Student Facing Checklist for Narrative Writing, Grades K-10

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Student Facing Checklist for Narrative Writing, Grades K-10DescriptionI conveyed the pressures that are felt bycharacters as well as their hopes and dreams. Irelated their actions to what they want and how theytend to behave. I developed characters that arecomplicated and who change.I used specific details to show a place and itsatmosphere and how it changes or feels to thecharacters.I varied the pacing to increase tension andmanage time.I matched my language and sentence structure to thetone of parts of the story, and to different characters.SpellingPunctuationLanguage ConventionsI used technological and other sources to check thespelling of literary, historical, geographical words.I used punctuation to help me change mood,convey meaning and/ or build tension in my story aswell as develop dialogue and characterization. Ipunctuate complex dialogue accurately.©Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8,by Lucy Calkins and Colleagues (Heinemann, 2013/2014)For distribution only in TCRWP schoolsDRAFT
Student Facing Checklist for Narrative Writing, Grades K-10OverallLeadNarrative ChecklistGrade 9/10StructureI not only created a narrative with characters, tension,change, and an idea/lesson, and made the charactercomplex, I also developed particular perspectives, orpoints of view.The beginning defines a situation, place, atmosphere,sets it within some kind of context, foreshadows theproblem(s), and raises questions about issues, ideas,morals, lessons, and themes. It also introduces aparticular narrative voice and point of view.Yes!StartingToNot YetTransitionsEndingI used transitional phrases to alert my reader tothe passage of time, to connect parts of the story,to imply cause and effect, to raise questions anddoubts, to make allusions (as when, just as, whereby,without realizing, ever afterward)I wrote an ending that develops the meaning and mayact as social commentary.I gave the reader a sense of closure by showingcharacter change, multiple perspectives, or ifproblems are not resolved, there is a sense ofbearing witness.OrganizationI used narrative paragraphs and font changes toclarify dialogue, times change, shifts in the setting ormood, interior dialogue, and for dramatic impact.The narrative structure may include non-linear parts,including shifts in time, parallel narratives, dreamsequences, multiple perspectives - and these areclear.ElaborationDevelopmentI developed the action, dialogue, details, and innerthinking to develop the issue, idea, moral, lesson, ortheme. Details clearly relate to and suggest meaning.They may foreshadow and hint at symbolism.I developed minor as well as central characters as wellas a sense of place.©Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8,by Lucy Calkins and Colleagues (Heinemann, 2013/2014)For distribution only in TCRWP schoolsDRAFT
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Student Facing Checklist for Narrative Writing, Grades K-10

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