Strategy Book

By: Leonard Oliver

C=Character –Who is in the story? Limit it to two or three.

S=Setting- Where does the story take place?

T= Trouble –What is the story about?

A= Action-What happens because of the trouble? (2 or 3 events).

R-=Resolution-How does the ending bring closure to the actions?

Example cstar.....Characters =David and Sally

King- brother and sister

Setting = In a desert. Dry, over 30° temperature

T rouble= Lost and cannot find a way hone.

Action = - see a mirage-run towards it- find oasis

Resolution =find a camel and ride it. Never play in the desert again.

Paragraph orderThe order of events in a story should follow a STAR format. Paragraph 1 Describe the settingIntroduce the characters. Setup foreshadow..

Parag raph2 Introduce the trouble.

Paragraph3, 4 or moreEach action is the result of the last action

Last Paragraph-Resolution must be connected to events in the story. Character must have learned a lesson.

Example cstar.....C = Jill older sister. Her

brother BradS = old woods. spiders story of ghosts T= they get lost in a place they never have been A –= They look for the river-they fall in they get separatedR –They get rescued and swear never to go again

Gr. 6 Writing Criteria

Content:        5  4  3  2  1  x  2 =   /10•    story communicates a theme or lesson learned by character•    main character vividly described through actions, feelings, dialogues, appearance details•    setting is descriptive (sights, sounds, smells, where, when - morning, afternoon, weather, season); sets a mood•    conflict or problem moves to a climax; helps to communicate lesson learned by character•    writing is creative and holds reader’s interest•    title foreshadows

Organization:    5  4  3  2  1  x  2 =   /10•    introduction grabs reader’s attention, tells what story is about (theme/lesson), and makes reader want to keep reading; dialogue at beginning•    events in logical order•    details and ideas connected to main idea from introduction, to events, climax and ending•    ending makes sense and ties in with beginning; reinforces theme or lesson learned•    middle and ending show changes in details used at the beginning e.g., character appearance, feelings, actions•    appropriate use of paragraphs evident   

    Sent. Structure:    5  4  3  2  1  x 2 =     /5•    sentence complete and effective•    sentences varied - types, lengths, beginnings       

Vocabulary:    5  4  3  2  1  x  2  =   /5•    adjectives creatively describe setting and characters•    verbs exciting and describe character personality

Conventions:    5  4  3  2  1  x  2  =   /5•    spelling correct    •    punctuation accurate (periods, commas, question marks, quotation marks)•    dialogue approp. indented for new speakers•    grammar correct•    capital letters used accurately

TOTAL:                       /35COMMENTS:

R = Reporter name, role of reporter

A = Audience , who are you writing this for.F = Format of paragraphs

1st ParagraphAnswer 5 W’s

who what when where why

2nd paragraphexpand on some w’stell what happened

3rd paragraph relevant info

T = Title extra resources Topic sentence

S= Spoken part-state who said whatSpecific vocabulary

Example RAFTS.....

R= Reporter-Miah Legpains Role- report a lost kittenA= Audience- people living in the Bay Rogers areaF=Format

Paragraph 1 Who-Daisy Chainmail What –Lost her new kitte n

When –Late last night around 12 amWhere-Bay Rogers, Fort TrentonWhy –Kitten wandered off after

being left out for a bathroom breakParagraph 2 Description of the kitten

Description of the area of townCaution that it may have

been pet knappedParagraph 3 Local SPCA NUMBER

Email address to contact DaisyT- Title – Young Girl Heartbroken Over Lost PetTopic Sentence- A young girl cries herself to sleep tonight, her best friend is missing.S- spoken part “I have only had him three days!”cried Daisy cuddling her teddy bear.

Never  use: I, we us, me, my, our, mine, or any 1st person personal pronouns.

Content (thought and detail)   5  4  3  2  1  x  2 =   /10Students organize and develop ideas for a specified purpose and audience.

Content Management   5  4  3  2  1  x  2 =   /10 (using the conventions ofwritten language correctly and effectively)Students communicate clearly and effectively by selecting words and phrases appropriate to theirpurpose. Students demonstrate control of sentencestructure, usage, and mechanics.

TOTAL:                       /20COMMENTS:

Must: 1) show enough to allow interactions amongst characters.

2) stand alone and not be part of a paragraph.

3) begin a new line for every new speaker.4) include who the speaker is of the quote is and how they say it.

5) choose from 3 types

a) Speaker 1st- eg.Billy said as he ate ice cream," I love french fries."

b) Speaker lasteg."I love french fries." Billy said as he scooped more ice cream in a bowl.

c) Speaker in the middleeg."When I am home I get dessert." Billy yelled reaching for seconds on the large table, "Especially french fries which i love."