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Interdisciplinary writing unit 4 th Grade Narrative: Short Story Seminole Indians. By Katrina Crawford. Georgia Writing Test: Grade 5. Given the first week of March Taken in one day 120 minutes Make-up tests next day More time for IEP, TPP, or Section 504 . Georgia Writing Test: Grade 5.

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Interdisciplinary writing unit 4 th Grade Narrative: Short Story Seminole Indians


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interdisciplinary writing unit 4 th grade narrative short story seminole indians

Interdisciplinary writing unit4th GradeNarrative: Short StorySeminole Indians

By Katrina Crawford

georgia writing test grade 5
Georgia Writing Test: Grade 5
  • Given the first week of March
  • Taken in one day
  • 120 minutes
  • Make-up tests next day
  • More time for IEP, TPP, or Section 504
georgia writing test grade 53
Georgia Writing Test: Grade 5
  • Prompt for one of three genres: narrative, informational, or persuasive
  • Assessed on style, ideas, organization, and conventions
  • Students, strengths and weaknesses
  • Teachers, direction and planning
georgia writing test grade 54
Georgia Writing Test: Grade 5
  • Analytic Scoring
    • More than one feature or domain is evaluated
  • Four domains
    • Ideas
      • Content
georgia writing test grade 55
Georgia Writing Test: Grade 5
  • Organization
    • Flow, logical, effective
  • Style
    • Sentence structure, tone, word choice
  • Conventions
    • Spelling, punctuation, capitalization, grammar, and paragraphing
georgia writing test grade 56
Georgia Writing Test: Grade 5
  • Domain Scoring
    • Content = 40%
    • Organization
    • Style combined = 60%
    • Conventions
pre assessment prompt
Pre-assessment Prompt
  • Students will be given a pre-assessment writing assignment to help the teacher know the student’s strengths and weaknesses. Teachers can use this information to plan and create a more effective teaching unit for narrative writing and the writing process.
  • Materials:
    • Pencils
    • Wide-ruled paper
    • Whiteboard
    • Dry erase markers
pre assessment prompt8
Pre-Assessment Prompt
  • Students will be instructed to write a narrative short story using the following prompts:
    • The Year Summer Vacation Was Canceled
    • An Unusual Day at School
    • If There Were No Trees
    • The Edge of the World
  • Benefits to teachers
    • Provides useful information to help teachers plan writing units
grouping
Grouping
  • Teacher’s Instructional Needs
    • Whole Group:
      • Saves time
      • Allows students to ask questions and receive feedback
      • Helps teacher see where students may have difficulties
grouping10
Grouping
    • Small Group
      • Collaboration
      • Peer assistance
  • Students’ Needs
    • Stages of Development
      • More time to complete assignments
      • One-on-one instruction time
      • Peer buddy
grouping11
Grouping
  • Cultural or Linguistic
    • More time to complete assignments
    • One-on-one instruction
    • Peer buddy
explanation of genre mode of writing
Explanation of Genre/Mode of Writing
  • Narrative Writing
    • Real or fictitious
    • Tells a story
    • Entertains the reader
  • Narrative writing elements:
    • Beginning
      • Characters
      • Setting
      • Introduction to conflict/problem
explanation of genre mode of writing13
Explanation of Genre/Mode of Writing
  • Middle
    • Events that relate to the conflict/problem
      • Leads to resolution of the conflict/problem
  • Ending
    • Contains resolution to the conflict/problem
explanation of prewriting
Explanation of Prewriting
  • Getting-ready-to-write-stage
  • Most important part of the writing process
  • Writer must determine
    • Topic
    • Form
    • Audience
    • Purpose
explanation of prewriting15
Explanation of Prewriting
  • Prewriting Process
    • Explore resources
    • Take notes
    • Organize information using graphic organizer
prewriting related to unit
Prewriting Related to Unit
  • Topic: Seminole Indians
  • Audience: Classmates
  • Purpose: Entertainment
  • Form: Short Story
accommodations and or modifications
Accommodations and/or Modifications
  • Developmental Needs of Students
    • Two students who are below grade level
      • One-on-one with teacher
      • Peer buddy
      • More time to complete assignments
  • Cultural and/or Linguistic Needs of Students
    • One student who is bilingual
      • One-on-one with teacher
      • Peer buddy
      • More time to complete assignments
drafting
Drafting
  • Explanation of Drafting
    • Second step of the writing process
    • Putting thoughts and ideas on paper
      • First or “lead” sentence often the most difficult to write
    • Rough draft
      • Skip lines to leave space for revising and editing
      • Do not focus on spelling and punctuation at this point
revising
Revising
  • Explanation of Revising
    • Third step in the writing process
    • Make changes to the rough draft by:
      • Adding
      • Substituting
      • Deleting
      • Rearranging
    • Use proofreading marks to revise
editing
Editing
  • Explanation of Editing
    • The fourth step in the writing process
    • Focus on mechanics
      • Sentence structure
      • Capitalization
      • Punctuation
      • Spelling
    • Use proofreading marks to edit
practice activity for editing
Practice Activity for Editing
  • Place copy of proofreading marks on the overhead and explain each one
  • Give students a list of proofreading marks
  • Place a copy of an unedited paragraph on the overhead
  • Work with the students to edit the paragraph using the proofreading marks.
  • Give each student an unedited paragraph
  • Instruct students to use the list to edit the paragraph
publishing
Publishing
  • Explanation of Publishing
    • Final step in the writing process
      • Fun stage of the writing process
      • Correct all errors
      • Make all changes
      • Write in best handwriting or type
      • Prepare to share with audience
    • Ways to publish
      • books, newspaper, “author’s chair”, mobile, contests