1. ELA Mini Academy Quarter 4 WINNER
Hello, and welcome to the 4th quarter mini academy for 910 English Language Arts.

2. Big Ideas Idea 1: Quarter 4 Standards Idea 2: Novels/Plays
Idea 3: Narrative Writing
Idea 4: Resources
This presentation will cover 4 big ideas as they relate to 910 ELA during 4th quarter. This presentation will discuss the standards for quarter 4 as they are addressed in the district scope and sequence, teaching novels, narrative writing, and resources for planning, implementation, and learning.

3. Big Idea #1: Quarter 4 Standards
At this point in the year, all assessed standards should have been taught. As you can see, quarter 4 continues to focus on cluster 2 and cluster 3 standards through April. The focus shifts somewhat in May (after testing) to the end of school to cluster 1 and 2 literary standards with the writing emphasis on narratives.

4. Big Idea #2: Novels/Plays
Throughout the course of the year, teaching excerpts has been strongly recommended in order to prepare students for the many text types and topics they will encounter on FSA. The 4th quarter is a good time to teach novels or pieces of novels if that is the desire of the teachers and meets the student needs. Teachers will be able to incorporate cluster 1 and 2 standards to teach literature and have about 17 instructional days to do so.

5. Novels/Plays and Standards
When teaching novels, standards must still be emphasized. When asking questions or having students complete assignments, the tasks should not be content-driven by the novel, but standards-driven. For example, asking students to identify physical attributes of the characters does not address the 910 standard RL.1.3.

6. Novels/Plays and Standards
Incorporating other fictional texts
Incorporating nonfiction texts
Incorporating multimedia
Thematic units
Incorporating narrative writing
When teaching novels and plays, teachers can make the lessons more engaging by incorporating texts and excerpts from other sources and stories. Creating thematic units allows for students to gain exposure to other texts as well as teach them how to activate prior knowledge, build background, and make connections across texts.

7. Example: Grade 9 9th Grade: Romeo and Juliet (Q4)
Other texts that could be used
Literary: Ovid, Pyramus and Thisbe
Literary: Berkman, P.R. Duty
Literary: West Side Story
Informational: Ackerman, D. Love’s Vocabulary-theme of love
Informational: Thematic articles
Multimedia that could be used
Clips from plays or movies
Romeo and Juliet (1968)
Romeo and Juliet (1996)
Pictures
Incorporating narrative writing
Consider how using the texts can inspire students to write narratives.
Incorporate the writing process throughout the lesson.
Here is an example of a text that can be taught 4th quarter for grade 9. They are also listed in the AR documents beginning in MTP 4.3 and paired with a narrative writing standard. When incorporating other texts, consider how you want to use the additional texts. If you want to focus on words and phrases or structure, you could use chunks of text. While these texts can be found in the HMH collections, do not forget about the additional resource documents for other texts.

8. Example: Grade 10 10th Grade: Macbeth (Q4)
Other texts that could be used
Literary: Thurber, J. The Macbeth Murder Mystery
Informational: Holinshed, R. Holinshed’s Chronicles
Informational: Thematic articles (power)
Multimedia that could be used
Clips from plays or movies
Woolcock, P. Macbeth on the Estate
Pictures
Incorporating narrative writing
Consider how using the texts can inspire students to write narratives.
Incorporate the writing process throughout the lesson.
Here is an example of a text that can be taught 4th quarter for grade 10. They are also listed in the AR documents beginning in MTP 4.3 and paired with a narrative writing standard. When incorporating other texts, consider how you want to use the additional texts. If you want to focus on words and phrases or structure, you could use chunks of text. While these texts can be found in the HMH collections, do not forget about the additional resource documents for other texts.

9. Big Idea #3: Narrative Writing
LAFS.910.W.1.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Writing narratives is very different from writing arguments or explanatory essays. For W.1.1 and W.1.2, students are expected to write in response to text, using information from the text to plan and support their writing.
When writing narratives, students might be able to draw inspiration from other texts; however, they are not writing about other texts or responding to other texts. Students will develop writing based on real or imagined experiences. This type of writing can be used to craft personal narratives or even stories. It is recommended teachers give examples of different types of narrative writing to help students develop their own. When scaffolding the writing process for narratives, it is still recommended students plan their writing so that it encompasses all of the requirements to meet standard W.1.3, and then revise their writing to create a polished product. This process can be scaffolded or chunked throughout the remainder of the year if needed.

10. Writing and Novels/Plays
Not a book report
Think about ways to use reading standards to support writing narratives.
Ex: Note the introduction of conflict and characters within Shakespeare. Allow students to create a script and focus on the importance of dialogue to develop characterization.
When teaching RL.1.3, students must 3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Think about how a student can use literary resources to create characters and develop them. Teaching this standard might provide a positive model to inspire and develop student writing.
Remember, when students are writing narratives, they are not writing about a story or book or creating a book report or critique. Students can draw on or mimic an author’s choices in order to create real or imagined experiences. For example, if students are reading Romeo and Juliet (or any other play), consider allowing students to create a script and focus on the importance of dialogue to develop characterization. Students should also be able to create and develop events and characters. Graphic organizers might be helpful in scaffolding this process for students. Be careful when aligning tasks; however, as lower level tasks such as plot diagrams and surface character descriptions do not meet the needs of the reading or writing standards.

11. Scale with Evidence Level Standard Evidence/Task 4 3 2 1
Analyze how complex characters develop across multiple texts of the same topic or subject, interact with other characters, and advance the plot or develop the theme. (RL.1.3)
Research and evaluate multiple sources to write narratives to develop real or imagined experiences or events effectively with details, a clear introduction, conclusion and logical progression of events. (W.1.3) 3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. (RL.1.3)
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (W.1.3 a-e)
Complete graphic organizer and use information to write a character analysis. Class discussion.
Complete writing narrative. Polish draft and peer review. 2
Determine if character development is consistent with major themes and help advance or develop the plot. (RL.1.3)
Develop a solution and begin a conclusion; develop and organize event sequences, incorporate dialogue, sensory language, and/or multiple plot lines to convey a picture and advance the narrative. (W.1.3)
Add to graphic organizer: theme and plot. Make notes on how the characters advance theme and plot.
Write a script with dialogue.
Continue to add to writing plan. Brainstorm a solution and conclusion, make sure sequencing makes sense, add dialogue. 1
Identify significant character interactions. (RL.1.3)
Develop a real or imagined experience or event, establish a point of view and problem, introduce a narrator and/or characters, and write an introduction and body that progresses through a plot line. (W.1.3)
Begin flow map to chart significant characters and their interactions.
Begin planning narrative writing using writing frame.
Write introduction and body paragraphs.
When teaching novels/plays, it is important to make sure any tasks or questions assigned to students are aligned to the standards. Remember to use the question stems found on the AR docs to help with planning questions, and consider how the tasks match up to each level on the scale. For example, at the level 1 for RL.1.3, students have to merely identify significant character interactions. Consider what activity students can do that will satisfy that level of thinking. At the level 2, notice students now have to look at character developments and determine the theme and plot of the story. Consider what activity or activities would satisfy that level of thinking. Finally, at the level 3, students must be analyzing how the significant characters develop over the course of the text and continue to develop plot and theme. This may take a while if a longer text is used; however, consider how that would look when teaching a novel or a play, students may not reach the level 3 on the scale until close to the end of the story.
Also notice the narrative writing standard in the scale. The process is chunked so students can work on pieces of their writing instead of being asked to write a narrative from start to finish immediately.

12. Resources LAFS standards/Test item specifications
Curriculum documents:
available at ims.ocps.net
Common core appendix:
Novel lists/media specialist
Here are some ideas for resources to help with planning lessons for literature and narrative writing:
The LAFS standards, test item specifications, and curriculum documents available on IMS can help by giving more information about the requirements of the standards.
The common core appendix contains many different excerpts of types of literary texts by grade level and can serve as a starting point for finding additional resources.
The district curriculum documents also offer resources that support the standards on the MTPs. Don’t forget to look at the notes about the standards on the MTPs. The notes align to the SAT and you will notice that students are not tested on fictional narratives. Keep this information in mind as students are preparing to take SAT or ACT.
Finally, do not forget to enlist the help of the school media specialist for recommendations on grade appropriate and engaging texts for students.

13. Thank you Questions? Rachel.Larsen@ocps.net
Thank you, and if you have any questions please me at