Writing and Publishing an eBook

Description:

Students in the fourth grade will write a short story using first-person narrative form. Using Google Docs to draft their story, students will then take the rough draft and copy it into Storyjumper, an eBook publisher. A link to the eBook will be shared on the classroom blog for family and friends to enjoy.

Tools:

Graphic organizer Google Docs Storyjumper

Lesson Title:

First-Person Narrative

Lesson Goal:

Students will write and publish an eBook, with at least eight pages, in first-person narrative form using technology in the classroom.

Content Area and Grade or Age Level of Students:

English/Language Arts/4th Grade

Objectives:

Students will be able to:

Identify the characteristics of a first-person narrative Compose a short story using the elements associated with a first-person

narrative Demonstrate the stages of the writing process Participate in peer reviews Discuss outcomes of peer reviews Produce and publish an Book using technology

Standards Addressed:

W.4.3 – Write narratives to develop real or imagined experiences o events using effective technique, descriptive details, and clear event sequences.

o W.4.3.a – Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

o W.4.3.b – Use dialogue and description to develop experiences and events or show the responses of characters to situations.

o W.4.3.c – Use a variety of transitional words and phrases to manage the sequence of events.

o W.4.3.d – Use concrete words and phrases and sensory details to convey experiences and events precisely.

o W.4.3.e – Provide a conclusion that follows from the narrate experiences or events.

W.4.4. – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.4.5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W.4.5.6 – With some guidance and support from adults, 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 one page in a single sitting.

Lesson Idea:

Day One – Set the Stage

1. Lead a discussion using a variety of genres such as fiction, non-fiction, fantasy, or science-fiction, focusing on the traits of a first-person narrative. Provide an example of each genre so students have examples to compare the differences.

2. Share “Ranger, My Story” with the students as an example of what they will be creating.

Day Two – Develop Story Elements

1. Review the story elements of setting, plot, characters, conflict, and resolution. Remind students that they will be writing a story in the first- person so that they will be one of the main characters.

2. Have students think of a story they could tell using a first-person narrative. Encourage students to tell the story from the perspective of an animal, plant, building, bike, or a toy, etc.

3. Use the following graphic organizer to help students organize their ideas for the narrative:

BeginningWhat personal story are you

telling:

MiddleWhat are the key developments in

your story?

EndClose the writing.

What message/idea do

you want to convey?

Magic THREES: Identify three key

points in the story.

Make each point come to life with details, sensory language, and

dialogue.

Go for an ending that clarifies your

message and gets noticed.

4. Remind students to include the following in their story:

a. Use the first-person point of viewb. Tell the story in chronological orderc. Share why an event or detail is significantd. Include thoughts and feelingse. Describe the setting in detailf. Describe the people involved in the story

Day Three – Peer Review of Story Elements

1. Divide class into groups of three students for peer review. Each student will share their graphic organizer with their group. The group will provide feedback on story elements with both complements and suggestions.

2. After small group discussions, have students ask each other one or two questions that must be answered from the perspective of the first-person in the story. Try to make the questions ones that will help develop or clarify story elements

Day Four – Draft eBook

1. Using the completed graphic organizer and Google Docs, direct students to write the narrative story. Remind students to focus on details. The eBook will consist of at least 8 pages of text.

2. Introduce students to Storyjumper providing them with instructions on how to use the application.

3. Using the rough draft from Google Docs, students will copy and paste their story into Storyjumper. The story will be illustrated using the images available on Storyjumper. Remind students to use only their fist name as the author.

Day Five – Peer Review of eBook

1. Divide students into groups of two and have them peer review one another’s e-book one last time before publication.

2. Make corrections as necessary, remembering to use proper grammar, punctuation, spelling, and capitalization.

3. Publish e-book to classroom blog using a link to the book title.

Assessment

Students will be assessed using the following rubric:

4 3 2 1

Ideas

The writer tells about an interesting experience. Great details are used.

The writer tells about an interesting experience. More details are needed.

The writer needs to focus on one experience. Some details do not relate to the story.

The writer needs to focus on one experience. Details are needed.

Organization

The narrative is well organized. Transitions are used well.

The narrative is well organized. Most of the transitions are helpful.

The order of events needs to be corrected. More helpful transitions are needed.

The beginning, middle, and ending all run together. The order is unclear.

Voice

The writer's voice sounds natural and creates interest in the story.

The writer's voice creates interest in the story.

The writer's voice can be heard.

The writer's voice is weak.

Word Choice

Strong nouns, verbs, and modifiers create clear, vivid pictures.

Modifiers are used. Stronger nouns and verbs would create clearer pictures.

Strong nouns, verbs, and modifiers are needed to create clear pictures.

Many general and overused words do not help the reader "see" the story.

Sentence Fluency

The sentences show variety and are easy to read and understand.

The sentences are varied, but some could flow more smoothly.

A better variety of sentences is needed. sentences do not read smoothly.

Incomplete and/or short sentences interrupt the flow of the story.

Conventions

The narrative has very few errors in spelling, punctuation, or grammar.

Some errors in spelling, punctuation, or grammar exist.

A number of errors could confuse the reader.

Many errors make the narrative hard to read.

References:

Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The core six essential strategies for achieving excellence with the common core. pp. 58-59. Alexandria, VA: ASCD.