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4-3-W-1
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last edited
by angelatoler@dcsok.org 5 years, 6 months ago
Standard 3: Critical Reading and Writing
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Students will apply critical thinking skills to reading and writing.
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WRITING: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice. |
4.3.W.1 NARRATIVE Students will write narratives incorporating characters, plot, setting, point of view, conflict (i.e., solution and resolution), and dialogue.
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The following statements are elements of a narrative piece of writing. While composing, teachers and students need to keep in mind the writing process (4.2.W), word choice (4.4.W), and language (4.5.W). |
Student Actions
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Teacher Actions
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- Students will write a real or imaginary story.
- Students will create characters and establish a setting (place and time) for their story.
- Students will establish a point of view, determining if a narrator or other character is telling the story.
- Students will develop a plot including a conflict and resolution.
- Students will include character dialogue in their story.
- Students will write about a broad event and end up telling instead of showing. To encourage students to be more descriptive, have them begin by focusing on a moment of a longer story. Example: If a student is writing about a trip to an amusement park, have them only write about their favorite ride and that experience.
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- Teachers describe the elements of a strong narrative writing piece.
- Teachers share mentor texts to show how authors
- Establish characters
- Establish setting (place and time)
- Establish point of view
- Develop a plot (beginning, conflict, rising action, climax, falling action, resolution)
- Include character dialogue.
- Teachers model how to write a narrative by thinking aloud through a piece of their own writing.
- Teachers allow time for students to practice composing narratives while realizing not every piece needs to be taken completely through the writing process.
- Teachers monitor and provide opportunities for students to receive feedback on their writing regarding characters, plot, setting, the point of view, and conflict.
- Teachers guide students to be more descriptive, have them begin by focusing on a moment of a longer story. Example: If a student is writing about a trip to an amusement park, have them only write about their favorite ride and that experience.
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Supporting Resource
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Teacher Insights
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OK ELA Frameworks: Narrative Writing Literacy Progression (webpage)
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Narrative writing is a piece of writing characterized by a main character in a setting who encounters a problem or engages in an interesting, significant or entertaining activity or experience. Narrative writing tells a story.
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What happens to this main character is called the plot, which includes a beginning, middle, and ending.
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Narrative stories can be fiction or non-fiction.
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Characters
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Plot
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What are the main events that occur in the story?
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In what order do the events happen? Focus on establishing a logical sequence.
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Build to a climax – bring action to a close.
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How was the story resolved?
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Setting
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Point of View
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Definition: the way in which an author reveals a viewpoint or perspective.
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Students will choose a first person point of view for a personal narrative.
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Students will choose a first or third person point of view for a story.
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Conflict
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Definition: struggle or clash between opposing characters, forces, or emotions
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What problem(s) does the main character have to solve?
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What is the main character’s goal? What is this character trying to achieve?
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By the end of the story, the conflict will be resolved in some way.
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Dialogue
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Introduce students to simple rubrics or checklists. It is helpful to use the OSDE rubric for 5th grade writing and adapt for age appropriateness.
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Teachers should chose 1-3 skills to focus on for a piece of writing and not overwhelm students with a long list at this beginning stage.
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Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.
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4-3-W-1
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