Plot the Course



Narrative Writing Content Module July 2013Revised March 2017Plot the Course The rationaleThe ability to communicate effectively is a necessary lifelong skill. In fact, “writing skill is a predictor of academic success and a basic requirement for participation in civic life and in the global economy” (Graham & Perin, 2007, p.3). According to Graham and Perin, “all students need to become proficient and flexible writers” (2007, p.7). However, writing instruction has typically been neglected (National Commission on Writing, 2003, p.9). With the recent adoption of the Florida Standards, there is a renewed emphasis on writing instruction. The Florida Standards specify three main types of writing: narrative, informational, and argumentative. This module will focus specifically on narrative writing. Module GoalThe goal of this module is to provide detailed information on narrative writing to teachers of students with disabilities at the elementary and middle school level. This module aims to provide teachers with a general overview of these concepts as well as teaching suggestions so that a teacher can begin to plan instruction for these concepts. Additionally, this module provides instructors with potential adaptations and modifications to consider when designing materials and instruction for students with severe disabilities.Module ObjectivesAfter viewing the content module, teachers will:Develop understanding of essential principles of effective writing instruction that encourages both the writing process and narrative writing products.Be familiar with narrative writing features and instructional strategies to teach students to effectively develop narrative writing skills. This module is organized using the following sections: Time for Take Off, Floating on Air, and Prepare for Landing. Key vocabulary is provided in the “Time for Take Off” section of the module. Connections to the Florida Standards and PowerPoint presentations containing information and instructional suggestions for teaching about narrative writing are shared in the “Floating on Air” component. In “Prepare for Landing,” strategies to review, reinforce, and apply narrative writing to real world connections are provided. Time for Take Off Understanding the vocabulary used with narrative writing is important for both teachers and students in planning and implementing writing lessons. As a teacher, knowing and using the terms not only ensures your instruction stays true to the content, but also will help with collaborating with other writing teachers or literacy experts. When choosing which vocabulary to teach, it is most important that the teacher selects the most salient, important, or most frequently used vocabulary for each lesson. Below you will find a list of vocabulary related to this module. It may or may not be necessary to provide instruction for all terms as students may have learned them previously. If you are a secondary teacher and are not confident your students have been taught these vocabulary terms, you may want to review and teach those unknown terms during the focus and review section of your lesson plan.While providing vocabulary instruction, you may consider including pictures or objects to make the instruction more concrete for students with disabilities (See Ideas to support vocabulary learning below). VocabularyNarrative text structure – includes the following components to organize narrative text using story grammar.narrative – tells a story characters – person/persons in a storysetting – place where the story happensplot – sequence of events involving characters in conflict situationspoint of view – perspective from which the story is toldtheme – moral or big idea of the storydialogue – conversation between two or more peoplemain event – most significant part of the storydetails – supporting information to elaborate on plot, characters, setting, etc.suspense – story tension that keeps the reader engagedIdea to support vocabulary learningUse visual representations or actions to explain the various text structures and their terms. For example, the following images may be shared to teach the word ‘setting’.Floating on Air Before you can begin teaching your students about narrative writing, it is important that you first have a deep understanding of the information. Some of the concepts may be familiar to you. Below is a list containing Standard LAFS.W.3 and LAFS.SL.4 from the Florida Standards for grades K-8. You will also find a series of PowerPoint presentations containing information, examples, and instructional suggestions below the chart. ELA Florida Standard W.3 and SL.4: Narrative Writing - Grades 3-8StandardsDescriptionLAFS.3.W.1.3LAFS.3.SL.2.4Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.LAFS.4.W.1.3LAFS.4.SL.2.4Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.LAFS.5.W.1.3LAFS.5.SL.2.4Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace..LAFS.6.W.1.3LAFS.6.SL.2.4Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.LAFS.7.W.1.3LAFS.7.SL.2.4Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.LAFS.8.W.1.3LAFS.8.SL.2.4Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.Check for understanding. Click on the PowerPoints below.Effective Writing Instruction PowerPoint: Click here Narrative Writing PowerPoint: Click here Great! Now that you have viewed the PowerPoint presentation, the next section will provide some ideas to consider when planning for Universal Design for Learning.Sharing the SkyUNIVERSAL DESIGN FOR LEARNINGPrinciples of UDLVisual Impairment or Deaf/BlindPhysical Impairment:Little/ No Hand UseLacks Basic ConceptsMotivational/ Attention IssuesRepresentationEngage in oral story telling; Use a talking device such as an avatar; use large font to type story; use online tools to create story boards and graphic organizers (i.e., Toontastic, ); use picture cards and graphic organizers to sort key aspects of the story elements (i.e., character, setting, etc.); create digital storytelling (MovieMaker, iMovie).Student scans an array of possible options and uses a switch to select various story elements to construct basic elements of a narrative; use computer representation of story elements that can be manipulated with switch; place key aspects of story elements on a slant board or eye gaze board; create an exercise in the classroom that the student can walk or ride in wheelchair to tell/create a story.Offer scaffolding to assist students with storytelling. Use graphic organizers and story starters. Offer images and illustrations as story starter ideas. Read text with basic story structure to show examples to students. After reading, encourage students to complete a backwards plan to highlight key story elements.Use motivating objects to tell stories (i.e., puppets or student’s favorite character, object, etc.). Incorporate technology including computer representations, videos, animations, and talking avatar. Allow students to self-select writing paper, tools, and topics for writing.ExpressionStudent selects story element from limited options (i.e., offer 2-3 character choices); use voice output devices for student to select various story elements; teach tangible symbols for various components of story elements (i.e. characters, setting, etc.)Uses a switch to indicate story elements from a limited selection; uses an eye gaze board to select various story elements; uses a blink response to select story elements from a limited selection; phrase questions so that they require a “yes/no” response, these can easily be answered using an eye gaze, head turn, two switches, etc.Student selects pre-made cards with story elements versus writing them; selection of story element is done after a model; student answers “yes/no” questions.Have students tell stories using drawings, interactive computer programs, acting out with props, etc.EngagementTeach students to use their hands to scan objects; use talking avatars or prompts to elicit student stories; allow students to select their writing materials (i.e., paper, writing utensils) and online websites to generate stories; encourage students to develop stories with elements that are familiar and reinforcing to students.Use a computer with AT where the student can click to select various story elements; use story element cards that are large enough to accommodate the movements that the student is able to make; pair student with another student without a physical impairment and have them work together to tell/write a story.Student uses websites and listening centers that read aloud text. Uses puppets and objects to retell stories or create their own. Provide students with real experiences before writing or storytelling (i.e., go to the zoo, make ice-cream, attend a play, etc.)Create games in which students interact with partners to retell stories and create new ones.Create stories and text that involve the students and their interests and experiences.Concept MapPrepare for Landing Below you will find ideas for linking narrative writing to real-world applications, the college and career readiness skills addressed by teaching these concepts, module assessments for teachers, sample general education lesson plans incorporating Universal Design for Learning framework, blog for teachers to share their ideas, and a place to upload and share lesson plans from teachers who completed this module. One way to help assist in a special educator’s development within this curricular area is through collaboration with other teachers in your building. Often these skills are practiced outside of an ELA classroom in other curricular areas as well as during everyday tasks. Some activities with real world connection include: Associate narrative writing skills learned in class to wide reading and real world texts by teaching students to read as writers to notice author’s craft. This allows the students to apply the learning to real reading experiences. This supports students understanding of the relevance of content and will increase comprehension and writing skills.Encourage students to engage in oral storytelling through circle time, class meetings, discussions, retellings of literature and readers theaters. Encourage students to self-select topics to write about based on interest and prior knowledge. Explain that authors often write about the territories with which they are most familiar. This will increase motivation and engagement in the writing process. In addition to the real-world applications of these concepts, skills taught within this content module also promote the following college and career readiness municative competenceStudents will increase their vocabulary to include concepts related to “narrative writing.” Specifically, they will be learning concepts such as: “characters,” “setting,” and “plot.” Fluency in reading, writing, and mathStudents will have opportunities to enhance their writing skills and comprehension as their awareness of narrative writing increase. By having stronger knowledge about narrative writing, students will be able to develop focused, well-organized, and detailed pieces of writing. They will also enhance their reading abilities as reading and writing are reciprocal processes.Age appropriate social skillsStudents will engage in peer groups to discover and discuss narrative texts and share their narrative writing.Independent work behaviorsStudents will engage in independent writing. They will have an increased understanding of narrative writing through opportunities to engage in authentic writing experiences.Skills in accessing support systemsAt times, students will need to ask for assistance to complete activities related to “narrative writing” which will give them practice in accessing supports. Students will gain practice asking for help with narrative writing as needed. They can ask a peer to complete the physical movements of the tasks they are not able to do themselves. Be sure to teach students to ask versus having items or supports automatically given to them.In addition to collaborating with other educational professionals in your building, the following list of resources may also help provide special educators with ideas for activities or support a more thorough understanding of the concepts presented in this content module.Additional ResourcesNational Writing Project (2013). Retrieved June 23, 2013 from Click here. The National Writing Project provides articles, lessons, support and professional development in the area of improving writing and learning across the nation’s schools.Read and Write with Rebecca (2012). Retrieved June 20, 2013 from Click here. Rebecca Shoniker offers resources for teachers, coaches, and parents of readers and writers of all ages. Read Write Think (2013). Retrieved June 23, 2013 from Click here. Read Write Think offers narrative writing support for all grade levels.ReferencesCalkins, L, Ehrenworth, M., &Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann.Carroll, J. A., &. Wilson, E. E. (2008). Acts of teaching: How to teach writing. Portsmouth, NH: Heinemann. Gallagher, C. W. & Lee, A. (2008). Teaching writing that matters. New York, NY: Scholastic. This text offers tools and projects that motivate adolescent writers. Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.The National Commission on Writing in America’s Schools and Colleges. (2013, April). The neglected “R”: The need for a writing revolution: The College Board. Click hereCalkins, Lucy (2013). Retrieved June 23, 2013 from Click here. This Units of Study for Teaching Writing link provides a rubric for Narrative Writing, Second Grade, in the areas of structure, development and language convections. Calkins, Lucy (2013). Retrieved June 23, 2013 from Click here. This Units of Study for Teaching Writing link provides a rubric for Narrative Writing, Third Grade, in the areas of structure, development and language convections.Calkins, Lucy (2013). Retrieved June 23, 2013 from Click here. Lessons from the Masters has provided a four session unit of study on Studying the Masters of Inspiration and Ideas. This link is specifically for second grade.National Writing Project (2013). Retrieved June 20, 2013 from Click here. A teacher gives advice on “Narrative Writing Works Magic in the ELD Classroom.” The Reading and Writing Project (2010). Retrieved June 23, 2013 from Click here. Scholastic (2013). Retrieved June 20, 2013 from Click here. Scholastic offers lesson ideas on writing.Sample General Education lesson plansGeneral Education ELA Lesson Plan: Narrative WritingSource: Click here Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.Learning Outcome: Students develop focused narratives by writing about a small episode, something that happened in 20 min. or less. It is important to zoom in on one small story and to tell the parts of the story that matter, leaving out the parts that do not. Materials: Writers NotebooksPencilsChart PaperTeacher Writing as a model (optional)Activities:Focus and Review: Review previous learning such as brainstorming strategies and ideas they learned. Explain that they will select one of those ideas to develop into a narrative story.Teacher Modeling/Direct Instruction: Explain to students that we want to write a seed story, we don’t write all about a giant watermelon topic. When we write a seed story, we zoom in so you tell the most important parts of the story. Draw a large watermelon on the board with small seeds inside. Explain that after we think of a place, for example, we think about big watermelon topics like, “A day at the beach” (label the top of the watermelon). Explain that in order to get a really good story, it helps to choose a particular, smaller subject or seed idea. Label the seeds with things that happened at the beach (i.e., collected sand dollars, swam in the ocean, etc.)Guided Practice: Set the children up to practice the strategy with support. Remind them to ask themselves just before they begin to write whether or not the topic is a big watermelon idea or a little seed topic. Practice by giving students several topics and ask them to determine whether it’s a watermelon topic or a seed topic by using their hands to show larger or small (model this first). Independent Practice: Ask students to look over the entries in their writers notebooks with their partners and label them either watermelon or seed story. Allow students to begin writing about a seed story if time allows. Activity: Create a universally designed version of the above lessonUDL PlanningMy ideasRepresentation - adaptations in materials (e.g., adapt for sensory impairments)Expression - how will student show learning (e.g., use of assistive technology; alternative project)Engagement - how will student participate in the activityGeneral Education ELA Lesson Plan: Narrative WritingSource: Click here Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.Learning Outcome: Students brainstorm ideas for personal narratives by thinking of places that matter and the memories that reside there.Materials: Children’s books such as Donald Crews’ Shortcut or Mama’s Place; Cynthia Rylant’s When I Was Young in the Mountains or When the Relatives Camechart paperwriter’s notebooks pencilsActivities:Focus and Review: Review with students the definition of narrative writing. Discuss how they will be working on their own narrative writing and today you will teach them a strategy for brainstorming ideas to get started. Teacher Modeling/Direct Instruction: Explain to students that good writers often think about what they already know and have experienced as ideas to write about. Explain that today you will teach them that good writers brainstorm places that matter to them and the stories that reside there. Next read one of the books listed above or another title of your selection and think aloud about how the author most likely considered the role of place when writing this story. Model for students how you consider a special place of your own. Using chart paper list the place at the top and then brainstorm and record ideas that come to mind when considering that place. Guided Practice: Set children up to try the strategy. Have them work together in groups to brainstorm a place they care about as a group (i.e., the playground). Ask students to think about a story that happened on the playground and give a thumbs us when they’ve come up with something. Then have them turn and talk to tell the story/memory to their partner or table buddy. Share a couple stories whole group before releasing the students for independent writing. Independent Practice: Before sending students off to work on their own writing, remind them that they will find their own process. Some of them will be brainstorming ideas while others will have an idea and will go off to begin writing about it. The goal is to be thinking and writing during the entire independent writing time. (Tip – You may want to set a timer so students can be aware of their writing stamina and set goals accordingly). Activity: Create a universally designed version of the above lessonUDL PlanningMy ideasRepresentation - adaptations in materials (e.g., adapt for sensory impairments)Rather than having students brainstorm ideas in an open way with full choice which could potentially be overwhelming for some, provide them with story starters (images and sentences) to scaffold the brainstorming process; they could also draw pictures or orally tell their ideas.Expression - how will student show learning (e.g., use of assistive technology; alternative project)Students will successfully sort story element cards in a graphic organizer; An extension would be to have students create their own picture card to represent their own story and place within a graphic organizer or template including characters, setting, problem, solution, theme.Engagement - how will student participate in the activityStudent can work in pairs during independent practice; student can use technology (e.g., iPad) to practice drawing, writing, and thinking about ideas for writing. They can also work together to orally retell familiar stories and then tell their own stories. Some students will need to simply use the peer time to brainstorm ideas before actually telling the story. ................
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