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Narrative Writing

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Narrative Writing Social Studies Fifth Grade Civil Rights Movement Interdisciplinary Writing Unit Jalisa Brown READ 7140 – PowerPoint PPT presentation

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Title: Narrative Writing


1
Narrative Writing
Social Studies
Fifth Grade
Civil Rights Movement
Interdisciplinary Writing Unit
Jalisa Brown READ 7140
2
Teacher Instructions
Pre-Assessment
Note Before beginning the assessment, make sure
each student has used the restroom. Students
will have thirty-five (35) minutes to write five
paragraphs on an assigned prompt. Prompt If I
gave you 100.00 to spend whatever way you
wanted, what would you do with the money?
3
Materials
  • 36 sharpened pencils (2 per student, total of 18
    students)
  • 72 sheets of lined notebook paper
  • (4 sheets per student, total of 18
  • students)
  • additional lined notebook paper
  • for early finishers activity
  • timer
  • stapler

Teacher
  • 2 sharpened pencils
  • 4 sheets of lined notebook paper
  • additional lined notebook paper
  • for early finishers activity (if
  • needed)

Students
4
Directions
  • Give each student a writing activity sheet.
  • Have students write their name and the date on
    the
  • paper.
  • Once you have passed out all of the student
    writing activity
  • sheets, as they follow along, read the
    handout to the class.
  • Tell the students to remain silent and in their
    seats until
  • the time limit is up. During the
    thirty-five (35) minutes, students are only
    allowed to get up to get more notebook paper to
    complete the early finishers activity.
  • Set the timer for thirty-five (35) minutes, and
    tell the
  • students they may begin.

5
  • Do not assist the students with spelling.
  • 7. Do not prompt the students in any way. You
    are only
  • allowed to walk around and monitor the
    students
  • progress. As you monitor, make sure the
    students are
  • skipping lines.
  • At the conclusion of the activity, have students
    staple
  • their writing to the back of their
    instruction sheet.
  • Before the students turn-in their assignment,
    have them
  • check to see if they have their name and the
    date on the writing activity sheet, as well as,
    page numbers in the bottom right hand corner of
    each page of their writing assignments.
  • 10. Once this is done, pick up all of the
    students assignments
  • and place them in the inbox container.

6
Student Writing Activity Sheet
Pre-Assessment
7
Assessment Portion
Instructional Grouping
All Stages
Individually
Teaching and Practice
All Stages
Whole-group
opportunity to address student concerns and
correct incorrect practices before assessment
Teachers Instructional Needs
8
Grouping
Teaching
All Stages
Practice and Assessment
Whole-group
All Stages
opportunity to address student concerns and
correct incorrect practices before assessment
Paired with peer
OR
Individually
Developmental Levels
9
Grouping
Cultural or Linguistic Backgrounds
Practice
Prewriting, Revising, and Editing
Teaching
Small Group
All Stages
opportunity to collaborate with more
knowledgeable people
Small Group
working in zone of proximal development
range of tasks that cannot do alone but when
assisted by a more knowledgeable person can be
accomplish (Eggen, P. Kauchak, D., 2007, p. 49)
10
only developing information from previous stages
(prewriting/revising and editing)
Grouping
Cultural or Linguistic Backgrounds
determine if fully understand and comprehend
11
Prewriting
Stages of the Writing Process
Drafting
Revising
Editing
Publishing
12
Prewriting
Genre Narrative
  • beginning
  • middle
  • end

creative stories to capture readers
imagination (Tompkins, 2008, p. 94)
Form of writing Simulated Journal
Assume the role of a character and write from his
or her viewpoint
13
Put ideas down on paper using graphic organizer
Prewriting
Audience classmates and teacher
Topic March on Washington, the Voting Rights
Act, or the Civil Rights Act
Purpose tell a story
getting-ready-to-write-stage (Tompkins, 2008,
p. 8)
14
Directions
Time Travelers
  • pretend you are a time traveler
  • travel back to Civil Rights Movement
  • think about the events during that
  • time
  • complete graphic organizer on event
  • that interests you

March on Washington, the Voting Rights Act, or
the Civil Rights Act
15
Graphic Organizer
  • do not use complete sentences
  • do not worry about spelling and grammar

16
Prewriting Scoring Guide
17
Students with Differing Developmental Levels
Prewriting
Accommodations/Modifications
  • allowed to dictate to a peer
  • record responses on audio-tape
  • (alternative to handwriting)

Will be given -an audio-tape -a blank cassette
tape
18
Students with Cultural or Linguistic Backgrounds
Prewriting
Accommodations/Modifications
English Language Learners Paired with two other
students who speak English and Spanish fluently
  • Students
  • assist by translating
  • words
  • provide definitions

19
expansion of prewriting stage
Drafting
  • putting your ideas down on paper
  • (Tompkins, 2008, p. 11)
  • information from graphic organizer used to
    develop a draft

take your ideas and develop them into sentences
spelling and grammar unimportant
20
Drafting Scoring Guide
21
rereading and developing ideas of draft
Revising
adding, substituting, deleting, and rearranging
material (Tompkins, 2008, p. 13)
revising proofreaders marks
focus content
22
Proofreaders Marks
Revising
23
Revising Scoring Guide
24
Editing
word by word reading (Root, 2008, p. 39)
focus mechanics
editing proofreaders marks
correct mechanical errors
proofreading (Root, 2008, p. 39)
25
Proofreaders Marks
Editing
26
Editing Scoring Guide
27
rewriting piece from revising and editing stage
Writers Showcase
involves putting writing in final written form
(Root, 2008, p. 45)
Publishing
28
Publishing Scoring Guide
29
Practice Activity
Editing
Examine the simulated journal entry, on the
Montgomery Bus Boycott, for errors in
mechanics. As you find the errors, correct them
using the six editing proofreaders marks
(transpose, correct misspelling, insert period,
capitalize, make lowercase, and insert space).
30
Proofreaders Marks
Editing
31
1
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32
3
4
33
5
6
34
7
8
35
References
Eggen, P. Kauchak, D. (2007). Educational
psychology Windows on classrooms.
Upper Saddle River, NJ Pearson
Education. Georgia Project for Assistive
Technology. (n.d.). Supporting participation in
typical classroom activities for students
with disabilities through the use of
accommodations, modification, and assistive
technology solutions. Retrieved from
http//www.gpat.org Goldman, P. L. (1965). Civil
rights The challenge of the fourteenth
amendment. New York Coward-McCann,
Inc.. Houston, G. (2004). The Learner/Writer
The Person How Writes. In How writing
works Imposing organizational structure within
the writing process (pp. 49-69).
Boston Allyn and Bacon. Root, T. (2011).
Revising and editing Proofreaders marks.
Retrieved from http//www.valdosta.edu/tro
ot/eced4300/revising__editing.htm Root, T.
(2006, August). Structure of narratives Fifth
grade. Valdosta, GA Valdosta State
University.
36
Root, T. (2008). The writing process
Instruction assessment. Retrieved from
Dr. Tonja Roots Website ECED 4300 on January
29, 2008, http//www.valdosta.edu/troot/eced4300
/writing_process.htm Shores, E.L. (2005). Rosa
Parks Civil rights pioneer. Mankato, MN
Capstone Press. Siegel, B. (1992). The
year they walked Rosa Parks and the Montgomery
Bus Boycott. New York Four Winds
Press. The Faculty Room. (2004). Learning
disabilities. Retrieved from
http//www.washington.edu/doit/Faculty/Strategies/
Disability/LD/ Tompkins, G. E. (2008). Teaching
writing Balancing process and product (5th
ed.). Upper Saddle River, NJ Prentice
Hall.
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