Narrative Writing Assessment Plan

Unit Summary:  In this unit of study, students will learn how to use the six traits writing process to complete a writing assignment.  I have written lessons that break this process down into the well-known and researched steps writers should use to complete a writing assignment using the six traits process.  I have assigned a topic that will engage every student in the class based on science project we are working on throughout this nine weeks. I will administer a custom designed pre-assessment to determine students’ prior knowledge of narrative writing and the Six Traits Process. I will use a custom Google Sheets form for daily formative assessments. This form facilitates ease and accuracy of tracking data, and the use of multiple formative assessment methods in each lesson. The post-assessment is the students’ completed essays in a pre-designed narrative writing packet. I will adjust instruction based upon students’ daily progress and performance.

Students will understand how to use the Ideas and Content trait to organize thoughts and ideas for a writing assignment.

Given a brainstorming and main idea graphic organizer, students will group related ideas that support the purpose of the essay. I will know a student has met the objective if the student completes the “brainstorm and organize” graphic organizer with ideas for their narrative essay.

1. Self-grading Google form with 6 questions designed to pre-assess students’ prior knowledge of the concepts and skills needed to use a writing process to complete a Narrative essay.

2. Formative assessment spreadsheet, customized to each day’s lesson plan.  Conditional formatting to create a “red, yellow, green” rating system for each category assessed each day.

3.Progress toward completed packet and final essay post-assessment

1. Students averaged 2.85 out of a possible 6 points. 23 students received a score lower than 68%. One student got 100%.

2. Formative Assessment documentation shows that 80% of students are able to complete independent practice and demonstrate mastery of the goal and objective. Behavior and attention span issues are the primary barriers to success.

3. 82% of students demonstrated mastery of this goal and objective in their final packet and completed essay.

Language Assistance Paraprofessional will be coming in during independent practice to assist ELL students receiving services with mastery of the goals and objectives for the unit. 

Careful grouping of students during partner and group work to minimize disruption to students who are demonstrating mastery and maximize abilities of students with behavioral challenges. 

Students will understand that a personal narrative can be fiction or nonfiction.

Given their completed brainstorming and main idea graphic organizer, students will write a topic sentence and supporting details for their narrative essay.  I will know a student has met the objective if the student completes the Topic Sentence and Supporting Details” graphic organizer providing a sentence that introduces their narrative essay and 3 or more supporting details that expand upon their topic sentence.

1. Self-grading Google form with 6 questions designed to pre-assess students’ prior knowledge of the concepts and skills needed to use a writing process to complete a Narrative essay.

2. Formative assessment spreadsheet, customized to each day’s lesson plan.  Conditional formatting to create a “red, yellow, green” rating system for each category assessed each day.

3.Progress toward completed packet and final essay post-assessment

1. Students averaged 2.85 out of a possible 6 points. 23 students received a score lower than 68%. One student got 100%.

2. Formative assessment shows that 85% of students are able to complete independent practice and demonstrate mastery of the goal and objective. Students are highly engaged with the science topic.

3. 86% of students demonstrated mastery of this goal and objective in their final packet and competed essay.

Continue with ELL paraprofessional support when available. 

Careful attention to peer grouping.

Stronger modeling of desired behaviors.

Students will understand the role of characters in a personal narrative.

Given the graphic organizers students have created in previous lessons in this unit, students will complete a first draft of their narrative essay.  I will know a student has met the objective if the student completes a narrative essay draft that includes their previously written topic sentence and their previously written supporting details organized into sentences and paragraphs.

1. Self-grading Google form with 6 questions designed to pre-assess students’ prior knowledge of the concepts and skills needed to use a writing process to complete a Narrative essay.

2. Formative assessment spreadsheet, customized to each day’s lesson plan.  Conditional formatting to create a “red, yellow, green” rating system for each category assessed each day.

3.Progress toward completed packet and final essay post-assessment

1. Students averaged 2.85 out of a possible 6 points. 23 students received a score lower than 68%. One student got 100%.

2. Formative assessment shows that 88% of students are able to complete independent practice and demonstrate mastery of the goal and objective. Students are demonstrating ability to recall details of our science unit.

3. 88% of students demonstrated mastery of this goal and objective in their final packet and competed essay.

Continue with ELL paraprofessional support when available. 

Add a lesson on subject/verb agreement. This was an emerging concern from the pre-assessment. First drafts show a strong need to skillfully model and guide on this.

Students will understand the role of a topic a sentence and a conclusion in writing a personal narrative.

Given a corrected copy of their first draft narrative essay, students will write their final draft of their narrative essay.  I will know a student has met the objective if the student writes a final version of their first draft essay using proper sentence structure, spelling, punctuation, and capitalization with one error or less for every twenty words in the essay.

1. Self-grading Google form with 6 questions designed to pre-assess students’ prior knowledge of the concepts and skills needed to use a writing process to complete a Narrative essay.

2. Formative assessment spreadsheet, customized to each day’s lesson plan.  Conditional formatting to create a “red, yellow, green” rating system for each category assessed each day.

3.Completed packet and final essay post-assessment

1. Students averaged 2.85 out of a possible 6 points. 23 students received a score lower than 68%. One student got 100%.

2. Formative assessment shows that 75% of students are able to complete independent practice and demonstrate mastery of the goal and objective. Finding the correct spelling of words is a barrier to successful completion of today’s independent practice.  A large percentage of students in this class have weak spelling skills.

3. 85% of students demonstrated mastery of this goal and objective in their final packet and competed essay.

A number of students need additional support in spelling and sentence structure.  Small group intervention during daily work time geared specifically toward spelling resources and attention to sentence and paragraph structure.

Add spelling practice to morning work time. This is not currently being done by the host teacher.  Student spelling grades are very low.