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Common Core State Standards Narrative Writing 6-12

Explore the 10 Writing Anchor Standards, share strategies, and discover resources for argument, informative/explanatory, and narrative writing.

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Common Core State Standards Narrative Writing 6-12

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  1. Common Core State StandardsNarrativeWriting 6-12

  2. Purposes and Outcomes • Review the 10 Writing Anchor Standards • Share Strategies • Share Resources

  3. Common Core Anchor Standards: Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoningand relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  4. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  5. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  6. Range of Writing 10. Write routinely over extendedtime frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  7. Three Text Types Argument/Opinion Informative/Explanatory Narrative

  8. Three Types of Writing

  9. Writing Strategies for Grades 6-12 • Authentic Writing • Analytical Writing • Mentor Texts/ Models for Writing Source: K. Gallagher (2011) Write Like This. Portland: Stenhouse. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  10. Authentic Writing • Authentic purposes for writing • Copies of the local newspaper • Purpose behind articles Source: K. Gallagher (2011) Write Like This. Portland: Stenhouse Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  11. Authentic Writing Twitter Edmodo Blogs Wikis Texting Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  12. Analytical Writing Students interpret Griffith’s painting The Surrender (See the next slide). Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  13. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  14. The Surrender • Multiple readings of it are done • Students share their thoughts Source: K. Gallagher (2011) Write Like This. Portland: Stenhouse Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  15. Analytical Writing 1. What does the painting say? 2. What is the artist’s purpose behind the painting? 3. What is the artist’s claim? Source: K. Gallagher (2011) Write Like This. Portland: Stenhouse Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  16. Analytical Writing • Students analyze Frost’s poem, “The Road Not Taken” • They read it four times • Students explain the author’s claim Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  17. The Road Not Taken Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  18. The Road Not Taken by Robert Frost Two roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth; Then took the other, as just as fair,And having perhaps the better claimBecause it was grassy and wanted wear,Though as for that the passing thereHad worn them really about the same, Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  19. The Road Not Taken And both that morning equally layIn leaves no step had trodden black.Oh, I marked the first for another day!Yet knowing how way leads on to wayI doubted if I should ever come back.I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and I,I took the one less traveled by,And that has made all the difference.  Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  20. Routine Writing • Notes • Summaries • Learning Logs • Writing to Learn Tasks • Response to short selections • Open ended questions • Dual Entry Journals Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  21. Long Term Writing • Research Projects • Analytical Writing • Multimedia Projects Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  22. Narrative Elements, Grades 3-11 • Establish a situation • Organize a logical sequence of events • Describe scenes, objects or characters • Use appropriate dialogue Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  23. Narrative ElementsGrades 6-11 • Establish a context • Situate events in a time and place • Develop a point of view • Develop characters’ motives Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  24. Grades 6-11 PARCC Rubric:Written Expression, Organization Clarity Introduction Progression of Ideas Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  25. Grade 6-11 PARCC Rubric: Writing, Knowledge of Language and Conventions • Demonstrate commands of the conventions of Standard English • Meaning is reflected throughout the piece Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  26. Examples of the Narrative Task • Stories • Historical accounts • A series of events • Experiences Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  27. Understanding the Narrative Writing Task • Students read one or two brief texts and answer a few questions to help clarify their understanding of the text(s). • Students then write either a narrative story or a narrative description (e.g., writing a historical account of important figures; detailing a scientific process; describing an account of events, scenes, or objects).

  28. Texts Worth Reading? • Range: Example of assessing literature and helping to satisfy the 55%-45% split of informational text to literatureat the 6-8 grade-band. • Quality: Julie of the Wolves was a winner of the Newbery Medal in 1973. This text about a young Eskimo girl surviving on her own in the tundra by communicating with wolvesoffers a story rich with characterization and imagery that will appeal to a diverse student population. • Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 6.

  29. Grade 6 Prose Constructed-Response Item In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her. Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.

  30. Conventions • https://www.teachingchannel.org/videos/high-school-writing-lesson-idea?fd=1 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  31. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  32. Resources • http://engageny.org/resource/common-core-in-ela-literacy-shift-5-writing-from-sources • http://www.parcconline.org/samples/english-language-artsliteracy/grades-6-11-generic-rubrics-draft Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  33. References K. Gallagher (2011) Write Like This. Portland, OR: Stenhouse. National Governors Association/Council of Chief State School Officers (2010). Common Core State Standards: English Language Arts. Retrieved January 11, 2012 from www.corestandards.org/the-standards .

  34. Contact Questions or comments? Please contact English Language Arts Specialists at: plscomments@gmail.com Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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