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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.

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planning for instruction focus on unit three narrative reading and writing

Planning for InstructionFocus on Unit Three: Narrative Reading and Writing

Secondary Reading/English Language Arts

October 2013

student responses from the diagnostic writing assessments
Student Responses from the Diagnostic Writing Assessments
  • Examine the sample essays written by students in response to the task of writing analytic essays.
  • What do you notice about the student responses in terms of the rubric expectations? How did the students use text evidence? How did they develop their ideas? Organization? Clarity of language? Conventions?
  • Turn and talk to your colleagues about what you notice.
planning for instruction based on data analyzing student responses
Planning for Instruction Based on Data: Analyzing Student Responses
  • What are some of your discussion ideas about the student work?
  • How could departments of secondary Reading/Language Arts teachers use these samples to guide and inform their instruction?
  • Since our next unit is about narrative writing- what skills would we chose to focus on to help students?
narrative reading and writing
Narrative Reading and Writing
  • So what is a narrative? What types of reading materials fall into this genre of reading? What does it mean to write a narrative?
  • Let’s start with your own stories! Turn and talk to your colleagues about something out-of-the ordinary that happened to you lately… Take 3 minutes to share an idea.
narrative reading and writing1
Narrative Reading and Writing
  • In listening to each other tell your “stories,” chances are you each had some common components to them-
  • A beginning, middle, and an end
  • A setting/ place where action takes place
  • Specific events
  • People/characters in your episode
  • Details of the story that added style/tone/information for clarity
  • A central idea or theme or moral or point to your story

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.

fiction or nonfiction
Fiction or Nonfiction?
  • Now that we have seen that “story” can exist in both literature and informational texts- as defined by CCSS and PARCC, let’s see if we can tell the difference between fiction and nonfiction. On the next slides, you will find a passage of text from either a work of fiction or nonfiction. You will need to use your fiction or nonfiction cards to indicate which one you believe the text to be.

Good luck!

fiction or nonfiction excerpt 1
Fiction or Nonfiction?EXCERPT 1
  • “Sometimes he would walk for hours and miles and return only at midnight to his house. And on his way he would see the cottages and homes with their dark windows, and it was not unlike walking through a graveyard where only the faintest glimmers of firefly light appeared in the flickers behind the windows. Suddenly gray phantoms seemed to manifest upon inner room walls where a curtain was still undrawn against the night, or there were whisperings and murmurs where a window in a tomblike building was still open.”

Fiction or Nonfiction?


Excerpt 1



fiction or nonfiction excerpt 2
Fiction or Nonfiction?EXCERPT 2

“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.”


Fiction or Nonfiction?


Excerpt 2



fiction or nonfiction excerpt 3
Fiction or Nonfiction?EXCERPT 3

“What’s that? he asked.

“A story, I said.

“A news story?”

“No, fiction.”

“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.


Fiction or Nonfiction?


Excerpt 3



fiction or nonfiction excerpt 4
Fiction or Nonfiction?EXCERPT 4

“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.”


Fiction or Nonfiction?


Excerpt 4



fiction or nonfiction excerpt 5
Fiction or Nonfiction?EXCERPT 5

“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. “


Fiction or Nonfiction?


Excerpt 5



narrative genre in the ccss
Narrative Genre in the CCSS

We have:

  • Reviewed student data
  • Examined definitions of terms- in CCSS and in PARCC
  • Evaluated examples of the genre

Now, we will unpack relevant Common Core Standards for Reading Fiction and Nonfiction


CCSS Focus Standard: Unpacking For Instruction

Common Core State Standards

In MS/HS RELA: Focus Standard

Reading Standards 2 and 3

  • College and Career Ready Anchor Standards 2 and 3
  • What are the Knowledge Demands? What do students need to know?
  • What are the Instructional Implications? What do teachers need to do?
unpacking the standards
Unpacking the Standards

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.

unpacking the standards grade specific bands
Unpacking the Standards: Grade-Specific Bands
  • CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  • CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
unpacking standards target grade ccss rl ri 9 2
Unpacking Standards: Target Grade CCSS RL/RI 9 2
  • Using the CCSS Planning Grid, work in groups to unpack CCSS RL 9 2 or CCSS RI 9 2- One group for Reading Literature and one for Reading Informational texts.
  • First, think about the big ideas in the standard itself
  • Next, try to determine the component parts of the standard-what one has to know and be able to do to master this standard- think in terms of action verbs required for cognitive demand- e.g., identify, explain, analyze, etc.
  • Then, write student objectives to reflect what the students will learn: Students will….
  • Consider how this objective will be assessed
  • Think about a possible graphic organizer that might help visualize the key components of the objective
closer look at unit 3 why narrative
Closer Look at Unit 3: Why Narrative?
  • PARCC Prose Constructed Response- Narrative writing is assessed as a task on the PARCC examination
  • Integration of Standards
    • Reading- read and reread closely–Fiction and Nonfiction
    • Writing- experiment with different forms, audiences, and purposes while learning narrative technique
    • Language- learn how to say it with clarity and precision
    • Speaking & Listening- opportunity to build comprehension, collaboration, and presentation skills
  • Focus on close reading/narrative writing/evidence-based discussion
planning for implementation of unit 3 narrative genre
Planning for Implementation of Unit 3 Narrative Genre
  • Curriculum Framework Progress Guides for 2013-2014
  • Unit 3 Overview
  • Planning Grid and HS RELA DTA FFT Lesson Planner
  • Resources- Core Textbooks, additional pieces of literary nonfiction, rich variety of materials including paired texts, complex texts, and leveled texts for all readers.
unit plannng

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.

summative assessment for unit 3 planning with the end in mind
Summative Assessment for Unit 3Planning with the End in Mind

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 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?


Biggest Takeaways

  • What have you learned about unpacking the standards, using the unit resources, and examining student work as a means to begin and end a unit of instruction?
  • Turn and talk with a partner at your table
  • about your biggest takeaways from this session.

Secondary Reading/English Language Arts Office

Doreen Myers, Supervisor-Secondary RELA

Carla Cole, Instructional Specialist, Secondary RELA

Karen Shaw, Instructional Spec.-Special Educ.,6-12

Rojulene Norris-Secondary RELA Consultant

Patricia Miller- Secondary RELA Consultant

Phone Number