ELA Michigan State Standards Resource Materials Packetflintelacurriculum.weebly.com/uploads/4/4/3/1/44310935/5th_grade... · Story Arc Using “Mr. Entwhistle” from Hey World Here

5th Grade Launching with Personal Narrative

Unit 1 08/17/15

Note: This unit is currently under pilot and review. Revisions will be made in the summer of 2016.

ELA Michigan State Standards Resource Materials Packet

Writing Unit of Study 5th Grade - Launching with Personal Narratives, Unit 1

Table of Contents

General Resources Suggested Mentor Text and Criteria ............................................................................................................................................ 1 Writing Process Steps .................................................................................................................................................................. 3 On-demand Assessment and General Assessment Background Information (same sheet in Lesson Plan packet) ..................... 4

Some Possibilities for Purposeful Use of Share Time ................................................................................................................... 5 Rehearsing and Planning Bookmark ............................................................................................................................................ 6 Working With Your Partner .......................................................................................................................................................... 7

Resources Specific to Unit of Study Background Information on Journey Checklists: Process and Product ...................................................................................... 8 Process Journey Chart - Specific to the Unit ............................................................................................................................... 9 Detail Hand................................................................................................................................................................................... 10 Strategies for Collecting Story Ideas ............................................................................................................................................ 11 Writers Keep the Perspective of the Narrator ............................................................................................................................. 12 Sample Noticings Chart from Immersion – Personal Narratives ................................................................................................. 13 Story Arc Using “Mr. Entwhistle” from Hey World Here I Am ..................................................................................................... 14

Strategies for Elaborating Important Parts & Make a New Paragraph To Show ......................................................................... 15 Rules for Punctuating and Formatting Dialogue .......................................................................................................................... 16 Leads ........................................................................................................................................................................................... 17 Endings to Touch Importance or Heart ........................................................................................................................................ 18 Transitional Words and Phrases……………………………………………………………………………………………………………………………………………….19 Class Profile of Teaching and Learning Points .............................................................................................................................. 21

Student Self-Reflection ................................................................................................................................................................ 23

Please also review: Immersion Phase: Creating a Vision for Writing – located on Atlas under Resources Section This packet will give you information and samples for Immersion and subsequent lessons.

Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 1

Mentor Texts and Criteria – 5th grade Unit #1 Launching with Writing True Stories This is a suggested list to consider when collecting possible mentor text. Please review books you have available that also

meet the criteria and add to the list.

5h Grade Personal Narrative Stories Criteria: 1) A significant or turning point moment -first time, last time, one time, only time, 2) Moments from their lives where something is learned or realized as a result of the events, 3)Main character shows thinking and feelings in response to story events 4)Main character is motivated by a wish, hope, want or struggle, evidenced through writing, 5)tension worsens for the character until the climax –the tension gets worse and worse, 6) Details included (), 6) Qualities of good writing evident as effective lead, storyteller’s voice, heart of message, strong endings, dialogue, etc. 6) High interest level.

Literature – Trade Book Suggestions

Title Author Notes to Teacher An Angel for Solomon Singer

Cynthia Rylant Big Emotion, Heart of Message - many teaching

possibilities ChildTimes “Doing the Laundry” “Langston Terrace” “Separation”* “A Play”

Eloise Greenfield

Big Emotion, short stories - Excellent- many teaching possibilities

First French Kiss “New House” “Little League” “Popularity” “Skip Leaving for College” “Moving Day”

Adam Bagdasarian

Out of print, but possibly found in libraries or through on-line sellers – Excellent – Many teaching possibilities – Turning point moments in a young man’s life- taps into boys interests

Marshfield Dreams When I Was a Kid “School”* “Last Kiss”* “Jonathan Miller” “Attack”

Ralph Fletcher Big Emotion, short stories - Excellent- many teaching possibilities – Turning Point moments in a young man’s life – taps into boys interests

The House on Mango Street “Our Good Day”* “Gil’s Furniture Bought and Sold” “Papa Who Wakes Up Tired in the Dark”*

Sandra Cisneros

Big Emotion, short stories - some stories not appropriate for fifth grade students- many teaching possibilities with stories listed

Hey World Here I Am “Growing Pains” “Maybe a Fight” “Mr. Entwhistle”* “Five Dollars”* “About Old People”* Mrs. Thurstone “Smart Remark” “Who Are You”

Jean Little Big Emotion, short stories - Excellent- many teaching possibilities

Women Hollering Creek “Eleven”*

Sandra Cisneros

Big Emotion, Heart of Message, dialogue, craft techniques – story can be found online

* = Used in sessions throughout unit of study

Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 2

Student Authored Work Code: SW NEED!

Author Topic/Title Notes to Teacher

Numerous Writing Pathways, L. Calkins Excellent resource – many possibilities

Teacher Authored Work Code: TW Need!


Common Core Code: CC


Teachers College (www.readingandwritingproject.com) Code: TC


Websites Code: WWW

www.readingandwritingproject.com (Teacher’s College)

3 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools


On-Demand Assessment and General Assessment Background Information On-Demand Writing Performance Assessment Explanation

Each district should develop a comprehensive writing assessment plan that includes on-demand writing performance assessment tasks. Please follow district guidelines for the specifics of administering, scoring, and analyzing this task. It is highly recommended that teachers conduct on-demand writing assessments throughout the year. Data collected from analyzing this writing will allow teachers to begin to develop insight into what their young writers know and can do on their own, where they need additional help, and possible next teaching points. For more comprehensive information, please read: Calkins, Lucy. (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8. Portsmouth, NH: Heinemann. When to Conduct the On-Demand An On-Demand Writing Performance Assessment, if given, should be administered before the Immersion Phase begins. General Assessment Background Information Please note that assessments were not created for the MAISA 3-5 writing units of study. Instead, Oakland Schools highly recommends using Writing pathways: Performance assessments and learning progressions, grade K-8 by Lucy Calkins as an assessment resource. Writing Pathways was designed to work with any curriculum aligned to the Common Core State Standards. This toolkit has comprehensive resources available, as well as possible mentor text. Each 3rd through 5th grade MAISA unit is generally aligned with Writing Pathways’ learning progressions and teaching rubrics. Using Calkins’ assessment tools (versus developing your own), allows more time to be devoted to studying the assessment measures, analyzing data collected, and planning for future needs (e.g. student, class, grade level and district). The following are some of the components available in the Writing Pathways assessment resource. If districts choose not to utilize Writing Pathways, they should consider creating similar components to support their assessment of student writing and subsequent teaching.

A. Learning Progressions for each text type B. On-Demand Performance Assessment Prompts for each text type C. Teaching Rubrics D. Student Checklists E. Leveled Student Writing Samples F. Annotated Demonstration Texts G. Writing Process Learning Progressions

The text also includes an extensive background section on areas such as: Components of the Toolkit, Conducting On-Demand Performance Assessments, Norming Meetings and Subsequent Scoring, Using Results and Adapting Writing Curriculum, Self-Assessment Checklists, Tracking Data, Teaching Using Learning Progressions, Transference to Content Areas, Designing Reading-Writing Performance Assessments, etc. Source: Calkins, Lucy. (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8. Portsmouth, NH: Heinemann.


Each lesson has a share component. Modify based on students’ needs. The following are other share options.

Some Possibilities for Purposeful Use of the Share Time

Name Purpose Method

Follow-Up on Mini-Lesson

To reinforce and/or clarify the teaching point

Share an exemplar model (student or teacher)

Share a student who had difficulty and the way in which he/she solved the problem

Share the story of a conference from the independent work time

Provide another opportunity for active engagement

Provide a prompt to initiate student conversation, “Turn and tell your partner…”

Problem Solving To build community and solve a problem

Review To recall previous strategies /prior learning

To build repertoire of strategies

To contextualize learning

Pose a “review” question to the class: “Today we learned one revision strategy. What other revision strategies do you use?” These strategies may be listed on a chart.

Looking Ahead to Tomorrow

Introduce a new teaching point – set-up for the next mini-lesson

Celebratory Celebration of learning

Boost student morale

Promote membership in the “literacy club”

Share the work of 2-3 students

Provide an opportunity for a whole class share: “You are all such amazing writers - you wrote so much today! Writers, hold up your open notebooks so that we can see all of the great work you have done.”

Source: Teachers College Reading and Writing Project



Working With Your Partner

o Listening Purpose - Tell partner what s/he should listen for in your piece. How can your partner help you?

1. Read/Listen

2. Talk/Discuss

3. Flag spot/s needing changes

4. Switch Roles

5. Revise or Edit – Make Changes


BACKGROUND ON JOURNEY CHECKLISTS – PROCESS AND PRODUCT

One of the primary goals of this unit, or instruction for that matter, is for students to successfully do this work independently. To that end, teachers must teach steps for writing a particular piece. These steps should be consistent within and across pieces, as well as text types. This unit is based on having students cycle through the writing process: Generating ideas for writing, rehearsing, planning, drafting, revising and editing. To guide students from beginning to end, we advocate two different journey checklists: a process checklist and a product-driven one. The process journey checklist encompasses generating ideas, rehearsing, planning and drafting. It is written specific to the unit. In contrast, the product checklist focuses more on revising and editing. This checklist aligns to either the text type of narrative, opinion, or Information. Also, it contains specific items included in Common Core State Standards for Writing. Process Journey Checklist – A sample one is included in each unit. Modify and change based on students’ background and experience with the writing process, as well as other items a teacher wants to emphasize. This checklist will help guide students as they navigate multiple times in writing a piece from start to finish. They will not have to rely on the teacher to tell them what to do next. Often the checklist is built one item at a time as it is introduced or reviewed in lessons. Once all steps have been taught, students are ready to try the process again without as much teacher direction. The checklist will serve as their guide through the journey of writing on their own. The student column is for them to list the date the step was completed. The teacher column is for when teachers’ cross-check student work. If grades are given, teachers often equate each step to a number of points that go toward a final grade for a piece. Please note: Checklists from grade level to grade level are aligned. Process is just as important as product in learning how to write! Therefore, we highly encourage teachers to monitor students’ growth in these areas. Product Journey Checklist (named Student Checklists in Writing Pathways by Lucy Calkins) – Once students go through the initial steps of the process (i.e. generating ideas for writing, rehearsing, planning, and drafting), they shift to using a product-driven checklist to guide their revising and editing work. It is highly recommended that teachers have students use the Student Writing Checklists included in Writing Pathways by Lucy Calkins to guide their revision and editing work. There is one checklist per text type. Use the same checklist for each unit teaching that text type. (Calkins, Lucy. (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8. Portsmouth, NH: Heinemann.) If a district has not adopted this assessment resource, they should develop a product-driven student checklist to correspond to each text type. After students discover many of these items during immersion, teachers often distribute the checklist as a summary of what was discovered and to guide future work. In addition to being used after immersion as a review of what that text type should include, the student checklists may also be used throughout the unit and prior to celebration to guide students’ thinking and self-monitoring. Also, the product checklists are excellent for assisting students in setting writing goals or noting areas they want to give special attention. Time should be devoted to teaching students how to effectively use these checklists. Follow the To, With and By model as needed: Model for students and with students how to use the checklists on sample text before expecting them to do it by themselves. Please note: These checklists are end-of-the-year expectations. Monitor student growth and provide additional instruction for the whole class, small groups, or individuals on areas needing improvement.


PROCESS JOURNEY CHECKLIST – 5th Grade Unit 1: Launching with Personal Narrative

Name: ______________________________ Insert date in student box when completed.

Generating Ideas, Planning and Drafting Student Teacher

Gather Entries – A Turning Point or Time You Realized or Learned Something Select and Develop Story Ideas

Read Mentor Text Read published writing that resembles what I want to write

Character Development Include thinking and feeling –Responses to what happened

Establish Character’s Tension Show through details throughout motivation, struggles, wish, hope, or want

Plot Storyline Using Story Mountain Make the tension get worse and worse before it is resolved

Plan and Write Plotted Scenes from Story Mountain Try more than one plan

Create Story Paper Write scenes from story mountain onto loose leaf paper to draft story

Study Published Leads Pay attention to what the author did to introduce characters/setting and hook readers, while connecting to story’s importance. Experiment with different types of leads.

Slow Down the Heart or Tension Make less important parts move fast/More important parts move in slow motion

Look Through The Eyes of The Main Character Keep the perspective of the narrator

Study Published Endings Pay attention to what the author did to connect the ending to the heart or important part of the story. Experiment with different types of endings.

Revising

Refer to Writing Pathways by Lucy Calkins, “Narrative Student Checklists”, Grade 5 – Structure and Development

Editing

Refer to Writing Pathways, by Lucy Calkins, “Narrative Student Checklists” Language Conventions section, Grade 5

Edit with a Partner

Publishing

Share story with intended audience

*It is highly recommended that teachers have students use the Student Writing Checklists included in Writing Pathways by Lucy Calkins to guide their revision and editing work. If a district has not adopted this assessment resource, they should develop a product-driven student checklist to correspond to each text type. Calkins, Lucy. (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8. Portsmouth, NH: Heinemann.


Detail Hand


Strategies for Collecting Story Ideas Think of…

A turning point in my life

A time something was really hard for me

A Special time with a special person

A time I learned something about myself

A time I realized something about a

person/myself

A Visit to place that made me realize something

new

A time I learned something new

A time I learned a lesson

A Special time with a friend

A time when I had strong feelings – examples:

losing someone/something special, getting hurt

or sick/wanting, wishing or hoping for something

that couldn’t be bought or traded


Writers keep the perspective of the narrator by looking through the eyes of the main character I was tired so I went upstairs to my room to take a nap. There was a

knock on the door. My brother answered the door. It was my friend, Paul. He wanted to know if I could go outside and play.

I was tired so I went upstairs to take a nap. As I tried to close my eyes and quiet my mind, I heard a knocking at the front door. I wondered who it could be? I heard footsteps moving across the hall to the front of the house, my dog barking and the door squeaking open. I barely heard my brother say, “Hi Paul. Jared came home really tired and decided to take a nap. Sorry he can’t play.”

I sat on my sled, by the tree, at the top of the snow mound. My sister, Shelley, waited at the bottom. I could see her waving her hand in my direction, motioning for me to get going. I thought, “It’s such a long way down.” In an instant, a bit scared but excited too, I lifted both legs into the sled and pushed with my hands to nudge myself away from the tree and onto the slope. At first my sled seemed slow. I shoved and pushed off the ground a bit more with my hands. My speed picked up and I was gliding past trees and felt the cold wind in my face. I was now a rocket! My sister was thinking I was the fastest sled on the mountain!


SAMPLE NOTICINGS CHART FROM IMMERSION – PERSONAL NARRATIVES

Personal Narratives A personal narrative is a true story from our lives. People write Personal Narratives to share with others memories they have of things that they did or things that have happened to them that include a realization or learning from the event. People read Personal Narratives because they are interested in these true stories and can often relate to them or learn from them. Noticings:

True story of something that the author DID or something that happened to the author that created significant feelings, learning, or resolutions. *** A turning point or A time

The author tried to tell the story bit-by-bit (storyteller’s voice). Acted like it was happening right now!

Structure - Beginning, middle and end or introduction, body, conclusion

Introduction or lead – introduced the character and what the character was doing along with clues or hints to what later becomes tension or a problem for the character;

o lead types we noticed: setting, dialogue…

Ending – brought the story to a close and is connected to the main part of the story with the character learning or realizing something in the end because of the events;

o ending types we noticed: action, talk, feeling, …

Title - gives a sneak preview of the storyline

Organization - Story was told in order in which it happen (events) or uses flashbacks and flash-forwards

Sometimes the writer signaled a new event with transition words; transition words we noticed: a little later, after that, then, after, etc.

Paragraphs

Narrow focus – not an all about story, told about one time did something

No pictures or only one

Details, details, details – dialogue, internal thinking, physical description, exact action (add as students notice)

Figurative language – to paint a picture in the reader’s mind

Recurring images or symbols – to make a point

Show, Not Tell – tried to bring story to life, made a movie in reader’s mind

Heart of the Story – the story was more than a retelling, tried to convey a big idea from the author

Precise word choice – especially verbs, nouns, adjectives (helps paint picture in reader’s mind)

The author has realized or learned something important to life which is shared through the story’s heart or message.

Others as noticed through discussion


Story Arc using “Mr. Entwhistle” from Hey World Here I Am

Kate wants Mr. Entwhistle to realize she was not aware that he had called on her.

Kate takes the note.

Mr. E says, “Never Mind- we’ll let it go this time”.

Kate’s feels taller but notices her hands are trembling.

Mr. Entwhistle says, “Alright that does it – You can go to the office.”

Kate looks bewildered. Says, “Me?”

Mr. Entwhistle says, “Oh Yes you – on your feet”

Still shocked, Kate slowly stands.

Kate slowly stands.

Their eyes meet and Kate realizes Mr. E knows he’s made a mistake but can’t back down as a substitute.

Mr. E tears the note in half and throws it away.

Kate takes her seat.

People aren’t always as they first appear.

Kate’s feelings move from bewildered/clueless, stunned/shocked, angered, understanding, acceptance, proud, relieved. Teachers will show writers the internal story playing out for this character during the Mid-Workshop Teaching in session 8. To teach writers to pay attention to the internal story plot feelings next to and in between scenes on the inside on the arc during the mid- workshop teach in session 8.


Strategies for Elaborating Important Parts

*SLOW DOWN THE ACTION-TELL BIT-BY-BIT *ADD SPECIFIC DIALOGUE *GIVE DETAILS – USE DETAIL HAND *SHOW REALLY SMALL ACTIONS *ADD THE INTERNAL THINKING AND FEELINGS OF THE CHARACTER

Make a New Paragraph to Show: *An important part that needs its own space around it *A new scene or event *A new time – time has moved *A new place – characters are in a different setting *Each time a different character is speaking


There are quotation marks around the parts that are spoken.

The first letter of each spoken part is capitalized.

There are dialogue tags (S/He said) that explain who is talking each time the speaker changes.

A new paragraph is started after the speaker changes - every time the speaker changes.

The dialogue tags can go before, after, or in the middle of dialogue.

The first letter of the dialogue tag is not capitalized unless it is a name or the beginning of a sentence.

A quote or spoken part is always separated from the “he said” part with a comma, a question mark or exclamation point – at the end of the spoken parts. The punctuation goes inside the quotation mark. A period is not used with the “he said” parts, for it would create two sentences.

There’s always a period or comma at the end of the dialogue tag.

Source: Lattimer, Heather. (2003). Thinking through genre: Units of study in reading and writing workshop 4-12. Portland, MA: Stenhouse.

Rules for Punctuating and Formatting Dialogue


This paper could be used as an anchor chart or teacher modeling. Students should practice leads in their writer’s notebooks. The boxes on this paper do not allow enough space to truly craft/practice leads over and over. However, a teacher could post examples from model writing or mentor text.

Leads Action

Dialogue

Setting

Feeling

Thought


This paper could be used as an anchor chart or teacher modeling. Students should practice leads in their writer’s notebooks. The boxes on this paper do not allow enough space to truly craft/practice leads over and over. However, a teacher could post examples from model writing or mentor text.

Endings Touch To Importance or Heart

Hope/Wish

Thought/Feeling

Action/Image

19 Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.

Category Common Core State Standards - NARRATIVE TRANSITIONS

K 1st 2nd 3rd 4th 5th Common Core - Linking words or phrases

use temporal words to signal event order

use temporal words to signal event order

use temporal words and phrases to signal event order

use a variety of transitional words and phrases to manage the sequence of events

use a variety of transitional words, phrases, and clauses to manage the sequence of events

Category Writing Pathways by Lucy Calkins

K 1st 2nd 3rd 4th 5th

told story in order and, then, so when, then, after a little later, after that

show how time went - to show when things happened quickly

just then, suddenly

to show when a little time passed

after a while, a little later

passage of time in complicated ways - to show things happening at the same time

meanwhile, at the same time

passage of time in complicated ways - flashback and flash forward

early that morning, three hours later


Sequential Transitions: These transitions are used to signal a chronological or logical sequence.

Numerical

Continuation:

Conclusion:

Adapted from Michigan State University: https://www.msu.edu/~jdowell/135/transw.

in the (first, second, etc.) place initially to start with first of all

thirdly

to begin with at first for a start secondly In the beginning

subsequently previously eventually next

before (this) afterwards after (this) then

to conclude (with) as a final point eventually

at last

in the end finally lastly to finish

https://www.msu.edu/~jdowell/135/transw


Class Profile of Teaching and Learning Points – 5th Grade Unit 1: Launching with Writing Personal Narratives Optional Assessment/Conferring

Student Names W

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rs g

ener

ate

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ry id

eas

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m

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on

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oti

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s.

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pla

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ears

e th

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sto

ries

; de

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and

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bit

-by

bit

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dev

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acte

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incl

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thei

r re

spo

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s to

wh

at

hap

pen

s in

th

ou

ghts

fee

lings

.

Wri

ters

wri

te le

ads

wh

ich

intr

od

uce

the

char

acte

r, t

ell t

ime

and

pla

ce

and

ho

ok

the

read

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Class Profile of Teaching and Learning Points – 5th Grade Unit 1: Launching with Writing Personal Narratives Optional Assessment/Conferring

Student Names W

rite

rs t

ake

char

ge o

f th

eir

wri

tin

g b

y th

inki

ng

bac

k o

ver

ever

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kn

ow

ho

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rite

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ters

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ays

to u

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par

tner

ship

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as

a w

rite

r.

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ters

fo

cus

on

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ish

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by

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adin

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ith

dif

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ses

for

edit

ing.

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ters

use

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de

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rate

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ters

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are

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ake

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re g

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Student Self Reflection for Writing Personal Narrative Stories Unit 1

Name _________________________________________Date __________________________ We have now been in school for about a month. We have learned so much about ourselves as writers, about one another, and about writing workshop. What is your favorite thing about writing workshop? What do you do well in writing? What is hard for you about writing? How are you going to be a problem solver instead of a problem keeper of this challenge?

Based on Stephanie Parsons, (2007). Second Grade Writers. Portsmouth, NH: Heinemann.

Documents

ELA Michigan State Standards Resource Materials Packetflintelacurriculum.weebly.com/uploads/4/4/3/1/44310935/5th_grade... · Story Arc Using “Mr. Entwhistle” from Hey World Here