INTENSIVE ENGLISH LITERACY WRITING
(IE Pre-Secondary 11-year-old-Secondary)
ESSENTIAL UNIT 26 (E26)
(Narrative Writing)
(July 2014)
Unit Statement: In this unit the student will demonstrate writing in the narrative mode. The student will routinely write in a journal, and be expected to write one essay; applying the writing process and Six plus One Traits particular to narrative writing. The student will focus writing abbreviated plots, conflict, and setting in the narrative mode of writing. Qualities of narrative writing include sequencing, expressive writing, realism, employing transitions, sensory language and dialogue. The student will apply the writing process and should apply the Six plus One Traits.
This unit should run concurrently with Essential Unit E26 in Intensive English PS Reading. The narrative forms discussed in that unit should be practiced in this unit.
Essential Outcomes: (must be assessed for mastery)
1. The Student Will write routinely in a journal in the narrative mode.
2. TSW examine mentor and student texts for qualities of narrative writing (Writing Coach 68-71, 94-99).
3. TSW develop real and imagined experiences in narrative writing.
4. TSW apply well-chosen details and well-structured sequences in narrative writing.
5. TSW apply dialogue to create heightened realism.
6. TSW create plots with conflict within a setting.
7. TSW write a personal or fictional narrative essay (artifact for the portfolio unit).
8. TSW apply the writing process.
Practiced/Ongoing Outcomes: (not formally assessed)
1. The Student Will peer edit for grammar.
Introduced Outcomes:
1. The Student Will employ the Six plus One Traits.
2. TSW employ transitional terms.
3. TSW employ sensory language.
4. TSW maintain a digital copy of the essay or speech for the portfolio (E07).
Key Terms and Concepts:
Artifact (student work) / fictional narrative / narrative / personal narrativesensory language / sequence / transitional terms / writing process
Suggested Teacher Materials:
Anderson, Jeff, and Kelly Gallagher. Prentice Hall Writing Coach. Upper Saddle River: Pearson Education, 2012. Print. Teacher’s Ed. (T64A-117).
Suggested Student Resources:
Anderson, Jeff, and Kelly Gallagher. Prentice Hall Writing Coach. Upper Saddle River: Pearson Education, 2012. Print. (64-117).
Additional Resources: (may not be provided by school)
Reviving the Essay by Bernabei, Gretchen
The Story of My Thinking by Bernabei, Gretchen
Technology links:
Destiny Webpath Express (found in school library)
Use this search engine to find age-appropriate websites that align with your unit.
https://owl.english.purdue.edu/
Purdue’s Owl (Online Writing Lab) has resources to assist writing in the narrative mode.
http://www.successnetplus.com
It is highly recommend that you explore Online Writing Coach. It contains lesson plans, graphic organizers, assessments, interactive student grammar exercises, an interactive writing center, the Writing Coach e-textbook and more. The website keeps track of students' online activities, grades, and more. Automated paragraph and essay grading requires the engagement of specific writing prompts.
http://www.youtube.com/watch?v=oAp5w-ZKeXk
A video on the Six plus One Traits of Writing.
Suggested Strategies and Assessment Tools:
Have the student keep a writing journal specific to narrative writing or a general writing journal for all of the writing modes they will study; narrative, descriptive, expository and persuasive.
Create a routine for journal writing that best fits the class’s needs. A few minutes each day, or approximately 15 minutes twice a week.
Review the writing process and Six plus One Traits of Writing in a PowerPoint. Give special focus to voice.
Have students reflect on reading selections in literature with short narrative forms that mimic the writing of an author studied in Literature 11, Essential Unit Two (E02).
Discuss fictional and nonfictional (personal) narrative writing ideas. Have the student choose one for TSW 7.
IE LITERACY PS Writing Suggested Essential Unit E26 Rubric
Name ______Class______Date ______
• All TSWs must be mastered for a ‘B’.
• 3 of 5 ‘A’-Level blocks should be met for an ‘A’.
• Teachers may choose to use their own rubrics; however, all TSWs must be assessed.
TSW / ‘A’ LEVEL / ‘B’ LEVEL / ‘P’- Notes1. Write routinely in a journal in the narrative mode. / The student writes routinely in the narrative mode in their journal.
2. Review mentor and student texts. / The student reviews mentor and student texts in class discussion or through writing.
3. Develop real and imagined experiences in narrative writing. / The real or imagine experiences places the reader in the story, and has the reader wonder what will happen next. / The real or imagined experience is well written, but lacks originality or high interest (e.g. the airport story).
4. Apply well-chosen details and well-structured sequences in narrative writing. / The details and structure of the story bring the story to life and assist greatly in unfolding the plot. / The details and structure are present and order the story, but the story is flat in its description.
5. Apply dialogue to create heightened realism. / The dialogue quickly places the reader into the story and has the reader empathize with the text effectively. / The dialogue is written in the correct form, but does not fully express characterization or emotion.
6. Create abbreviated plots within setting and with conflict. / The plot of the narrative is concise and well-formulated with possible surprise, and an informed conclusion. / The plot covered all essential points.
7. Write a personal or fictional narrative essay (You may choose to apply the Six plus One Traits rubric). / The student writes a narrative that demonstrates most of the outcomes at an above-mastery level. / The student writes a narrative that demonstrates the outcomes at mastery level.
8. Apply the writing process. / The student is involved in the writing process.
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QSI IE LITERACY PS WRITING E26
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