Grade 6
Language Arts
Writing
Standard 2

WRITING APPLICATIONS.
(GENRES AND THEIR CHARACTERISTICS)


 
Resources
Lesson Plans
Assessments
1.) Open Court tool box cards 1-11 (Genre); Reproducible Master T7 (Elements of folk tales and fables)
1.) Have students rewrite a story from their portfolio as a folk tale or fable.  Allow them to work with a partner to plan their story.  Have them answer the questions - Who will the characters be?  What will they be like?  Where and when will the story take place?  What will the moral be?  How will the story begin?  Have students keep a copy of the elements of folk tales and fables out while planning and writing.
Previously Published Data

1.) Students write everyday to strengthen their narrative abilities. Rebecca Caplan uses the phrase "show-not-tell" as a way to encourage students' storytelling abilities. Writing topics for students should help them to paint a picture for the reader, not just bluntly and blandly tell the reader a fact. Some examples are:

  • I was annoyed. 
  • I was the picture of health. 
  • My room was a mess. 
  • Some say that I have a fantastic personality. 
  • My life as a student is hard. 

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    Remind students to follow the guidelines of a narrative and use colorful imagery for the reader. They need to also remember that the reader should have a video screen image of what is being described. The final narrative piece will be graded and put into a writing portfolio.

    2.) Open Court Essay and Writing Assessment Masters Unit 6.
    Previously Published Data

    Writing Prompt:

    Provide all students with a writing prompt, such as: Write a tale about an adventure, like sneaking onboard a plane to Australia, getting lost in a jungle, For forgetting your baby sister at the store. Write this tale using "show-not-tell" ideas. Give students the rubric so they can write with an understanding of the expectations.

    Score point 6:
    Well developed narrative; writer expands on all key elements and characters.

  • Fully elaborated with specific details 
  • Strong organizational skills/ sequencing 
  • Fluent

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    Score point 5: Developed narrative; writer expands on most key events and characters.

  • Moderately well elaborated with mostly specific details
  • Generally strong organizational strategy/ sequencing 
  • Moderately fluent

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    Score point 4: Somewhat developed narrative; some expansion of key events and characters.

  • Adequately elaborated with mix of general and specific detail 
  • Satisfactorily organized strategy/ sequencing 
  • Somewhat fluent 

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    Score point 3: Minimally developed narrative; little expansion of key events and characters; some details just listed.

  • More general than specific details
  • Some evidence of organization/ sequencing 
  • Some awkwardness may be present 

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    Score point 2: Underdeveloped narrative; usually brief responses; details just listed.

  • Most general details 
  • May be disorganized/ weak sequencing 
  • May be awkward and confused 

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    Score point 1: Very sparse narrative.

  • May have few/ vague details 
  • Too brief to indicate sequencing 

    • Awkward and confused