Chapter 6 provides an overview of the writing standards much like Chapter 2 did for reading. Chapter 7 launches into a discussion of narrative writing. In order to get you into the writing standards, this week we’re going to look closely at the grade-level standards for narrative writing. Likely, this chapter will appeal more to the language arts teachers in the group, who will also bear most of the responsibility for teaching narrative writing. Nonetheless, it's important for all of us to understand what will be required of our students. And, indeed, so much of the popular non-fiction today weaves in narrative structure to help illuminate and engage readers around technical and other non-fiction subjects. Thus, if you're not a language arts teacher, we hope you can still find something of worth in this week's activity and prompt.
PROMPT
On pages 116-119, the authors walk us through the increasing complexity that will be demanded of our students by starting with a kindergartener’s one-frame example of the roller-coaster narrative, showing how it would develop across the grade levels. This activity has great value in that it helps you think about the standards through application and gives you the opportunity to experience the demand (and joy) that writing an increasingly complex narrative can provide.
Complete this activity in preparation for this week's prompt: Think of a true, single experience you have had. Start with a one-frame example (just jot this down on paper) similar to the drawing on page 116. Then, turn to writing standard 3 (you’ll find K-5 standards on pp. 19-20 and 6-12 on pp. 43 and 46 of the CCSS document), develop your narrative for grades 3, 6, 9 and 12. (Again, just jot this down--we won’t be asking you to post your stories, unless you want to.)
PROMPT (Choose one and indicate which you've chosen.)
A. After completing this activity respond with your thoughts about the implications this standard will have for your instruction of narrative writing as well as cross-grade and cross-school planning.
OR
B. Compare the book’s suggestions for using the continuum of narrative writing to your own method of writing instruction. Discuss similarities and differences between what is outlined on pages 123 and 124 to what you do currently. What change(s) will you make to your instruction?
Your response to the prompt is due by Monday evening (2/10). Then, you are expected to revisit this site and respond to at least one of your fellow participant’s comments by Thursday, February 13. If you need help posting your comment, watch this video.
PROMPT
On pages 116-119, the authors walk us through the increasing complexity that will be demanded of our students by starting with a kindergartener’s one-frame example of the roller-coaster narrative, showing how it would develop across the grade levels. This activity has great value in that it helps you think about the standards through application and gives you the opportunity to experience the demand (and joy) that writing an increasingly complex narrative can provide.
Complete this activity in preparation for this week's prompt: Think of a true, single experience you have had. Start with a one-frame example (just jot this down on paper) similar to the drawing on page 116. Then, turn to writing standard 3 (you’ll find K-5 standards on pp. 19-20 and 6-12 on pp. 43 and 46 of the CCSS document), develop your narrative for grades 3, 6, 9 and 12. (Again, just jot this down--we won’t be asking you to post your stories, unless you want to.)
PROMPT (Choose one and indicate which you've chosen.)
A. After completing this activity respond with your thoughts about the implications this standard will have for your instruction of narrative writing as well as cross-grade and cross-school planning.
OR
B. Compare the book’s suggestions for using the continuum of narrative writing to your own method of writing instruction. Discuss similarities and differences between what is outlined on pages 123 and 124 to what you do currently. What change(s) will you make to your instruction?
Your response to the prompt is due by Monday evening (2/10). Then, you are expected to revisit this site and respond to at least one of your fellow participant’s comments by Thursday, February 13. If you need help posting your comment, watch this video.
