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Planning for Instruction Focus on Unit Three: Narrative Reading and Writing. Secondary Reading/English Language Arts October 2013. Training Outcomes. Student Responses from the Diagnostic Writing Assessments.
Secondary Reading/English Language Arts
Turn to the definitions about narrative in your handout kit and read about how reading and writing narratives show up in CCSS and PARCC model frameworks. Also notice how PARCC will assess narrative writing.
FROM “THE PEDESTRIAN”
SHORT STORY BY RAY BRADBURY
“When the first rain started, the migrant people huddled in their tents, saying, “It’ll soon be over, How long’s it likely to go on?
And when the puddles formed, the men went out in the rain with shovels and built little dikes around the tents. The beating rain worked at the canvas until it penetrated and sent streams down. And then the little dikes washed out and the water came inside, and the streams wet the beds and blankets. The people sat in wet clothes. They set up boxes and put planks on the boxes. Then, day and night, they sat on the planks.”
EXCERPT FROM THE GRAPES OF WRATH
BY JOHN STEINBECK
“What’s that? he asked.
“A story, I said.
“A news story?”
“All right. I’ll read it,” he said.
He pushed my composition book back on his desk and looked at me curiously, sucking at his pipe.
“But I want you to read it now, I said.
EXCERPT FROM BLACK BOY
AUTOBIOGRAPHY BY RICHARD WRIGHT
“He drifted to the surface, his face turned up to the air. He was gasping like a fish. He felt he would sink now and drown; he could not swim the few feet back to the rock. Then he was clutching it and pulling himself up onto it. He lay face down, gasping. He could see nothing but a red-veined, clotted dark. His eyes must have burst, he thought; they were full of blood. He tore off his goggles and a gout of blood went into the sea. His nose was bleeding, and the blood had filled the goggles.”
THIS EXCERPT IS FROM “THROUGH THE TUNNEL”
SHORT STORY BY DORIS LESSING
“When I mentioned my brother Bailey, he asked what he was doing now.
The question stopped me. He was friendly and understanding, but if I told him my brother was in prison, I couldn’t be sure how long his understanding would last. I could lose my job. Even more important, I might lose his respect. Birds of a feather and all that, but I took a chance and told him Bailey was in Sing Sing. “
THIS EXCERPT IS FROM: “ENCOUNTER WITH MARTIN
LUTHER KING, JR” BY MAYA ANGELOU (AUTOBIOGRAPHY)
Now, we will unpack relevant Common Core Standards for Reading Fiction and Nonfiction
Common Core State Standards
In MS/HS RELA: Focus Standard
Reading Standards 2 and 3
CCR Anchor Standards for Reading Standards 2 and 3
CCR2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCR3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Use the Unit 3 Overview to analyze the unit. Notice where and when CCSS standards are taught and how one could use the resources. Think about how you could use the planning grid for CCSS to develop objectives and ideas for lesson plans.
How does one assess for narrative writing using mentor text? Let’s take a look at a national model for on-demand writing and sample student responses from this model.
Using the www.achievethecore.org writing samples for Narrative On-Demand Writing to a Prompt, read the expectations of the writing assessment and the grade-level example of student narrative writing.
What do you notice about the student responses?
Doreen Myers, Supervisor-Secondary RELA email@example.com
Carla Cole, Instructional Specialist, Secondary RELA
Karen Shaw, Instructional Spec.-Special Educ.,6-12 Karen.firstname.lastname@example.org
Rojulene Norris-Secondary RELA Consultant
Patricia Miller- Secondary RELA Consultant