Narrative Essay - Scholastic Store
Narrative Essay - Scholastic Store
Narrative Essay - Scholastic Store
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Spell Checker—circles misspelled words and labels them sp .<br />
Sentence Monitor—brackets and labels run-ons, fragments, and sentences<br />
that do not make sense. [ ] R.O. [ ] Frag. [ ] S.S.<br />
Mechanics Person—uses proofreading symbols to show the writer where to<br />
correct capitalization and punctuation.<br />
As the essay drafts are passed from one group member to another, each<br />
person proofreads the paper, checking only the element he or she has have been<br />
assigned. If you choose to have students take a final look at the organization of the<br />
essay, ask partners to exchange papers and use the reproducible General Editing<br />
Checklist for the Five-Paragraph <strong>Essay</strong> (page 27) to review their work. Instruct<br />
the class to use the following symbols to fill in the blanks on the checklist:<br />
✓ = everything is included<br />
✓– = needs work<br />
0 = not there<br />
I always hand out a copy of the General Editing Checklist for students to keep in<br />
their notebooks. Each time we write an essay, I encourage them take out the list<br />
and review it carefully.<br />
Assessment<br />
To assess each student’s completed paper, I use the<br />
Rubric for a Five-Paragraph <strong>Essay</strong> (page 28), an analytic guide<br />
based on the criteria defined by the Pennsylvania Department<br />
of Education: focus, organization, content, usage, and style.<br />
I like this rubric because it is generic enough to use with<br />
most five-paragraph essays.<br />
Although the steps involved in introducing a thoughtful,<br />
well-constructed essay are time-consuming, the end product<br />
is worth the effort. The process outlined here is the most<br />
effective one I have used to date; quite simply, it has improved<br />
the quality and content of my students’ essay writing. I believe<br />
the process works well because of the strategies employed.<br />
Modeling, repetition, practice, peer interaction, graphic<br />
organizers, and color coding are all supported by current<br />
brain research (Jensen, 1998; Sprenger, 1999).<br />
Teacher<br />
Have students bring<br />
in photographs or<br />
draw pictures of the<br />
heroes referred to in<br />
their essays. Create a<br />
bulletin board display<br />
or a Student Heroes<br />
book. Read a few of<br />
the essays out loud on<br />
Back-to-School Night.<br />
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