Introduction
CCSS.ELA-LITERACY.W.4.3.A
CCSS.ELA-LITERACY.W.4.3.B
CCSS.ELA-LITERACY.W.4.3.C
CCSS.ELA-LITERACY.W.4.3.D
CCSS.ELA-LITERACY.W.4.3.E
CCSS.ELA-LITERACY.W.4.4 Produce clear and coherent writing in which the development and organization and appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)
CCSS.ELA-LITERACY.W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting.
Task
Your employer Apex Superhero Inc. wants to expand their narrative book collection. You've been given the task and deadline of creating a new superhero with special powers. Further, you then need to write a story about a day in the life of this superhero. A day is defined as 24 hours. Your story can begin anytime in the day or night but the problem must be resolved within 24 hours.
Within this 24 hours, you will need to include all of the elements of plot: introduction, rising action, climax, falling action, and resolution. There should be a clear representation of who the protagonist and antagonist are in your story. Your characters are expected to use dialogue when communicating with one another, and your book requires detailed illustrations. Although your employer understands you are writers and not professional artists, you are expected to illustrate your story to the best of your ability. Your illustrations are not the primary focus of your project, but are an important piece of your overall effort.
Your employer wants to make sure you are writing a story that will grab your readers' attention in fun and creative ways.
After using your POW-TIDE and plot mapping strategies, you will compose a rough draft and consult with your editors (e.g. your classroom teachers) who will guide you to fine tune your writing.
You will then create an actual narrative book featuring your own words and illustrations.
Example #1 of an exemplar from last year's class!
Example #2 of an exemplar from last year's class!
Process
1. Complete Do What? to pull apart your prompt (Completed during in class instruction).
2. Complete Personal Narrative Big Idea TIDE Organizer
After coming up with an idea for a super hero or super villain, you brainstorm your ideas and when completing this organizer.
T = This space on your organizer gives you a place to identify what your personal narrative story is about? The BIG idea?
I & D = Important facts and details. As reviewed in class, you will need to come up with three events and facts about something that happens in your story.
- Important Detail #1 should be at the beginning of your story. Brainstorm words and ideas about the setting and event.
- Important Detail #2 should be a rising action or climax event where something really BIG happens.
- Important Detail #3 should relate to the falling action that happens in your story with brainstormed details too.
E = End. How does your story end?
3. Complete Story Planning Grid
After fully completing your Do What? and Personal Narrative Big Idea TIDE Organizer, the next step to continue your story planning
is to complete your Story Planning Grid. The Story Planning Grid will help you identify and record your ideas about more of your
story's details. Please click on this link to access a video that explains how you are expected to complete this assignment. Here is
also a slide with a brief explanation for each section of this organizer.
4. Plot Map Diagram of Story
You will use this graphic organizer once again! This time, you will be using it to begin organizing your story and sequence your
story's events. You will be completing your paper copy of your large Plot Map found in the ELA section of your white 3 ring binder.
Directions on how to complete this map can be found in your Week 12 Weekly Assignment Calendar within the Day 2 ELA Overview
Recording for Remote Students (you can fast forward to the plot map section for directions).
5. Main Character Analysis
This graphic organizer will help you think about your main character's traits and how they are not specifically talked about but shown
in your story. This is a way for you to think about ways to use your character's actions to let the reader learn more about your
character. Please watch this linked video for a more in depth discussion about how to use this organizer.
6. Rough Draft - Use your completed Plot Map and Main Character Analysis to create a rough draft of your story.
7. Writing Revisions - You will be peer reviewing other students stories and giving them feedback on what they did well and offer a
thoughtful suggestion of what they could do better. After receiving feedback from your classmates. Think about the feedback you
received and make edits to your own story to make it stronger.
9. Illustrations - In class and at home you will have an opportunity to create seven illustrations for your book.
8. Page Planning Tool - After having a teacher review you story with you and completing all of your illustrations, you will begin to use
your plot map to plan out your book. You will plan out what text and illustrations will go on each page of your narrative book.
10. Construct book - After planning out your book's text and illustrations. You will put your narrative book together!
Evaluation
Narrative Writing Goal Setting and Writing Rubric
https://drive.google.com/file/d/1W08KcaObE0oB-xeeo_9XPayy7vHyhkIw/view?usp=sharing
Teacher Page
Created by Joanne Ahlberg