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Utah State Dual Language Immersion Programs

Spanish Literacy Correlation Utah Core State Standards

Grades 3-5

Writing Protocols and Menus

Created by Ana M. Hernández, Ed. D., AUDII 2012

Informative/Explanatory WritingStandard 2 - Protocol for Informative/Explanatory Writing

Grades 3-5

Release of ResponsibilityModeling

Model how to write informative/explanatory texts to examine topic & convey ideas and information clearly

o Introduce topic & related information together, including illustrationso Develop topics with facts, definitions & detailso Use linking words and categories to connect ideas togethero Provide a concluding statemento Gr. 4-5 all of the above and…

Learn to group information into paragraphs in logical order Use quotations, link ideas with words, phrases, clauses Use precise language & domain specific vocabulary to explain topic Use multimedia to aide comprehension

o Gr. 6 all of the above and … demonstrate formatting & headings, use of graphics & multimedia Formal writing style Using strategies as compare/contrast or cause/effect

Read examples of others’ examples of informative/explanatory texts to examine craft

Hear other students’ examples of informative/explanatory texts to examine process

Practice Together write sentence frames for opinion statements and supporting a point of view (scaffold – easy to difficult with transitonal words), particularly for L2 learners:

An important fact concerning _________ demonstrates ______________. The following information augments the topic by _____________. First,____. Second, ____.

Finally, _______. This research will outline the following areas: ____________ . This is project demonstrates the relationships between ______ and _____ . In contrast, two facts that distinguish these two species are ____________. The cause of ______________impacted the effect to ____________. This table represents the following information about ____. It details ____. My explanations will be outlined in the following steps: _____________. Two explanations for _______are __________ and ___________. The resources clearly

support___________________.


Demonstrate a bank of linking words & phrases:in other words……. point in fact….. specifically…. in contrast... Similarly…..

Then each student can write their own opinion with or without the sentence frame depending on his/her language proficiency. Word wall or vocabulary charts to help L2 learners.

Collaboration (Standards 4-5 - Production & Distribution of Writing) Share informative/explanatory texts with evidence to a partner and get feedback (pair up

native speakers with L2 learners) Share statements in group & get feedback (mixed ability group & language levels) Group alike ideas/facts together and have clear definitions with transitions (process

writing) Check grammar, spelling & format. Need good command of language.

Digital Tools with Guidance from Adults & Peers (Standard 6 - Production & Distribution of Writing); (Standards 7-9 - Research to Build & Present Knowledge)

Go to the internet and find a images that pertain to informative/explanatory texts Use technology to produce writing and/or collaborate with others over internet (wiki,

Goolgledocs) Incorporate multimedia into the reports & projects Type the informative/explanatory texts on a class blog or PowerPoint Publish/type work/report & send it to someone Find other informative/explanatory writings on the web about the same topic (use

multiple sources)

Present Knowledge (Standards 8-9 - Research to Build & Present Knowledge) Present the paper in roundtable discussions. Have a student chair the group discussions. Prepare a PPT with pictures & opinions. Let students view presentation at a computer

center in the classroom or computer lab Publish books, manuals, or handbooks about informative/explanatory projects, so all

students can read them Each student presents own research, projects or reports to class or small roundtable

discussions to celebrate. Students can add more details orally to explain opinions and support point of view (support language development of L2 students)


Standard 10: Range of Short Term Writings: Single Sitting 1-2 DaysGrades 3-5

Standard 2: Informative/Explanatory WritingHow to….

You are writing a manual with directions on how to put something together or take it apart. Select something you would like to demonstrate to your friends on how to do.

Take apart a _______ Put together a _____

Draw a diagram & label parts.

ResearcherAfter reading about ________ in class, you can write about the topic by providing additional facts, definitions or information from other books we have in our class or library related to the topic. Check you grammar & spelling. Share with a friend.

Word WiseDesign and make your own dictionary or word book about the words we are learning in this unit. You can draw pictures, write the definition, find quotes from the text that use the word, and/or write sentences using the words. Share your dictionary.

Make a DonationWith a partner make a big book about your favorite topic. Plan your pages of information with facts and details to make it interesting. Make drawings on your pages. Donate the big book to …

a primary classroom your class library a young family member

Magazine WriterYou work for a magazine and you are going to write an informational piece about this week’s topic in social studies. Using the computer, type facts, details & quotes from sources about the topic. Write the title and then give as much information as you can from the texts or digital sources. You can add a drawing or find an image.

Poetry FunAs a poet you will write a poem about a topic we are learning in class. You will write the word and then fill in with facts about the topic.S _____________________L _____________________A _____________________V _____________________E_____________________R _____________________Y _____________________

ReflectionWrite an entry in your journal about a science lesson or experiment from this week’s class. Think about what we read, discussed and did in class. Write the title, information about the lesson or experiment, put ideas in logical order and conclude.

Compare & ContrastThink of 2 ways you could solve a math problem. Compare/contrast how the processes are similar or different. Outline the best process for solving your problem. Provide facts and information that will help to solve the problem. Then, demonstrate how the process works by solving the problem.

Holiday Recipe BookYou want to publish a book about your family’s favorite holiday recipes. Write the name of the dish, make a list of all the ingredients, and provide steps on how to prepare this delicious family tradition. Include detailed directions. You may draw the steps and the food or find digital images.

Important InterviewWrite questions to interview a friend or family member about a topic. Write down facts, information & quotes. After your interview, write about the person.

Book of FactsFold a few papers to create a step book. Think about a topic of interest to you. Write on each step a fact about the topic. You can use books or internet to find information.

Cause & EffectWrite about a dangerous experience. What was the cause? What was the outcome (effect)? Include facts, information, quotes & concluding statement.


Standard 10: Range of Informative/Explanatory WritingLong Term Writing for Several Days

3rd Grade: Students will write a paper about a science or social studies topic that they are interested in, and that they would like to learn more about from their Science or Social Studies units. Students need to use more than one source to find additional information about the topic. They will need to look for information in books, magazines, website, videos, television programs and live interviews. Write down where they found the information. Students will take notes on the new information. Students will state the title, and write a coherent informational/explanatory text with relevant facts, definitions, and details using multiple paragraphs. Students will provide evidence from the texts and write a concluding statement. Students may use a graphic organizer to organize paper before writing. Students will use the writing process to brainstorm, write a rough draft, edit, and revise paper before composing the final copy. This is a long term writing assignment in class. Students can also illustrate.

4th Grade: Students will write a multiple paragraph informational report about a science or social studies topic that they are interested in. Start off with a question that they will answer during their investigation. This will be the main idea of the paper. The main idea will need to be supported with details and facts from several sources. They will need to take notes as they look through sources. Students will need to write down where they found the information. They will use a graphic organizer or an outline to organize and plan their information. Students will need to reread their reports several times to edit and revise before writing the final copy. The final product should also include text features such as: illustrations, definitions, headings, and sections. The final paragraph should include a concluding statement. Student should also select one of the structural patterns found in informational text such as: compare/contrast, cause/effect, or chronological order to organize the informational report. This is a long term writing assignment in class. Students can also illustrate.

5th Grade: Students will write a research report about a science or social studies topic that they are interested in. Students need to identify questions that they will answer during their investigation. They will need to narrow down the main idea which will need to be supported with details and facts from several sources. They will need to take notes as they look through sources and write down where they found the information. They will use a graphic organizer or an outline to organize and plan their information. Students will need to reread their research reports several times to edit and revise before writing the final copy. The final product should also include text features that clarify the information such as: heading, sections, illustrations, definitions, charts, diagrams, quotations, bold print, captions, or maps. The final paragraph should include a concluding statement. Student should also select one of the structural patterns found in informational text such as: compare/contrast, cause/effect, chronological order to organize the research. This is a long term writing assignment. Students can also illustrate.


Informative Writing StructuresGenre Matrices for Nonfiction

These are nonfiction structures for informative writing. These are basic outlines for developing writing schemas in the following genres. Teachers can use these to model the structures for each structure. These models need to be demonstrated to the students in contextual formats.1. Summary

Title/Author Topic Main Idea Detail Detail Detail Conclusion

2. Cause & EffectTitle/Author Topic/Situation Cause Effect Results

3. Compare & Contrast (point-by-point pattern)Title/Author Topic/Subject Topic 1 & 2

DifferencesTopic 1 & 2Similarities

Conclusion

4. Compare & Contrast (by topic or block pattern)Title/Author Topic/Subject Topic 1

Differences &Similarities

Topic 2Differences &

Similarities

Conclusion

5. Sequential/Time Order/ChronologicalTitle/Author Subject Dates Events Facts Conclusion

6. Problem SolutionTitle/Author Problem Evidence/

FactsProposedSolution

Plan of action

Results Conclusion

7. Informational/Report of InformationTitle/Author Topic Thesis

StatementFacts &Details/

Procedures

Results/Conclusion

Resources

8. Persuasive (Argument Writing) (arguments/counterarguments can be many – repeat pattern)Title/Author Opinion

Situation/Point of View

Argument(s)(pro/con)

Support/Evidence

(facts/examples)

Counter-Argument(s)

SummaryCall for action


Informative WritingAcademic Vocabulary for Nonfiction Writing

1. Nonfiction: prose writing that deals with real people, events, & places

2. Compare: look for similarities

3. Contrast: look for differences

a. Clue words: although, but, either, or, however, yet…

4. Cause: reason something happens

5. Effect: what happens as a result of the cause

a. Clue words: because, since, therefore, so that, as a result…

6. Chronological: order of events in time

a. Clue words: first, second, next, then, the following, finally…

7. Sources: tells where the information came from

8. Persuasion: language/visual images used to convince people to believe or do something

9. Argument: a position or point of view regarding a topic

10. Counterargument: an opposite statement or belief to an argument

11. Evidence: support or proof that backs up an idea, conclusion, or opinion

12. Fact: something that can be proven true

13. Opinion: expresses a personal belief or feeling

14. Thesis: main idea

15. Main idea: most important idea in the writing

16. Topic: the subject

17. Conclusion: restating main ideas & bringing closure to the writing

18. Summarize: restate the author’s main points in your own words

19. Biography: the story of a real person’s life

20. Genre: type of nonfiction (sequential, cause/effect, compare & contrast,

problem/solution, informational, biographical, etc.)


Opinion/Argument WritingStandard 1 - Protocol for Opinion Writing in Gr. 3-5

Release of ResponsibilityModeling

Model how to write opinions pieces on text or topics supporting a point of view Read examples of others’ opinions about texts or topics Hear other students’ opinions about text or topics.

Practice Together write sentence frames for opinion statements and supporting a point of view (scaffold – easy to difficult with linking words), particularly for L2 learners:

My opinion on ___________ is ______________________. I firmly believe__________. I strongly believe _________, because ______________. The facts clearly state______. This statement makes a claim to _________________. The following details _________. My point of view makes reference to _________________ . Besides the fact_________. I am not in agreement with ___________. The evidence shows ____________________. I my opinion, ______________ is _________________. The important points are that _____________. Two explanations for _______are __________ and ___________, The information clearly

supports___________________.

Demonstrate a bank of Linking words & phrases:The first thing to do . . . Next . . . Now, you are asking . . . Besides the fact . . .

Then each student can write their own opinion with or without the sentence frame depending on his/her language proficiency. Word wall or vocabulary charts to help L2 learners.

Collaboration (Standards 4-5 - Production & Distribution of Writing) Share opinion pieces with partner get feedback (pair up native speakers with L2

learners) Share statements in group & get feedback (mixed ability group & language levels) Add details and refine statements, including word order to make a stronger case.

(process writing) Check grammar, spelling & format for writing opinions pieces with good command of

language


Go to the internet and find pictures that go with the topic Use technology to produce writing and/or collaborate with others over internet (wiki,

class blog, Goolgledocs, or PowerPoint) Publish work & send it to someone Find other opinions about the topic on the web


Present Knowledge (Standards 8-9 - Research to Build & Present Knowledge) Present the paper in panel discussion. Have a student chair the panel discussion. Prepare a PPT with pictures & opinions. Let students view presentation at a computer

center in the classroom or computer lab Each student presents own opinion to class or small roundtable discussions to celebrate.

Students can add more details orally to explain opinions and support point of view (support language development of L2 students


Standard 10: Range of Short Term Opinion Writings: Single Sitting 1-2 Days Grades 3-5

Standard 1: Opinion Writing

My Point of ViewSelect a moving/compelling part of a text. Write your opinion on the selection. Support your point of view with facts and/or details. Check spelling & grammar. Share it with a friend.

Newspaper EditorYou work for a newspaper and you are going to write a column about a topic of interest to you. Using the computer, type your opinion about the topic. Write the title and then give reasons and information to support your statements.

Story MapCreate a story map by using a paper folded it into parts. You will draw each important scene in the story and label each one. On the back, write a paragraph(s) supporting your favorite part by providing reasons and/or information to support your point of view.

What your opinion?Write a letter to someone comparing and contrasting 2 topics or texts. Tell him/her why you liked or did not like the texts by looking at similarities or differences. State your opinion by supporting your point of view with reasons… (pick someone)

your friend your teacher a family member

I am an ArtistPretend that you are an artist and draw your favorite scene from the story. Write your opinion and support it with reasons and information from the text. Read it to a friend. Check spelling & grammar. Then, glue it on a piece of construction paper to publish it on our bulletin board.

Acrostic PoemAs a poet you will write a poem about something you liked or disliked in the text. You also need support your opinion. Poem can be free verse. First, spell out the topic vertically and then write your reasons.F _______________________R _______________________O_______________________G_______________________S _______________________

My Journal (cause & effect)Write an entry in your journal about the hardest decision you had to make. Write about what caused you to make that decision and what were the effects. Support your point of view with reasons and information to convince you reader.

Compare & ContrastThink of 2 stories you read this week. Compare how the stories are similar or different. In your opinion, tell which one you liked best and use details to explain your reasons. Draw the ending of your favorite story.

Character Point of ViewYou are going to retell a part in a story from a different character’s point of view and defend the position with reasons and information from the story. (Example: point of view of a parent, sibling, friend, neighbor, animal, pet, doctor, etc.)

Eye Witness ReportA police officer is asking a group of students about a missing bicycle. You volunteered to give your point of view on the incident. Tell the officer your opinion with information and reasons to support your statements about the event.

Movie PosterMake a movie poster of your favorite story. Pretend your favorite book has been made into a movie. Draw the poster, write the captions and write a short and exciting advertisement for the movie. You want your friends to go see the movie.

Book JacketThe school library wants to display our favorite nonfiction book. They are having a contest for the best book jacket. Draw a picture. Write the title, author, and write a book review. Tell why this story is so important by providing reasons and information that is convincing. Everyone must read it.

Standard 10: Range of Opinion/Argument Writing – Long Term for Several Days


Grades 3-5

3rd Grade: Students will write an opinion paper supporting the point of view of a character they have read about in a fairy tale, myth, folktale, legend, or fable and that they have formed strong feelings about. Students will state the title, an opinion, relevant facts and reasons that support the point of view. Students may provide evidence by quoting a sentence or phrases from the story with explanations. Write a concluding statement. Students may use a graphic organizer to organize paper before writing. Students will use the writing process to brainstorm, write a rough draft, edit, and revise paper before composing the final copy. This is a long term writing assignment in class. Students can also illustrate.

4th Grade: Students select a story they have read from different cultures or genres and write an opinion piece about the text that supports the point of view of the author with reasons and information. Students will identify the title, introduce the story (plot, characters, setting, and/or theme) to the audience and provide evidence from the text by quoting sentences or phrases, and details to support the author’s point of view. Write a conclusion. Students may use a graphic organizer to organize paper before writing. Students will use the writing process to brainstorm, write a rough draft, edit, and revise paper before composing the final copy. This is a long term writing assignment in class. Students can also illustrate.

5th Grade: Students will select a story they have read and write an opinion about how the author’s use of various techniques such as, appeal of characters, logic and credibility of plots and settings, or the use of figurative language influenced the students’ opinion about the story. Students will identify and introduce the story to audience. Write evidence by quoting sentences or phrases and details from the story that supports the opinion about the author’s use of various techniques and the influence on their opinion about the story. Students will create an organizational structure and provide reasons that are supported by facts and details. Quote sentences or phrases with correct format, and write a conclusion that is related to the opinion presented. Students may use a graphic organizer to organize paper before writing. Students will use the writing process to brainstorm, write a rough draft, edit, and revise paper before composing the final copy. This is a long term writing assignment in class. Students can also illustrate.

Narrative WritingStandard 3 - Protocol for Narrative Writing Grades 3-5


Release of Responsibility Approach

Description of Writing Type:Narrative writing come from the word narrate which means to tell a story. It can be either fiction or nonfiction. Narrative writing includes personal narratives, memoires, journals, fictional narratives, novels, biographies, autobiographies, short stories, essays, plays, historical accounts, legends, tall tales, trickster stories, myths, etc.

Modeling Model how to write narrative texts to develop real or imagined experiences or

events using effective technique, descriptive details, and clear event sequences.o Establish or orient the reader to the situation by introducing a narrator

and/or characterso Organize an event sequence that unfolds naturallyo Use dialogue and description of actions, thoughts & feelings, and responses of

character to situationso Use temporal and transitional words and phrases to connect ideas togethero Provide a conclusiono Gr. 4-5 all of the above and…

Word, phrases and sensory detailso 6th grade narrative skills incorporate all of the above and continue to grow.

Standard requires students to incorporate narrative elements into arguments and informative/explanatory texts. In history/social science they must incorporate accounts of analysis of individual; & events of historical importance. In science/technical subjects they must write descriptions of step-by-step procedures in their investigations and technical work.

Read examples of others’ examples of informational/explanatory texts to examine craft

Hear other students’ examples of informational/explanatory texts to examine process

Practice Together write sentence frames for opinion statements and supporting a point of view (scaffold – easy to difficult with temporal & transitional words), particularly for L2 learners:

By the 1600’s_____________________. Even before she disappeared in the darkness_________________________. As I stood trembling like a ______________. At first glance,___________________. This time ____________ . It wasn’t as if ________________. In the early morning mist ___________________________ . Later that night, _____________. The moon seemed to ___________. _______ gazed at me and whispered, _________________________.

Demonstrate a bank of temporal & transitional words & phrases:


afterwards…. meanwhile…… before long…. soon as….. at first…..

Then each student can write their own narrative with or without the sentence frame depending on his/her language proficiency. Word wall or vocabulary charts to help L2 learners.

Collaboration (Standards 4-5 - Production & Distribution of Writing) Writing process - develop clear writing goals for the students (pre-writing, drafting,

conferring, revising, editing, final copy & publishing). Student work can be collected to examine writing skills & plan for instruction

Writer’s Workshop – allow students to share their writing and receive feedback from peers & teacher (pair up native speakers with L2 learners in mixed ability groups).

Give students opportunities to self select topics that are motivating & of interest to them. Also, opportunities to share their ideas and writings, like an author’s chair, presentations, storytelling, read aloud, etc.

Need good command of language.


Go to the internet and find a images that pertain to informational/explanatory texts Use technology to produce writing and/or collaborate with others over internet

(wiki, Goolgledocs) Incorporate multimedia through presentations Type the informational/explanatory texts on a class blog or PowerPoint Publish/type work/report & send it to someone Find other informational/explanatory writings on the web about the same topic

(use multiple sources)

Present Knowledge (Standards 8-9 - Research to Build & Present Knowledge)

Student Authored Library - Create books from narrative writings, so students can go back and read them

Digital Presentations - Prepare a PowerPoint with pictures to match the narrative. Let students view presentation at a computer center in the classroom or computer lab.

Writing Celebrations - Each student presents own narrative to class, small group or partner to celebrate. Students can add more details orally to explain (support language development of L2 students).


Standard 10: Range of Short Term Writings: Single Sitting 1-2 Days

Grades 3-5Standard 3: Narrative Writing

Personal NarrativeWrite a story about something that happened to you. Orient the reader to the situation. Tell the story in order of events use transition words to link your thoughts. Use details and sensory words to describe the event.

MemoireLet’s go back in time and write about a memory from a time when you were younger. What do you remember? How did you feel? Explain your actions and thoughts. Here are some ideas: a family trip, an unforgettable experience, a special time, etc.

Word WizardDesign and make your own dictionary or word book about the words from one of the stories. Write the definition, find multiple meanings, state the root of the word, find quotes from the text that use the word, and/or write sentences using the words.

Write a StoryWrite a short fable, myth, or legend. Create a story map to plan your story plot. Describe the characters using sensory details. Add details to your writing and include a conclusion. Make a drawing and share your story with a friend.

Comic Book WriterYou are creating a comic book for you class. Think of a simple plot. Fold a paper into 8 equal parts. Illustrate your story from beginning to end. Then, add dialogue to tell you story through the point of view of the characters. What are the characters thinking, feeling, behaving and saying?

Acrostic PoemAs a poet you will write a poem about your favorite or least favorite story character. You will write the name and then fill in with details how the character felt, thought or acted.W ____________________O_____________________L _____________________F _____________________

ReflectionWrite an entry in your journal about a math lesson from this week’s class. Think about what you learned and how you will use the skills in the future. Also, describe any difficulties you experienced in understanding the lesson. Conclude by stating how you can use math in everyday situations or your future.

Compare & ContrastThink of 2 historical events from you social studies class. Describe how these events were difference or similar in changing the lives of people. Provide details of the events that occurred and their outcomes. Using transitional words to tie your thoughts together.

Short SkitWrite a short skit for the class. A skit is a short play about a topic. You will include the characters and describe the situation. Include the dialogue and actions. You may include their thoughts, too. Pick students to read the parts and act it out.

Biography

Write questions to interview a friend about their life. What do you want to know about your friend? After your interview, write the person’s story in order of events, add details and draw a picture.

Autobiography

Write 1-2 page autobiography about YOU. You will have to write about important events in your life, your family, and special interests. Write the events in order with details to support statements.

Point of View

Write about a story from the point of view of an inanimate object. For example, write from the point of view of a character’s shoe or hat, from a stuffed animal, a cell phone, etc. (ex. Cinderella’s Slipper)


Standard 10: Range of Narrative Writing, Long Term for Several DaysGrades 3-5

3rd Grade: Students will write a personal narrative or story narrative. They will develop real or imagined experiences or events using effective techniques, such as dialogue, pacing, descriptive details, and clear event sequences. Students may use a graphic organizer to organize paper before writing. Students will use the writing process to brainstorm, write a rough draft, edit, and revise paper before composing the final copy. This is a long term writing assignment in class. Students can also illustrate.

4th Grade: Students will write a personal narrative or story narrative. They will develop real or imagined experiences or events using effective techniques, such as dialogue, pacing, descriptive details, and well-structured event sequences. They will develop the plot, details, and conclusion Students may use a graphic organizer to organize paper before writing. Students will use the writing process to brainstorm, write a rough draft, edit, and revise paper before composing the final copy. This is a long term writing assignment in class. Students can also illustrate.

5th Grade: Students will write a personal narrative or story narrative. They will develop real or imagined experiences or events using effective techniques, such as dialogue, pacing, descriptive details, and well-structured event sequences. They will develop the plot, details, and conclusion. Students may use a graphic organizer to organize paper before writing. Students will use the writing process to brainstorm, write a rough draft, edit, and revise paper before composing the final copy. This is a long term writing assignment in class. Students can also illustrate.

Narrative Writing


Genre Matrix for Fiction - Story StructuresThese are story structures for various plots. These are basic outlines for developing writing in particular genres for fictional writing. Teachers can use these to model the structures for each type of plot. These models need to be demonstrated to the students in contextual formats.

1. Simple Plot (short story)Title/Author Basic Situation

characters setting hint at the conflict point of view

Complications conflicts rising action events

Climax Resolution theme

revealed

2. Complex Plot (novel)Title/Author

Basic Situation complex

characters multiple settings point of view

Complications conflicts parallel episodes subplots rising action & suspense

Climax multiple

climaxes

Resolution multiple

themes revealed

3. Fairy Tale Plot Title/Author

Basic Situation characters setting point of view

Complications conflicts rising action

Climax MAGIC

Resolution theme happily

ever after

4. Trickster Tale Plot Title/Author Basic Situation

characters setting point of view


Climax TRICK

Resolution theme

revealed

5. Pourquoi Tale Plot (Just so…Story) Title/Author Basic Situation



Climax Justificationfor a

State ofBeing

Resolution theme

revealed

6. Legend Plot Title/Author Basic Situation

characters setting (origin/cultural) point of view


Climax Explanationof

Nature(phenomenon)

Resolution theme

revealed

7. Tall Tale Plot Title/Author Basic Situation Complications Climax Exaggerations Resolution


characters setting (origin/cultural) point of view

conflicts rising action

theme revealed

8. Fable Plot Title/Author Basic Situation

characters setting

(origin/cultural) point of view


ClimaxLearn a lessonTeach a moral

Resolution theme

revealed

9. Myth Plot Title/Author Basic Situation

characters setting

(origin/cultural) point of view


Climax Gods/goddesses, heroes/heroines of extraordinary

power face challenges

Resolution theme

revealed

10. Narrative Poetry Plot Title/Author Basic Situation



Climax Verses, rhyme, meter,

rhythm/cadence,

free verse, figurative lang.

Resolution theme

revealed

Narrative Writing


Academic Vocabulary for Writing about Fiction

1 Plot: chain of related events2 Basic situation: the exposition of the plot (introduction of characters, setting, &

conflict) 3 Setting: time and place4 Characterization: protagonist/antagonist - way character traits are revealed in

literature (author’s direct & indirect characterization)5 Complications: events that lead to the rising action of the story6 Climax: the most exciting point in to the story7 Conflict: opposing force or problem faced by character (internal, external)8 Resolution: how story is brought to an end9 Point of view: the vantage point of a story’s narration (1stperson, 3rd person limited,

omniscient)10 Theme: life lessons (author’s message/central idea) inferred in the story11 Literary devices: suspense, foreshadow, back flash, irony, dialect, dialogue, figurative

language, imagery, symbolism, mood, tone, style, allusions12 Genres: type of fiction (fantasy, fairy tales, trickster tale, pourquoi tales, tall tales,

legends, fables, myth, poetry, etc.)


Elementos LiterariosTítulo

Personajes Ambiente

Problema/Conflicto

Eventos más importantes1._________________________________________________________________2. _________________________________________________________________3. _________________________________________________________________4. _________________________________________________________________

Clímax

Resolución

Tema

¿Cómo se representa la cultura en el cuento?


Actividades para los estudiantes que toman 1-2 días

Escribir en mi diario personal

Hacer un libro de nombres opuestos

Escribir notas para dar gracias

Copiar o dictaroraciones

Crear un diagrama

Escribir una carta amistosa

Escribir en mi diario de lectura

Libro alfabético: Tema ________

Crear una poesía con rima

Crear un tablero de un cuento

Hacer mapas Diario personal Diario de amigos Hacer un cartel Escribir para explicar algo


Hacer una reseña de un libro

Crear listas de palabras nuevas

Escribir en m diario de estudio

sobre _______

Crear un tablero para un juego

Describir mis comidas favoritas

Hacer un carta a mi maestra

Crear un poesía de verso libre

Listas de cosas divertidas


Escribir un dialogo para unos

muñequitos


Hacer notas para mandar un mensaje

Escribir una carta a un miembro de mi

familia

Crear un libro alfabético: Tema

________

Practicar mis palabras de la semana, hacer

oraciones

Escribir una notaa mi mejor amigo

Escribir palabras con los sonidos nuevos

que aprendí

Crear un organizador grafico

Hacer un diario de estudio

sobre ________

Actividades para los estudiantes que toman varios días


Hacer un borrador para un cuento

Hacer un álbum de ________ (tema)

Crear un libro de mis cosas favoritas

Observar y escribir acerca de una demostración

Crear una obra de teatro

Cuento: ________

Usar mi organizador grafico para escribir

mis oraciones

Hacer una Investigación

Tema: ___________

Hacer un libro alfabético

Tema: __________

Compartir mi escritura con un

amigo y revisar & redactar

Escribir un relato de mis familiares

Escribir un artículo para el periódico de

la clase

Hacer un ensayo de mis tradiciones

Escribir un cuento con un amigo

Escribir un relato realista

Escribir para explicar algo

Reporte de un libro que leí

Hacer un libro de cognados

Crear un ensayo de una persona

especial

Hacer un relato de mis pasatiempos

favoritos

Hacer un álbum de ________ (tema)

Narraciones personales

Reporte de información:

Tema __________

Crear libros grandes para leer y compartir

Crear un libro de recetas

Escribir una historia con mis palabras

Escribir un relato fantástico

Redactar mis escrituras

Escribir un ensayo de ____________

Escribir de mis mascotas

Libro alfabético: Tema ________


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