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PARCC lesson plan writing grade 4
1.
NT Writing Lesson
2: Writing from a POV Page 1 © 2014 Standards Solution, LLC. All Rights Reserved. Rationale A story must be told from a certain point of view. To write effective stories on PARCC’s Narrative Task, students must be able to articulate a point of view, whether selected for them or of their own choosing. Goal To prepare students for the Narrative Task by providing them with practice writing from a particular point of view Task Foci CCSS W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. o CCSS W.4.3.A: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. CCSS W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. CCSS 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 sitting. CCSS W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences. Objectives Students will understand how POV shapes narrative writing. Students will be able to write convincingly from a particular POV. Materials Text and prompt from Lesson 1 (one per student) Brainstorming activity from Lesson 1 (return students’ work) My Narrator worksheet (one per student) (attached) Lined paper and a writing utensil for each student PARCC Narrative Task Grade 4 Writing Lesson 2: Writing from a Point of View
2.
NT Writing Lesson
2: Writing from a POV Page 2 © 2014 Standards Solution, LLC. All Rights Reserved. Preparation Students will need the materials from Lesson 1 during this lesson. While they will use their brainstorming activity to help them develop the content of the story, the focus for the writing exercise in this lesson will be on developing a POV. Procedures Explain to students that today they will write a story from a specific point of view. To do so, they will respond to the narrative prompt they explored in the previous lesson (Narrative Task Lesson 1). Their goal will be to accurately represent the voice of the narrator, but first they will consider how point of view effects how stories are told. Define “point of view”: “The narrator tells the story from a certain position; they see the story and tell it to us a certain way. This is what we call ‘point of view.’ Every story is told from a point of view. Today we are going to think about how a point of view effects how the story is told.” To illustrate point of view, give students an example of how a narrator’s (literal) position effects how the story is told. For example, “Say the scene is a Fourth of July parade. The narrator is a small boy standing in the back of a huge crowd. He can barely see any of the parade, maybe only the wheels of the passing floats or the feet of the marchers as they march by. He’s struggling to look around all of the legs in front of him. How would the small boy tell his story? What could he tell us? What could he see, hear, touch, etc.? The boy’s point of view makes for a very different story than one told from the point of view of an adult in the front row or a participant in the parade.” Discuss this example (or your own). Allow students to offer ideas for what a story told from the small boy’s POV would be like. Explain that in this example the boy’s physical position has a significant effect on what kind of story he can tell (i.e. what details he can share with the reader), but point of view is not usually so literal. How a narrator feels about the subject of their story effects their point of view just as much, if not more. o At this time you can also introduce/remind students of first-person and third- person narration. Ask students which type the example uses (first-person— assuming the boy is telling his own story). “How does the choice of first- person/third-person effect how the story is told?” This question could be discussed ad infinitum. The point students need to take away is that a first-person narrator experiences the action, while a third-person narrator observes the action. Distribute the text and prompt, one per student. Ask students to read the story independently (they will already be familiar with it from Lesson 1). Briefly discuss the text, focusing on how the narrator tells the story. What details does the narrator include? Does the narrator know every characters’ thoughts, only one character’s, only their own? Refresh students on your discussion of the prompt from Lesson 1 with a new emphasis on narration. o Make sure to note that a prompt will not necessarily tell them what narrator they have to use, nor indicate that they have to choose their own. Now the students will have to decide what their narrator will be like. The narrator’s voice should be consistent, and we should only see things from this narrator’s point of view. Hand out students’ brainstorming activity and the “My Narrator” worksheet. Go over the worksheet. Have them use the story, the prompt, and their brainstorm to help them fill out the worksheet. Circulate the room to help students as they develop their narrators.
3.
NT Writing Lesson
2: Writing from a POV Page 3 © 2014 Standards Solution, LLC. All Rights Reserved. Give students the remainder of the class to write their stories. Remind students not to forget about the other elements of storytelling. The story must have characters, a setting, a plot, and a theme(s). Prompt students’ writing with questions, such as: o Is the narrator reliable or trustworthy? o What information does the narrator share? What information does he or she NOT share? o Does the narrator know what characters are thinking? Which ones? Have students finish their stories for homework If possible, assign a typed draft of their story for homework. Strong keyboarding skills with benefit students on testing day. You can invite students to share their stories in the following class. If they share, remember to comment on how the student-writer creates a POV in order to reinforce the subject for the class. Assessment In students’ writing, the clear development of a specific POV must be apparent. It must also be relevant to the story and prompt (e.g. If the student is prompted to retell the story from another character’s POV, they must use a first-person narrator and it must be a character in the text). Some points to keep in mind: o A first-person narrator cannot know what other characters are thinking (unless the narrator is telepathic), so a story told in first-person can only reveal other characters’ thoughts and emotions through body language or dialogue (only what the narrator can perceive). o A third-person narrator can be omniscient, limited, or objective. Omniscient narrators know what every character, major or minor, is thinking. Limited narrators know what some characters are thinking (usually just the protagonist(s)), and objective narrators do not know any character’s thoughts, but must convey character’s thoughts and emotions through actions and dialogue exclusively. Also check for evidence of the other elements of fiction. Does the student develop a character(s)? Create a setting using details and imagery? Does the plot have a clear beginning, middle, and end? Is a central message or theme conveyed (explicitly or implicitly)? However, for this exercise, more weight should be placed on POV than on these other elements. Extension Activities If students have trouble with the POV activity in this lesson: Using a classroom text, reinforce POV development with simple prompts, such as, “This story is told from character X’s POV. Rewrite the story from character Y’s POV.” Gradually build up to more complex prompts that require students to select or create a POV on their own. Have students revise their stories as second, third, etc. drafts, focusing on refining the POV and other elements of fiction.
4.
NT Writing Lesson
2: Writing from a POV Page 4 © 2014 Standards Solution, LLC. All Rights Reserved. My Narrator’s Point of View 1. Who is my narrator? Is he or she a first-person narrator or a third-person narrator? What is he or she like? 2. What does my narrator know? See, hear, feel, smell, taste? 3. When is my narrator telling the story? (After it happened, long after it happened, or as it is happening?) 4. Where is my narrator? Is he or she in the same place as the characters, or telling the story from some other place? 5. How does my narrator feel about the story he or she is telling? Happy/sad; reluctant/eager? 6. How does my narrator feel about the characters in the story? Does he or she like them? Not like them? Why or why not?
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