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The materials use Microsoft Word, provided narrative samples and prompts, and a timed writing routine with save and print procedures. 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Response  \nRationale  \n● To prepare students for the prose constructed response on the NJSLA Narrative Task, they should practice authentic writing experiences modeled on the NJSLA format.  \nGoal  \n● To complete a practice session for the Narrative Task prose constructed response  \nTask Foci  \n●  CCSS W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.  \n●  CCSS W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)  \n●  CCSS W.3.10: 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.  \nObjectives  \n● Students will complete a practice Narrative Task prose constructed response item.  \nMaterials  \n● Computer with Microsoft Word (per student)  \no Note: Since NJSLA is a computer-based test, it would be best if students can practice typing their essays rather than writing them by hand.  \n● Narrative Text handout  \n● Narrative Task Prompt handout  \n● Scrap paper  \nProcedures  \n● Make sure every student has opened a new Word file and is ready to write.  \n● Pass out the sample texts, prompt handouts, and scrap paper.  \n● Tell your students that today they will complete a practice prose constructed response for the Narrative Task.  \nNT Writing Lesson 3: Practice Completing the Prose Constructed Response Page 1  \n© 2023 Inspired Instruction, LLC. All Rights Reserved.  \n● NOTE: If students are handwriting their stories, have them skip lines because they will revise in the next lesson.  \n● “You have 30 minutes to write this story. Ready? Begin.”  \n● Remind class when five minutes remain.  \n● When time ends, have students save and print their work. Collect papers. They will need to return to their saved files or printed copies for Lesson 4.  \n● In closing, ask students for feedback on their test-taking experience.  \nAssessment  \n● Students’ stories should demonstrate their knowledge and application of the following:  \n▪ Addresses the prompt fully (including considerations of characterization, tone, setting, theme, point of view, etc.)  \n▪ Has a clearly developed beginning, middle, and end  \n▪ Has a clearly developed conflict  \n▪ Uses figurative language (simile, metaphor, hyperbole, symbolism, etc.)  \n▪ Establishes and maintains a definite point of view (first-person, third-person)  \nNT Writing Lesson 3: Practice Completing the Prose Constructed Response Page 2  \n© 2023 Inspired Instruction, LLC. All Rights Reserved.  \nfrom “SHELTER”  \nThe Box-Car Children  \nGertrude Chandler Warner  \nWhen Jess opened her eyes it must have been about ten o'clock in the morning. She sat up and looked all around her. She could see dimly the opening where they had come into the woods. She looked around to see that her family was still safely by her. Then she looked up at the sky. At first she thought it must still be night, and then she realized that the darkness was caused by an approaching storm.  \n\"Whatever, whatever shall we do now?\" demanded Jess of the air.  \nShe got up and looked in every direction for shelter. She even walked quite a little way into the woods, and down a hill. And there she stood, not knowing what to do next.  \n\"I shall have to wake Henry up,\" she said at last. \"Only how I hate to!\"  \nAs she spoke she glanced into the forest, and her feet felt as if they were nailed to the ground. She could not stir. Faintly outlined among the trees, Jess saw an old freight or box car. Her first thought was one of fear; her second, hope for shelter. As she thought of shelter, her feet moved, and she stumbled toward it.  \nIt really was a fr","cbCainddWmCyQDSE","https://ap.wps.com/l/cbCainddWmCyQDSE","pdf",224241,"English","# Rationale\n# Goal\n# Task Foci\n## CCSS W.3.3\n## CCSS W.3.4\n## CCSS W.3.10\n# Objectives\n# Materials\n# Procedures\n# Assessment","[{\"question\":\"What is the purpose of Lesson 3 in the NJSLA Narrative Task unit?\",\"answer\":\"Lesson 3 helps students prepare for the prose constructed response by practicing authentic narrative writing experiences modeled on the NJSLA format.\"},{\"question\":\"Which standards does the lesson target for Grade 3 narrative writing?\",\"answer\":\"The lesson targets CCSS W.3.3 for narratives with effective technique and clear event sequences, CCSS W.3.4 for appropriate development and organization with support, and CCSS W.3.10 for writing routinely across different time frames.\"},{\"question\":\"What should students demonstrate in their completed practice narrative?\",\"answer\":\"Students should fully address the prompt, include a clearly developed beginning, middle, and end, develop a conflict, use figurative language, and establish and maintain a definite point of view.\"}]","NJSLA Narrative Task - Grade 3 Writing - Lesson 3 - Practice Completing the Prose Constructed Response | PDF",1790806127,15]