Tessa Carden
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Transcript of Tessa Carden
Tessa Carden READ 7140 OWA
Summer 2009
Narrative Writing Simulated Journal4th Grade
Social Studies
Native American Culture
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.
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
Pre-Assessment PromptThe teacher will write the following prompts on the
board and give these directions to the students: Prompts: 1. Describe a birthday party that you have had. 2. 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.
Prewriting
Grouping Options for Teacher
Modeling: • Whole group instruction – same
instruction at the same time • ask questions• scaffold information
Grouping Options for Teacher Cont.
Practice Activity: • Whole group instruction • Shared writing - this will insure
students participation in the prewriting process • receive feedback
Grouping Options for Teacher Cont.
Assessment Activity: • work independently • generate their own ideas • assess the individual process of each
student and their understanding
Grouping Options for Students Needs
Students’ Developmental Needs • Benefit from peer and teacher
interaction during whole group instruction• Detailed instructions and directions
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
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.
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.
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.
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.
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
Prewriting Scoring Guide
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
Accommodations and/or Modifications for Needs of Students Cont.
• Below Level in writing/reading: grouped with a higher ability student to receive more scaffolding.
Accommodations and/or Modifications for Needs of Students Cont.
Visual Impaired: • large bold print handouts • seated at the front of the class
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
Drafting
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
Drafting Scoring Guide
Revising
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
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
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.
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.
Practice Activity• Revision Dice–Roll the dice and apply the
action to your revision draft
Revising Scoring Guide
Editing
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
Editing Scoring Guide
Publishing
Publishing Instruction
•Writing is in final form• All changes from previous
stages are made•Writing is shared with class
Publishing Scoring Guide