Ms. Appleyard's Fifth Grade



Second Grade English Language ArtsUnit: Junie B. JonesExtended Written ResponseClear Purpose:The purpose of this extended written assignment is to help the teacher determine the extent of the student’s understanding of a personal narrative after covering Junie B. Jones and the Stupid Smelly Bus. The student will demonstrate his or her understanding of a personal narrative by writing a personal narrative. This is a summative assessment to determine the student’s ability to write a personal narrative.Content Expectations:W.GN.03.01 write a cohesive personal narrative using personification, setting, actions and thoughts that reveal important character traits.R.CM.03.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.W.PR.02.04 write in first and third person based on genre type and purpose.Learning TargetsKnowledgeReasoningI can describe the setting of my story. 1 and 21 and 2I can write about something in my own life. 1 and 21 and 2I can write about something I think. 2I can write in first person.1Directions:(Teacher Read Aloud) When you receive this test, please put your name on the top on the space provided. You will have 40 minutes to take this test. If you have a question, raise your hand and I will come to you. When you have finished, please place your completed test in the basket on my desk. After you have turned in your test, you may read quietly at your desk until everyone is finished. On the following questions, use what you have learned from reading Junie B. Jones and the Stupid Smelly Bus. Question number one, you will be using the same scenario that Junie B. was presented with when she was afraid of the Smelly Bus. You will write about something you are afraid of. On the second question, you will be answering a stand alone question. You will have four different options of topics to write about. For both questions, you will be writing a personal narrative. Be sure and use the elements that make up a personal narrative such as first person writing and writing about something that has happened in your life. Also, be sure to describe the setting of your story. You must put a title at the beginning of your story. Write in complete sentences. Each question will be worth five points. Analytical RubricQuestion One. Learning Target531I can write a personal narrative about a time I was afraid.- I wrote my story in first person.- I wrote about a time that I was afraid.- I described the setting of my story.- I used a fitting title for my story.- I used complete sentences.- I wrote most of the story using first person. - I wrote about something that happened in my life, but it was not a time that I was afraid.- I wrote the setting of my story, but I did not use details. - I titled my story, but it did not fit with the story I wrote. - I used mostly complete sentences.- I did not write in first person. - I did not write about something that happened to me. - I did not include the setting of my story. - I did not put a title on my story.- I used some complete sentences.Question Two.Learning Target531I can write a personal narrative. -I wrote my story in first person.- I wrote about one of the pictures provided.- I described the setting of my story.- I used a fitting title for my story.- I used complete sentences.- I wrote most of the story using first person. - I wrote about something that happened in my life, but not one of the picture options. - I wrote the setting of my story, but I did not use details. - I titled my story, but it did not fit with the story I wrote. - I used mostly complete sentences.- I did not write in first person. - I did not write about one of the pictures or about something that happened to me. - I did not include the setting of my story. - I did not put a title on my story.- I used some complete sentences.NAME _____________________________Unit: Junie B. JonesExtended Written ResponseTwo QuestionsFive points eachRead the directions for each question carefully. Raise your hand if you have a question. When you have finished, place test in basket on my desk.You may read quietly when you are done. As a class, we have learned a lot about personal narratives while reading Junie B. Jones and the Stupid Smelly Bus. We have talked about the elements that make up a personal narrative – writing in first person and personal experience. We have also talked about the important things to include when writing a personal narrative like setting and a title. On the first day of kindergarten, Junie B. was afraid of the bus. Think about something in your life that you were afraid to do. It can be anything: your neighbor’s dog or the big slide on the playground. On the following lines, write your own personal narrative about a time that you were afraid. Be sure and include the setting and a title. (5 points)For the second question, you will be writing another personal narrative using a picture given below. For this question you have a choice, you may write about any one of the following pictures. Write as though you are the person in the picture; tell your story in first person as though it was your own experience. Describe the event that occurred and your feeling about the event. Be sure to include the setting and give your essay a title. 322770570485Option One-56769018415Option ThreeOption FourOption Two3708402180590-28727402617470On the following lines, write a personal narrative about one of the pictures on the pervious page. Include setting and title. ime tr the big slide on the playground. aid to do. f school. were afraid of on your first day? sonal narrative. (5 points)Student InvolvementThe teacher will have a conference with each student individually. Together they will discuss the student’s answer. The teacher will explain how many points the student earned by using the rubric, and together they can discuss the points earned if the student has any questions. The teacher will ask the student direct questions about the points he or she missed. If he or she is able to explain a setting, for example, but s/he did not include a description in their writing, the student will have the opportunity to make corrections. The teacher will promote deeper thinking by asking the student how s/he can improve his/her writing. If the student sees an area that can be corrected in his or her writing, s/he will be given the chance to fix his/her personal narrative. By fixing his/her story, the student will be able to earn back up to two points that s/he missed depending on the quality of the work resubmitted. After the conference the student will have a better understanding of the elements of a personal narrative. He or she will also be encouraged to self evaluate his/her work in order to make corrections. ................
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