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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 />

19

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