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.
1
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.
4
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.
5
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