LITERACY-8 ESSENTIAL UNIT 2 (E02)

Transcription

1 LITERACY-8 ESSENTIAL UNIT 2 (E02) (Narrative - Introduction to Stories) Reading: Story Structure Writing: Personal Narrative (July 2014) Unit Statement: In this unit the student will be introduced to narrative format in reading and writing. The student will study and apply story structure. The student will participate in group discussions, ask and answer questions, and plan topics for writing. The student will study nouns and sentences, learn to write dialogue, descriptive paragraphs, and apply the writing process to pre-write, draft, revise, and edit a personal narrative. Unit one is currently engaged, and teachers should refer to it for continued practice of routines, strategies, skills, etc. Unit Emphasis (Focus Wall) : Reading Skills/Strategies: infer/predict, analyze/evaluate, visualize, story structure, understanding characters, compare/contrast, cause and effect Developing Vocabulary: prefix (mis-) Writing Genres: personal narrative, descriptive Trait Focus: use the 6+1 writing traits in conjunction with the writing process Grammar Focus: simple sentences, kinds of sentences compound sentences, common proper nouns, plural nouns -s -es Essential Outcomes: (reading and writing must be assessed separately for mastery) Reading Literacy (E02): (Story Structure) Using course-level appropriate fiction and nonfiction text: 1. The Students Will analyze the prefix (mis-) to determine the meaning of age appropriate words. (JTE 1.5) 2. TSW analyze the structure of a story (characters, setting, plot, etc). (JTE ) 3. TSW listen to, read, and recount stories in group and individual settings. (JTE ) 4. TSW describe characters and explain how their actions contribute to the sequence of events (cause and effect). (JTE 1.3; 1.5) 5. TSW listen to a story and visualize the parts of the story. (JTE 1.5) 6. TSW compare and contrast features of fiction text and nonfiction text. (JTE 1.4) 7. TSW make inferences and predictions about the stories they are reading. (JTE 1.2) 11

2 Writing Literacy (E02): (Personal Narrative) 1. The Students Will demonstrate the use of the following grammar principles: simple sentences, kinds of sentences, compound sentences, and plural nouns -s -es. (JTE ) 2. TSW create his/her own personal narrative using the writing process and emphasizing the writing traits ideas, voice, and word choice. (JTE ) 3. TSW craft dialogue and incorporate it into his/her personal narratives. (JTE 1.2) 4. TSW brainstorm and narrow topics. (JTE 1.4) 5. TSW use the writing process to write descriptive paragraphs. (JTE 1.1) Introduced Outcomes: (taught, but not assessed) 1. The Students Will text and graphic features. 2. TSW analyze suffixes (-able, -ible) to determine the meaning of age appropriate words. 3. TSW demonstrate the use of verbs, verb tenses, using commas, abstract nouns, pronouns and antecedents. Practiced/Ongoing Outcomes: (ongoing development, but not assessed) 1. The Students Will acquire and use new vocabulary in reading, writing, and speaking. 2. TSW demonstrate proper course level-appropriate spelling in his/her writing. 3. TSW practice proper handwriting techniques. Key Terms and Concepts: Reading story structure cause effect visualize infer predict setting fiction nonfiction compare/contrast character plot sequence Writing brainstorm narrative writing draft common noun proper noun description dialogue Suggested Materials for Teachers: (provided by school) *See Essential Unit 1 Journeys Language and Literacy Guide (see appropriate lesson) Suggested Mentor/Exemplar Texts (read alouds): When I Was Little: A Four-Year-Old's Memoir of Her Youth Curtis, by Jamie Lee Character Peter s Chair Keats, by Ezra Jack A Letter to Amy Keats, by Ezra Jack 12

3 The Willoughbys by Lowry, Lois Strega Nona, by Tomie depaola Sheep in a Jeep by Shaw, Nancy Clifford books, by Norman Bridwell Amelia Bedelia books, by Peggy Parish Sarah Plain and Tall, by Patricia MacLachlan The Pain and the Great One, by Judy Blume Bubba and Beau, by Kathi Appelt Amazing Grace, by Mary Hoffman Chrysanthemum, by Kevin Henkes Crow Boy, by Taro Yashima My Great Aunt Arizona, by Gloria Houston Setting Night Tree, by Eve Bunting Koala Lou, by Mem Fox When I Was Young in the Mountains, by Cynthia Rylant The Pumpkin Blanket, by Turney Zagwyn Thunder Cake, by Patricia Polacco The Web Files, by Margie Palatini *For a more comprehensive list of titles by skill and strategy, go to the following website: Additional Resources: (may not be provided by school) *See Essential Unit 1 Technology Links: *See Essential Unit 1 Destiny Webpath Express (found in school library) Suggested Activities and Strategies: Anchor Charts- Create and reference anchor charts when modeling how to read and write. Students will use these to reference when its his/her turn to work independently. - Prefixes and Suffixes - How to Write a Fiction Story - Qualities of Good Personal Narrative Writing - Key Questions Fiction Writers Consider in Revising Endings - Ways Writers Support Each Other Lists- Students may add to, or draw ideas from the lists displayed (character, setting, problems) - List items can also be used for teacher-made plot spinners Classmate Descriptions - Students describe a classmate without using his/her name. They then read or say the description and the other students have to figure out who he/she was describing. Map a Movie - Use a commonly watched, age-appropriate movie to help map out the parts of the story and the plot. Sesquipedalian Wall - Create a wall or door where students can add new words that you discover as a class or that they discover individually. Focus Walls using the unit emphasis items 13

4 Storytelling circles to get to know each other and practice narrative skills out loud Snowball stories - Students write a couple sentences of a story, crumble his/her paper into a snowball and throw it, like a snowball. Whoever gets the snowball adds to the story and so on Make Guess Who cards- Students write a list of characteristics that describe a person, then hide the name or picture of the person under a flap on the card. Literature Circles - These may or may not be role-based (character, dialogue, scene, plot, etc ) Suggested Assessment Tools: 1. Attached rubric or teacher-generated rubric that assesses ALL essential outcomes (TSWs). An effective rubric is presented and discussed with the student at the beginning of the unit, referred back to throughout the unit, and used to assess at the end. Students will collaborate with peers and the teacher to assess their own writing with final judgment by the teacher. 2. Writing Pathways (Units of Study Kit) by Lucy Calkins provides rubrics and checklists for teachers and students Traits writing rubrics 4. Teachers can have students produce a quick write at the beginning and end of units. (*See QSI Quick Write Guidelines) Teachers should keep these as evidence of students writing. 5. Elk Grove Common Core Rubrics for narrative, informative, and opinion writing are found in the QSI Literacy User s Guide. Scoring on these rubrics should follow QSI mastery grading. (Scores on the 1 and 2 points should be P, scores on the 3 should be at the B level and scores on the 4 should be an A.) Document Source: Elk Grove Unified School District, Elk Grove, CA 6. Fountas and Pinnell Benchmark Assessment / DRA 7. QSI Reading and Writing Behaviors Checklists (*See QSI Literacy User s Guide) RUBRICS FOUND ON FOLLOWING PAGES 14

5 LITERACY-8 Reading: Story Structure Rubric (E02) Name: Date: To receive a B the student must show B level mastery on ALL Essential Outcomes. (TSW s) To receive an A, the student must show A level mastery on 3 of 4 available and B level mastery on all remaining TSW s. TSW A Level B Level P -Notes 1. Use the prefix (mis-) to determine the meaning of age appropriate words. 2. Analyze the structure of a story (characters, setting, plot, etc). 3. Listen to, read, and recount stories in group and individual settings. 4. Describe characters and explain how their actions contribute to the sequence of events (cause and effect). 5. Listen to a story and visualize the parts of the story. 6. Compare and contrast features of fiction text and nonfiction text. 7. Make inferences and predictions about the stories he/she is reading. I can explain the story in detail independently and with a group. I can add details and build on the discussion of the group. I can describe how the events in the story would have changed if the characters had changed their actions. I can explain how visualizing the story helps me understand the story. I can explain my inferences and predictions by using examples from the text. I can use the prefix (mis-) to determine the meaning of age appropriate words. I can identify and explain the structure of a story (characters, setting, problem, solution, events). I can summarize the stories I have heard in group and individually. I can describe the characters of a story and explain how their actions caused events in the story. I can listen to a story and visualize the parts of the story. I can compare and contrast features of fiction and nonfiction text, including the different features from each type of text. I can make inferences and predictions based on what has been read so far. 15

6 LITERACY-8 Writing: Personal Narrative (E02) Name: Date: To receive a B the student must show B level mastery on ALL Essential Outcomes. (TSW s) To receive an A, the student must show A level mastery on 3 of 4 available and B level mastery on all remaining TSW s. TSW A Level B Level P -Notes 1. Demonstrate the use of simple sentences, kinds of sentences, compound sentences, and plural nouns -s -es 2. Create his/her own personal narrative using the writing process and emphasizing the writing traits ideas, voice, and word choice. I can enhance my writing by independently revising and editing to add more voice and descriptive words. I can use common nouns, proper nouns, plural nouns and kinds of sentences. My personal narrative follows one topic, uses my voice, and includes interesting words. 3. Craft dialogue and incorporate it into their personal narratives. 4. Brainstorm and narrow topics. 5. Use the writing process and word choice to write descriptive paragraphs. I can insert meaningful dialogue into my writing, that will enhance my voice. I can explain why I chose a certain topic and include enough details to write a focused personal narrative. I can independently use the revision and editing process to improve my story to make it more concise and interesting. I can insert some dialogue into my writing. I can make a list of topics and choose one to write on. I can use the writing process and word choice to write descriptive paragraphs. 16