LITERACY-10
ESSENTIAL UNIT 2 (E02)
(Narrative – Fiction)
Reading Literacy: Narrative Fiction
Writing Literacy: Writing Narratives
(July 2014)
Unit Statement: Good stories, especially fiction stories, all captivate the reader through good
organization and strong beginnings. |The student will learn to use a variety of reading
strategies to identify and analyze fiction. Additionally, he/she will discover that they,
themselves, are authors and have their own stories to tell. The student will focus on strong
paragraph writing with main ideas and supporting details to tell their stories.
Unit one is currently engaged, and teachers should refer to it for continued practice of
routines, strategies, skills, etc.
Unit Emphasis (Focus Wall):
Reading Strategies/Skills: mental images, asking questions, determining importance,
synthesizing, story elements
Developing Vocabulary: prefixes (non-,un-, dis- mis-), suffixes (-ion, -tion, -ly, -ful)
Writing Genre: narrative
Trait Focus: use the 6+1 writing traits in conjunction with the writing process
Grammar Focus: complete sentences, kinds of sentences, compound sentences,
common/proper nouns, singular/plural nouns
Essential Outcomes: (reading and writing must be assessed separately for mastery)
Reading Literacy (E02): (Narrative Fiction)
Using course-level appropriate fiction and nonfiction texts:
1. The Student Will apply unit prefixes (non-, un-, dis-, mis-) and suffixes (-ion, -tion, ly, -ful) in determining the meaning of age appropriate words. (JTE 1.2, 1.4, 1.5)
2. TSW read a variety of texts and demonstrate comprehension by identifying story
structure. (JTE 1.1)
3. TSW identify the main idea and the supporting details of paragraphs and longer
texts.(JTE 1.1, 1.4).
4. TSW ask questions to help clarify comprehension of the story. (JTE 1.2)
5. TSW create mental images using all five senses and express personal connections
with the story through those images. (pictures, personal narratives, poetry,
writing lists, a written descriptive picture) (JTE 1.5)
6. TSW analyze characters and their motives by identifying the important information
and supporting details. (JTE 1.1)
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7. TSW determine the themes of the text by identifying the important information and
supporting details. (JTE 1.2 and 1.5)
8. TSW summarize each text using mental images. (eg. comics, storyboards, poetry,
book covers etc.) (JTE 1.1 and 1.5)
Writing Literacy (E02): (Writing Narratives)
1. The Student Will demonstrate the use of the following grammar principles: complete
and compound sentences, kinds of sentences (declarative, imperative, interrogative,
exclamatory), common/proper nouns and singular/plural nouns in their writing. (JTE
1.1-1.5; LC 1.18, 1.19)
2. TSW write narrative paragraphs with a main idea sentence and supporting details.
(WS 1, LLG p. 14, 103; LC 1.6)
3. TSW write longer descriptive narratives that show a clear beginning, middle, and end
using the writing process. (JTE 1.4, 1.5; LC 1.9).
4. TSW demonstrate peer-edit skills when editing/revising their longer narratives. (WS 1; LC
1.9)
5. TSW use the writing process to publish their writing using a word processing
program and proper formatting (Times New Roman, Size 12 font, double
spaced). (JTE 1.4, LLG p. 61-77)
6. TSW orally present their published writings to the class in a creative way. (JTE 1.6;
LC 1.6, 1.11, 1.18, 1.20)
Introduced Outcomes: (taught, but not assessed)
1. The Student Will write responses to the texts read.
2. TSW use dialogue in their narrative writings.
Practiced/Ongoing Outcomes: (ongoing development, but not assessed)
1. The Student Will daily read aloud with accuracy, attention to punctuation, fluency,
and appropriate phrasing emphasizing expression. (JTE 1.1 p. 12, 23, 44)
2. TSW acquire and use new vocabulary in reading, writing, and speaking.
3. TSW demonstrate age appropriate spelling in their writing.
4. TSW practice properly formed handwriting techniques.
Key Terms and Concepts:
Reading
story elements
mental images
connections
theme
motives
Writing
narrative
narrative
supporting details
attitude
point of view
peer-edit
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fictional
main idea
sensory words
setting
voice
Suggested Materials for Teachers: (provided by school)
*See Essential Unit 1
Journeys Language and Literacy Guide (see appropriate lesson)
Suggested Support resources for Reading:
The materials listed here support the teaching the Reading TSW’s.
TSW 1: prefixes (non-, un-, dis-, mis-) LLG5 p. 102-103, 133, 134, 136, 157, 162-163; JTE
1.2 p. 122-123, 152-153, 154
TSW1: suffixes (-ion, -tion, -ly, -ful) LLG5 p. 92, 104, 123, 124, 140-141, 150-151, JTE 1.5
p. 346-347, 380-381, 382
TSW 2: Story Elements and story maps
A Package for Mrs. Jewls (F&P level R) JTE 1.1 12-13,16-18, 26, 27, 28, 30-31, 34, 64-65, 72;
LLG5 186,
Elisa’s Diary (F&P level S) JTE 1.5 p. 335, 336 (flashback), 337
Serves Two Hundred (F&P level S) on-level reader JTE 1.1 p. 67,
The Black Stallion (F&P level U) JTE 4.20 p. 312-313, 316-318 ,323, 335, 338, 372-373, 380;
LLG p.224
Wilderness Rangers (F&P level S) on-level reader JTE 4.20 p. 375,
Tucket’s Travels (F&P level U) JTE 5.21 p.12-13,16, 18-33, 34-35, 36, 37, 70-71, 78; LLG p.226
Riding with the Pony Express (F&P level T) on-leveled reader JTE 5.21 p.73,
TSW 5 create mental images /make connections
A Package for Mrs. Jewls (F&P level R) JTE 1.1 p. 39
Elisa’s Diary (F&P level S) JTE 1.5 p.322-323, 328, 332, 374
Words Free as Confetti (F&P level S ) JTE 1.5 p.342-344,
Mental Images RCQ5 1:B3 TE 24
Poetry RCQ5 1:B10, B18, B30; TE p. 29, 35;
The Black Stallion (F&P level U) JTE 4.20 p.320, 337, 380
The Midnight ride of Paul Revere (F&P level T) JTE 3.15 p.344-346
Rhyme on the Range (F&P level S) poetry JTE 5.23 p.190, 193
Tucket’s Travels (F&P level U) JTE 5.21 p.16-17, 22, 24, 28-29, 34-35, 70-71,
TSW 6 & 7 analysis of characters and theme
A Package for Mrs. Jewls (F&P level R) JTE 1.1, p.12-13, 22, 24, 26, 64-65
Baseball Blues (F&P level S) leveled reader JTE 1.5 p. 377,
Elisa’s Diary (F&P level S) JTE 1.5 p. 318-319, 324, 329, 330, 333, 337,382; LLG5 194
The Black Stallion (F&P level U) JTE 4.20 p. 312-313, 318-333, 335. 336
The Midnight Ride of Paul Revere (F&P level T) poetry JTE 3.1 p. 346, 351
Rhyme on the Range (F&P level S) 3 poems JTE 5.23 p. 192, 193
Determining Important Ideas and Themes RCQ5 2 B3
Tucket’s Travels (F&P level U) JTE 5.21 24
TSW 8 summarize with mental images
A Package for Mrs. Jewls (F&P level R) JTE 1.1 66-69
Elisa’s Diary (F&P level S) JTE 1:5 339
Words Free as Confetti (F&P level )poetry JTE 1.5 345
Baseball Blues (F&P level S) leveled reader JTE 1.5 377,
The Black Stallion (F&P level U) JTE 4.20,
Tucket’s Travels (F&P level U) JTE 5.21 p. 18-33, 73, 74, 75, 76
Riding with the Pony Express (F&P level T) leveled reader JTE 5.21 73,
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Suggested Professional Materials for Teachers: (provided by school)
*See Essential Unit 1
Strategies That Work by Stephanie Harvey and Anne Goudvis p. 132,134,136, 137-138
Reading With Meaning by Debbie Miller p. 80-85
The Daily Five by Gale Boushey and Joan Moser
6+1 Traits of Writing by Ruth Culham
Literacy and Language Guide p. 186, 187, 194, 195, 227
Suggested Exemplar Texts (read alouds):
Fair or Foul JTE 1.5 p. 318-319, LLG p.195
Ode to Lunch Poetry JTE 1.1 p. 12-13; LLG p.187
The Huntress JTE 4:20 312-313
Land Rush JTE 5.21 p.12-13 LLG p.227,
Black Beauty by Anne Sewell
Wayside School is Falling Down by Louis Sachar
Inkheart by Cornelia Funke
Island of the Blue Dolphins by Scott O’Dell
Maniac Magee by Jerry Spinelli
Additional Resources: (may not be provided by school)
*see Essential Unit 1
Technology Links:
*See Essential Unit 1
Destiny Webpath Express (found in school library)
http://missklohnsclassroom.blogspot.com/2012/10/anchors-away.html?m=1
Anchor Chart examples for the parts of a story
Suggested Activities and Strategies:
● Anchor Charts
● Word Walls- Create a wall or door where students can add new words that you
discover as a class or that they discover individually.
● Individual Word Lists- tape individual spelling/vocabulary words to student desk.
● Bingo played with vocabulary words
● Map a Movie -use a commonly watched, age-appropriate movie to help map out the
parts of the story and the plot.
● Flash Drafts - see Lucy Calkins Units
● Comics- students draw comic strips based on literature read or their own narrative
stories
● Toontastic- Ipad app for bringing stories alive using the story elements (setting,
characters, introduction, climax, resolution)
● Writer’s Workshop
● Editing Cut-Ups- have students type their essays with an “enter space between each
sentence”, then cut their essays into sentence strips. Have a partner edit each sentence
for grammar concepts in the unit, then student fix the sentences on their typed
document.
● Diagram Sentences
● Read-Alouds for grammar and writing concepts
● Me Books- Student creates a book about themselves with a variety of written works
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throughout the year, including but not limited to letters, autobiographical writing,
poetry, interviews, biographical writing, fiction stories, descriptive writing, expository
writing, informative writing, persuasive writing, and researched writing. Students
may provide pictures, photos, collages, timelines, or diagrams to enhance their books.
Suggested Assessment Tools:
1. Attached rubric or teacher-generated rubric that assesses ALL essential outcomes
(TSWs). An effective rubric is presented and discussed with the student at the
beginning of the unit, referred back to throughout the unit, and used to assess at
the end. Students will collaborate with peers and the teacher to assess their own
writing with final judgment by the teacher.
2. Writing Pathways (Units of Study Kit) by Lucy Calkins provides rubrics and
checklists for teachers and students.
3. 6+1 Traits writing rubrics
4. Teachers can have students produce a quick write at the beginning and end of units.
(*See QSI Quick Write Guidelines) Teachers should keep these as evidence of
students’ writing.
5. Elk Grove Common Core Rubrics for narrative, informative, and opinion writing are
found in the QSI Literacy User’s Guide. Scoring on these rubrics should follow QSI
mastery grading. (Scores on the 1 and 2 points should be P, scores on the 3 should be
at the B level and scores on the 4 should be an A.) Document Source: Elk Grove
Unified School District, Elk Grove, CA
6. Fountas and Pinnell Benchmark Assessment / DRA
7. QSI Reading and Writing Behaviors Checklists (*See QSI Literacy User’s Guide)
RUBRICS FOUND ON FOLLOWING PAGES………………………………………..
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LITERACY-10: Reading: Narrative Fiction (E02)
Student Name:
Date: ____________________________________
To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)
To receive an ‘A’, the student must show ‘A’ level mastery on 4 of the 5 ‘A’s available and ‘B’
level mastery on all remaining TSW’s.
TSW
‘A’ Level
‘B’ Level
1. Apply unit prefixes and
suffixes in determining the
meaning of age appropriate
words.
2. Read a variety of texts and
demonstrate comprehension
by identifying story structure.
I can apply the prefixes
(non-,un-, dis- mis-)and
suffixes (-ion, -tion, -ly,
-ful) in determining
word meanings.
I have created poems or
visuals to demonstrate my
comprehension of the texts.
3. Identify the main idea and
the supporting details of
paragraphs and longer texts.
4. Ask questions to help
clarify comprehension of the
story.
I have read a variety of
texts and demonstrated
comprehension by
completing story maps,
and through selection or
teacher generated tests .
I can identify the main
idea and supporting
details of paragraphs and
longer texts
I have created a game or quiz
asking specific questions
clarifying meaning of the text .
5. Create mental images using
all five senses and expressing
personal connections with the
story through these images.
I have asked questions to
help clarify my
comprehension of the
story.
I have created mental
images including all five
senses and expressing
personal connections to
the texts though these
images.
6. Analyze characters and
their motives by identifying
the important information and
supporting details..
I have developed strong
character sketches and made
in-depth analysis of their
motives.
I have identified the
important information
and supporting details to
analyze characters and
their motives.
7. Determine the themes of
the texts by identify the
important information and
supporting details.
I have supported the theme
with several accurate quotes
from the text.
I have determined the
themes of the text by
identifying the
important information
and supporting details
8. Summarize each text using
mental images.
My mental images are detailed
and complete.
I have summarized each
text using mental
images.
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‘P’-Notes
LITERACY-10 Writing: Writing Narratives (E02)
Student Name:
Date: ____________________________________
To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)
To receive an ‘A’, the student must show ‘A’ level mastery on all 'A' available and ‘B’ level
mastery on all remaining TSW’s.
TSW
‘A’ Level
‘B’ Level
1. Demonstrate the use of the
following grammar
principles: complete and
compound sentences, kinds of
sentences, common/proper
nouns and singular/plural
nouns in their writing.
I can explain the grammar
concepts and correctly use them
consistently in my writing.
With prompting, I can
correctly use these
grammar concepts in my
writing.
2. Write narrative paragraphs
with a main idea sentence and
supporting details.
I write multiple narrative
paragraphs. My paragraphs
have a clear main idea sentence
and supporting details which
strengthen my story.
I write multiple narrative
paragraphs. My
paragraphs have a main
idea sentence and some
supporting details.
3. Write longer descriptive
narratives that show a clear
beginning, middle, and end
using the writing process.
My longer narrative has rich
descriptive details.
I write a longer
descriptive narrative.
My narrative has a clear
beginning, middle, and
end. I used the writing
process to help me
create my narrative.
4. Demonstrate peer-edit
skills when editing/revising
their longer narratives.
I work with a partner to
peer-edit our paragraphs
and strengthen my
writing..
5. Publish their writing using
a word processing program
and proper formatting.
I type my writing using
the proper format that
my teacher gave me.
6. Orally present their
published writings to the
class in a creative way.
I orally present my narrative
inflection to make my story
come alive for my classmates.
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I present my writing to
the class.
P-Notes