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Narrative Teaching Guide – Grade 4 SVUSD Language Arts Committee Meeting - May 8, 2012

Narrative

" First week - Administer baseline narrative prompt " Start with practice sessions – 6 weeks ahead " Teach introduction – 6 ways " Teach conclusions " Try 2 intros and 2 conclusions " Page 1 of Charlotte’s Web – to teach intro " Beginning of Ch. 3 of Charlotte’s Web " Beginning, middle, ending " Transition words and descriptive words – include sensory adjectives " Must read Mystic Horse from Unit 2

Related Literature to Consider

" Velveteen Rabbit " Read Aloud anthology book, p 47 – 49 " Cricket in Times Square, (main selection) p. 411 " Magical Animals (book by Carol Watson) for low ELL " The Water Horse

Sample Topics to Introduce Narrative Writing

" A fun day – if you could plan your favorite fun summer day, what would it be? " Favorite foods " Magic shoes " Places to go " Drink a magic potion to grow or shrink " If you had a wish, what would you wish and why? " If you won $1 million, how would you spend it? On other people? " Ali Baba Bernstein, 1001 nights

Teacher’s Resource Book (green)

" Unit 1 - Personal Narrative p. 175 - 178 Anchor Papers " Copy and present to students as samples " Writing rubrics, p. 167

Pre-writing Suggestions

" Thinking Maps: Circle Maps " Flow Map including drawing (Step Up to Writing Flow Maps) " Adapted Narrative Flow/Tree Map " Outline

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Lesson Plan Suggestions: Treasures " Unit 1, Weeks 1 - 5 – Topic Development

• Moment (weeks 1 & 2) • Personal Narrative (week 3) • Object, Setting (weeks 4 & 5) • Grammar: sentence structure

" Unit 4, Week 2 – Dialogue, p. 461 TE

• Pronoun - Verb Agreement (week 3)

" Unit 3: Week 1- 5 – Action Verbs, Verb Tenses, Capitalization • Sensory Details, Linking Verbs (weeks 4 & 5)

• Mini-lesson 1, p. 367K in TE; see also PB p. 179 for sensory chart

Sonoma Valley Unified School District 10.18.12

4th Grade Writing Prompt – Narrative One morning you wake up and find a magical animal. In several paragraphs, write a story that tells what happens.

PLAN EDIT

Before you write: __ Read the prompt carefully so you understand what is being asked. __ Consider the topic, task and audience. __ Think about what you want to write. __ Use your notes and/or a Thinking Map to organize your thoughts.

After you write: __ Did you support your ideas with specific details? __ Check for capitalization, spelling, sentence structure and punctuation.

WRITE PUBLISH

As you write: __ Maintain a clear and consistent focus. __ Include specific details, facts, quotations or other information that relates to your topic. __ Use different types of sentences. __ Use vocabulary that is specific, lively and accurate. __ Organize your narrative by sequencing events and having a clear beginning, middle and end. __ Use transition words. __ Use narrative techniques such as dialogue and description to develop experiences and events.

Before you turn in: __ Did you use your best handwriting? __ Reread your final draft. __ Is your text three or more paragraphs?

___________________________________________________________ Students: PLEASE DO NOT WRITE IN THIS SECTION!

Student Number: _________________________ Teacher: _________________________

Reader Content Style Mechanics Scorer Total 1 2

Totals:

Grade 4 Writing Rubric – Narrative

Sonoma Valley Unified School District 8.8.12

PILOTCONTENT STYLE MECHANICS

4 ! provides lively, interesting and detailed description about an experience! describes events in a logical, flowing order! shows a strong sense of interest or personal involvement in

the topic! includes a clear introduction and conclusion developed from

the narrated experience or event

! uses sequence (time-order) words, transition words, dialogue and precise descriptive words to develop experiences, events or characters! includes vivid sensory descriptions! uses a variety of compound and complex sentences

including prepositional phrases

! is free or almost free of errors in capitalization, spelling, punctuation! demonstrates command of the

conventions of standard English grammar including correct verb tenses! is easy to read and is written

legibly using complete sentences

3 ! provides details about an experience! describes events in a mostly correct order! shows some interest or personal involvement in the topic! includes an introduction and a conclusion developed from

the narrated experience or event

! uses some sequence (time-order) words, transition words, dialogue and descriptive words

! includes accurate sensory descriptions! uses some variety in sentence structure

! has minor errors in capitalization, spelling and punctuation that do not confuse the reader! demonstrates mostly correct use

of standard English grammar with few verb errors! is mostly easy to read and written

legibly using complete sentences

2 ! tries to describe an experience but lacks details! describes events incompletely or in a confusing order! shows little interest or personal involvement in the topic! includes an introduction and/or conclusion that may be

unclear

! uses too few sequence (time-order) words, transition words, dialogue and descriptive words ! uses few or incorrect sensory descriptions! lacks variety in sentence structure; sentences may be hard

to follow

! has frequent errors in capitalization, spelling and punctuation that con- fuse the reader ! has many subject and verb errors! is readable but handwriting is

distracting; may include run-on sentences

1 ! does not share an experience! describes events out of order! fails to connect with the reader or express feelings about the

topic! lacks an introduction and conclusion

! does not include sequence, transition, dialogue or descriptive words; may use confusing words that do not fit the story

! does not include sensory descriptions! lacks sentence structure; sentences may be

incomprehensible

! has many serious errors in cap- italization, spelling and punctuation! has many grammatical errors! is difficult to read because of poor

or illegible handwriting; may include sentence fragments

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175Anchor Papers Unit 1 • Personal Narrative 175

Anchor PapersPersonal Narrative Score: 1 Point

Ideas and Content / Genre The writer is somewhat aware of the purpose for writing, but does not include feelings about the expe-rience. The piece lacks descriptive words and reads like an outline.

Organization and Focus The story contains a beginning and middle, but stops abruptly. The writer has not used sequence or descrip-tive words to show order or place, respec-tively. Transition words are also lacking throughout.

Voice The piece is very sterile sounding, and does not show much awareness of the audience.

Word Choice Word choice is somewhat ade-quate, although lacking in adjectives and transition words.

Sentence Structure / Fluency The sen-tences are mostly fragments or simple constructions.

Conventions There are errors in spelling, usage, and punctuation, especially with apos-trophes in possessives.

A Trip to Grandmasby Stacey J.

We visit my grandmas house. It takes a long time to get to grandmas. The drive is two days long. I used to think there is nothing to do at Grandmas. I don’t feel that way anymore. I explore some part of grandmas house. The basement has a coal furnace. There are shelves filled with grandmas canned fruit. There is a box filled with soyl and worms for fishing. The gardin has erbs growing and a peach tree.

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176 Anchor PapersUnit 1 • Personal Narrative

Anchor PapersPersonal Narrative Score: 2 Points

Ideas and Content / Genre The writer relates a personal experience, but may lose focus, forget the audience, or omit thoughts and feelings.

Organization and Focus There is some evi-dence of planning and follow through, but it is not always consistent. The writer fails to use time-order words, and relates events out of order.

Voice The writer tells the story in a predict-able manner, and shows a lack of personal involvement in the narrative.

Word Choice Word choice is limited, and the writer uses words that are imprecise or lack descriptive flair.

Sentence Structure / Fluency The writer demonstrates an ability to write a simple sen-tence, but struggles with complex structures.

Conventions There are some errors in spell-ing, mechanics, and usage, which could have been eliminated with more careful proofreading.

My Big Adventuerby Tabitha C.

Finally I got to go away to camp. I was very exsited. First we packed stuff for two weeks, clothes and sheets and blankets and soap and tauwels and shampu. Then we drove to a place where I caut the bus. We all got on the bus and the councelers taught us some songs like the worms go in and the worms go out and other disgusting songs like that. We sang all the way. It was a long trip. We ate lunch at a rest stop. Then we got to camp. We got our tents and our bunks and we made teams. Then we ate dinner after we sang more songs around a Kampfire. The councelers lit the fire. We went to sleep. Some of us did. Some pepole whispered a lot at night. We woke up and ate brekfast and went to arts and crafts and then to swimming. Then we had lunch and back to our bunks and rest. We had to write letters to our homes and our familys. We were their for two weeks then we went home on the bus.

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177Anchor Papers Unit 1 • Personal Narrative 177

Anchor Papers

My Trip to the Theaterby Jeremy B.

My parents told us we would be going to the live performance of the musical comedy “Kids on Parade!” This meant we had to “dress up” and leave early so we could be there to park and find our seats by 2:00 P.M. First we listened to the overter. It was plaid by live musicians. Then the curtain opened, and there was the whole cast dancing. The story was about a talent serch for the best singer and dancer under the age of 10 in the United States. It was funny and sad at the same time. Some kids had very mene parents who wanted them to be famous. Some kids worked hard and rehearsed a lot because they loved it. There were two very funny people in the show named Timmy and Tommy Toolittle. They were supposed to be twins, but people thaught there was only one kid so that made for some very funny sceenes. At the end of the show it was too hard to pick the best kids out of the whole group so they decided the people in charge of the talent serch to put all the kids “On Parade” and let them all show what they could do so that is how it got its name.

Personal Narrative Score: 3 Points

Ideas and Content / Genre The writer relates a personal experience with adequate detail, and includes thoughts and feelings.

Organization and Focus The piece has a recognizable beginning, middle, and end, with events presented in the order in which they occurred.

Voice The writer makes an attempt to share a message, although some attempts are more effective than others.

Word Choice The writer uses words appro-priate to the narrative. More varied descriptive language would make the piece livelier.

Sentence Structure / Fluency The writer makes an attempt at varying the structure of sentences used, and most sentences are com-plete and correct.

Conventions Spelling errors require atten-tion. Capitalization, punctuation, and usage are mostly correct.

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178 Anchor PapersUnit 1 • Personal Narrative

Anchor PapersPersonal Narrative Score: 4 Points

A Walk in the Woodsby Raul M.

My backyard ends where the woods begin. Each time I go to the woods with my older brother, Luis, I like to pretend I’m an explorer. Last week I discovered a creek. I was walking with Luis along a dirt trail that winds through the center of the woods when I heard a trickle of water. Then my shoes filled with water as I waded into the creek, but I didn’t mind. Explorers have to be tough! Luis stayed on the dirt path next to me. I sloshed through the cool, clear water, looking up at the vines hanging from the trees above. I pictured a snake or a giant spider dropping on my head but I knew that wasn’t likely. I had been hiking in the creek for only five or ten minutes when I began to wonder where it would take me. I wasn’t ready to turn back. Besides I was finding lots of colorful pebbles in the creek to add to my rock collection. Luis and I kept on hiking until we saw the bright light of the open sky through the treetops. The creek turned and a trail led up a hill. I raced ahead of Luis, up the path, and stared. My mouth dropped open in surprise. In the end, I’d discovered my neighbor’s backyard!

Ideas and Content / Genre The writer cre-ates a cohesive narrative with carefully chosen details that reveal his or her thoughts and feelings.

Organization and Focus The writer grabs the reader’s attention with a strong begin-ning, middle, and end. The writer connects ideas and events, and uses time-order words to guide the reader.

Voice The writer shows originality and a strong personal message that speaks directly to the reader.

Word Choice The writer uses both challeng-ing and everyday language in a natural way.

Sentence Structure / Fluency The writer composes creative, effective sentences that flow smoothly and vary in structure.

Conventions The writer is skilled in most writing conventions, and the paper needs little editing.

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PracticeWriting: Adding

Sensory Details to Develop Setting

1. Read the following journal entry:

We walked into the cafeteria with its deafening sounds of kids’ shouting. As we sat down, I immediately wrinkled my nose at the sour smell of sauerkraut. The floor beneath my table was slippery with it. My first bite of pizza tasted like socks.

2. Look at the chart below. Each of your 5 senses is listed across the top, and under each heading is a sensory detail from the journal entry above that goes along with each sense.

Setting: Cafeteria

Sound Smell Sight Touch Tastedeafening shouting

sour sauerkraut

sauerkraut on the floor

slippery sauerkraut

pizza tasted like socks

3. Using the charts below, try to think of sensory details that you might be able to write about to describe the settings listed. Remember, sensory details are descriptions of sight, taste, touch, hearing, and smell.

Setting: Birthday Party

Sound Smell Sight Touch Taste

Setting: Library

Sound Smell Sight Touch Taste

4. Now try it with a setting of your choice.

Setting:

Sound Smell Sight Touch Taste

Extra Practice: Try again using another setting of your choice.

Setting:

Sound Smell Sight Touch Taste

W 1.0 Writing Strategies Words Add Up to SuccessGrade 4/Unit 3

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