Scoring Guide for Narrative Prewriting StageTotal Points for Narrative Prewriting Stage (of 30) = ____________Student’s name ________________________________________________CharactersKristin Jurewicz READ 7140, Su 2009Kristin Jurewicz3rd Grade ScienceWays to Protect theEnvironmentNarrativeSimulated JournalPREWRITING1Kristin Jurewicz READ 7140, Su 2009Grade level: 3rd Content area: Science Topic and/or concept: Ways to Protect the EnvironmentPrevious content area lessons: The students will have previously studied the effects pollution and humans have on the environment, conservation of materials, and recycling.Genre/mode of writing Narrative Form of writingSimulated journalStage of writing Prewriting English Language Arts GPS: ELA3W2 The student begins to write in a variety genres, including narrative, informational, persuasive, and response to literature.f. Develops characters through action and dialogue.h. May include prewriting.Content Area GPS: S3L2 Students will recognize the effects of pollution and humans on the environment.a. Explain the effects of pollution (such as littering) to the habitats of plants and animals.b. Identify ways to protect the environment. 1. Conservation of resources2. Recycling of materialsStudent MaterialsJurewicz, K. (2009). Scoring guide for narrative prewriting stage. Unpublished rubric, Valdosta State University, Valdosta, GA. (Modified from Tonja Root’s Scoring guide for narrative prewriting stage). ReadWriteThink: (n.d.). Student materials: Story Map. Retrieved May 19, 2009, from ReadWriteThink Website http://www.readwritethink.org/materials/storymap/Root, T. (2006). Narrative graphic organizer - 4th grade. Retrieved on May 8, 2006, from http://coefaculty.valdosta.edu/troot/read7140/Graphic%20Organizers.htmTeacher Materials2Kristin Jurewicz READ 7140, Su 2009Applebee, A.N., Langer, J.A. (1983). Instructional scaffolding: Readign and writing and natural language activities. Language Arts, 60, 168-175.Calkins, L.M. (1983). Lessons from a child: On the teaching and learning of writing. Portsmouth, NH:Heiemann.Jurewicz, K. (2009). Scoring guide for narrative prewriting stage. Unpublished rubric, Valdosta State University, Valdosta, GA. (Modified from Tonja Root’s Scoring guide for narrative prewriting stage). ReadWriteThink: (n.d.). Student materials: Story Map. Retrieved May 19, 2009, from ReadWriteThink Website http://www.readwritethink.org/materials/storymap/Root, T. (2006). Narrative graphic organizer - 4th grade. Retrieved on May 8, 2006, from http://coefaculty.valdosta.edu/troot/read7140/Graphic%20Organizers.htmGrouping Arrangements:Explanation of Instructional Grouping Options: Instruction- During instruction, I will do a whole group activity. This way students will all hear the same information at one time. This is beneficial to me because if I were to teach new information to small groups I may explain in different ways. Also, often students will ask questions that are on other students’ minds. This would save me from answering the same questions multiple times in small groups. It is much easier to present new material to a whole group than to teach to individual students or groups. I will be able to better scaffold my students when they are in a whole group setting. Most importantly, time-on-task will be increased. Practice- Students will work in small groups during the practice activity. This will give them an opportunity to ask each other questions and problem solve. In their groups, they are accountable to each other to get work done. It would be ideal to have a mix of low, average, and high students in each group. When students work in groups they are put in a supportive environment and are given the chance to conference with classmates and the teacher to talk about strategies for writing (Applebee & Langer, 1983; Calkins, 1983). I will have an opportunity to go around and give individual attention tostudents who have questions.Assessment- Students will work individually during the assessment activity, so I can see what they know and what they are struggling with. Students should apply the knowledge they learned from whole-group instruction and the practice they did in groups. During this time I can give individual attention to students.Explanation of Grouping Options Relating to Students’ Developmental NeedsWhole group-Students will benefit from whole-group instruction because I will be able to scaffold instruction. If the students have questions during the lesson, they will be encouraged to ask them. Practice-While students work in groups they can take on the role of the teacher and learn a lot from helping someone else. Students will be able to scaffold instruction for each other. Also, the person being helped also benefits from hearing a peer’s perspective.Assessment- While students are working individually, they may ask me questions and receive one-on-one feedback.Explanation of Grouping Options Relating to Students’ Cultural or Linguistic Needs3Kristin Jurewicz READ 7140, Su 2009Instruction-While we are doing whole-group, a student who has linguistic needs will benefit from hearing peer questions. They will also have an opportunity to ask questions. Practice- When students work in groups, I would pair my student who has some linguistic needs with ahigh student who could provide assistance. This would be an easy modification during this lesson. Assessment- While students are working individually, they may as me questions and receive one-on- one feedback.Instructional Procedures Genre/mode of writing instruction A narrative is a story which is typically written in first person. It has characters, setting, plot, conflict, and events. The events are sequenced, and there is a natural flow to the story. The story includes descriptions of the main events to help paint a picture for the audience. Details are included when appropriate, and they should not overwhelm the audience. Stories have a beginning, middle, and end. In the beginning of the story, characters are introduced and the setting is described. Conflict is also established during the beginning. Conflict can be between character and nature, character and self, or character and another character. Readers should become interested in the story at this time. The middle of the story is the longest part. The problems get worse and the characters should try and solvetheir problems. The reader also learns about the characters