Curriculum.eleducation.org



Mid-Unit 3 Assessment: Narrative Writing: First-Person Story Based on The Most Beautiful Roof in the World

(For Teacher Reference)

This assessment centers on CCSS ELA W.5.3, W.5.3a, W.5.3e, W.5.4, and W.5.10. Students plan and write a first draft of a new first person narrative, building out a scenario from The Most Beautiful Roof in the World. Students use their Narrative Planning graphic organizers to plan a beginning that establishes the situation by introducing the characters and/or narrator, a middle that describes the central problem and how the character(s) responds to the problem, and an ending that has a logical solution/resolution to “wrap up” the problem. They then use their Narrative Planning graphic organizer to write a first draft.

CCSS Addressed:

• W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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

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

• W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

• W.5.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Mid-Unit 3 Assessment: Narrative Writing: First-Person Story Based on The Most Beautiful Roof in the World

(Sample Proficient Response: Scorepoint 3, for Teacher Reference)

|Use Rows B, C, and E on the Narrative Writing: Grade 5 rubric and the | |

|sample response below to assess student writing. Students will be assessed | |

|primarily on plot structure in the first half of the unit. The remaining | |

|rows, which address narrative technique, will be assessed when students | |

|revise their pieces for the end of unit assessment. Save this assessment so| |

|that students can revise their pieces on the end of unit assessment. | |

|Note: Student response should center on the student’s chosen scenario. | |

|The morning felt like it took so long to end. Don’t get me wrong, I enjoyed| |

|helping to dig traps, tag leaves, and count the flowers and insects in the | |

|rainforest. I was proud that I could help my mom with her important | |

|research.1 But I just couldn’t stop thinking about how James and I would be| |

|climbing up into the canopy this afternoon with Mom and Uncle Ed.2 | |

| | |

| |1Orients the reader by establishing that his mother is a |

| |researcher and today they will be climbing into the rainforest |

| |canopy |

| | |

| |2Introduces the narrator and his family |

|When Mom finally said it was time to get ready to go up, I stepped right up|3Sets up the problem |

|to the ladder and put my foot on the bottom rung. Standing at the bottom of| |

|the ladder looking up into the canopy, I could see sunlight through the | |

|tops of the trees. It looked really, really high.3 | |

|I started to shake a little. I began to wonder if I might be afraid of | |

|heights. I took my foot off the ladder and stepped back, just a bit. I was | |

|terrified!4 | |

| |4Organizes a short event sequence that unfolds naturally |

|I knew I’d have to keep my thoughts to myself because I didn’t want to | |

|scare James, my younger brother. He was counting on me to be brave. | |

|“I can’t wait,” I said to James, hoping that he wouldn’t hear the fear in | |

|my voice. “It’s going to be awesome up there. What do you want to see?”5 | |

| | |

| |5Shows the narrator’s thoughts, feelings, and actions in |

| |response to the situation |

|“I really hope we see one of those snakes Mom told us about,” James | |

|replied, in a steady voice that showed no sign of worry.6 | |

| |6Shows the response of another character to the situation |

|I looked up again and took a deep breath. I thought about how amazing it | |

|was going to be up there. Suddenly I knew that I was ready. “Here I come!” | |

|I yelled, “Here I come!” 7 | |

| | |

| |7Provides a conclusion that follows from the narrated events |

Mid-Unit 3 Assessment: Narrative Writing: First-Person Story Based on The Most Beautiful Roof in the World

Name: ____________________________________ Date: ___________________

Directions:

In this assessment, you are going to plan and draft a new first person narrative based on the following event from The Most Beautiful Roof in the World:

• The boys are preparing to go up into the trees. p. 31

REMEMBER: A well-written, text-based narrative:

• Has a beginning that establishes the situation and introduces the characters and/or narrator

• Has a middle that describes the central problem and explains how the character(s) respond to the problem

• Has an ending that has a logical solution/resolution to “wrap up” the problem

• Follows the rules of writing (spelling, punctuation, and grammar)

Now, begin work on your narrative. Manage your time carefully so that you can:

Reread page 31 and examine the photograph on page 32 to familiarize yourself with the scenario.

Plan your narrative.

Draft your narrative.

Use the Narrative Writing Checklist to revise and edit your narrative to be sure it meets all the criteria.

Mid-Unit 3 Assessment, Part I:

Planning a First Person Narrative

Name: ____________________________________ Date: ___________________

Reread page 31 and examine the photograph on page 32 to familiarize yourself with the scenario.

Narrative Planning Graphic Organizer

|Beginning |Middle |

|[pic] Establish a situation. |[pic] |

| |Describe a problem. |

|What is happening? |What is the problem? |

| | |

| | |

| | |

| | |

| | |

| | |

|What is the setting? |[pic] |

| |Explain how the character(s) respond to the problem. |

| | |

|[pic] |What does the narrator think, feel, or do when the problem |

|Introduce the characters. |occurs? |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|Who is the narrator? |What does he/she say? |

| | |

| | |

| | |

|What does the reader need to know about him/her? | |

| | |

| | |

| | |

| | |

| | |

| | |

|Middle |End |

|[pic] |[pic] |

|What do other characters think, feel, or do? |Provide a solution/resolution. |

| |How is the problem solved/resolved? |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|What do they say? | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

Mid-Unit 3 Assessment, Part II:

Drafting a First Person Narrative

Name: ____________________________________ Date: ___________________

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

[pic]

-----------------------

Language Arts Curriculum

MODULE LESSONS

Grade 5: Module 2: Unit 3

Biodiversity in the Rainforest —

Mid-Unit Assessment

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download