NJ Student Learning Standards 1. English Language Arts. FOURTH GRADE Narrative Writing Fiction

Transcription

1 NJ Student Learning Standards 1 English Language Arts FOURTH GRADE Narrative Writing Fiction

2 Contents of Fourth Grade Narrative Writing Fiction NJSLS English Language Arts Standards pgs. 3 5 Student Learning Objectives pg. 6 Enduring Understandings pg. 7 8 Essential Questions pg. 9 Mentor Text pg Mini-lesson Structure pg. 11 Teaching and Learning Actions for Launching Writer s Workshop pgs End-of-Year Benchmark Expectations pg. 17

3 Grade 4 Text Type Narrative Writing Genre: Fiction (Realistic, Fantasy, Historical) Text Types and Purposes NJSLS Anchor Standards 3. Write narratives to develop real or imagined experiences or events using narrative technique, well-chosen details, and well-structured event sequences. 3 Student Learning Standards Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing (using the keyboard) as well as to interact and collaborate with others. W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

4 Grade 4 Text Type Narrative Writing Genre: Fiction (Realistic, Fantasy, Historical) W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character s thoughts, words, or actions]. ). Student Learning Standards RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., character s thoughts, words, or actions). 4 SL.4.1. Engage effectively in range of collaborative discussions (one-on-one and in groups) on grade 4 topics and texts, building on others ideas and expressing their own clearly. a. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon norms for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. L.4.1. Observe conventions of grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb aspects. c. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). d. Form and use prepositional phrases. e. Produce complete sentences, recognizing and correcting rhetorically poor fragments and run-ons.

5 Grade 4 Text Type Narrative Writing Genre: Fiction (Realistic, Fantasy, Historical) f. Correctly use frequently confused words (e.g., to, too, two; there, their Student Learning Standards L.4.2. Observe conventions of capitalization, punctuation, and spelling when writing. g. Use correct capitalization. h. Use commas and quotation marks to mark direct speech and quotations from a text. i. Use a comma before a coordinating conjunction in a compound sentence. j. Spell grade-appropriate words correctly, consulting references as needed. 5 L.4.3 Use language to enhance meaning and achieve particular effects when writing or speaking. a. Choose words and phrases to convey ideas precisely. b. Use punctuation for effect.

6 Grade 4 Text Type Narrative Writing Genre: Fiction (Realistic, Fantasy, Historical) Student Learning Objectives Use the writing process: To compose various forms of short fiction(short story, realistic, fantasy, fable, fairy tale, tall tale, or historical fiction) by studying mentor texts To understand that fiction writing may be realistic, fantasy, or historical To compose a short story about an event in the life of a main character 6 To understand that there are many purposes for writing short fiction To develop the elements of fiction including plot, setting, characters, problem and solution

7 7 Grade 4 Text Type Narrative Writing Genre: Fiction (Realistic, Fantasy, Historical) IDEAS: Enduring Use mentor texts as models to craft fiction. Understandings A short fiction story is about an event in the life of the main character. Fiction can be realistic or fantasy. In a fable, characters are animals that talk and act like people. In fairy tales characters are magical (elves, princesses, knights, dragons). They are usually short stories that contain a lesson or moral about life. In tall tales, the characters contain superhuman traits. There is often exaggeration. Historical fiction brings history to life by placing appealing characters in accurately described historical settings. Although the story is imaginary, it is possible that such events could have occurred. The purpose of a short story is to explore a theme or teach a lesson. ORGANIZATION: Characters are involved in a plot with events ordered by time. A variety of beginnings and endings are used to engage the reader. VOICE: Narrative writing is sincere and reflects the unique and individual perspective of the writer. WORD CHOICE: Sensory details, descriptive language, and dialogue are used to develop characters. Words are used in figurative ways (simile, metaphor, onomatopoeia, etc.) SENTENCE FLUENCY: Varied sentence structure adds originality and energy to writing. The text invites expressive oral reading.

8 Grade 4 Text Type Narrative Writing Genre: Fiction (Realistic, Fantasy, Historical) Enduring Understandings CONVENTIONS: The writing demonstrates a thorough understanding and consistent application of conventions. PRESENTATION: There is attention to the layout of the text in the final publication. 8

9 Grade 4 Text Type Narrative Writing Genre: Fiction (Realistic, Fantasy, Historical) IDEAS: Essential How do my ideas show this is a fictional piece of writing? Questions Which literary elements in my story are fictional? ORGANIZATION: Did I begin with a compelling lead to capture the reader s attention, and include a believable and satisfying ending to the story? Does my story have enough details in the correct sequence so the story makes sense to any reader? 9 WORD CHOICE: What language did I use (figurative and descriptive language) to make sure that my writing is vivid and comes alive to the reader? VOICE: How does my use of voice and point of view enhance my story? SENTENCE FLUENCY: In what ways do my sentence structures catch and keep the reader s interest? Do my words and phrases flow together? CONVENTIONS: Where can I improve my spelling, punctuation, verb usage, capitals and other grammar conventions to enhance my story? PRESENTATION: What are the visual qualities that make my story easy to read?

10 Grade 4 Text Type Narrative Writing Genre: Fiction (Realistic, Fantasy, Historical) Tall Tales: Mentor Text Paul Bunyan: A Tall Tale - Steven Kellogg The Legend of the Indian Paintbrush - Tomie DePaola Fairy Tales: The Paper Bag Princess - Robert Munsch Once Upon a Cool Motorcycle Dude - Kevin O Malley 10 Fantasy: The Science Fair from the Black Lagoon - Mike Thaler Tony Abbott series Fables: Fables - Arnold Lobel The Fabled Fourth Graders of Aesop Elementary School - Candace Fleming Short Stories: Hello Mrs. Piggle-Wiggle - Betty Bard MacDonald Past Perfect, Present Tense: New and Collected Stories - Richard Peck Realistic Fiction: 4 th Grade Rats - Jerry Spinelli Tales of a Fourth Grade Nothing - Judy Blume How Tia Lola Came to Visit Stay - Julia Alvarez Historical Fiction: Riding Freedom - Pam Munoz Ryan The Secret School Avi

11 Mini-lesson Structure Mini-lesson Teaching Points Writer s Workshop Model why, how, and when students will use the strategy you are about to teach. Teach students strategies that they will use often as writers. Demonstrate, explain, and show examples, engage in shared inquiry, or use guided practice. Incorporate technology to enhance learning. 11 Active Student Engagement After teaching, give all students a timed opportunity to apply what you have taught. Teachers must use this opportunity to observe students understanding of the teaching point prior to the formal writing portion of Writer s Workshop. Link Link the mini-lesson to the day s workshop. You can do this in your writing today. It is not something to do just today. Today and everyday you can do it. Share/Reflect After the formal writing portion of Writer s Workshop, share examples of students using the day s strategy by reading aloud or a pair/share.

12 12 Teaching and Learning Actions for Narrative Writing Genre: Fiction (Realistic & Fantasy) Use technology (Smartboards, Document Cameras) to help teach various elements of narrative writing through the use of mentor text. Using a mentor text, as you read, think aloud to model for students the elements of fictional writing setting, characters, problem, and solution. After reading a realistic and fantasy mentor text, chart with students the differences between realism and fantasy. Develop stories that fit the definitions of realistic fiction and fantasy (tall tales, fables, fairy tales). Use a writer s notebook to gather meaningful ideas for stories. Ask what if questions to imagine new ideas. Example What if your dog could talk to you? What if it snowed in the summer? Illustrate a picture first, and then compose your piece based on what you drew. Use a story map to help plan the story. Include a setting, characters, problem, and solution. Write stories with problems that are understandable and solutions for those problems that fit the parameters of the characters, setting, and plot. Write stories with identifiable themes and purposes. Show the significance of the story. Example: a lesson learned Develop stories that are believable or allow the reader to suspend disbelief. Write an engaging beginning, a middle, and a satisfying ending to fictional stories.

13 Teaching and Learning Actions for Narrative Writing Genre: Fiction (Realistic & Fantasy) Describe the setting with appropriate detail to allow the reader to envision the setting. Notes 13 Create characters that show growth, solve problems, and remain true to themselves throughout the story. Develop interesting stories with believable characters and realistic plot. Select character traits to help describe the main characters. Describe characters by how they look, what they do, say, think, and what others say about them. Show rather than tell how characters feel. Develop a story that you feel comfortable with and make a character come alive so you feel like you know them personally, you care about them, and possibly become a part of who you are. Use dialogue to draw the reader into the story. Replace general words with more specific words. Example Replace said with yelled, whispered, exclaimed, etc. Tell details about the most important parts in a story while eliminating unimportant details. Use some literary language that is different from oral language. (Example simile, alliteration)

14 Teaching and Learning Actions for Narrative Writing Genre: Fiction (Realistic & Fantasy) Use transition words to show the passage of time. Notes Write a title for the story to catch the reader s attention. Use an editing checklist for spelling, punctuation, capitalization, and paragraphing. Use a Writer s Checklist to confirm that all elements of writing are incorporated. Use word processing skills to produce a final copy of work. 14

15 Teaching and Learning Actions for Narrative Writing Genre: Fiction (Historical) Use technology (Smartboards, Document Cameras) to help teach various elements of narrative writing through the use of mentor text. Notes 15 Suggestion: Select a time period that the class has studied within Social Studies or within an anthology story. Teacher reads aloud using an historical fiction mentor text, and creates an anchor chart with students listing the characteristics of historical fiction. (Read aloud several excerpts from mentor texts so students will become familiar with the genre.) Students work in groups to list the setting, facts, and problems associated with the time period, and then share their findings with the class. Create an anchor chart with students depicting the theme that drives the events that occurred within the time period and how it may be relevant to our lives today. Example: courage, loneliness, perseverance Students make up a fictional character and create a diary entry from their point of view that lets the reader know how the character views an event in the time period. Create a description of the physical appearance of the characters and the clothes they may be wearing based on the time period. Next create a list of possible behaviors and emotions of their characters that reflect the time period. Review the elements of a good story (setting, events, problem solution, conclusion), and with a graphic organizer, students will begin to develop the plot using their characters. Ensure that the plot includes the main character facing a struggle and how

16 Teaching and Learning Actions for Narrative Writing Genre: Historical Fiction they change in the story. Create an ending that connects to the social issue in the story. Notes 16 Create a lead to establish the time period and setting and begin writing following their plot plan. Look for places in the story where dialogue could be used. Work with a partner and read each other s drafts to edit spelling, grammar, punctuation, and capitalization. A fresh pair of eyes may catch errors that the writer does not. Use a Writer s Checklist to confirm that all elements of writing are incorporated. Use word processing skills to produce a final copy of work.

17 17 Grade 4 Grade Four End-of-Year Benchmark Expectations for Narrative Writing LOOK FOR: Text Type Narrative Writing IDEAS: Writes daily. Generates topics and content for writing through talking, reflecting on experiences, and listening to mentor text. Shares a clear and engaging story about a memorable experience or event.. Presents the story to entertain a specific audience. Includes a solution to a personal problem, conflict, or challenge. Provides background knowledge to enable the reader to imagine the experience or the event. Includes setting, character, problem, and solution. Uses details and dialogue to describe action, thoughts, and feelings. All events and details relate to the main problem, conflict, or challenge in the experience. Ideas are clear, rich, and presented in an authentic way. Provides a conclusion. ORGANIZATION: The beginning of the story hooks or invites the reader to read on. The end of the story leaves no doubt in the reader s mind why the experience was memorable. The sequence of events makes sense beginning, middle, and end. Recounts appropriately sequenced events using correct time order words. Incorporates transition words to move the reader from one detail to the next within and between sentences and paragraphs. VOICE: Writer s voice adds interest to the message. The writing reveals the writer s thoughts, feelings, and personality. Shows how the writer feels about the experience. Uses some dialogue to add life to the story. WORD CHOICE: The writing paints a picture. The writer risks using appropriate words beyond their spelling ability. Uses clear and colorful language. Words and phrases convey precise meaning and appropriate description. Selects a more precise word when prompted. Includes some vivid verbs, strong adjectives, and specific nouns. Uses sensory details. Embeds literacy devices where appropriate. Incorporates newly used words from their reading and class discussion into their writing. SENTENCE FLUENCY: Uses mentor text to reproduces sentence structures. Uses an interesting variety of sentence lengths and beginnings. Uses a variation of simple and compound sentences. Sentences are complete and connect. Sentences flow smoothly and naturally. The piece is easy to read aloud. CONVENTIONS: The writing has capital letters for sentence beginnings and all proper nouns. The writing shows the use of ending punctuation marks correctly. Uses commas in a series correctly. Grade appropriate high-frequency words are spelled correctly. Approximates the use of quotations marks in dialogue. Errors in grammar, spelling, capitalization, and punctuation are infrequent and do not interfere with meaning.

18 18 Pemberton Township Schools Language Arts Literacy Fourth Grade: Narrative Writing: Fiction