WRITING UNIT OF STUDY: Raising the Quality of Narrative Writing Grade 3, 4, and 5 Essential Understandings (Big / Enduring Ideas) Introduction: All students should write one personal narrative (3 rd grade focuses on connecting small moments, 4 th adds a bigger message, and 5 th is a memoir focus) and select from other options as follows: 3 rd : family stories, short story 4 th :short realistic fiction, biographical sketches 5 th : historical fiction, short realistic fiction This unit is to be taught following the Launching the Writing Workshop Unit of Study. Teaching Points Resources (Supporting Concepts) Features of Narrative Writing: A single narrator s voice and point of view (usually that of the writer) A single event or series of events being recreated in chronological order Details (which may or may not be facts) of setting, action, speech, and thought that make up that one event Words, sentence structures, and literary devices that create a tone and mood appropriate to the event A So what? for the reader to understand From the PSSA Assessment Handbook, 2007 Intermediate Core Curriculum Materials: Calkins, L. 2003. Units of Study for Primary Writing: A Yearlong Curriculum. Portsmouth, NH: Heinemann. Fletcher R. & Portalupi, J. 2004. Teaching the Qualities of Writing. Portsmouth, NH: Heinemann (First Hand). Ray, K. 2006. Study Driven. Portsmouth, NH: Heinemann. SASD Domain Scoring Handout from October 2003 and accompanying grade level packets. See you CARS if you need a copy. The accompanying CD with the Calkins units of study has a WEALTH of resources for each unit. Please take time to view it in preparation for instruction. Evidence of Learning Celebration pieces to be placed into writing portfolio: Two narratives: One piece crafted from a seed idea from the writer s notebook. This piece should include both the drafts and a final copy, with evidence of working through the writing process. A brief reflection of what the student learned about writing in this unit should be attached. For example, What new thing did you learn about writing narratives? Which strategy did you use to add content? A second piece that is promptdriven, using the PSSA writing format, should also be included. 1. Writers study texts that resemble the sort of thing they hope to write. 1.1.A 1.3.A 1.3.B Writers spend time reading and listening to narratives to get to know the type of text they will be writing. Writers make note of things they notice about how the texts are written. Writers think about the process writers use to craft texts like the one they will be writing. Writers share what they notice with others in their class. Writers chart their discoveries as a class so that they can envision their own writing. Calkins, L. Raising the Quality of Narrative Writing (Book 2) Classroom libraries Ongoing Instruction Throughout the Year: Using a writer s notebook Quick writes
2. Writers draw on strategies they already know and learn new strategies for generating personal narratives. 1.5.A 1.5.B 1.5.C 1.5.D 3. Writers select a seed idea, learning how to lift it beyond what they ve already written and rehearse for the draft that they will soon write. 4. Writers understand that narratives have a focus that asks, What am I really trying to say? 1.5.A Writers continue to keep writers notebooks. Writers use notebooks to collect or generate entries as they live like writers. Writers choose topics they know a lot about or want to explore. Writers generate topics without resistance. Writers refer back to their class charts that list strategies for generating narrative entries (Think of a person, place or thing; Turning points; First times or Last Times, etc. See p. 40 in Calkins) Writers make a planning box to foster independence in writing. (Calkins, Session 2) Writers reread their notebook entries to select a seed idea that is important to them. Writers choose topics that are close to their hearts. (Choosing a seed idea). Writers use a variety of planning tools to develop the story (story mountains, story arcs, timelines, etc.) Writers always consider what their stories are about. Writers understand that once they choose their focus, they will then be able to add content to their narrative. Writers think about different ways to angle their story. Writers understand that their piece must have a so what? that sets it apart from a nice story. Calkins, L. Raising the Quality of Narrative Writing (Book 2) Chapters 2 and 3 Writing (Book 2) Chapters 2 & 3 Chapters 2 and 3 Writing (Book 2) Calkins, Launching the Writing Workshop (Book 1, pp. 28-30) Raising the Quality of Narrative Writing, Grades 3, 4, and 5, SASD, April 2008 2
5. Writers draw on a growing repertoire of strategies for adding content to their stories. 1.5.B 6. Writers craft leads and endings. 1.5.C 7. Writers learn strategies to confer with partners. 1.5.E 1.5.F Writers learn to tell the internal/inside story (thoughtshots). Writers add scenes from the past (flashback). Writers elaborate on specific parts (explode a moment; snapshots). Writers weave actions, thoughts and dialogue together. Writers use the show, don t tell strategy as they write narratives. Writers use specific details. Writers study a variety of leads used in mentor texts. Writers practice writing in the style of a lead they ve admired. Writers study a variety of endings used in mentor texts. Writers understand that stories don t just end problems are resolved and lessons are learned. Writers ask How s it going? when conferring with a partner. Writers ask for specific feedback from their partner. Partners tell what they ve heard and what they ve liked. Partners ask questions about what they ve heard. Partners give suggestions to improve the writing. (These three points create a strategy called TAG tell, ask, give) Writing (Book 2) Chapter 4 Barry Lane. Revisers Toolbox and After the End Fletcher and Portalupi s Craft Lessons Fletcher and Portalupi s Teaching the Qualities of Writing (See Narrative Cycle I and Narrative Cycle 2) SASD Domain handout from Oct. 2003 (See your CARS if you need a copy) Writing (Book 2), Session VII for leads and Session XII for endings Calkins, Launching the Writing Workshop (Book 1, pp. 70-74) Capelli and Dorfman, Mentor Texts, Chapter 5 Fletcher and Portalupi, Teaching the Qualities of Writing, Design lessons 17-26 Writing (Book 2), p. 75 Fletcher and Portalupi, Teaching the Qualities of Writing, Presentation lesson 15 Raising the Quality of Narrative Writing, Grades 3, 4, and 5, SASD, April 2008 3
8. Writers revise in light of their focus and edit drafts drawing on all they ve learned. 1.5.E 1.5.F Writers reread what they write. Writers reconsider what they ve written in light of a story mountain. Writers use the FARMS strategy for revision: focus, add, remove, move, substitute. Writers consider and use the feedback from conferences (both teacher and peers) to make revisions. Writers reread and edit carefully before going public with their writing. Calkins, L. Raising the Quality of Narrative Writing. Focus on the use of the comma on pp. 147 and 154 as a model for teaching all grammar, mechanics and conventions in context. Teachers can use this inquiry model for any/all other instruction in grammar, mechanics and conventions. 9. Writers celebrate their writing success! 1.5.G Writers share their stories with others. Writers reflect on their growth as writers within this unit. Writers find different ways to celebrate. Writers celebrate at the end of each unit when they select a completed piece to share. Publishing: A Ceremony of Celebration in Raising the Quality of Narrative Writing. Session XIV, p. 155. 10. Writers learn how to write a narrative for a writing prompt. 1.5.G Writers take all that they ve learned from crafting narratives from mentor texts and apply it to a test-taking setting. (See page 28 in Lucy s Guide to the Writing Workshop) See PSSA anchors and sample prompts. Show students the sample multiple choice items on conventions and revision. Use PSSA rubric for Narrative Writing. Second piece of writing for portfolio: Done in a testtaking format with a similar time frame and written to a prompt of your choice. Raising the Quality of Narrative Writing, Grades 3, 4, and 5, SASD, April 2008 4
Bibliography Anderson, C. 2000. How s It Going? A practical guide to conferring with student writers. Portsmouth, NH: Heinemann. Anderson, C. 2005. Assessing Writers. Portsmouth, NH: Heinemann. Buckner, A. 2005. Notebook Know How. Portland, ME: Stenhouse. Calkins, L. 1994. The Art of Teaching Writing. Portsmouth, NH: Heinemann. *Calkins, L. 2006. Units of Study for Teaching Writing Grades 3-5. Portsmouth, NH: Heinemann. Davis, J. & Hill. S. 2003. The No-Nonsense Guide to Teaching Writing. Portsmouth, NH: Heinemann. *Dorfman, Lynne & Rose Cappelli. 2007. Mentor Texts: Teaching Writing Through Children s Literature, K-6. Portland, ME: Stenhouse. Fletcher, R. 1996. A Writer s Notebook: Unlocking the writer within you. New York, NY: Avon Books Inc. Fletcher, R. 1996. Keeping a Writer s Notebook. Portsmouth, NH: Heinemann. Fletcher, R. & Portalupi, J. 2004. Teaching the Qualities of Writing. Portsmouth, NH: Heinemann (First Hand). *Fletcher, R. & Portalupi, J. 2005. Lessons for the Writer s Notebook. Portsmouth, NH: Heinemann (First Hand). Fletcher, R. & Portalupi, J. 2001. Writing Workshop: The essential guide. Portsmouth, NH: Heinemann. Fletcher R. & Portalupi, J. 1998. Craft Lessons: Teaching Writing K-8. Portland, ME: Stenhouse. Fletcher, R. & Portalupi, J. 2001. Nonfiction Craft Lessons: Teaching Information Writing K-8. Portland, ME: Stenhouse. Heard, G. 1999. Awakening the Heart: Exploring poetry in elementary and middle school. Portsmouth, NH: Heinemann. Ray, K. 2006. Study Driven. Portsmouth, NH: Heinemann. Ray, K. 2001. The Writing Workshop. Urbana, IL: National Council of Teachers of English. Ray, K. 2002. What You Know By Heart. Portsmouth, NH: Heinemann. Ray, K. 1999. Wondrous Words. Urbana, IL: National Council of Teachers of English. * Core instructional resources available in each third, fourth and fifth grade classroom. Written by Brenda Krupp, Staff Development Coach and Gail Ryan, Director of Elementary Education. Raising the Quality of Narrative Writing, Grades 3, 4, and 5, SASD, April 2008 5
Mentor texts possibilities: Fifth grade When I was Your Age, Vol 1 & 2, edited by A. Ehrlich Knots in My Yo-yo String, The Autobiography of a Kid by Jerry Spinelli Linda Brown, You are not Alone; The Brown vs. Board of Education Decision, edited by Joyce Carol Thomas Fourth Grade Marshfield Dreams by R. Fletcher Guys Write for Guys Read, edited by J. Scieszka (select carefully) Eleven by S. Cisneros Third Grade Fireflies by Julie Brinckloe Shortcut by Donald Crews Big Mammas by Donald Crews Saturday and Teacakes by Lester Laminack SOS Files by Byars, Duffey, and Meyers Owl Moon by J. Yolan Raising the Quality of Narrative Writing, Grades 3, 4, and 5, SASD, April 2008 6