narrative writing rubric grade 5
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Narrative writing rubric grade 5
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Honors College
- Shelton Woods Ph.D.
Honors 392 Taylor Swift Summer 2024
Professor Shelton Woods
Spring 2024 [email protected] (208) 426-3349 Office Hours: Tue 2:00 p.m. -3:00; Wed. 9:00 a.m. – 10:00; Thurs 8:00 a.m. – 9:00; Friday 9:00 a.m. to 10:00
Make an Appointment HERE
Do a google search for the 1960s group The Beatles, and you will get back about 285 million results. A google search for Bob Dylan will return 89 million results. A google search for Taylor Swift will return 1.2 billion results. Her 2023 The Eras Tour became the first tour in history to surpass $1 billion in revenue, making it the highest-grossing tour of all time.
Obviously, Taylor Swift has made an impact on American culture. This course will examine what is behind her rise in popularity, and how her lyrics may serve as a mirror for many Americans’ worldview. Apart from analyzing her lyrics, life, and popularity, we will go on a writing journey of our own. First, learning how to write concisely and effectively, and then working on our own songs.
A course that includes some writing may not sound interesting. It may (wrongly) take us back to the drudgery of learning grammar. For this reason, we will read engaging material that will make us want to keep reading. The course intends to inspire you to develop your innate abilities and your learned skills.
By the time our class is over you should be able to:
- Identify topics that lead to a discussion
- Write a clear and concise brief essay
- Identify aspects of American culture found in Taylor Swift’s lyrics
- Articulate your worldview that answers life’s biggest questions
- Appreciate the art of writing
WEEK ONE: (January 8)
- Introduction
- Short answers due by Friday January 12th at 12:00 p.m. NOON
WEEK TWO (January 22)
- Taylor, pages 4 – 56; Zinsser, Introduction, chapters 1, 2, 3 (Album: Taylor Swift)
WEEK THREE (January 29)
- Taylor, pages 57-84; Zinsser, Introduction, chapters 4, 5 (Album: Fearless)
- Revised short answers due
WEEK FOUR (February 5)
- Taylor, pages 85-115; Zinsser, chapters 6, 7 (Album: Speak Now)
WEEK FIVE (February 12)
- Taylor, pages 116-151; Zinsser, chapters 8, 9 (Album: Red)
- 300 word essay due
WEEK SIX (February 26)
- Taylor, pages 152-188; Zinsser, Introduction, chapter 10 (Album: 1989)
WEEK SEVEN (March 4)
- Taylor, pages 189-231; Zinsser, chapter 20 (Album: Reputation)
- Revised essay due
WEEK EIGHT (March 11)
- Taylor, pages 232-250; Zinsser, chapter 21
- Album theme due
WEEK NINE (March 25)
- Taylor, pages 250-279; Zinsser, chapter 22 (Album: Lover)
- Lyrics one and two due
WEEK TEN (April 1)
- Taylor, pages 281-301; Zinsser, chapter 23 (Album: Folklore)
- Lyrics three and four due
WEEK ELEVEN (April 8)
- Taylor, pages 302-339; Zinsser, chapter 24 (Album: Evermore)
WEEK TWELVE (April 15)
- Three album reviews; Zinsser, Introduction, chapter 25 (Album: Midnights)
- Revised lyrics due
WEEK THIRTEEN (April 22)
Course success.
This course is rather straight forward–it is about participation, reading carefully, and growth as a writer. The grade breakdown is as follows:
Participation: 15% Essay and Mitchell Assignments: 25% Quizzes: 60%
Participation includes your weekly submission of three questions from the reading that should lead to a group discussion. You will submit these questions on Canvas by noon on the Friday before our Monday class. The questions should be typed in Word, using 12-point font. Participation will also include your oral contributions to the weekly discussions. Every time you do not turn in the three questions, your total participation grade will go down by ten percent.
The grading rubric for grading your written assignments will be based as follows: 95% on style/punctuation/grammar and 5% on content. We will use The Elements of Style and The Chicago Manual of Style as the measure for style/punctuation/grammar.
The quizzes are mostly multiple choice questions that will be on Canvas, so you need a device in class that will connect with Canvas. This is the only time that you will use technology in the classroom. Any use of other technology is not permitted in the class, and texting or being engaged on your phone during class will result in 100 points deducted from you final quiz score.
Apart from our introductory first class, we will only meet twelve times during the semester. Because of this, attendance in our course is paramount. Each unexcused absence will result in losing points for that day, and a subtraction of 150 points from your final quiz score. An excused absence is when you let me know before class that you cannot make it due to illness or something beyond your control (documentation will be helpful if you do miss class). If two assignments are either turned in late or not turned in at all, your final quiz grade will be reduced by 50 points.
Any academic dishonesty/cheating–be it related to our quizzes or plagiarism (including the use of AI)–will result in an F for the course, and probable dismissal from the Honors College, and will also be put in your student record.
“Encyclopedic in its scope, this is the ultimate tribute to the life and music of Taylor Swift. No need for glossy images here, the narrative says it all – a chronological account of her mercurial rise to fame; the stories that inspire the songs; an in-depth look at those much-publicized battles with the media, music industry and fellow artists, and all recounted with well-chosen words from the artist herself and dozens of others who have played a part in her incredible story. Put together, we have the definitive record. If not already a fan, reading this may very well change your opinion. `I really do try to be a nice person…but if you break my heart, hurt my feelings, or are really mean to me, I’m going to write a song about you.'”
“ On Writing Well has been praised for its sound advice, its clarity, and its warmth of style. It is a book for anybody who wants to learn how to write, whether about people or places, science and technology, business, sports, the arts, or about yourself. Its principles and insights have made it a cherished resource for several generations of writers and students.”
“Not since The Elements of Style has there been a guide to writing as well presented and readable as this one. A love and respect for the language is evident on every page.” Library Journal
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COMMENTS
Narrative structure is noticeable, but the reader may have to infer it-sequence of episodes moves logically through time with some gaps. Some appropriate paragraphing. Evidence of coherence may depend on sequence. If present, transitions may be simplistic or even redundant. Structure is attempted, but reader may still have to infer.
L.5.1 L.5.2 (L.5.6) The writing: may have a few minor errors in grammar and usage, however, meaning is clear throughout demonstrates command of the conventions of standard English consistent with effectively edited writing. accurately and skillfully uses general academic and domain-specific words and phrases important for comprehension.
Grade _5_ Six Traits Rubric for Expository Writing Ideas 6 The topic, focus, and details make the essay truly memorable. 5 The essay is informative with a clear focus and specific details. 4 The essay is informative with a clear focus. More specific details are needed. 3 The focus of the essay needs to be clearer, and more specific details are ...
L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). 5th Grade Narrative Writing Rubric (Continued) Construct Measured 3 = Meets
Rubric for Narrative Writing—Fifth Grade Grade 3 (1 POINT) 1.5 PTS Grade 4 (2 POINTS) 2.5 PTS Grade 5 (3 POINTS) 3.5 PTS Grade 6 (4 POINTS) SCORE STRUCTURE Overall The writer told the story bit by bit. Mid-level The writer wrote the important part of an event bit by bit and took out unimportant parts. Mid-level The writer wrote a story of an
Opinion Writing Rubric: Grade 5 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 4 - Advanced 3 - Proficient 2 - Developing 1 - Beginning Reading Comprehension A RI.5.1 W.5.9 Demonstrates a deep understanding of the topic or issue by developing an insight-ful opinion supported by logical ...
Grade 3: Narrative Writing Rubric. Writes narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Note: Descriptors in bold are taken directly from the CCSS for this grade level. Some of the language used in this rubric has been adapted from the SBAC and PAARC rubrics.
Grade 5 Narrative Writing. W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Narrative Writing Checklist: Grade 5 I write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. How is my Narrative writing? Did I write like a fifth grader? YES NO zation Introduction I wrote an engaging beginning and established a setting or situation for my
This rubric can serve as a guideline and then be used for grading by the teacher or in the style of peer review! Twinkl USA 3rd-5th Fifth Grade English Language Arts Writing Text Types Narrative. This Fifth Grade Generic Narrative Essay Rubric is a perfect resource for building and reviewing the writing process when creating a narrative essay!
This Fifth Grade Generic Narrative Essay Rubric is a perfect resource for building and reviewing the writing process when creating a narrative essay! This rubric can serve as a guideline and then be used for grading by the teacher or in the style of peer review! Twinkl USA 3rd-5th Fifth Grade English Language Arts Writing Text Types Narrative.
ENGLISH LANGUAGE ARTS (ELA) WRITING RUBRICS Grade 5 items that are not machine-scored—i.e., constructed-response, extended constructed-response, and extended writing response items—are manually scored using either a holistic rubric or a two-trait rubric. Four-Point Holistic Rubric Genre: Narrative
2. Sample lesson plans- It is intended to be taught over several days- about five 30 minute blocks over 1 week.3. Basic paragraph rubric4. Sample paragraphs 5. A list of 5 topics for practicing how to write their own paragraphsStudents learn- 1. The parts of a paragraph (topic sentence, details, and closing sentence.
Description. I created this writing rubric directly using the 5th Grade Writing Standard, W.3 (Narrative Writing expectations). The majority of the writing rubrics I had searched were mainly multi-grade and very generic. Because the Common Core Writing standards are aligned similarly from grade to grade, this Rubric could be modified so that ...
Narrative Writing - 5th Grade Check Your Beginning Criteria Standard I introduced my characters and/or narrator W.3.3a ... I used words and phrases to compare or contrast ideas and/or events L.5.6 Check Your Effect Rubric Criteria Standard I have words or phrases that will affect my readers L.3.3a
Rubric for Narrative Writing—Fifth Grade Grade 3 (1 POINT) 1.5 PTS Grade 4 (2 POINTS) 2.5 PTS Grade 5 (3 POINTS) 3.5 PTS Grade 6 (4 POINTS) SCORE STRUCTURE Overall The writer told the story bit by bit. Mid-level The writer wrote the important part of an event bit by bit and took out unimportant parts. Mid-level The writer wrote a story of an
PARCC Narrative Writing Rubric, Grades 3-4-5. This rubric contains one (1) student-friendly Prose Constructed Response (PCR) rubrics for narrative writing. Prose Constructed Responses are on-demand writing pieces that are crafted in response to text, or prose. Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation ...
used different kinds of information (e.g., essays, stories, how to sections, multimedia) to teach information. wrote an introduction that captured the reader's interest and ... Fifth Grade Narrative Scoring Rubric . 4 (Exceeds Grade Level) 3 (Meets) 2 (Nearly Meets) 1 (Does Not Meet) Purpose/ W - 3a . W - 4
The se include the four-point holistic rubric used to evaluate narrative writing and the seven-point, ... to help acquaint Georgia students and educators with the traits and criteria used to define the quality of student essay and narrative writing on Georgia Milestones. ... Grade 5 Rubrics; Grade 6 Rubrics ...
grade 5 narrative writing rubric - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or view presentation slides online. Scribd is the world's largest social reading and publishing site.
Grade 9-10 Narrative Writing Rubric DRAFT Writes narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Note: Descriptors in bold are taken directly from the CCSS for this grade level. Some of the language used in this rubric has been adapted from the ...
Writing Rubrics for 2022-23. The Tennessee writing rubrics are designed to score the student responses from the writing portion of the TNReady assessment. Each rubric is aligned to the appropriate grade-level standards in the Writing and Language strands. Though the rubrics are not explicitly designed to be used as instructional resources, the ...
2 Narrative Writing Task AND Passage Set with one text 2 4 SR and 1 PCR (20 points) 4 SR (8 points) NWT: RL standards; vocabulary standards RL.4, L.4, L.5; writing standards W.3-4; conventions standards L.1-2, plus language skills from previous grades; For Reading Set: RL or RI standards and vocabulary standards RL.4, RI.4, L.4, and L.5 3 Reading
This course is rather straight forward-it is about participation, reading carefully, and growth as a writer. The grade breakdown is as follows: Participation: 15% Essay and Mitchell Assignments: 25% Quizzes: 60%. Participation includes your weekly submission of three questions from the reading that should lead to a group discussion.