For my final project, I wanted to do something for an older set of kids than what I usually do just to see how it feels (it was fun). I remember writing my own personal narrative in 4th grade and really enjoying it, so I decided to create a Google Site all about that. The site has four pages for each step of the process: Brainstorming, Rough Draft, Editing, and Final Draft. I inserted various google docs, youtube videos, images, and used Edpuzzle to edit a video as support and guidance for what to do in each of these steps. I ended up finding some great resources for worksheets that help students plan out what they want to say. Ideally, students would spend one day brainstorming, two or three days writing, two days editing, and one day on the final draft. By then final day, students will have written a complete personal narrative that not only is well sequenced and edited, but that they are proud of too! Here are the standards I am basing the lesson off of:
CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.4.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.4.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)
CCSS.ELA-LITERACY.W.4.6
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.
CCSS.ELA-LITERACY.W.4.10
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.
Featured Image by 200 Degrees from Pixabay
Good job Jess! I really like how many organizers you have to guide your students’ through their drafts! One thing, under your tabs, brainstorming and editing, it is saying we need permission in order to see your google docs items. It looks like the two links that do not work are the self-edit checklist and the brainstorming page.
Thank you Nicole! I think I fixed it 🙂
Jessica great work! This is such a great utilization of Google Sites as a tool, and is something that I can see being something students work through very independently. I also think this could be a great accommodation for those students who may need more time and support working through their writing – if they do not finish in class, they can access all the resources at home and continue working, or work through it at another time during the day. Also major kudos for creating something for a new grade level! Such a great job overall!
This is an awesome lesson! I like how you broke down each aspect of writing the personal narratives! That would be really helpful for students to stay organized and be successful at each step of the writing process. I also like how many different resources you included for the students! Great job!