LESSON FOUR: Developing
a Narrative Writing Piece
Model the TFDC
Rough Draft graphic organizer to continue the rough draft stage of the writing
process. Model strategies for writing a topic sentence for narrative writing.
GRADE-LEVEL EXPECTATIONS
W1A Follow a writing process to
independently use a graphic organizer in prewriting, generate a draft, routinely
reread and revise work, routinely edit and proofread for capitalization and
ending punctuation, and independently publish writing.
W2A Create legible compositions with correct spacing between letters in a word
and words in a sentence.
W3A Write
narrative text that records a series of events in chronological order contains
story elements.
LESSON MATERIALS
§
Sources of Literature
o
None
§
Supplies
o
Overhead projector
o
Transparency of Rough Draft graphic organizer
o
Student writing folders or writer’s notebooks
o
Pencils
§
Handouts provided
o
TFDC
Rough Draft graphic organizer
§
Words to know
o
graphic organizer
o
narrative writing
o
topic sentence
FORMATIVE
ASSESSMENT
Students are
assessed using teacher observation, TFDC Rough Draft
graphic organizer, and
anecdotal notes.
LEARNING ACTIVITIES
1.
Using the overhead
projector, introduce the graphic organizer
with a student’s chosen topic.
|
Note |
The
graphic organizer used is the paper on which students write their rough
draft. |
2.
Model strategies to
develop a topic sentence.
3.
Returning to their
area, students draft their topic sentences.
|
 |
|
This is an example of the
Rough Draft Organizer
T - topic sentence: Of all of
my friends, I like spending time with Tara the most.
F-D -
fact-detail: She loves to go shopping with me at the new mall in Kansas
City
E - example: A few weeks ago
we went to the new mall and we both bough new outfits to wear to our
friend Jamiee’s wedding.
F-D -
fact-detail: Tara also likes to go out to eat and fun and unusual
places.
E - example: One time we went
to a Chinese restaurant that let us make our food right at our table.
C - conclusion: Without my
wonderful friend Tara I wouldn’t enjoy these activities as much. |
5. Teacher confers with students.
The following questions help focus the students.
|
Questions for Students |
How’s it
going? (focusing on what the writer is doing)
What’s the
focus of your piece?
What do
you mean by…?
Have you
tried out what we talked about today in the mini-lesson?
Where are
you going next?
Get
started on what we just discussed and let me see you do a bit of it. |