SALTA 5th grade

5 th Grade Writing Performance Task UNIT Two: Narrative

Standard: W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use dialogue, description, and pacing to develop experiences and events or show the responses of characters to situations. Use a variety of transitional words, phrases and clauses to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events. Prompt: Use what you have learned from reading At the Beach, The Chí-lin Purse, and A Summer’s Trade to write a realistic short story with a plot that includes a clear sequence of events leading to a surprise ending. Refer to the three stories you reread to help you develop and organize the plot and provide a satisfying and surprising conclusion. Be sure to follow the conventions of written English. Materials: GO #8 or #9, Writing to Sources Book pgs. 62-63, Speaking and Listening Rubric, Academic Language Scripts, Four Square GO for Narrative, and Utah Compose Part I: Re-read and Take Notes (30 minutes) • Follow the directions on page 62 of your Writing to Sources book. • Using graphic organizer (GO) #8 or #9 from the Teacher’s online Resources under digital transparencies, take notes about details during re-reading to enable defending their choice. Part II: Write and Collaborate (20-30 minutes) • Write using the blackline on page 63 of your Writing to Sources book, using the graphic organizer #8 or #9. • Collaborate with a partner or small group and discuss short responses from page 63 . Use the Academic Language Scripts Build on What Others Say

• I agree with what __________ said because.... • You bring up an interesting point and I also think.... • That’s an interesting idea. I wonder...? I think...Do you think....? • I thought about that also and I’m wondering why...? • I hadn’t thought of that before. You make me wonder if.... Do you think...? • _______________ said that.... I agree and also think... • Based on the ideas from ______, ______, and ______, it seems like we all think that...

• While students are collaborating, use the Speaking and Listening rubric to assess. • Have students add-on and adjust their thinking by adding on to their short response questions. Part III: Writing Prompt (30 minutes) • Using the Narrative Four-Square template organize your thinking based on the prompt. • Using Utah Compose , have students respond to the prompt. Encourage students to refer to the Four-Square template and their notes from the collaboration.

*Some prompts have been adjusted to address DOK 4