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Narrative Writing for 4th grade

This presentation is to help 4th graders improve their narrative writing skills. Each concept has an explanation and practices. Additional practice will take place in the classroom through partner activities, worksheets,h.w., and writing prompts.

ToNya Kipe

on 6 January 2014

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Transcript of Narrative Writing for 4th grade

Narrative Writing for 4th grade

Tonya Kipe

Narrative Writing
The purpose of narrative writing is to tell a story that
is either real or imagined.
Stop Time
This means you freeze time for 5-10 minutes and use your senses to help tell the story.
Look at your hands.
Use your fingers to remember how many minutes you are writing about. If you use 15 minutes later, 30 minutes later, an hour later, the next day, next week, next month, or next year you have not stopped time.
It is important to plan out your story before you start writing. You want to make sure you describe the moment using all the details. The readers should be able to visualize your story in their head as they read.

Born in Hungary, Istvan Banyai quickly made his mark in the United States after his arrival in 1981, with his striking and innovative illustrations appearing in such publications as Atlantic Monthly, Time,The New Yorker, Playboy, and Rolling Stone. Istvan has crafted cover art for Verve, Sony, and Capital Records, and has created an animated short film for Nickelodeon, MTV Europe, and Jean Michel Jarre. His unique vision found ample room to bloom in children's book ZOOM. This wordless journey through receding perspectives was hailed as one of the best children's books of the year by the New York Times and Publisher's Weekly, and won a National Children's Choice Award based on the judgements of kids themselves. Istvan Banyai lives in New York .

View the picture book "Zoom" by Istavan Banyi to see an example of stopping time.
Stop Watch Planner

Use the stop watch planner to record all the details for your story. Where is the story taking place, who are the characters, when is the story happening what do you hear, smell, touch, taste, and/or see. What is the solution to your problem? How will the story end? Remember to stop time and use only
5-10 minutes of time. It should also
take you less than 10 minutes to
complete it.
Let's Practice
Planning with a

Practice Stopping Time
Use the Stop Watch Planner to describe this scene as if you were the only one around. Just you and nature. Describe what you see, hear, taste, touch, and feel (could be emotions as well).
Try another one
Keep Trying :)
Watch this clip from "A Christmas Story" showing Randy getting ready for school. Use the Stop Watch Planner to stop time.
A word, phrase, sentence, or series of sentences connecting one part of a story to another. A Link is different from a transition because it is closely related to the story. The language of a link is the same as the language from the story.
Examples of Links
A transition to
show order

With the sun setting…
While I waited for my mother…
With Michael jumping out of the car…
A transition of time using weather
As the clouds rolled in…
With the sun shining brightly…
When the rain started to fall…
A transition of time using emotions
With a frown on her face…
As steam came out of his ears…
Laughing loudly…
Just like links on a watch keep it together, links in a story hold it together and make it more interesting. So make sure to use links instead of transition words!
The words first, then, next, last, and finally are boring transition words. Use links to make your writing more interesting!
Let's Practice
Concepts from "Transitions to Writing" by Lincoln Avenue Academy Lakeland, Florida
Links are typically found at the beginning of a sentence.
They can be easily added before a pronoun.
Try to start your links with a word other than “As”.
Practice Using Links
Read the passage and change the boring transition words into links that are specific to the story.
I saw the monster.
I was so scared I was shaking.
I ran to my brother for help in getting away from the monster.
he got out the monster removing kit.
And then,
he put his super secret invention together.
And then,
he pointed it at the monster.
And then,
he pushed the activation button.
the monster fell to the ground.
my brother walked over to the monster.
he checked for a pulse.
he signaled the monster was dead.
I also walked to the monster.
I hugged my brother.
Precise Language
What you “see” vs. a description…

When an author writes a
description it HELPS the
reader visualize the story.

When an author writes
what they see…it is hard
for the reader to
visualize the story.
hat you “see”
A description
Example of an author writing what they see…
The chair sat beside the wall.

In the sentence above….the author tells the reader what they see…however, the words do not help the reader to create a picture in their mind.

Example of an author writing a description…
The wooden rocking chair was pushed against the paneled wall calling for someone to sit in it. Longingly, I walked toward it wanting to be wrapped in its cushioned and welcoming arms.

In the sentence above…the author describes exactly what they are seeing…the words help the reader to create a picture in his or her mind.

Precise Language stands out.
Let's Practice
Practice Precise Language
With a partner, decide if the following sentence is a “seeing” sentence or a “describing” sentence.
A teacher talks to students.
After pointing to the LEQ and reading it, Mrs. Jones explains to the students that good authors uses words that describe nouns or actions to help the reader
visualize what is happening in the story.
A picture hung on the wall.
The new quarterback proudly displayed his new navy blue and dark orange jersey.
The baby lay in the warm water, kicking her tan legs and splashing water everywhere.
There was a couch in the room.
The soft blanket was a deep cream color with a small design of baby blocks and teddy bears.
He placed the can on the table.
Let's Watch a video called "Knock, Knock" by Daniel Beaty. Listen as he uses precise language to describe a special game his dad started with him when he was young boy.
Close your eyes as you listen to two stories. As you listen to the story, create a picture in your mind.

1. As I rode down the road to my final destination, I was thrilled by the magnificent house. It was huge and all around it stood tall trees. I could tell the road was old, and the moon was full and bright in the sky.

2.As I traveled down the road towards my final destination, a shiver went down my spine as the house came into view. The old shutters hung desperately to the windows that they once protected. The wrap-around porch was falling in on itself as the wood was weakened because of years of weathering. The ancient white paint peeled from the wooden boards that once gleamed with bright white color. Trees that surrounded the house were as wide as they were tall. They looked like monsters in the shadows; the moss a torn robe swaying in the light breeze. My buggy bounced harshly down the road which was worn with age. Hitting all of the pot holes, my horse pulled with all of his might to make it safely home. Suddenly, the moon appeared over the roof top. It was full and the light illuminated the house in ire light. As a cloud drifted in front of the moon, I heard a wolf howl in the distance.
Did you visualize this house?
Which story helped you visualize the house the best? How did that story help you more than the other one?
Students eyes should be closed as you read:
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