Constructing Multi-Paragraph Essays: Responding to Narrative ...

Constructing Multi-Paragraph Essays:

Responding to Narrative, Informational, and Opinion Prompts

1.4 Writing: Students write for different purposes and

audiences. Students write clear and focused text to

convey a well-defined perspective and appropriate

content.

CC.1.4.5.A Write informative/ explanatory texts to

examine a topic and convey ideas and information clearly.

CC.1.4.5.B Identify and introduce the topic clearly.

CC.1.4.5.C Develop the topic with facts, definitions, concrete

details, quotations, or other information and examples related

to the topic; include illustrations and multimedia when useful

to aiding comprehension.

CC.1.4.5.D Group related information logically linking ideas

within and across categories of information using words, phrases, and clauses; provide a

concluding statement or section; include formatting when useful to aiding

comprehension.

CC.1.4.5G Write opinion pieces on topics or texts.

CC.1.4.5.H Introduce the topic and state an opinion on the topic.

CC.1.4.5.I Provide reasons that are supported by facts and details; draw from credible

sources.

CC.1.4.5.J Create an organizational structure that includes related ideas grouped to

support the writer¡¯s purpose; link opinion and reasons using words, phrases, and

clauses; provide a concluding statement or section related to the opinion.

CC.1.4.5.M Write narratives to develop real or imagined experiences or events.

CC.1.4.5.N Orient the reader by establishing a situation and introducing a narrator and/or

characters.

CC.1.4.5.O Use narrative techniques such as dialogue, description, and pacing, to

develop experiences and events or show the responses of characters to situations; use

concrete words and phrases and sensory details to convey experiences and events

precisely.

CC.1.4.5.P Organize an event sequence that unfolds naturally, using a variety of

transitional words and phrases to manage the sequence of events; provide a conclusion

that follows from the narrated experiences and events.

CC.1.4.5.E, K, Q Write with an awareness of style.

? Use precise language and domain-specific vocabulary to inform about or explain

the topic.

? Use sentences of varying length.

? Expand, combine, and reduce sentences for meaning, reader/listener interest, and

style.

?Barbara S. Kehr Ed.D., 12/08, rev. 4/16 May not be reproduced without

permission.

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CC.1.4.5.F, L, R Demonstrate a grade-appropriate command of the conventions of

standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.5.T With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, editing, rewriting, or trying a new approach.

CC.1.4.5.X 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.

Know, Understand, Do

Know

? A strategy for organizing narrative, informational, and opinion writing

? Strategies for writing effective leads and conclusions

? Words for creating effective transitions between sentences and paragraphs

Understand

When writing to tell about a personal experience, share information, or convince

someone of something, there is a predicable structure that a writer can follow.

Do

?

?

?

?

?

Write a multi-paragraph narrative essay about a personal experience

Write a multi-paragraph informational essay

Compare and contrast informational and narrative writing

Write a multi-paragraph opinion essay in response to a written prompt

Construct support for a point of view different from one¡¯s own

?Barbara S. Kehr Ed.D., 12/08, rev. 4/16 May not be reproduced without

permission.

2

Key Learning: When writing to tell about a personal experience, share information, or

convince someone of something, there is a predicable structure that a writer should follow.

Unit Essential Question: What structure can a writer follow to compose an

essay for a specific purpose?

Concept: Narrative Writing

Learning Essential Questions:

What pre-writing, lead, and

conclusion help to create a

well-written narrative essay?

Concept: Informational

Writing

Concept: Opinion Writing

Learning Essential Questions:

What pre-writing and

transitional words help me to

write an effective

informational essay?

Learning Essential Questions:

How can I organize my

thought to write an effective

opinion essay? How can I

make my opinions more

flexible and easier to support?

How are narrative and

informational writing alike

and different?

Vocabulary:

Narrative

Lead

Conclusion

Vocabulary:

Informational

Transitions

How might understanding

someone else¡¯s perspective on

an issue help me to write a

more convincing opinion

essay?

Vocabulary:

Persuasive

Opinions/facts

Qualifiers

Additional Information/Resources:

Narrative example ¨C The Year of the Perfect Christmas Tree by Gloria Houston

Informational example ¨C Dr. Mr. Blueberry by Simon James

Opinion example ¨C The Wretched Stone by Chris VanAllsburg

?Barbara S. Kehr Ed.D., 12/08, rev. 4/16 May not be reproduced without

permission.

3

Launch Activity

Give each small group of students a collection of picture books, articles, letters, and

essays to read. Ask the students to place a post-it note on each piece of writing telling

why they think the author wrote this text.

When the students have all of the texts labeled, have them sort the books into categories

based on the identified author¡¯s purpose. Have the groups complete a museum tour,

visiting each group¡¯s categorized texts.

Ask the students to share some of the reasons they found that authors write texts. Record

their ideas using the computer and projection device. Explain to the students that authors

have three main purposes for writing: to narrate a story, to inform readers, and persuade

readers about their point of view. Have the students categorize their list of reasons that

authors write texts under each of the three main headings.

Introduce the vocabulary terms narrate, inform, and persuade using a matrix. Have

students write the definition and draw a picture as a reminder for each type of writing.

Tell the students that in this unit they will be learning how to write effective pieces that

narrate, inform, and persuade, or give an opinion. Explain to them that the ability to

write in these three modes is a skill they will need throughout their lives as well as on the

state writing assessment.

Show the student learning map and talk about its content. Give the students their own

copy of the map to put into their writing folders.

?Barbara S. Kehr Ed.D., 12/08, rev. 4/16 May not be reproduced without

permission.

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Lesson 1

LESSON TOPIC: NARRATIVE WRITING

ESSENTIAL QUESTION: WHAT PRE-WRITING, LEAD, AND CONCLUSION HELP

TO CREATE A WELL-WRITTEN NARRATIVE ESSAY?

--------------------------------------------------------------WHAT DO STUDENTS NEED TO LEARN TO BE ABLE TO ANSWER THE

ESSENTIAL QUESTION?

STRATEGIES FOR WRITING LEADS

FORMAT OF THE PRE-WRITING ORGANIZER

STRATEGIES FOR WRITING CONCLUSIONS

ACTIVATING STRATEGY: READ ALOUD THE YEAR OF THE PERFECT

CHRISTMAS TREE BY GLORIA HOUSTON. ASK THE STUDENTS WHY THE

AUTHOR WROTE THIS STORY. WAS IT TO INFORM, TO PERSUADE, OR TO

TELL A STORY? REVIEW THAT THIS TYPE OF WRITING IS REFERRED TO AS

NARRATIVE WRITING.

ACCELERATION/PREVIEWING (KEY VOCABULARY)

COMPLETE A FRAYER TO HELP DEFINE NARRATIVE WRITING

INTRODUCE TYPE OF LEADS AND CONCLUSIONS FOR NARRATIVE WRITING

USING THE NARRATIVE WRITING ORGANIZER

TEACHING STRATEGIES

GRAPHIC ORGANIZER: NARRATIVE WRITING ORGANIZER

INSTRUCTION

? INTRODUCE THE PRE-WRITING GRAPHIC ORGANIZER FOR NARRATIVE

WRITING. HAVE STUDENTS DRAW A SYMBOL NEXT TO EACH OF THE

LEAD TYPES AS A MNEMONIC REMINDER.

? INTRODUCE THE NARRATIVE PROMPT ¨C EVERYONE HAS HAD EXPERIENCES

THAT THEY KNOW THEY WILL NEVER FORGET. THINK OF AN EXPERIENCE

THAT YOU KNOW YOU WILL ALWAYS REMEMBER. WRITE ABOUT THAT

EXPERIENCE. REMEMBER TO INCLUDE DETAILS THAT WILL HELP YOUR

READER TO UNDERSTAND YOUR EXPERIENCE.

? HAVE STUDENTS BRAINSTORM EXPERIENCES TO WRITE ABOUT IN

COLLABORATIVE PAIRS.

? MODEL TOPIC SELECTION USING A THINK ALOUD. HAVE STUDENTS

SELECT A TOPIC FOR THEIR ESSAYS AND SHARE WITH THEIR PARTNERS.

? MODEL WRITING A LEAD USING ONE OF THE STRATEGIES. ASK THE

STUDENTS WHICH STRATEGY WAS USED. MODEL WRITING A LEAD WITH

A DIFFERENT STRATEGY. HAVE STUDENTS IDENTIFY WHICH STRATEGY

WAS USED. HAVE STUDENTS WRITE A LEAD USING ONE OF THE TWO

MODELED STRATEGIES.

? HAVE STUDENTS WRITE A LEAD USING ANOTHER ONE OF THE

STRATEGIES ON THE ORGANIZER. SHARE THIS LEAD WITH THEIR

COLLABORATIVE PARTNER.

? HAVE A STUDENT SHARE HIS OR HER THREE LEADS.

?Barbara S. Kehr Ed.D., 12/08, rev. 4/16 May not be reproduced without

permission.

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