Novel Unit and Narrative Writing: Tales of a Fourth Grade Nothing

Goal:
The goal of this course is for students to understand realistic fiction and its elements as well as personal
and fictional narrative writing through literature, the writing process, and technology.

Objectives:
Students will model responsible digital citizenship.
Students will be able to identify and analyze elements of fiction such as plot, characterization, setting,
point of view, etc.
Students will be able to identify and use figurative language as well as explain how figurative language
lends itself to the overall achievement of a piece of writing.
Students will be able to use technology to respond to literature.
Students will be able to identify both personal and fictional narrative writing.
Students will be able to define both personal and fictional narrative writing.
Students will be able to compare and contrast both personal and fictional writing.
Students will be able to participate in all steps of the writing process to produce narrative writing.
Students will be able to use writing techniques, descriptive language, correct grammar and usage to
produce clear, detailed narrative writing.
Students will be able to use technology to enhance writing, editing, reading, and presentation skills.

Standards:
RL.4.1:
Reading Literature
Key Ideas and Details
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
4-8.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
4-8.W.6.3.a Engage and orient the reader by establishing a context and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and logically.
4-8.W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,
events, and/or characters.
4-8.W.6.3.c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts
from one time frame or setting to another.
4-8.W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey
experiences and events.
4-8.W.6.3.e Provide a conclusion that follows from the narrated experiences or events.

4-8.W.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
4-8.W. 6: Use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three
pages in a single sitting.
4-8.W. 10: Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.

Course Activities:
Students will read Tales of a Fourth Grade Nothing and participate in the online module. Students will
use the online course tool Canvas, which will contain discussion boards, embedded activities, links, and
other elements necessary to the course. Canvas will contain-- but will not be limited to
Interactive notebook
Narrative readings
Notes/Slideshows for viewing
YouTube videos for viewing
Activities for responses to readings including Web 2.0, character analysis activities, graphic organizers
Writing process assignments: pre-writing, drafting, revising, peer-editing, publishing, proofreading

The instructor:
I will respond via email to questions and concerns within 24 hours of the posted question or concern. I
will be available in person each day for face-to-face interaction and to facilitate online learning concerns
as well as after school until 3:00 if needed. I will make necessary modifications and differentiate as
needed.

Student Expectations:
Students are expected to complete assignments by the due date.
Students are expected to make corrections to assignments as suggested by the instructor.
Students are for help as needed.
Students are expected to participate in all assignments to include discussions.
Students are expected to be positive in their communication with their classmates and teachers and be
responsible digital citizens.

Course Evaluation:
The student will be scored using the points system (points earned/points possible). The student can earn
up to 300 points. Rubrics, examples, and instructions will be provided for assignments.

Assignments:
Pretest- 25 points for completion not accuracy
Interactive notebook -- 25 points
10 response activities (quizzes, tickets out the door, and other formative assessments) -- 50 points
5 online discussions -- 25 points (5 points each)
1 narrative essay rough draft- 25 points
1 narrative essay final draft 50 points
1 Peer editing and teacher review sessions -- 25
Final project-- unit multi-media presentation -- 50 points
Post test-- 25 points

Schedule:
Week 1- Chapters 1, 2, 3, and 4; begin narrative essay
Week 2-- Chapters 5, 6, 7, and 8; narrative essay final draft; begin unit presentation layout
Week 3-- Chapters 9 & 10; unit presentation

Resources:
Text: Tales of a Fourth Grade Nothing (school provided)
Computers and tablets (school provided)
School email address
Narrative Writing Unit Tools by Erin Beers and Tales of a Fourth Grade Nothing unit /Teachers Pay
Teachers
Canvas
Microsoft and Google Drive apps
Web 2.0 tools

Expectations:
Students are expected to participate in all activities and use appropriate digital citizenship. Inappropriate
comments, behavior, or lack of academic integrity are not acceptable. Be respectful of others comments,
opinions, and work. Submitted assignments should be grammatically correct, neat, organized, and
individual. Students are expected to read each chapter of the be book and be prepared for coordinating
assignments.

Instructor Support and Feedback:

If you have questions, please email me, and I will respond within 24 hours. Please email
lucas.bbml@gmail.com.

Academic Integrity:
Academic integrity is acting with honesty and integrity in academic endeavors. Violations of academic
integrity include cheating on assignments or evaluations, plagiarizing, assisting others in academic
dishonesty and falsifying or fabricating data. Violations will result in lack of earned grade for this unit and
a report to the student's parents.

Contact Information:

Bethany Lucas

lucas.bbml@gmail.com

Proposal

Audience:
The audience for my PPLM is a class that belongs to Ms. Turner, who is a 5th grade
language arts teacher at my school. I have to "borrow" a class because I am not a
classroom teacher. The unit I will be teaching is a novel united infused with
instructional technology. They are a group of active 5th graders whose interest are
similar to other students in the same demographic. Many come from troubled homes
and most come from poverty. They are interested in using technology but have
difficulty respecting authority. Some come from families that are heavily involved in
gang activity.

Goals:
The novel is Tales of a Fourth Grade Nothing. The novel unit will not only allow
students to focus on ELA Reading/Literacy Standards but also the ISTE Standards
for Students. My goals are for students to become familiar with and utilize
instructional technology as an extension of literature and to master concepts related
to literary elements such as setting, point of view, character, characterization.
Additionally, my other goals are for students to gain an appreciation for fiction and
be able to comprehend the text through textual and audio formats and to respond to
literature in a meaningful, innovative way.
Learner Analysis

General Characteristics
I will be working with the 5th grade students of Ms. Angel Turner. I am a brand new
media specialist (started in late September), so I do not have my own class. I also
have to rely on Ms. Turner to get me information as well as co-plan with me, which
has been a challenge due to her time constraints. This class has twenty-four
students. 98% are African American, 1% white, 1% Hispanic. 95% of the students
are economically disadvantaged. Their reading levels range from third grade to 5th
grade. The students are mostly underachieving with low test scores. There is little
parental involvement and some behavioral concerns.

Entry Competencies:

These students are familiar with fiction literature and the elements of fiction as well
as narrative writing. However, some have not mastered the concepts based on their
previous year’s test scores and some of their benchmark test scores this year. The
novel is a high interest novel for grades 4-6; the reading level is 3.3 (third grade,
third month). They will need to be able to read on a third grade level and have some
computer skills. Students will also take a diagnostic test to determine their
knowledge of the ELA standards we will cover. They should already be familiar with
these standards and concepts. This unit will also serve as partial preparation for the
Georgia Milestones exam.

Learning Styles:
The students use two computer-based programs for reading skills and math skills,
so they are familiar with computers, using computers in an academic setting, and
computer commands.
Because I am not their teacher, I am not familiar with the various learning styles;
however, because I feel that “good teaching” should appeal to all types of learners,
the unit will have activities that appeal to all learning styles. I will collaborate with the
teacher and use the VARK framework to assess their learning styles, however. I
think the students will be quite pleased with the various teaching/learning modalities
because they are not often exposed to variety in the classroom because this is a
failing school, where teachers are overwhelmed by improvement demands,
meetings, and behavioral issues. Using technology to create and collaborate rather
than just as a means to be assessed via passages with multiple choice questions,
will be new and exciting for most of them.

ISTE Standards:
1. Basic Operations and Concepts Students: a. demonstrate a sound understanding
of the nature and operation of technology systems. b. are proficient in the use of
technology.
2. Social, Ethical, and Human Issues Students: a. understand the ethical, cultural,
and societal issues related to technology. b. practice responsible use of technology
systems, information and software. c. develop positive attitudes toward technology
uses that support lifelong learning, collaboration, personal pursuits and productivity.
3. Technology Productivity Tools Students: a. use technology tools to enhance
learning, increase productivity, and promote creativity. b. use productivity tools to
collaborate in constructing technology-enhanced models, preparing publications,
and producing other creative works
4. Technology Communications Tools Students: a. use telecommunications to
collaborate, publish, and interact with peers, experts, and other audiences. b. use a
variety of media and formats to communicate information and ideas effectively to
multiple audiences.

Georgia ELA Standards and Objectives:

Reading Literary RL 5th Grade Georgia Standards of Excellence

Key Ideas and Details

ELAGSE5RL1
Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.

ELAGSE5RL2
Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem
reflects upon a topic; summarize the text.
ELAGSE5RL3
Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact).

Craft and Structure

ELAGSE5RL4
Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes.

ELAGSE5RL6
Describe how a narrator’s or speaker’s point of view influences how events are
described.