SALTA 5th grade

5 th Grade Writing Performance Task UNIT Six: 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 to rewrite an important scene from one of the selections you have read. In the rewritten scene, replace the main character with a different character from one of the other stories. Think about how that character will behave in the situation. Tell most of what happens by means of dialogue. Make use of precise language, details, and sensory language. Materials: GO #20, Writing to Sources Book pgs. 190-191, Speaking and Listening Rubric, Academic Language Scripts, Four Square GO for opinion, and Utah Compose , Speaking and Listening Standards 1& 4. Part I: Re-read and Take Notes (30 minutes) • Follow the directions on page 190 of your Writing to Sources book. • Using graphic organizer (GO)#29 Outline from the Teacher’s online Resources under digital transparencies and have students use the headings facts, details, personal examples to take notes during re-reading to enable students to cite examples from the text. Part II: Write and Collaborate (20-30 minutes) • Using the GO #20 , support students in discussions that follow the Speaking and Listening standards 1 and 4. • Collaborate with a partner or small group and discuss how to steps of a group project. Include steps that plan for the project, assignments, timelines, revisions and final presentations. Use the Academic Language Scripts Build on What Others Say and Inviting Others into the Dialogue .

• 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... • Does anyone agree/dis agree? • What different conclusions do you have? • ___________ (name), what do you think? • I wonder what ______ thinks? • We haven’t heard frommany people in the group. Could someone new offer an idea or question?

• 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