Online Learning Learning Goals Videos/Charts
Personal Narratives
Students will...
• follow structures and routines of writer’s workshop. • set up and utilize a writer’s notebook to make entries and keep notes about mini-lessons. • identify characteristics of personal narratives. • engage in the process of writing by collecting ideas, choosing a seed, drafting, revising, editing, and publishing. Planning Personal Narrative
Recipe Card: Personal Narrative C: Characters E: Event or Experience W: Why it mattered First: This is where and what was going on All of a sudden: The important part happened R: Resolution (in the end…) LL: What I learned or thought about the experience |
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Raising the Quality of Narratives
Students will...
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use temporal words and phrases to signal event order. c. Provide a sense of closure. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. With guidance and support from peers and adults, develop and strengthen writing as needed by planning and revising, and editing. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (single sitting – 2 days) for a range of discipline-specific tasks, purposes and audiences. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
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Realistic Fiction
Students will know and be able to:
• Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. • Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. • Use temporal words and phrases to signal event order, and • Provide a sense of closure. • With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. • With guidance and support from peers and adults, develop and strengthen writing as needed by planning and revising, and editing. • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (single sitting – 2 days) for a range of discipline-specific tasks, purposes and audiences. • Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. a. explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. use coordinating and subordinating conjunctions • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g. I walked, I walk, I will walk.) c. Use spelling patterns and generalizations (e.g. word families, position based spelling, syllable patterns, ending rules, meaningful word parts) in writing words. d. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. |
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Essays
Students will know/be able to:
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JUST FOR FUN :) I hope you can write an essay better than Spongebob does!
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