In fifth grade, students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre.
Book Report (Response to Literature)
We are doing the book report (response to literature) in two phases:
Phase One
We will read From the Mixed-Up Files of Mrs. Basil E. Frankweiler together. The students will be divided into four groups. Each group is writing one part of the book report, either (1) character, (2) plot, (3) author's style & technique, or (4) theme.
I will choose some of these paragraphs that the students have written and put them together to create a couple of sample book reports. I will distribute these samples to the students as models of good writing.
Phase Two
I will set out various books, at different levels, for the students to choose from. The students will read their books, as approved by me, and will then write a book report on that book, following the outline I have already given them.
Students should be reading their book every day, spending about three weeks reading the book carefully and taking notes on character, plot, author's style and technique, and theme.
I will then set a due date for the six paragraph report. The book report should follow the outline and look like the sample book reports on Frankweiler that the students have.
Narrative
Assignment: Write an original narrative of 500 to 700 words. The narrative must have a plot, point of view, setting, and conflict. The narrative must show, rather than tell, the events of the story.
This year, I gave students three papers to help them with their prewriting for their narrative:
- Character (graphic organizer)
- Design a Plot
- Story Plan
The five steps of the writing process are:
- Prewriting
- Drafting
- Revising (which includes evaluating)
- Editing/Proofreading
- Publishing
Students are to use the organizers I give them to help them with their planning as part of their prewriting. They must conference with me before they begin drafting so that I can give them feedback on how they are doing with their story essentials.
Writing Standards
2.1 Write narratives:
a. Establish a plot, point of view, setting, and conflict.
b. Show, rather than tell, the events of the story.
1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.
Plot
Plot is the series of related events that happen in a story. The writer will introduce the characters in a setting and present a conflict for the main character. The main character will try to resolve the conflict, but complications and/or obstacles will occur; this is the rising action. These complications and obstacles build up to the climax, where the character will resolve the conflict. The climax is usually the most exciting event in the story. Will the main character resolve their problem or not? Then the story concludes with the falling action resulting from the climax.
Point of View
The story should have a consistent and reliable narrator. Students should decide who the narrator of their story is and tell the story from their point of view. A first-person narrator who is the main character will tell a very different story than a first-person narrator who is a minor character in the story. Students should choose their narrator very carefully. Many writers use a third-person omniscient narrator who can go anywhere and see anything in order to tell the story. This kind of narrator can present the thoughts of any character, whether the hero or the villain. Finally, the point of view should be consistent in terms of tense. Either tell the story in past tense or present tense, but switching back and forth between the two is confusing to the reader.
Setting
The setting(s) of the story are the places and times where the story takes place. Good writers help the reader visualize a story’s setting by using descriptive language so that the reader can imagine the world of the story. This is a good place to invoke as many of the five senses as seem practical, sight, hearing, touch, taste, and smell, to help the reader visualize what’s happening and where.
Conflict
There are many different conflicts that a main character may have, but they tend to fall into one of three basic categories:
- man vs. nature
- man vs. man
- man vs. self
Showing Rather Than Telling
Show rather than tell. Use language to show us what’s happening in the story. Don’t tell us the main character is thinking. Show us her thoughts. Don’t tell us about a conversation. Show us the conversation between the characters; use dialogue. Use strong words, verbs, adjectives, adverbs, prepositional phrases, etc. to move the story forward. Include details to help the reader picture the story in their mind.
A story should not be all telling or all showing. It should be a combination of the two, with more showing than telling. Trust the reader to get your message without you hitting them over the head with it. They’re smart and will figure things out if you give them enough information; this is why we study inferring. Know that your reader will infer many things if you provide them with enough information; you don’t need to tell them everything.
Grading Rubric
| Standard | 4 | 3 | 2 | 1 |
|---|---|---|---|---|
| Plot | Plot develops an overarching problem and resolution supported by multiple episodes, building to a climax that creates tension. | Plot includes an overarching problem and resolution with multiple episodes, and includes a climax. | Plot includes a problem which may be resolved through multiple episodes. May or may not include a climax. | Plot may not include a problem or resolution with few episodes. |
| Point of view | Establish and maintain a consistent point of view through narrator voice that moves the plot forward. | Establish point of view through narrator voice. There may be minor inconsistencies, but none that interfere with the plot. | Point of view may be unclear or confusing due to inconsistencies in narrator voice. | Point of view unclear or confusing through inconsistent use of narrator voice. |
| Setting | Setting establishes the backdrop for the story within a context of time and place. | Setting is established with details. Time and place are apparent. | Setting is established. Time and place may be apparent. | Setting is mentioned, but time and place may be confusing to the reader. |
| Conflict | Presents, explores, and resolves an interesting conflict for the main character. | Presents, explores, and resolves a basic conflict for the main character. | Presents a conflict which may not be adequately explored or resolved. | Main character does not have a conflict to resolve. |
| Show, rather than tell, the events of the story | Consistently and effectively show the events of the story through vivid, descriptive language that evokes images and expresses sensory details, and through dialogue between characters. | Shows the events of the story through vivid, descriptive language that evokes images and expresses sensory details, and through dialogue between characters. | Sometimes shows the events of the story through descriptive language that evokes images and sensory details, and through dialogue between characters. Sometimes tells events. | Tell the events of the story instead of showing them. |
Research Paper
The third major writing assignment is the research paper. Here is the research paper assignment page. The topics that have already been approved for research are on this page. And to help you do online research, use this page. This timeline of the American Revolution might also be helpful. This page will help you prepare a bibliography for your research paper.
Persuasive Essay
The persuasive essay assignment is the last major writing assignment. Here is the persuasive essay assignment page. You can also see the pre-approved topics that students may write about for this assignment. If students want to write on a different topic, they must have their topic approved by Mr. Walker.
You might also look at this webpage called Use This Sample Basic Essay as a Model, which is part of a very helpful website called Basic Guide to Essay Writing.
"Read, read, read. Read everything — trash, classics, good and bad, and see how they do it. Just like a carpenter who works as an apprentice and studies the master. Read! You'll absorb it. Then write."
~ William Faulkner
