Narrative Writing

Narrative Writing Social Studies Fifth Grade Civil Rights Movement Interdisciplinary Writing Unit Jalisa Brown READ 7140

Teacher Instructions Pre-Assessment Note: Before beginning the assessment, make sure each student has used the restroom. Students will have thirty-five (35) minutes to write five paragraphs on an assigned prompt. Prompt: If I gave you $100.00 to spend whatever way you wanted, what would you do with the money?

Materials • 36 sharpened pencils (2 per student, total of 18 students) • 72 sheets of lined notebook paper • (4 sheets per student, total of 18 • students) • additional lined notebook paper • for early finishers’ activity • timer • stapler Teacher • 2 sharpened pencils • 4 sheets of lined notebook paper • additional lined notebook paper • for early finishers’ activity (if • needed) Students

Directions • Give each student a writing activity sheet. • Have students write their name and the date on the • paper. • Once you have passed out all of the student writing activity • sheets, as they follow along, read the handout to the class. • Tell the students to remain silent and in their seats until • the time limit is up. During the thirty-five (35) minutes, students are only allowed to get up to get more notebook paper to complete the early finishers’ activity. • Set the timer for thirty-five (35) minutes, and tell the • students they may begin.

Do not assist the students with spelling. • 7. Do not prompt the students in any way. You are only • allowed to walk around and monitor the students’ • progress. As you monitor, make sure the students are • skipping lines. • At the conclusion of the activity, have students staple • their writing to the back of their instruction sheet. • Before the students turn-in their assignment, have them • check to see if they have their name and the date on the writing activity sheet, as well as, page numbers in the bottom right hand corner of each page of their writing assignments. • 10. Once this is done, pick up all of the students’ assignments • and place them in the inbox container.

Student Writing Activity Sheet Pre-Assessment

Assessment Portion Instructional Grouping All Stages Individually Teaching and Practice determine if fully understand and comprehend All Stages Whole-group collect accurate data opportunity to address student concerns and correct incorrect practices before assessment opportunity to conduct writing conferences Teacher’s Instructional Needs

Grouping Teaching All Stages Practice and Assessment Whole-group All Stages opportunity to address student concerns and correct incorrect practices before assessment Paired with peer OR Individually difficulty acquiring and using their writing abilities dictate to a peer or record responses on an audio-tape Developmental Levels alternatives to handwriting (Faculty Room, 2004, p. 1)

Grouping Cultural or Linguistic Backgrounds Practice Prewriting, Revising, and Editing Teaching Small Group All Stages opportunity to collaborate with more knowledgeable people Small Group working in zone of proximal development range of tasks that cannot do alone but when assisted by a more knowledgeable person can be accomplish (Eggen, P. & Kauchak, D., 2007, p. 49)

Assessment All Stages only developing information from previous stages (prewriting/revising and editing) Practice Individually Grouping Drafting and Publishing Individually Cultural or Linguistic Backgrounds determine if fully understand and comprehend

Prewriting Stages of the Writing Process Drafting Revising Editing Publishing

Prewriting Genre: Narrative • beginning • middle • end “creative stories to capture readers’ imagination” (Tompkins, 2008, p. 94) Form of writing: Simulated Journal Assume the role of a character and write from his or her viewpoint

Put ideas down on paper using graphic organizer Prewriting Audience: classmates and teacher Topic: March on Washington, the Voting Rights Act, or the Civil Rights Act Purpose: tell a story “getting-ready-to-write-stage” (Tompkins, 2008, p. 8)

Directions: Time Travelers • pretend you are a time traveler • travel back to Civil Rights Movement • think about the events during that • time • complete graphic organizer on event • that interests you March on Washington, the Voting Rights Act, or the Civil Rights Act

Graphic Organizer • do not use complete sentences • do not worry about spelling and grammar

Prewriting Scoring Guide

Students with Differing Developmental Levels Prewriting Accommodations/Modifications • allowed to dictate to a peer • record responses on audio-tape • (alternative to handwriting) Will be given: -an audio-tape -a blank cassette tape

Students with Cultural or Linguistic Backgrounds Prewriting Accommodations/Modifications English Language Learners Paired with two other students who speak English and Spanish fluently • Students: • assist by translating • words • provide definitions

expansion of prewriting stage Drafting • putting your “ideas down on paper” • (Tompkins, 2008, p. 11) • information from graphic organizer used to develop a draft take your ideas and develop them into sentences spelling and grammar unimportant

Drafting Scoring Guide

rereading and developing ideas of draft Revising “adding, substituting, deleting, and rearranging material” (Tompkins, 2008, p. 13) revising proofreader’s marks focus: content

Proofreader’s Marks Revising

Revising Scoring Guide

Editing Mechanics word by word reading (Root, 2008, p. 39) capitalization, punctuation, spelling, sentence structure, usage, and formatting (Tompkins, 2008, p. 16) focus: mechanics editing proofreader’s marks correct mechanical errors proofreading (Root, 2008, p. 39)

Proofreader’s Marks Editing

Editing Scoring Guide

rewriting piece from revising and editing stage Writers’ Showcase involves putting writing “in final written form” (Root, 2008, p. 45) Publishing

Publishing Scoring Guide

Practice Activity Editing Examine the simulated journal entry, on the Montgomery Bus Boycott, for errors in mechanics. As you find the errors, correct them using the six editing proofreader’s marks (transpose, correct misspelling, insert period, capitalize, make lowercase, and insert space).

Proofreader’s Marks Editing

References Eggen, P. & Kauchak, D. (2007). Educational psychology: Windows on classrooms. Upper Saddle River, NJ: Pearson Education. Georgia Project for Assistive Technology. (n.d.). Supporting participation in typical classroom activities for students with disabilities through the use of accommodations, modification, and assistive technology solutions. Retrieved from http://www.gpat.org Goldman, P. L. (1965). Civil rights: The challenge of the fourteenth amendment. New York: Coward-McCann, Inc.. Houston, G. (2004). The Learner/Writer: The Person How Writes. In How writing works: Imposing organizational structure within the writing process (pp. 49-69). Boston: Allyn and Bacon. Root, T. (2011). Revising and editing: Proofreader’s marks. Retrieved from http://www.valdosta.edu/~troot/eced4300/revising_&_editing.htm Root, T. (2006, August). Structure of narratives: Fifth grade. Valdosta, GA: Valdosta State University.

Root, T. (2008). The writing process: Instruction & assessment. Retrieved from Dr. Tonja Root’s Website: ECED 4300 on January 29, 2008, http://www.valdosta.edu/~troot/eced4300/writing_process.htm Shores, E.L. (2005). Rosa Parks: Civil rights pioneer. Mankato, MN: Capstone Press. Siegel, B. (1992). The year they walked: Rosa Parks and the Montgomery Bus Boycott. New York: Four Winds Press. The Faculty Room. (2004). Learning disabilities. Retrieved from http://www.washington.edu/doit/Faculty/Strategies/Disability/LD/ Tompkins, G. E. (2008). Teaching writing: Balancing process and product (5th ed.). Upper Saddle River, NJ: Prentice Hall.

Narrative Writing