A well-thought-out story doesnt need to resemble real life.

Life itself
tries with all its might to resemble a well-crafted story.
Issac Babel

Telling a Story:
Narrative Writing
After School Program
Institute
Friday, October 9th 2015

Driving Questions
What is the meaning of reading as
writers and how does it relate to narrative
writing?
What is your role in creating a culture of
receiving and sending information?
What is the purpose of narrative writing?

Preview
QUICK WRITE:
Think about a time when you were helpful to
someone. Write a story about it.

Objective
We will identify the characteristics of narratives
(reading and writing).
We will practice distinguishing narratives
versus non-narratives. We will do this by
analyzing different types of writing.
Using Lucy Calkins writing rubric, we will
assess a narrative and identify patterns in the
developmental levels.
We will begin to create a narrative writing
piece.

Big Idea
Its important to adopt the mindset of reading as
writers as we dive into narratives (and other
writings).
Reading and writing play an important role in overall
literacy development.

Its also important to understand that interrelated

concept of receiving versus sending.
Reading = Receiving
Writing = Sending
Lucy Calkins: Writing Pathways

What is a Narrative?

Expert Thinking/
Modeling
Definition
Narrative: a spoken or written account
account of events, experiences, or the like,
whether true or fictitious; a story
(dictionary.com)

Types of Narrative
Personal personal life experience
Fictional Made up or imagined story
Non-Fictional Autobiography or Biography

Expert Thinking/
Modeling
Characteristics of Narrative
5 Ws + How
Who Characters; who is in the story
What Plot; events that make up a story
Where Setting; where it takes place
When Sequence; Order of events
Why Purpose; why did it happen
How Descriptions; how did it happen

Expert Thinking/
Modeling
Read Making Lunches
I will show you how to Identify:
Who
Kwai, Larry, and Douglas

What
Kwais friends, Larry and Douglas, were
surprised to find out that Kwai helps his mom
by making his own lunch.

Gradual Practice/
Release
Using the reading Making Lunches
Together we will identify:
When
During lunch period of their day.

Where
At the lunch table (at school).

Independent Practice
Using the reading Making Lunches
You will identify:
Why
The kids often try to trade their lunches.

How
When Kwais friend Larry said that his lunch
looked good, Kwai said Thanks, I made it.

Narrative vs. NonNarrative

Expert Thinking/
Modeling
Characteristics of Narrative
5 Ws + How
Who Characters; who is in the story
What Plot; events that make up a story
Where Setting; where it takes place
When Sequence; Order of events
Why Purpose; why did it happen
How Descriptions; how did it happen

Expert Thinking/
Modeling
Using the prompt in front of you,
Who UNDERLINE Who is involved?
What CIRCLE What happens?
Where BOX Where does it take place?
When DOUBLE UNDERLINE When does
it happen?
Why STAR Why did it happen?
How CHECK MARK How did it happen?

Lucy Calkins Writing

Rubric: Narrative

Expert Thinking/
Modeling
Lucy Calkins Writing Rubrics assess 3
main components:
1.) Structure
2.) Development
3.) Language Convention

Structure:
Looks at the organization of a writing from
start to finish.
Overall evaluates the writing piece as a whole.
Lead evaluates the introduction
Transitions evaluates the way the writing moves
from one idea to the next.
Ending evaluates the conclusion and how it relates
to the rest of the story.
Organization evaluates if writing is appropriately
proportioned.

Development:
Looks at the unfolding, progression and details
of a writing.
Elaboration evaluates the depth of details and
growth of ideas.
Craft evaluates the technique of incorporating
figurative language, examples, purpose, dialogue,
etc.

Language Conventions:
Looks at grammar, usage of words, and the
practice of using certain conventional marks in
writing in order to separate elements or
separating clauses.
Spelling evaluates the use of vocabulary/words.
Punctuation evaluates the use of conventional

marks such as a period, comma, semi-colon,

quotation marks, question marks, etc.

Guided Practice/
Release

Using the story Big Sister

We will focus on the STRUCTURE part of the

rubric.

I will show you how to assess the

Overall and the Lead

Beginning to Create a
Narrative

Closure

Using your writing from earlier, you will

identifying the 5 Ws and How from your
writing.

Remember to be mindful of the structure,

development, and language conventions.

Then, discuss with your neighbor:

What is missing from your writing?

What can you add?
What would you do differently?

Reflection:

Narratives allows our students be expressive and

challenge their creativity and their communication.

We are encouraged to adopt the mindset of reading

as writers

Be senders not just receivers.

Together, WE have:

identified the characteristics of a narrative.

distinguished a narrative from a non-narrative.
assessed a narrative piece using the Lucy Calkins
writing rubric for narratives.
begun to create a narrative writing piece.

Progressive Inquiry

Turn in surveys.

Post your questions on the Top Question

chart.