Tessa Carden

1. Tessa Carden READ 7140 OWA Summer 2009

2. Narrative Writing Simulated Journal4th Grade Social Studies Native American Culture

3. Content Area • SS4H1 The student will describe how early Native American cultures developed in North America. b. Locate where the American Indians settled with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeastern (Seminole). c. Describe how the American Indians used their environment to obtain food, clothing, and shelter.

4. GEORGIA WRITING TEST – 5TH Grade • An evaluation of each student response to an assigned topic from a prompt bank • From narrative, informational, and persuasive genres • Students are allowed approximately 120 minutes to write • Analytic scoring – writing evaluated on more than one domain • 4 Domains: Ideas, Organization, Style, and Conventions

5. Pre-Assessment Prompt The teacher will write the following prompts on the board and give these directions to the students: Prompts: • Describe a birthday party that you have had. • Describe a typical day in your life. Directions: Write a narrative story on one of these topics. Your story should include: characters, a setting, conflict, events, a solution, and a conclusion. Your story should also include a beginning, middle, and end. Materials to be used are pencil and paper.

6. Prewriting

7. Grouping Options for Teacher Modeling: • Whole group instruction – same instruction at the same time • ask questions • scaffold information

8. Grouping Options for Teacher Cont. Practice Activity: • Whole group instruction • Shared writing - this will insure students participation in the prewriting process • receive feedback

9. Grouping Options for Teacher Cont. Assessment Activity: • work independently • generate their own ideas • assess the individual process of each student and their understanding

10. Grouping Options for Students Needs Students’ Developmental Needs • Benefit from peer and teacher interaction during whole group instruction • Detailed instructions and directions

11. Grouping Options for Students Needs Cont. Students’ Cultural or Linguistic Needs • Benefit from the whole group instruction and discussion • reinforces what students already know • benefit from having a partner to provide feedback and support

12. Instructional ProceduresGenre of Writing Instruction • A narrative is a fully developed story • It has a problem in the beginning • becomes more complicated in the middle • Has a resolution at the end • There are five elements in a narrative story; • the plot • setting • characters • theme • point of view.

13. Instructional ProceduresGenre of Writing Instruction Cont. • The plot - series of events that take place that the characters are involved with throughout the story • The characters - the main character wants to achieve a certain goal or to solve a certain problem and the other characters try to prevent the main character from obtaining the goal • The setting - where the story is taking place. • four elements: location, weather, time, and time period.

14. Instructional ProceduresGenre of Writing Instruction Cont. • The theme - has an essential meaning and represents truths about society • Point of view - is the readers’ understanding of the story.

15. Simulated Journal • A journal where you can imagine the role of another person and write from their point of view. • Include historical details and use phrases from this time period. • This allows you to gain insight into the lives of other people and into historical events. • You choose dates for each entry and use factual information to complete the journal.

16. Prewriting Instruction • First stage of the writing process • Where you are getting ready to write • We will be writing about the American Indians • The writing we be to both entertain and inform • Your will be writing a simulated journal • Your audience will be your classmates • A graphic organizer will be used organize information that you will include in your story

19. Prewriting Scoring Guide

20. Accommodations and/or Modifications for Needs of Students Differing Stages of Development • Gifted Students: use the internet after completing graphic organizer to research more information on the American Indians

21. Accommodations and/or Modifications for Needs of Students Cont. • Below Level in writing/reading: grouped with a higher ability student to receive more scaffolding.

22. Accommodations and/or Modifications for Needs of Students Cont. Visual Impaired: • large bold print handouts • seated at the front of the class

23. Accommodations and/or Modifications for Needs of Students Cont. Differing Cultural and Linguistic Backgrounds Bilingual: • draw pictures • Spanish/English dictionary • ask their peer partner questions • ask each other questions

24. Drafting

25. Drafting Writing Instruction • Putting your ideas from prewriting on paper • Use your graphic organizer to write sentences and paragraphs but include more details • Do not worry about spelling, punctuation, or other mechanical errors • Label the paper as a rough draft and skip lines on paper • Begin with an introduction

26. Drafting Scoring Guide

27. Revising

28. Revising Instruction • reread draft again, to make a revision • begin to clarify and refine your ideas • make additions, substitutions, and delete information • move things around within writing • use proofreaders marks to correctly mark changes that need to be made

29. Writing Groups • Teacher will assign groups to share your rough draft • You will be able to make more changes to your writing • Your group will help you improve your writing by giving you feedback • Each person will have a turn reading their rough draft to the group

30. Writing Groups Cont. • The steps all groups should follow in the writing groups are: • A writer reads. Everyone should listen until the writer has finished reading. • Listeners offer compliments. Group member will tell the writer what they liked about the writing. These positive comments should be specific and focus on the strengths of the writing.

31. Writing Groups Cont. • The writer asks questions. The writer will ask group member for assistance or ask questions about communication in the writing. • Listeners offer suggestions. Group member ask questions about things that are unclear and make revision suggestions. • Repeat the process. • Writers plan for revision. Writers will make decisions about how to revise their writing after considering their group members comments and suggestions.

32. Practice Activity • Revision Dice • Roll the dice and apply the action to your revision draft

33. Revising Scoring Guide

34. Editing

35. Editing Instruction • “Polish” your work by making changes • mechanics: capitalization, punctuation, spelling, sentence structure, usage and formatting consideration • correcting spelling •  Proofreading marks used to make changes

36. Editing Scoring Guide

37. Publishing

38. Publishing Instruction • Writing is in final form • All changes from previous stages are made • Writing is shared with class

39. Publishing Scoring Guide