narrative writing part 1 (4 – 5) write from the beginning…and beyond 1

NarrativeWriting

Part 1 (4 – 5)

Write from the Beginning…and Beyond

1

Overviewof

NarrativeWriting and

Goals

Beginningwith the Basics:

Modeling the

BasicStructure

Closure,Questions,

What ComesNext?

2

Schedule for WFTB & B Narrative Grades 4 - 5 Part 1

Beginningwith the Basics:Using Reverse

Mapping to analyze the

Basic Structure

Beginningwith the Basics:Using the Basic Structure Rubric

to Assess Narrative

Writing

The very first narratives were oral…in the form of storytelling.

These oral stories were passed on from generation to generation.

The storyteller captivated his audience with:

• inflections in his voice• his gestures• his facial expressions

Those who wanted to know more could ask questions and interact with the storyteller.

Written narratives, on the other hand,require much more thought, structure,and attention to detail.

For this reason, students need explicitinstruction in how to create an effectiveand inviting narrative composition.

3

Types of Narrative Writing

PersonalExperience

Sunshine Home by

Eve Bunting

OrganizedChronologically

Imaginative

OrganizedCategorically

Problem/SolutionStructure

“IntriguingAdventure”Structure

When I Was Young in the Mountains by

Cynthia Rylant

Heat Waveby Helen

Ketterman

A Bad Case of Stripesby DavidShannon

Pirates of theCaribbean

Meanwhile Back at

the Ranchby Trinka

Hakes Noble

The Principal from the

Black Lagoonby Mike Thaler

The Cow WhoWouldn’t ComeDown by PaulBrett JohnsonPages 7 - 9 4

Kindergarten

1st Grade

2nd Grade

3rd Grade

4th & 5th Grade

6th- 8th Grade

Personal Narrative Goalsfor


5

6

Narrative Writing Goal for Kindergarten

Kindergarten students will draw a discernible picture focused on a single event that they have

experienced. Details will be reflected in both setting and characters.

The story or event in each picture will be communicated through “print.” This “print” will vary according to the developmental level of the child. Minimum expectation for the grade level is that the writing of each child will demonstrate the effective

use of initial and final consonant sounds to represent words in their writing.

Page 10

7

Second students will create Thinking Maps® to develop and organize ideas for writing. They will write several logically sequenced sentences on a single topic in the Personal and Imaginative Narrative format with a clear beginning, middle, and ending. These students will use details and descriptive language to add quality to their

ideas, as well as appropriate transition words and phrases. The students will use correct capitalization,

end punctuation, and commas in a series. In addition, they will correctly spell high-frequency words and use

decipherable inventive spelling.

Personal Narrative Goal for Second Grade

Page 12

8

Third Grade students will use Thinking Maps® to organize and write multiple sentences/paragraphs on

a single topic in the Personal and Imaginative Narrative format. Each major event (or movement)

will have a topic sentence and a minimum of three supporting details focused on the topic sentence or

movement. The narrative piece will have a clear beginning, middle, and ending with rich descriptive

language, as well as appropriate and varied transition words and phrases. Proper indention, capitalization, and punctuation will be utilized.

Personal Narrative Goal for Third Grade

Page 13

9

Fourth and Fifth Grade students will write structurally sound Personal and Imaginative

Narratives. These narratives will contain multiple narrative strategies (such as

dialogue, indirect characterization, etc.) which enhance the overall quality of the

writing. Student style and voice will be clearly heard. Errors in grammar or conventions of print will not interfere with the readability of

the piece.

Personal Narrative Goal for Fourth and Fifth Grade

Page 14

10

we lined upand wentoutside.

we came inwe looked at

a tree.

We began by When we arrived After twenty minutes

This morning our class went on a mini-field trip. We went outside on the playground to study an old oak tree.

I was first

wrote

This was a great way to study trees! I hopewe can go on another mini-field trip soon.

felt barkJohn was lastNotebooks &

pencils

Examined the leaves

Studied theroot system

Used our notes

Two pages long

•Well thought-out “hook” to grab reader

•Slowed down step-by-step replay of a central event

Dialogue/monologue

Embedded transitions

Well thought out closing

Carefully chosen precise language

Indirect characterization

Slowed down step-by-step replay

of a central event

11

What does it “look” like?

Sometimes we learn the best lessons in life when we are not expecting them. Thatis exactly what happened to me when I was nine years old. Christmas was coming and Mom had cooked delicious goodies, decorated the house, and placed piles of presents under the tree. I was expecting the same Christmas celebration that had been our family tradition for as long as I could remember. But this year, I soon learned, would be different.

My family has celebrated many Christmases since that one Christmas when we visited the poor kids. Yet, no Christmas has been quite as meaningful as that one. I learned something about myself that day. I enjoy giving as much as I enjoy receiving. My mother was a good teacher.

12

13Relating Factor: build

Knowledgeable contractors

structurally sound and beautiful

houses

just like

Knowledgeable students

structurally sound and effective

stories

14

examine the plans, look at the lot and get the lot ready for building.

Kindergarten Teachers

15

lay the foundation and make sure the corners are square, the blocks are tight

and that anything laid on top will be supported!

First Grade Teachers

16

Second Grade Teachers frame the house. Now you can see where the doors and windows will be and you can walk through the rooms…but it is not quite livable yet.

It is still a bit anorexic.

17

Third Grade Teachers make the house livable: windows, doors, wallboard, flooring,

plumbing, and electricity are added! The house is solid and livable, but a bit boring

18

Fourth through Eighth Grade Teachers add the extras that make the house beautiful,

unique, and inviting.

Structure StrategiesUnique Style

& Voice

K – 3rd

How Writing Develops

3rd /4th - 8th

19

Read the bottom of page 157 – 159 for more information.

With Write from the Beginning…and Beyond each teacher in a school owns 1/13 of a

student’s writing proficiency

20

“ When teachers explain with only verbal or written directions, students are working without models.

Words, written and spoken, are not the actions. They are the coded messages for the “real thing”.

Explanations without models require students to translate the code (words) into the actions themselves.

We are, in a sense, testing children to see if they are able to use a code to represent a reality.”

Susan Glazer

Assessment Is Instruction (1998)

In Write from the Beginning…

and Beyond,

Every Teacher

at Every Grade Level

Models Writing

21

Personal Experience Narrative

SequentialOrganization

Thematic/MemoirOrganization

First Next Then

LastAfter that

has opening and closing

has details,descriptive language,and transition words

tells aboutthe experienceby categories

tells aboutthe experience

sequentiallyhas opening and closing

has details anddescriptive language

*Most frequently usedorganizational structure

Page 155

This sessionwill focus on

how to modelNarrative Writing

22



23

Third GradeSecond Grade

Sometimes we have toback up and then

catch up.

Kindergarten

1st Grade

Beginning withthe Basic Structure

of Narrative Writing:• Modeling

• Reverse Mapping• Structure Rubric

24

2nd Grade

3rd Grade

4th & 5th Grade

For studentsin 4th/5th whodo not havethese partsinternalized.

Page 160

Kindergarten

1st Grade




25

2nd Grade

3rd Grade

4th & 5th Grade

Page 161 - 169

Personal Experience Narrative

SequentialOrganization

Thematic/MemoirOrganization

First Next Then

LastAfter that

has opening and closing

has details,descriptive language,and transition words

tells aboutthe experienceby categories

tells aboutthe experience

sequentiallyhas opening and closing

has details anddescriptive language

*Most frequently usedorganizational structure

Page 155 26

Modeling the Basic Structureof the

Personal Experience Narrative(Sequential Organization)

Pages 161 - 169

27

Turn to the person besideyou and, without using your manual or your

notes, review the criteria for evaluation on the

Basic Structure Rubric.

28


& Voice


29

Modeled Writing

Reverse Mapping

Basic Structure Rubric

This is ournext step.

NarrativeWriting

Part 1 (4 – 5)


30

NarrativeWriting

Part 2 (4 – 5)


31

Review ofPart 1:

Questions,Successes,Concerns

Moving Beyondthe Basics

with 3 +’s anda ZAP

(Strategies1 – 3)

Closure,Questions,

What ComesNext?

32

Schedule for WFTB & B Narrative Grades 4 - 5 Part 1


with theMedia

Questions(Strategy 4)


with theClear, Precise

Language(Strategy 5)

Kindergarten

1st Grade




33

2nd Grade

3rd Grade

4th & 5th Grade

Pages 174 - 177

The Goal is for Students in 4th and 5th Grade

to score 18 – 20 pointson the Structure Rubric



34

Second GradeThird GradeFou

rth G

rade

Fifth

Gra

de


& Voice


35

Modeled Writing

Reverse Mapping


3 Pluses (Strategies #1 – #3)

5 Media Questions(Strategy # 4)

Precise Language(Strategy # 5)

Page 178

3 +’s and

a ZapRead the highlighted paragraph

on page 179 for more information.36

# 1

Zoom to a

NarrowFocus

37

38

Introducing The Zoom to a Narrow Focus

• Explain the concept of moving from equality in student writing to a more narrow focus (1st paragraph on page 180)

Getting tothe counterand makingthe decision

StandingIn Line

and Pondering

AfterGetting the

Order

The “Zoom” is focusing on making the important decision.

The day had finally arrived. I made my first A on aspelling test and Mom promised I could get Anything I wanted at Dairy Queen. What a tough decision!

Saw Af rican

Area

Went to Bird

Aviary

Watched Reptiles

Last year my second grade class went to Riverbanks Zoo in Columbia, SC. We went to see all of the animals we had been learning about.

elephants Peacocks Huge python

giraff eszebras

Squawking Parrots

Diff erent sizeparrots

Long as 3 cars and f at as a fi re

hydrantSlitheredup a tree

We began Af ter a while Later on

When the teacher said it was time to go I could hardly believe we had been there fi ve hours. Our class trip was a great way to learn more about some interesting animals.

39



• Clarify the concept of moving to a more narrow focus with a demonstration (2nd paragraph on page 180 through page 181)

Mark McGuireStory

Casey atthe Bat

40




• Differentiate the types of “zooms” (page 182)

71

One idea thatcontrols the writing

Carries idea throughmultiple locations

Ex. Shopping f or theperfect gif t f or Mom

Focuses on an eventthat occurs in aspecific location

Ex. Telling aboutthe roller coaster

ride in detail ratherthan telling about

every ride

41





• Analyze student samples to determine: (pages 182 – 187) (1) if the writing “zooms” (2) if it does “zoom”, whether it is an umbrella or location “zoom.”

Let’s Practice Analyzing for the Zoom

• Student Sample # 1 on page 184 (Pa Bear )

• Student Sample # 2 on page 184 (State Fair)

• Student Sample # 3 on page 185 (Minneapolis)

• Student Sample # 4 on page 186 (Crack)

• Assign a different writing piece to each person in your group.

• Read your sample and determine (1) if the writing “zooms” and (2) if it does “zoom”, what type of “zoom” is it.

• Share your responses with your small group. 42

43





• Analyze student samples to determine: (pages 182 – 187) (1) if the writing “zooms” (2) if it does “zoom”, whether it is an umbrella or location “zoom.” • Demonstrate how a student composition can be rewritten to “zoom” to a narrow focus (page 188)

# 2

Referencesto

Feelingsand

Emotions

44

45

Introducing Referring to Feelings and Emotions

• Explain the concept of intermittent feelings and reflections (1st paragraph on page 189)

Feeling and Emotionsshould occur as a “steady heartbeat”

throughout theNarrative composition.

46



• Differentiate the types of intermittent reflections (2nd and 3rd paragraphs on page 189)

Intermittent Reflections

Direct IndirectI was scared to death.

Images of distorted monstersfilled my head as my tremblingfingers tried desperately toclutch the flashlight.

I was very sad. Your Turn

47




Student Sample # 1 (Pa Bear) on p. 184)

Read and highlight the second paragraphon page 191.

• Analyze a student sample together for the presence of intermittent references to feelings and emotions and Model how to insert them into the writing. (pages 189 – 191)

48





• Analyze student samples in pairs to determine the presence of intermittent feelings and emotions (pages 182 – 187 and page 191)

Let’s Practice Analyzing for Feelings and Emotions

• Student Sample # 2 on page 184 (State Fair)

• Student Sample # 3 on page 185 (Minneapolis)

• Student Sample # 4 on page 186 (Crack)

• Assign a different writing piece to pairs in your group.

• Read your sample and determine if it has intermittent references to feelings and emotions and whether any references are direct or indirect.

• Share your responses with your small group.49

50





• Analyze student samples in pairs to determine the presence of intermittent feelings and emotions (pages 182 – 187 and page 191)

• Demonstrate how a student composition can be rewritten to “zoom” to a narrow focus (page 192)

52

Introducing Embedded Transition Words,

Phrases, and Devices• Explain the concept of embedded transition words and phrases and guide the students to Identify them in published and high scoring student samples (1st and 2nd paragraphs on page 193)

In the spring of 1996, the first softball game of the school year was to be played in the afternoon during physical education class. We always played on a dusty field just beside the school. When the two captains chose their teams they always chose the other boys first so Ted and I waited until the very end to be chosen. After all the other players had batted, I came up to bat with two runners on base. As my teammates urged me to try for a walk, I heard players on the other team yelling “Easy out, Easy out.” I was determined not to make an out so I kept my eyes on the ball as it came to me. After waiting for just the right second, I stepped in and swung the bat with all my might. Instantly, the ball flew over the right fielder’s head as I ran past first base and on to second. Later in the game, when it was my time to bat once again, I made it to third base on my hit. From then on I was not the last one chosen for the team.

53



• Differentiate the types of embedded transitions. (3rd and 4th paragraphs on page 193)

Narrative Transitions

Words DevicesPhrases

firstnextthenlast

finallyas

etc.

when we arrivedlater on

at the end of the dayjust as the clock struck on

before we knew itafter a ten hour ride

etc.

Dynamic symmetry

Read andhighlightthe last

paragraphon page 193.




• Identify examples of dynamic symmetry in literature. (1st and 2nd paragraphs on page 194)

Examples of Dynamic Symmetry

When theRelatives Came

“they came up from Virginia,at four in the morning, whileit was still dark, before even

the birds were awake”

SilverPackages

“each new child born in themountains learns to walk, talk,

and wait for the Christmas train” 54





• Create examples of dynamic symmetry using models from literature. (1st, 2nd , and 3rd paragraphs on page 194)

55

Dynamic Symmetry

Using 3 strong verbs to

move the reader through time

Summer of My German Soldier by Bette Greene

“The train braked, screeched, and finally

came to a halt.”

Using 3 sensory phrase

to orient thereader in time

“The aroma of coffeeperking, griddle cakes

rising, and baconfrying…”

Using 3 short sentences

or sentencefragments to

move the readerthrough time

“Improve you aim. Hitthe hubcap. Win a

prize.”

Working in your small group, create at least one additional example for each category above.

Be prepared to share your creations. 56






• Analyze student samples # 1 - # 4 for the presence of embedded transition words, phrases, and devices. (pp. 184 – 187 and 194)

57






• Analyze student samples # 1 - # 4 for the presence of embedded transition words, phrases, and devices. (pp. 184 – 187 and 194)

• Demonstrate how a student composition can be rewritten to include embedded transitions (page 195) 58

ZAP !Irrelevant

Information

Read about introducing the ZAP! on page 196.

Highlight information you want to remember.

59

Explain to each other your understanding of 3 +’s and a Zap

Take your manual with you and form a pair with someone who is not in your group.

Analyze the Student Sample on page 197 to determine if the 3 +’s are present.

Also, decide if any of the information in the writing should get a Zap!

Look at the Individual Student Scoring Sheets on page 198. Discuss how you would use this

with the Student Sample you just analyzed.60


& Voice


61

Modeled Writing

Reverse Mapping


3 Pluses and a ZAP (Strategies #1 – #3)



Page 178

September 11, 2001Media Questions

• What did you do when this happened?

• What were those around you doing?

• What were you thinking?• How did you feel?• Can you describe what

you saw? Read pages 199 – 200. See if you can identify the answers to the Media Questions in Caitlyn’s composition on page 201. 62

How do these

strategies

for Elaboration

(Rainbow Writing)

affect Style

and Voice?

63

64

Look again at Student Sample # 1 (Pa Bear)

on pages 183 and 184.

What is the dominantMedia Questionthe student isanswering?

Which Media Questions

are not present?

All ManualsMust BeClosed !

65

66

Prompt: Write about a time when you made an important decision.

The day had finally arrived. My parents promised that if I made all A’s on my report card I could have ANYTHING I wanted atDairy Queen. Now THAT was an important decision!

Getting tothe counterand makingthe decision

Standingin line and pondering the choices

Aftergetting theorder and

reflecting onthe decision

The “Zoom” is focusing on making the important decision.

Guided Practice

on Elaboration

67

Working in pairs, readyour paragraph aloud

to your partner.

Turn to pages 203 – 205

Take a few minutes to review this

information in pairs.

Examining Sentences Variety and Quality

How manywordsare in each

sentence?

What are the first 4

wordsof each

sentence?

What strongverb(s)are in each

sentence?

What is theend

punctuationof each

sentence?

What sophisticated

language appears in

each sentence?

(1)

(2)

(3)

(4)

(5)

(1)

(2)

(3)

(4)

(5)

(1)

(2)

(3)

(4)

(5)

(1)

(2)

(3)

(4)

(5)

(1)

(2)

(3)

(4)

(5)

68

69

Working in pairs, tellyour partner one revision you thinkyou need to maketo your paragraph.

Waitingfor thetrain

Thetrain

arrives

Afterreceivingthe gift

Another Suggestion for

Guided Practice

on Elaboration

72


& Voice


73

Modeled Writing

Reverse Mapping





Page 178

Carefully Chosen Precise Language

An ESSENTIAL Narrative Strategy

Not just any word will do. . .

74

Introducing Carefully Chosen Precise Language

• Explain the concept to the students and provide specific examples. (page 206)

StrongVerbs

crunchedgallopedstumbled

PreciseNouns

Unique/SpecificAdjectives

sedan jackhammermoccasins

glitteringspiny

tousled

Precise Language

Working in your small group, create at least one additional example for each category above.

Be prepared to share your creations. 75

Vivid vs. Vague Language

VagueThe food was unappetizing.

VividThe pale turkey slices floated limply in a pool of murky fat.

VagueThe room was messy.

Vivid

76



• Identify examples of words/language in literature that create a vivid picture in the reader’s mind, or that can be acted out or demonstrated. (page 206)

As the monsters swooped down to land, huge legssprang from their bulging sides, and like gaping mouths doors flew open, then ramps shot to the ground. And down the ramps came a horde of tiny creatures swarming out onto the meadow.

77

Read the lastparagraph on

page 206 to seehow this sign could be used with students.

79




• Create examples of figurative language (page 207)

80

Similes

Ineffective Trite/Used-up

Effective/Fresh/

Reader ConnectsI ran as fast as acheetah.

He was assly as a fox. What and

when orunder what

circumstances

?81

quiet

What was quiet? When ?

Where ?Under what

circumstances ?

Snow falling on snow

The telephone when I amwaiting for my boyfriend

to call

Chick Fil Aon Sunday

A mortuaryin the middleof the night

82

hot

What was quiet? When ?

Where ?Under what

circumstances ?

The asphalt on an Arizona highway In

the middle ofJuly

?

My grandmother’ S oven on Thanksgiving morning

? Your Turn

83

Bulletin Board onDescriptive LanguageWoodnewton School

Corby, England84




• Create examples of figurative language (page 207)

• Demonstrate how a student composition can be rewritten to include more carefully chosen precise language (page 208)

85


& Voice


86

Modeled Writing

Reverse Mapping





Page 178

narrative writing part 1 (4 – 5) write from the beginning…and beyond 1

Documents

narrative writingthe

narrative composition

narrative piece

narrative writing goal

imaginative narrative

grade students

single topic

wftb b narrative grades