ELA-05.W.03

 

ELA-05 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-05.W.03 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a.  Orient the ready by establishing a situation and introducing a narrator and/or characters, organize an event sequence that unfolds naturally.

b.  Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

c.  Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

d.  Use concrete words and phrases and sensory details to convey experiences and events precisely.

e.  Provide a conclusion that follows from the narrated experiences or events.

Student Learning Targets:

Knowledge Targets

  • I can identify an introduction to a writing piece
  • I can identify a conclusion to a writing piece
  • I can define narrative and describe the basic parts of plot (exposition, rising action,  falling action and resolution)
  • I can identify sequence words

Skills (Performance) Targets

  • I can orient (set the scene for) the reader by introducing the narrator, characters and the event/situation that starts the story in motion

Product Targets

  • I can write a story with an interesting opening and closing and sequence the events in my story so that one event logically leads to the next

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Establish the topic with an interesting hook
  • Introduces the narrator/character with sensory details that allow the reader to paint a mental picture
  • Organizes the event in clear and easy to follow sequence that moves logically and has varied sentence structure
  • Uses detailed narrative techniques to develop experiences and events (foreshadowing, flashbacks)
  • Uses vivid description to show detailed experiences and characters' responses
  • Uses a variety of transitional words, phrases and clauses to signal shifts from one time frame or setting to another (foreshadowing, flashbacks)
  • Uses exceptional sensory details to convey experiences that allows the reader to paint a mental picture
  • Ends with a strong conclusion that leaves a final impression
The student may write about the same topics, but the writing style is advanced according to the indicators for a Level 4.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student is able to:

  • Focus the reader by establishing a situation
  • Introduces a narrator/character with details
  • Organizes an event sequence that unfolds naturally in paragraphs
  • Uses narrative techniques to develop experiences and events,(dialogue, pacing)
  • Uses description to show experiences and characters' responses
  • Uses a variety of transitional words, phrases and clauses to manage the sequence of events
  • Uses concrete words, phrases and sensory details to convey events and experiences precisely
  • Ends with a conclusion that wraps up the narrative by including thoughts and feelings about the episode or event
The student writes a narrative piece about a favorite family tradition.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Has a minimal introduction to a situation
  • Somewhat introduces a narrator/character, but does not provide details
  • Organizes and writes events with a sequence that is hard for the reader to follow
  • Uses minimal narrative techniques to develop experiences and events
  • Uses minimal description to show experiences and characters' responses
  • Uses minimal transitional or concrete words and phrases
  • Uses limited sensory details to convey experiences
  • Ends with a weak conclusion of the episode or event
See Level 3 for example of task.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0

The student:

  • Has no introduction of a situation
  • Has no introduction of a narrator/character
  • Organizes and sequences events randomly with no paragraphing
  • Uses no narrative techniques to develop experiences and events
  • Uses no description to show experiences and characters' responses
  • Uses no transitional or concrete words and phrases
  • Uses little or no sensory details to convey experiences
  • Ends with no conclusion
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Narrative
  • Plot Structure
  • Imagery
  • Characterization
  • Sensory Detail
  • Setting
  • Dialogue
  • Description
  • Introduction
  • Closure
  • Sequence

 

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