Writing and Publishing an eBook Description: Students in the fourth grade will write a short story using first-person

narrative form. Using Google Docs to draft their story, students will then take the rough draft and copy it into Storyjumper, an eBook publisher. A link to the eBook will be shared on the classroom blog for family and friends to enjoy. Tools: Graphic organizer Google Docs Storyjumper

Lesson Title: First-Person Narrative Lesson Goal: Students will write and publish an eBook, with at least eight pages, in first-person narrative form using technology in the classroom. Content Area and Grade or Age Level of Students: English/Language Arts/4th Grade Objectives: Students will be able to: Identify the characteristics of a first-person narrative Compose a short story using the elements associated with a first-person narrative Demonstrate the stages of the writing process Participate in peer reviews Discuss outcomes of peer reviews Produce and publish an Book using technology

Standards Addressed: W.4.3 Write narratives to develop real or imagined experiences o events using effective technique, descriptive details, and clear event sequences.

o 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. o W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. o W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. o W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. o W.4.3.e Provide a conclusion that follows from the narrate experiences or events. W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.5.6 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.

Lesson Idea: Day One Set the Stage 1. Lead a discussion using a variety of genres such as fiction, non-fiction, fantasy, or science-fiction, focusing on the traits of a first-person narrative. Provide an example of each genre so students have examples to compare the differences. 2. Share Ranger, My Story with the students as an example of what they will be creating. Day Two Develop Story Elements 1. Review the story elements of setting, plot, characters, conflict, and resolution. Remind students that they will be writing a story in the firstperson so that they will be one of the main characters. 2. Have students think of a story they could tell using a first-person narrative. Encourage students to tell the story from the perspective of an animal, plant, building, bike, or a toy, etc. 3. Use the following graphic organizer to help students organize their ideas for the narrative:

Beginning What personal story are you telling: What message/idea do you want to convey?

Middle What are the key developments in your story? Magic THREES: Identify three key points in the story. Make each point come to life with details, sensory language, and dialogue.

End Close the writing.

Go for an ending that clarifies your message and gets noticed.

4. Remind students to include the following in their story: a. b. c. d. e. f. Use the first-person point of view Tell the story in chronological order Share why an event or detail is significant Include thoughts and feelings Describe the setting in detail Describe the people involved in the story

Day Three Peer Review of Story Elements 1. Divide class into groups of three students for peer review. Each student will share their graphic organizer with their group. The group will provide feedback on story elements with both complements and suggestions. 2. After small group discussions, have students ask each other one or two questions that must be answered from the perspective of the first-person in the story. Try to make the questions ones that will help develop or clarify story elements Day Four Draft eBook 1. Using the completed graphic organizer and Google Docs, direct students to write the narrative story. Remind students to focus on details. The eBook will consist of at least 8 pages of text. 2. Introduce students to Storyjumper providing them with instructions on how to use the application.

3. Using the rough draft from Google Docs, students will copy and paste their story into Storyjumper. The story will be illustrated using the images available on Storyjumper. Remind students to use only their fist name as the author. Day Five Peer Review of eBook 1. Divide students into groups of two and have them peer review one anothers e-book one last time before publication. 2. Make corrections as necessary, remembering to use proper grammar, punctuation, spelling, and capitalization. 3. Publish e-book to classroom blog using a link to the book title. Assessment Students will be assessed using the following rubric:
4 The writer tells about an Ideas interesting experience. Great details are used. The narrative is well organized. Organization Transitions are used well. 2 The writer needs to focus on one experience. Some details do not relate to the story. The narrative is well The order of events organized. Most of needs to be the transitions are corrected. More helpful. helpful transitions are needed. The writer's voice The writer's voice The writer's voice sounds natural and creates interest in can be heard. Voice creates interest in the story. the story. Strong nouns, Modifiers are used. Strong nouns, verbs, and Stronger nouns and verbs, and modifiers Word Choice modifiers create verbs would create are needed to clear, vivid clearer pictures. create clear pictures. pictures. The sentences The sentences are A better variety of show variety and varied, but some sentences is Sentence are easy to read could flow more needed. sentences Fluency and understand. smoothly. do not read smoothly. The narrative has Some errors in A number of errors very few errors in spelling, could confuse the Conventions spelling, punctuation, or reader. punctuation, or grammar exist. grammar. 3 The writer tells about an interesting experience. More details are needed. 1 The writer needs to focus on one experience. Details are needed. The beginning, middle, and ending all run together. The order is unclear. The writer's voice is weak.

Many general and overused words do not help the reader "see" the story. Incomplete and/or short sentences interrupt the flow of the story. Many errors make the narrative hard to read.

References: Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The core six essential strategies for achieving excellence with the common core. pp. 58-59. Alexandria, VA: ASCD.