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Interdisciplinary writing unit 4 th Grade Narrative: Short Story Seminole Indians

Interdisciplinary writing unit 4 th Grade Narrative: Short Story Seminole Indians. By Katrina Crawford. Georgia Writing Test: Grade 5. Given the first week of March Taken in one day 120 minutes Make-up tests next day More time for IEP, TPP, or Section 504 . Georgia Writing Test: Grade 5.

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Interdisciplinary writing unit 4 th Grade Narrative: Short Story Seminole Indians

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  1. Interdisciplinary writing unit4th GradeNarrative: Short StorySeminole Indians By Katrina Crawford

  2. Georgia Writing Test: Grade 5 • Given the first week of March • Taken in one day • 120 minutes • Make-up tests next day • More time for IEP, TPP, or Section 504

  3. Georgia Writing Test: Grade 5 • Prompt for one of three genres: narrative, informational, or persuasive • Assessed on style, ideas, organization, and conventions • Students, strengths and weaknesses • Teachers, direction and planning

  4. Georgia Writing Test: Grade 5 • Analytic Scoring • More than one feature or domain is evaluated • Four domains • Ideas • Content

  5. Georgia Writing Test: Grade 5 • Organization • Flow, logical, effective • Style • Sentence structure, tone, word choice • Conventions • Spelling, punctuation, capitalization, grammar, and paragraphing

  6. Georgia Writing Test: Grade 5 • Domain Scoring • Content = 40% • Organization • Style combined = 60% • Conventions

  7. Pre-assessment Prompt • Students will be given a pre-assessment writing assignment to help the teacher know the student’s strengths and weaknesses. Teachers can use this information to plan and create a more effective teaching unit for narrative writing and the writing process. • Materials: • Pencils • Wide-ruled paper • Whiteboard • Dry erase markers

  8. Pre-Assessment Prompt • Students will be instructed to write a narrative short story using the following prompts: • The Year Summer Vacation Was Canceled • An Unusual Day at School • If There Were No Trees • The Edge of the World • Benefits to teachers • Provides useful information to help teachers plan writing units

  9. Grouping • Teacher’s Instructional Needs • Whole Group: • Saves time • Allows students to ask questions and receive feedback • Helps teacher see where students may have difficulties

  10. Grouping • Small Group • Collaboration • Peer assistance • Students’ Needs • Stages of Development • More time to complete assignments • One-on-one instruction time • Peer buddy

  11. Grouping • Cultural or Linguistic • More time to complete assignments • One-on-one instruction • Peer buddy

  12. Explanation of Genre/Mode of Writing • Narrative Writing • Real or fictitious • Tells a story • Entertains the reader • Narrative writing elements: • Beginning • Characters • Setting • Introduction to conflict/problem

  13. Explanation of Genre/Mode of Writing • Middle • Events that relate to the conflict/problem • Leads to resolution of the conflict/problem • Ending • Contains resolution to the conflict/problem

  14. Explanation of Prewriting • Getting-ready-to-write-stage • Most important part of the writing process • Writer must determine • Topic • Form • Audience • Purpose

  15. Explanation of Prewriting • Prewriting Process • Explore resources • Take notes • Organize information using graphic organizer

  16. Prewriting Related to Unit • Topic: Seminole Indians • Audience: Classmates • Purpose: Entertainment • Form: Short Story

  17. Graphic Organizer

  18. Teacher’s Scoring Guide

  19. Accommodations and/or Modifications • Developmental Needs of Students • Two students who are below grade level • One-on-one with teacher • Peer buddy • More time to complete assignments • Cultural and/or Linguistic Needs of Students • One student who is bilingual • One-on-one with teacher • Peer buddy • More time to complete assignments

  20. Drafting • Explanation of Drafting • Second step of the writing process • Putting thoughts and ideas on paper • First or “lead” sentence often the most difficult to write • Rough draft • Skip lines to leave space for revising and editing • Do not focus on spelling and punctuation at this point

  21. Teacher’s Scoring Guide

  22. Revising • Explanation of Revising • Third step in the writing process • Make changes to the rough draft by: • Adding • Substituting • Deleting • Rearranging • Use proofreading marks to revise

  23. Teacher’s Scoring Guide

  24. Editing • Explanation of Editing • The fourth step in the writing process • Focus on mechanics • Sentence structure • Capitalization • Punctuation • Spelling • Use proofreading marks to edit

  25. Practice Activity for Editing • Place copy of proofreading marks on the overhead and explain each one • Give students a list of proofreading marks • Place a copy of an unedited paragraph on the overhead • Work with the students to edit the paragraph using the proofreading marks. • Give each student an unedited paragraph • Instruct students to use the list to edit the paragraph

  26. Teacher’s Scoring Guide

  27. Publishing • Explanation of Publishing • Final step in the writing process • Fun stage of the writing process • Correct all errors • Make all changes • Write in best handwriting or type • Prepare to share with audience • Ways to publish • books, newspaper, “author’s chair”, mobile, contests

  28. Teacher’s Scoring Guide

  29. Thank You!

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