Interdisciplinary Narrative Writing Unit

By: Ty SutzGrade 5

Narrative WritingSimulated Journal

ELA Civil War

Grade 5 GA Writing Assessment

• utilizes ELA5W1, ELA5W2, and ELA5C1• test of narrative, informational and persuasive

writing

Scoring :ideas, organization, style, and conventions

Grade 5 GA Writing Assessment Narrative Writing

• recounts a story grounded in personal experience or the writer’s imagination

• uses a setting, characters, circumstances or events

• uses , a plot, point of view, and a sense of resolution

• employs flashback, foreshadowing, dialogue, tension, or suspense

Grade 5 GA Writing Assessment Narrative Writing Student Checklist

Prepare Yourself to Write. Make Your Paper Meaningful. Make Your Paper Interesting to Read. Make Your Paper Easy to Read.

Pre-Assessment

You are a visitor to the Amazon Rainforest. Write a postcard to your friends in class explaining what you have learned about the people and creatures of the rainforest.

1. Choose a topic all students can write about.2. Pass out several sheets of paper and two sharpened pencils per

student.3. Give students 30 minutes to write.

Prompt given orally and in writing:

-helps teacher determine student’s present level of performance

Narrative Writing

Narrative Writing…

A story like in a book, movie, or play…

Contains:• Setting• Characters• Problem or goal• Key events• Ending

Instructional groupingduring introduction and

practiceStudents’ Benefit

Teacher interactionAttention focusedModelingLearn from each

other

Teacher’s Benefit

Efficient use of timeMore time on taskScaffoldingEquitable delivery of information

Stage 1

Prewriting

• First stage

• 70% of writing process

• Utilizes graphic organizer

• Choose topic, gather & organize thoughts

Pre-writing Graphic Organizer

Topic Characters STORY MAP 1

Beginning

Setting

A day in the Civil War

MiddleFirst…

Next…

Then…

Ending

Story Map #.6 Dr. Tonja Root’s ECED 4300 Website. Retrieved May 19, 2009 from http://www.valdosta.edu/~troot/eced4300/Graphic%20Organizers.htm

3: Met the PLO 2: Partially Met the PLO

1: Did Not Meet the PLO 0: Not Met

Topic selection

Well-defined topicRelated appropriately to genre

Somewhat too narrow or broadMay need to make minor change to conform to genre

Too narrow or too broadNot related to genre

No attempt

Story map Conforms to the function3+ eventsConclusion

Somewhat conforms to the function2 eventsMay complete: Conclusion

Attempts made to conform to function2 eventsConclusion

No attempt

Characters

Lists 2+ charactersDescribes 2+ characters’ physical and personality traits

Lists 1+ charactersDescribes 1-2 characters’ physical or personality traits

Lists 1+ charactersNo description included

No characters listed

Setting Describes 3 elements of setting

Describes 2 elements of setting

Describes 1 element of setting

Setting not developed

Problem Well-developed problem stated

Clear problem stated Problem stated may not be related

No problem

Events 3+ events listed with details for each event

3+ events listed with details for 2 events

2 events listedDetails not included

0-1 event listed

Event 1 Relates to topic with three details

Relates to topic with two details

Relates to topic with one details

Not related to topic

Event 2 Relates to topic with three details

Relates to topic with two details

Relates to topic with one details

Not related to topic

Event 3 Relates to topic with three details

Relates to topic with two details

Relates to topic with one details

Not related to topic

Conclusion

Well-developed conclusion

Developed but left reader hanging

Conclusion attempted No conclusion

Total points

3 x _______ = ______ points

2 x _______ = ______ points

1 x _______ = ______ points

Scoring Guide for Narrative Prewriting StageD

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Accommodations

Developmental differences

Seating

Rephrasing

Repetition in verbal cues

Prompting

Extra assistance/practice

Cultural Differences

Proximity

Body language

Verbal & written language

Rephrasing

Seating

Translation dictionary

Drafting

Stage 2

F O C U SF O C U S

Drafting • form IDEAS from graphic organizer• F O C U S on content

• Catch readers attention w/ intro

• 3+ body paragraphs w/ details

• Conclusion sums up ideas

Area: Exceeds Meets Partially Meets Does Not MeetIntroduction 3 or more

characters with descriptive details were present in the introduction

4 or more parts of the setting with details was present in the introduction

A problem with multiple supporting details was present in the introduction

2 characters with descriptive details were present in the introduction

3 parts of the setting with details were present in the introduction

The problem with supporting details was listed in the introduction

1 character with descriptive details was present in the introduction

2 part of the setting with details was present in the introduction

The problem was listed with no supporting details in the introduction

0 characters were present in the introduction

1 part or less of the setting was present in the introduction

There was no problem listed in the introduction

Body Body had 4 or more events with supporting details

Body had 3 events with supporting details

Body had 2 event with supporting details

Body had 1 or no events with supporting details

Events Listed 4 or more events

Listed 4 or more supporting details for each event

Listed 3 events Listed 3 supporting

details for most events

Listed 2 events Listed 1 to 2

supporting details for most events

Listed 1 to 0 events

Listed 0 supporting details for most events

Conclusion Provided an end to the story

Provided an end to the story

Provided partial end to the story

Did not provide an end to the story

4th Grade Rubric for Drafting Su

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Stage 3Revising

Revising• Meet reader’s needs• Re-evaluate content• Reread• Adding, deleting, changing, re-arranging• Strategies:

– Selective expansion– Author’s chair– Writing groups

Symbol Meaning ExampleInsert a word or

punctuation littleMy brother fell , but he was hurt. not

Delete…apples, cherries, carrots, and grapes.

Re-arrangeWe bought some shoes. We went to the store.

Sutz, T. (2009) Revisions Marks. Unpublished piece. Valdosta State University. Valdosta, GA

Rev

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arks

Exceeded Standards

Meets Standard Partially Meet Standard

Standard Not Met

Sentences Used complete sentences and

complex sentence

Used complete sentences.

Used some sentencesMostly had phrases.

Little to no sentences used.

Paragraphs There is 1 beginning, 3 middle

and 1 conclusion paragraph

There is 1 beginning, 2 middle

and 1 conclusion paragraph

There is no clear beginning, middle, or

conclusion paragraphs

Revision Marks Used revision marks correctly to

revise paper

Used some revision marks correctly

Attempted to use revision marks

correctly

No attempt to use revision marks

Content Made correct changes to content to make reading flow, clear

Changed content to improve clarity

Changed content still lacks clarity

Did not make any changes

Rev

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Sutz, T. (2009) Revision’s Rubric. Unpublished piece. Valdosta State University. Valdosta, GA

Stage 4Editing

Editing• Set aside for a couple days

• Proofreading. Again and again.

• Focus on mechanics:

– Spelling, capitalization, and punctuation.

• Use proofreader’s marks

• Peer editing/ teacher conferences

Category 4-Exceeds PLO 3-Meets PLO 2-Partially Meets PLO

1-Does Not Meet PLO

0-Does Not Meet PLO

Spelling 0 errors in spelling

1-2 errors in spelling

3-4 errors in spelling

5 or more errors in spelling

No attempt to correct spelling

PunctuationCommas,

apostrophes, ending punctuation

0-2 errors in punctuation

3-4 errors in punctuation

5-7 errors in punctuation

8 or more errors in punctuation

No attempt to punctuate

CapitalizationBeginning of

sentences, names, and proper nouns

0 errors in capitalization

1-2 errors in capitalization

3-4 errors in capitalization

5 or more errors in capitalization

No attempt to capitalize

Proofreader’s Marks

0 errors in use of proofreader’s marks.

1-4 errors in use of proofreader’s marks.

5 or more errors in proofreader’s marks.

Did not properly use any proofreader’s marks.

No attempt to use proofreader’s marks

Editing Rubric

Sutz, T. (2009) Editing Rubric. Adapted from Dr. Root’s Web site http://coefaculty.valdosta.edu/troot/read7140/Writing_Assessments.htm.

Proofreader’s Markswww.msdanielsden.com/.../editing_marks.GIF

Stage 5publishing

Publishing

• Sharing complete piece w/ others• Illustrations, displays, presentation• Finest handwriting, or typed

Exceeds Standard Meets Standard Partially Meets Standard

Does Not Meet Standard

Ideas and Content -Includes a clearlypresented central idea withrelevant facts, supportingdetails, or explanations

- Establishes a well developed idea/plot, andsetting

-Includes a central idea withmostly relevant facts,supporting details, or explanations

- Establishes an idea/plot and setting

-Includes a central idea withlimited facts, supportingdetails, and/or explanations

• Establishes a weak idea/plot and setting

-Includes a central idea butlacks related facts,supporting details, and/or explanations

• Establishes no realidea/plot or setting

Organization -Organizing structure thatincludes paragraphs

- Engages reader creatively,relates significant events,and moves to a clear conclusion

- Organizing structure thatincludes paragraphs

- Engages the reader,relates significant events,and moves to a conclusion

-Organizing structure withvery few paragraphs

- Minimally developedsequence of events andfails to fully engage thereader or conclude story

-Organization lacksparagraphing structure

- Sequence of events is notpresent or confusing andfails to engage the readeror conclude story

Martin, L.L. (2007). Publishing Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA.

Narrative Publishing Scoring Guide

Voice -Appropriate to topic,purpose, and audience

- Engaging

-Shows an awareness of Audience

- Writing is somewhatengaging

- inconsistent orWeak

- Shows limited awarenessof audience

Little or no voice is evident

- Awareness of audience or personal involvement is notevident

Sentence Fluency Sentences flow- Sentence length,structure, and complexityis varied

Sentences flow- Sentence structures arevaried

Sentences are fragmented,run-on or confusing- Sentence structures arelimited in variety

Sentences are incompleteand/or unclear

Word Choice Uses dramatic descriptivelanguage

- Enables the reader tovisualize the events orexperiences

Uses descriptive language

- Enables the reader tovisualize the events orexperiences

Uses limited, repetitiveword choice

- Gives a visual picture

Uses limited, repetitiveword choice

- Does not give a visual picture

Mechanics Contains few, if any, errors in mechanics that makes the writing easy to readand understand

Contains some mechanicalerrors that do not interferewith the meaning

Contains frequentmechanical errors that are noticeable and confuse thereader

Contains manymechanical errors and the writing is difficult to follow

Martin, L.L. (2007). Publishing Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA.