• considering the differences among genres. 
• relating plot, setting, and characters to own experiences and ideas. 
• considering main character’s point of view. 
• participating in creative interpretations. 
• making inferences and drawing conclusions about characters and events. 
• reflecting on learning, gaining new insights, and identifying areas for further study. 

3.02 Identify and discuss similarities and differences in events and characters within and across selections and support them by referencing the text.
3.03 Use text and own experiences to verify facts, concepts, and ideas.
4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression.
4.03 Share written and oral products in a variety of ways (e.g., author’s chair, book making, publications, discussions, presentations).
4.04 Use planning strategies (with assistance) to generate topics and to organize ideas (e.g., drawing, mapping, discussing, listing).
4.06 Compose a draft that conveys major ideas and maintains focus on the topic by using preliminary plans.
4.07 Compose a variety of fiction, nonfiction, poetry, and drama selections using self-selected topics and forms (e.g., poems, simple narratives, short reports, learning logs, letters, notes, directions, instructions).
4.08 Focus reflection and revision (with assistance) on target elements by:

• clarifying ideas. 
• adding descriptive words and phrases. 
• sequencing events and ideas. 
• combining short, related sentences. 
• strengthening word choice. 

4.09 Produce work that follows the conventions of particular genres (e.g., personal narrative, short report, friendly letter, directions and instructions).
4.10 Explore technology as a tool to create a written product.
Competency Goal 5: The learner will apply grammar and language conventions to
communicate effectively.
Technology
1.1 Identify uses of technology in the community and how it has changed people's lives.
1.3 Recognize the benefits of word processing. 
2.3 Demonstrate proper keyboarding techniques for upper and lower case letters. 
2.4 Retrieve and edit a word processed document.
3.1 Create, save, and print a word processed document. 

Teacher's Lesson Goals/Objectives: The student will go through the prewriting process prior to entering their first draft into the computer. In the computer lab, students will word process, save, print, retrieve and edit their story. 

Materials/Resources Needed: 

Pre Activities: 

1. Teacher reads and class discusses stories about being lost.
2. Students brainstorm settings, characters, conflicts, actions/events and a resolution for their story on a time they were lost. 
3. Students will use the Story Map I to record the different parts/elements of their story. 
4. Students will go over the Story-Writing Plan to help them organize their 3 paragraph paper.
5. Teacher discusses how authors used to compose their books in the past (by hand, typewriters and now computers). 
6. What are the benefits of word processing their work?
7. Explain to students that they will use the computer to create their first draft and final product. 
8. Teacher reminds students they are to use proper keyboarding techniques for upper and lower case letters. 
9. Teacher reviews editing marks and then students complete edit exercise worksheet to check for understanding.

Activities: 

1. Computer Lab: Students will open AppleWorks/ClarisWorks word processing application
2. Students begin their first draft of their 3 paragraph paper on “The Time I got Lost..” 
3. Students check off the Story-Writing Plan as they include each feature.
4. Students save and then print their first draft. 
5. Classroom: Teacher will conduct a writing conference with each student individually using the editing marks. 
6. Computer Lab: Student retrieve their first draft, edit, save and print their final product. (This may take an extra day in the computer lab for second revision). 

Closure: 
Students share their stories with class and post their work in the hall. 

Assessment:  

1. Students will be assessed on their ability to follow the steps of the writing process using a the story map. 
2. Students’ final product will be graded using a scoring rubric for narrative writing. Keep in mind the  North Carolina Analytic Scoring Model: Features of Effective Writing  
   • Focus, 
   • Organization, 
   • Support and Elaboration, 
   • Style, and 
   • Conventions 
     • Sentence Formation, 
     • Usage and 
     • Mechanics 
3. The following technology skills will be graded by observation and check list. Students can successfully create, save, print and retrieve a word processed document.

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