Overview and Background: Unit: Narrative Writing

Story Map GO, How is Inspiration used?, Rubric ?, all standards assessed?, can they complete the Task without showing understanding?

Name: Stephanie Thalmann

Cheney Elementary : Grades 4

Title:	Narrative Writing
Topics:	Writing
Time Frame:	3 weeks
Start Date:	April and/or May

Other Designers:

Summary:
This unit will look at narrative writing.

Print Materials Needed: Books from the library of “fractured” fairy tales.

Resources: Inspiration and PowerPoint

Resource Attachments:

Internet Resource Links:

http://wings.ucdavis.edu/Curriculums/History/vocab_charade_game_howto.html
http://pbkids.org/lions/wolf/flood.html
http://eslgames.com/
http://edsitement.neh.gov/lessonplans/write.html.

Notes:

Stage 1: Identify Desired Results

State:	KS
Title:	Writing 2
Standard(s):	Standard 2: Learners write effectively for a variety of audiences, purposes, and contexts. Benchmark 1: A proficient writer uses ideas that are well developed, clear and interesting. Benchmark 2: The proficient writer uses authentic and appropriate voice. Benchmark 3: The proficient writer uses organization that enhances the reader’s understanding. Benchmark 4: The proficient writer uses effective word choice. Benchmark 5: The proficient writer uses clear and fluent sentences. Benchmark 6: The proficient writer uses standard American English conventions. Benchmark 7: The proficient writer uses a writing process that includes preparation, drafting, revising, editing, and publishing to produce a written document.

Understandings:

Good writing has form.

Essential Questions:

What makes a great writing?
How can you write ideas clearly?

Knowledge and Skills:

K

Six-Trait Model, narrative, important details, main ideas, narrative elements; Word and PowerPoint

S

Stage 2: Determine Acceptable Evidence

Assessment Summary:
Student will write a story from a different character’s point of view.

Student Directions:

You are an author preparing to write a narrative story to read to your first grade book buddies. You need to organize your ideas and you will use a story map to record your ideas for each of the story elements (character, setting, problem, solution. events and endings). All of your ideas will be on the story map and you will use this map when you write the rough draft of your narrative story.

Student Product: Story Map

Criteria for evaluation of student product/performance:
1)All elements completed on the story map
2)No excuse words spelled correctly
3)Legible Writing
4)Three Events - sequence from problem to solution
5)Last event should lead to solution

Rubric:

Other assessment evidence to be collected:

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

Read The True Story of the Three Little Pigs. Discuss whose point of view most versions of The Three Little Pigs is usually told from. Ask whose point of view this story is from. Ask, “How is it different?”

Communicating with words is a process, which is always evolving.

1. Read The True Story of the Three Little Pigs. Discuss whose point of view most versions of The Three Little Pigs is usually told from. Ask whose point of view this story is from. Ask, “How is it different?”

2. Discuss other stories that could be written from a different character’s point of view.

3. Make a story map.

4. Write rough draft using the story map to make a complete story.

5. Proofread and make corrections.

6. Type final copy.

7. Make pictures to go with final copy using MS Paint.

8. Make a PowerPoint Presentation from final project.