Narrative Writing in the CCSS

1. Narrative Writing in the CCSS Vincent Segalini Director of English Language Arts January 15, 2014

2. Narrative Writing in the CCSS • Narrative writing • conveys experience, either real or imaginary • uses time as its deep structure. • Itcan be used for many purposes, such as: • to inform • to instruct • to persuade • to entertain Taken from www.corestandards.org

3. Narrative Genres • Students produce narratives that take the form of: • creative fictional stories • memoirs • anecdotes • autobiographies Taken from www.corestandards.org

4. Developing Narrative • Over time, students willlearn : • to provide visual details of scenes, objects, or people, • to depict specific actions (for example, movements, gestures postures, and expressions), • to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives, and • to manipulate pace to highlight the significance of events and create tension and suspense. Taken from www.corestandards.org

5. Narrative in History and Science • In history/social studies, students write narrative accounts about individuals. They also construct event models of what happened, selecting from their sources only the most relevant information. • In science, students write narrative descriptions of the step-by-step procedures they follow in their investigations so that others can replicate their procedures and (perhaps) reach the same results. Taken from www.corestandards.org

6. Creative Writing Beyond Narrative • The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms of creative writing to teacher discretion. Taken from www.corestandards.org

7. Narrative Description • Narrative description requires students to write about real events. • Narrative description asks students to connect their writing to their informational reading. • Examples may be: • Anecdotes • Biographies • Description of historical events or scientific processes Taken from www.corestandards.org

8. Narrative Description: PARCC • Narrative description prompts should provide students with specific expectations for their writing by telling students: • The form, audience, topic, and purpose for writing. • To support answer with specific information or details from [text]. • To use precise words and phrases, relevant descriptive details, and sensory language from [fill in the text type/title] to [task focus from task model]. • The details may be explicitly stated in the article or inferred logically from the text. • To develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, quotations, or examples appropriate to the audience’s knowledge of the topic. • To use appropriate narrative techniques to ensure readers understand. Taken from www.parcconline.org

9. Narrative Description Prompt A class is researching the topic, “How ordinary people respond to extraordinary challenges.” The goal is to study ordinary people who have faced and responded to extraordinary challenges. You are assigned to narrate and describe the life of Tuskegee Airman Charles McGee. Prompt: Read the interview with Charles McGee found in Aviation History and write a narrative to share the challenges he faced and his response to those challenges. To create a well-written narrative: • Use relevant, concrete, and sufficient details from the interview to support your description of Airman McGee’s challenges and how he responded to them. The details may be explicitly stated in the interview or logically inferred from the text. • Organize the narrative to make important connections between McGee’s life events and the descriptive details you include. • Use narrative techniques where appropriate, such as dialogue and pacing, to ensure readers understand how McGee responded to the challenges he faced. Taken from www.parcconline.org

10. Writing a Narrative Prompt Locate Work Session # 1 Directions Using the arrest records of Rosa Parks, the PARCC guidelines for creating narrative prompts, and the Tuskegee Airmen example, create a narrative description prompt.

11. Narrative Story • Narrative story requires students to: • To write about imagined events, and • To connect writing to their literary OR informational reading. • Examples may be: • Sequels • Prequels • Change in point of view • “Exploding” a moment or character

12. Narrative Story: PARCC • Establish a clear purpose for writing, modeling language found in the Writing Standards. • Specify the audience to be addressed. • State clearly the topic, issue, or idea to be addressed. • Reference the source text (or texts) serving as the stimulus (or stimuli) for a student response. • Specify the desired form or genre of the student response. Taken from www.parcconline.org

13. Narrative Story Prompt Great historical events often have deep effects upon the people who live through them. Depending on the person and the situation, those effects can be very different. You are going to read a short article about the Dust Bowl days in American history titled “Black Blizzard.” You will also look at some photographs taken during that time period. As you read and study the photographs, think about how this experience may have affected the individual people who lived through it. Finally, you will write a narrative, showing how a particular small moment during this experience affected one person. Here are your choices for your narrative: • A young child watching the “black blizzard” rolling in over the plains. • A young child, watching a tractor knock down his family home in Oklahoma, several years into the Dust Bowl drought. • A mother sitting on her front steps in a migrant camp in California. • An unemployed father, arriving at a squatter camp in California from Oklahoma. Taken from www.achievethecore.org

14. Narrative Writing Standard W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. W.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. W.6.3e Provide a conclusion that follows from the narrated experiences or events. Taken from www.corestandards.org

15. Annotating Student Writing Locate Work Session # 2 Directions • Review the prompt for narrative writing, pages 1-6. • Review the example of student annotation, pages 7-8. • With a partner, annotate essay “N7P Dust Storm” (pages 9-11) using the blank annotation form, page 12. Taken from www.achievethecore.org

16. Resources Common Core Website www.corestandards.org MDE Curriculum Website www.mde.k12.ms.us/ci MDE Common Core Website www.mde.k12.ms.us/ccss MDE Assessment Website www.mde.k12.ms.us/osa MDE SharePoint Website https://districtaccess.mde.k12.ms.us PARCC Website www.parcconline.org

17. Contact Information Office of Curriculum and Instruction 601.359.2586 commoncore@mde.k12.ms.us Nathan Oakley - Director of Curriculum noakley@mde.k12.ms.us Dr. Marla Davis - Mathematics mdavis@mde.k12.ms.us Vincent Segalini -English/Language Arts vsegalini@mde.k12.ms.us Chauncey Spears - AP/Gifted/SocialStudies crspears@mde.k12.ms.us Robin Lemonis – Early Childhood Literacy/Dyslexia/RtI rlemonis@mde.k12.ms.us