Narrative and Response to Literature Genres K-5 ELA Module 1 Training Understanding the K-5 ELA Vertical Alignment Narrative and Response to Literature Genres CHAPTER 9: Modeling/Demonstration Lesson of Writing Instructional Task Suggested time for this part is 30-45 minutes.

An Example of a Writing Instructional Task Chart Teacher Modeling of a Narrative Using Descriptive Setting Title: Good Morning, Scotland I slowly opened my tired eyes and quickly remembered I was in another country very different from my home. I had never spent the entire night traveling on a train before. I looked out the window of the train and saw flocks of sheep dotting the foggy, rolling You may start off by saying, “Today we are focusing on. . .” Refer to the instructional chart in the minilesson/opening. Note to presenter: You may want to delete the story used and insert your own personal narrative beginning that uses descriptive details about the setting.

An Example of a Writing Instructional Task Chart landscape known as Scotland. As the train sped down the tracks toward the city, I became excited about visiting my relatives. They would be picking me up at the station that morning. It was the beginning of my summer vacation. After reading through the beginning, point out the italicized details. This could be done in the form of a write aloud/think aloud. This kind of instructional chart could have been prepared ahead of time or constructed with the students while teaching. The latter takes more time. Each method has its own purpose. Ask the students such questions as, “What details helped you to figure out the setting of the narrative?” and “What does the place look like, sound like, etc.?”

Writing Instructional Task Chart In your narrative today, add descriptive details to tell about your setting (where and when your story is taking place). Try to appeal to at least two of the senses when choosing your details. As the author, be selective in your details so that the reader will get a clear image of the setting of your story. By doing so, you will “take them there.” Be ready to share. Reference the chart as you explicitly tell the “students” what to do during the worktime. Let teachers do a modified writing time here by writing for five to ten minutes on their draft paper (in the participant guide). When the practice time is over, have the “students” to do a quick pair and share of what they have written. One student can share while the other student purposefully listens for setting and descriptive details. Then the students can switch roles. Have the whole group come together and have a few students share their beginnings. Have the students listening to provide the writer who is sharing with positive and specific feedback about the setting and descriptive details. Make sure that a student summarizes the instructional task/lesson at the end of the closing time. Note to presenter. In a real class, students would have more time to draft. Students could also start a new story or revise an old one. Have at least one or two people share the beginnings to their stories. Allow the other students to listen purposefully for the elements and give feedback. Lastly, have a student to summarize what was learned in this writing lesson. This is the end of the writing instructional task/lesson.