LESSON FOUR: Developing a Narrative Writing Piece
Model the TFDC Rough Draft graphic organizer to continue the rough draft stage of the writing process. Model strategies for writing a topic sentence for narrative writing.
W1A Follow a writing process to independently use a graphic organizer in prewriting, generate a draft, routinely reread and revise work, routinely edit and proofread for capitalization and ending punctuation, and independently publish writing.
W2A Create legible compositions with correct spacing between letters in a word and words in a sentence.
W3A Write narrative text that records a series of events in chronological order contains story elements.
§ Sources of Literature
o Overhead projector
o Transparency of Rough Draft graphic organizer
o Student writing folders or writer’s notebooks
§ Handouts provided
o TFDC Rough Draft graphic organizer
§ Words to know
o graphic organizer
o narrative writing
o topic sentence
Students are assessed using teacher observation, TFDC Rough Draft graphic organizer, and anecdotal notes.
1. Using the overhead projector, introduce the graphic organizer with a student’s chosen topic.
The graphic organizer used is the paper on which students write their rough draft.
2. Model strategies to develop a topic sentence.
3. Returning to their area, students draft their topic sentences.
This is an example of the Rough Draft Organizer
T - topic sentence: Of all of my friends, I like spending time with Tara the most.
F-D - fact-detail: She loves to go shopping with me at the new mall in Kansas City
E - example: A few weeks ago we went to the new mall and we both bough new outfits to wear to our friend Jamiee’s wedding.
F-D - fact-detail: Tara also likes to go out to eat and fun and unusual places.
E - example: One time we went to a Chinese restaurant that let us make our food right at our table.
C - conclusion: Without my wonderful friend Tara I wouldn’t enjoy these activities as much.
5. Teacher confers with students. The following questions help focus the students.
Questions for Students
How’s it going? (focusing on what the writer is doing)
What’s the focus of your piece?
What do you mean by…?
Have you tried out what we talked about today in the mini-lesson?
Where are you going next?
Get started on what we just discussed and let me see you do a bit of it.