard  • Chart  paper  for  anchor  charts  • Classroom  library  and/or  access  to  the  school  library  • Writing  Utensils  • Writer’s  Notebooks  • Diary  Template  

 Teacher  Actions:  

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• Introduce  the  day’s  topic  –  example:  We  have  been  talking  about  how  a  writer’s  style  or  their  voice  is  impacted  by  how  they  write.  The  dialogue  they  include  and  the  punctuation  they  use  all  affect  how  the  reader  understands  their  work.  Today,  we  are  going  to  talk  about  how  perspective  or  the  point  of  view  from  which  the  author  writes  also  affects  writer’s  voice.    

• Read  aloud  from  the  mentor  text,  Diary  of  a  Worm,  from  March  20  –  April  20    o If  time  allows,  the  entire  text  may  be  read  

• Refer  back  to  all  previous  mentor  texts  when  dialogue  bubbles  and  unique  punctuation  (ex:  “They  all  SCREAMED!!!”)  are  encountered  

• Facilitate  large  group  discussion  about  how  reading  a  book  that  is  written  like  a  diary  changes  the  writer’s  voice.  How  is  this  book  different  from  the  other  mentor  texts?  How  do  readers  interact  with  it  differently?    

o Record  discussion  points  on  chart  paper  to  create  “Perspective”  anchor  chart  to  be  displayed  

• Introduce  the  day’s  activity  and  give  directions  and  expectations  for  independent  work  

o Tell  students  that  today,  they  are  to  write  their  own  diary  entry  “Diary  of  a  5th  Grader”    

§ Remind  students  that  like  in  the  mentor  text,  they  will  need  to  date  their  entry    

o Let  them  know  that  they  are  to  write  about  something  that  has  happened  this  week  at  school    

o Tell  students  to  self-­‐assess  as  they  are  writing  by  looking  around  the  room  at  all  of  the  anchor  charts  –  their  entry  should  have  components  of  each  in  it  (overall  engaging  voice,  dialogue,  punctuation,  and  perspective)    

o Remind  students  to  put  their  diary  entries  into  their  Writer’s  Notebooks  and  to  submit  their  notebooks  in  for  teacher  review  

§ Let  students  know  that  you  will  be  checking  for  the  qualities  talked  about  on  the  anchor  chart  and  not  on  the  content  of  their  diary  entry.    

§ Checklist  for  Diary  of  a  5th  Grader  Entry:  ü Entry  is  dated  ü Entry  is  school-­‐related  ü Entry  has  elements  of  each  of  the  anchor  charts:  

engaging  voice,  dialogue,  punctuation,  and  perspective  Student  Actions:  

• Listens  attentively  to  the  mentor  text  • Participates  in  discussion    • Actively  engages  in  independent  work    • Self-­‐assesses  understanding  through  checking  anchor  charts  around  the  

room  and  accounting  for  characteristics  of  each  in  their  entry  (see  checklist  above)    

• Turns  in  Writer’s  Notebook  for  teacher  review    

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Differentiation:    • Extension  -­‐  Have  students  complete  a  diary  entry  with  elements  of  each  of  

the  anchor  charts  as  if  they  were  a  well-­‐known  historical  figure  • Support  –  Have  students  use  a  template  to  organize  their  writing.  The  

template  may  have  space  for  students  to  expand  on  their  writing  with  illustration.    

 Day  Five:  Topic:  Pre-­‐Writing  Narrative  Text  Resources:  

• Mentor  Texts  • ELMO  • Classroom  library  and/or  access  to  the  school  library  • Writing  Utensils  • Writer’s  Notebooks  • Personal  Narrative  Writing  Prompt  • Narrative  Features  Checklist/Anchor  Charts  (1.  Clear,  unique,  expressive,  

honest,  engaging  voice  that  obviously  belongs  to  the  writer  2.  Dialogue  that  adds  to  the  story  and  expands  the  writer’s  voice  3.  Punctuation  that  clarifies  writer’s  intended  meaning  4.  Clear  perspective)    

• Personal  Narrative  Graphic  Organizer  

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o Completed  teacher  model      Teacher  Actions:  

• Introduce  final  portion  of  the  unit  –  original  personal  narrative  • Review  all  mentor  texts  and  highlighted  features  • Remind  students  of  the  anchor  charts  and  how  helpful  they  will  be  • Give  students  their  final  writing  prompt    

o Write  about  a  time  you  felt  that  you  had  really  helped  someone  else  • Show  students  Personal  Narrative  Graphic  Organizer  and  the  teacher  model  

of  said  organizer  • Discuss  each  section  of  the  organizer  with  the  class  • Connect  each  section  to  the  anchor  charts  and  remind  students  that  their  

writing  needs  to  include  elements  of  every  narrative  feature  the  class  has  discussed  (see  checklist  in  “Resources”  for  today)  

• Give  directions  and  expectations  for  independent  work  o Tell  students  that  today  they  are  to  think  about  the  writing  prompt  

and  what  instance  they  want  to  write  about  (may  need  to  brain  storm  in  their  Writer’s  Notebooks)  

o Once  they  have  decided,  students  are  to  complete  the  Personal  Narrative  Graphic  Organizer  and  write  a  rough  draft  of  their  narrative  –  both  in  their  Writer’s  Notebooks  

o Once  their  rough  drafts  have  been  completed,  students  need  to  have  a  peer  look  over  their  draft  and  check  for  all  of  the  narrative  elements,  correct  spelling,  and  punctuation  

• Assess  informally  through  observation  and  conversation      Student  Actions:  

• Students  are  attentive  during  large  group  instruction  and  discussion  • Students  use  mentor  texts  and  anchor  charts  to  help  them  in  the  completion  

of  their  assignment  • Students  complete  Personal  Narrative  graphic  organizer  with  appropriate  

information  (based  on  the  writing  prompt,  following  the  format  of  a  narrative,  and  including  all  of  the  discussed  narrative  features)  

• Students  write  a  rough  draft  of  their  personal  narrative  • Students  participate  in  peer  review  of  rough  drafts    

 Differentiation:    

• Extension  –  Have  students  focus  more  on  expressive  writing  instead  of  the  personal  narrative  format.  Encourage  students  to  add  lots  of  detail,  description,  and  dialogue  or  challenge  them  to  write  about  a  time  the  felt  helpful  and  then  consider  that  instance  from  the  perspective  of  the  party  the  helped  and  write  a  piece  from  that  point  of  view.  

• Support  –  Have  students  focus  on  finding  a  topic  and  completing  the  graphic  organizer.  Allow  students  to  begin  their  rough  drafts  at  a  subsequent  time.    

 

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Day  Six:  Topic:  Final  Drafting  of  Narrative  Text  Resources:  

• Mentor  Texts  • ELMO  • Writing  Utensils  • Writer’s  Notebooks  • Personal  Narrative  Writing  Prompt  • Narrative  Features  Checklist/Anchor  Charts  (1.  Clear,  unique,  expressive,  

honest,  engaging  voice  that  obviously  belongs  to  the  writer  2.  Dialogue  that  adds  to  the  story  and  expands  the  writer’s  voice  3.  Punctuation  that  clarifies  writer’s  intended  meaning  4.  Clear  perspective)    

• Personal  Narrative  Graphic  Organizer  • Computer  lab  with  printers  

 Teacher  Actions:  

• Again,  review  all  mentor  texts  and  highlighted  features  and  remind  students  of  the  anchor  charts  and  how  helpful  they  will  be  

• Allow  students  time  to  finish  their  rough  drafts  and/or  peer  reviews  if  they  have  not  done  so  

• Discuss  class  progress  • Once  students  have  finished  drafting,  explain  that  they  will  be  working  on  a  

final  draft  today  that  will  be  turned  in  for  a  grade  (see  below  in  “Assessments”  for  rubric)  

• Show  class  the  rubric  and  leave  it  up  for  reference  on  the  ELMO  • Explain  that  final  drafts  are  to  be  typed  and  printed.    • Let  students  know  that  they  are  to  use  word  processing  features  such  as  caps  

lock,  bolding,  underlining,  italicizing,  font  size,  font  style,  spacing,  etc.  to  add  to  their  narrative  and  compliment  their  own  unique  writer’s  voice.    

 • Ask  students  to  print  their  final  drafts  and  submit  them  for  review  

 Student  Actions:  

• Students  are  attentive  during  large  group  instruction  • Students  complete  rough  draft  and  peer  review  if  they  have  not  done  so  • Students  use  word  processors  to  type  up  and  add  features  to  their  writing  

that  are  cohesive  with  their  story  and  writing  style  o Students  self-­‐assess  this  with  anchor  charts  and  rubric  

• Students  print  their  final  drafts  and  submit  to  the  teacher  for  review    Differentiation:    

• Extension  –  Have  students  use  publishing  software  to  create  a  book  page  instead  of  a  word  processing  page.  Encourage  students  to  add  illustrations  to  their  narrative  in  the  publishing  software.    

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• Support  –  Have  students  meet  with  the  teacher  one  on  one  after  they  have  completed  their  rough  draft  and  peer  review  to  go  over  which  word  processing  features  to  use  where  in  their  narrative.  If  time  allows,  students  may  begin  to  type  up  their  final  drafts  after  they  have  conferenced  with  the  teacher.  

 Teacher  Model:    It seemed just like any other day. I followed my same routines. The alarm on my phone buzzed exactly one hour before I was due at work, a reminder that the interstate and its traffic were waiting for me. I got to work 30 minutes before the last bell was to ring, a reminder that 40 children would soon be rushing into my room to begin after school activities. From all accounts, it was going to be another average day. The little girl with glassy eyes and pink barrettes changed that when she asked me, “Will you read with me?” “Of course!” I responded. My average day was unusually uneventful and we had all the time in the world to read. We sat next to the small reading corner, backs against the rickety hand me down bookshelf. She glanced at the books thoughtfully, “Hmmm…” she sighed before delicately sliding out a book about butterflies. I read her the story about butterflies, pausing to ask her questions and to hear what she was thinking, but before too long we had reached the end. “ Now, I want to try to read all by myself. Can I try?” she asked. “Okay!” “I think that’s a great idea!” I replied. A crease of worry began to form between her eyebrows. “Don’t worry,” I smiled, “I’ll be here to help you sound out the words, if you need me to.” She grinned and began to choose the book she wanted to read from the shelf, a book about bicycles. She started reading hesitantly at first, gaining more confidence with each page turned. Before long, her small fingers had grazed the final page. “I DID IT!!!” she cheered. “I READ IT ALL BY MYSELF! FOR THE FIRST TIME EVER!!!” “YAAAAYYYYY!” I cheered back as we both high fived. It was then that I realized that I had just witnessed a life-changing event. By agreeing to read with her, she felt safe enough to try reading on her own and for the first time in her entire life, she finished a book by herself. Something that is seemingly so insignificant is actually so impactful – from that moment on, she had an entire world of books available to her, all because we decided to sit down and read!      Reflection  of  Teacher  Model:     Getting  started  on  the  writing  prompt  was  more  challenging  than  anticipated.  I  actually  really  liked  using  the  Personal  Narrative  graphic  organizer  to  help  me  get  what  I  wanted  to  say  out.  The  graphic  organizer  made  writing  my  narrative  much  easier.  I  found  that  I  could  focus  less  on  the  structure  of  the  narrative,  because  I  knew  I  had  each  part  accounted  for  on  the  organizer,  and  more  on  adding  detail  and  dialogue.  Brainstorming  took  longer  than  I  had  expected,  but  once  I  decided  on  the  instance  to  write  about  and  got  my  thoughts  organized,  the  writing  was  very  enjoyable  to  complete.  I  would  be  sure  to  give  students  plenty  of  time  to  think  about  what  they  want  to  write  and  plot  it  out  and  perhaps  stretch  the  unit  out  for  7  days  so  that  they  may  have  a  day  to  brain  storm,  a  day  to  draft  and  review,  and  a  day  to  create  their  final  product.          

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   Assessments:    Formative:  

• Informal  –  teacher  observation,  class  discussion,  one-­‐on-­‐one  discussion  with  students    

Student  Self-­‐Assessment:  • See  under  “Student  Actions”  each  day    

Summative:    • Rubric  for  the  Final  Draft  of  the  Personal  Narrative:  

                                     Other   Resources:      

• Analyzing  Voice  Graphic  Organizer:  https://s-­‐media-­‐cache-­‐

ak0.pinimg.com/736x/67/62/fe/6762fe6ce8a5bba479503f5905ef7ea8.jpg  

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• Dialogue  Planner:  https://mcdn1.teacherspayteachers.com/thumbitem/Dialogue-­‐Planner-­‐Graphic-­‐Organizer/original-­‐600306-­‐1.jpg  

• Comic  Strip  Template:  https://www.flickr.com/photos/thedcdl/10964829936/    

• Diary  Template:  http://www.readwritethink.org/files/resources/30629_template.pdf    

• Personal  Narrative  Graphic  Organizer:  http://www.scholastic.com/teachers/top-­‐teaching/2014/03/graphic-­‐organizers-­‐personal-­‐narratives