The goal for this process in the first trimester is for students to produce a narrative that
includes at least two detail sentences in order using temporal words (first, then, etc.).
During the second trimester, students should be able to produce a narrative with two or more
details in order using temporal words and a sense of closure.
By the end of the third trimester, students should be able to produce a narrative with two or
more details in order using temporal words, a beginning sentence, and a sense of closure.
In preparation to write a narrative, start with oral rehearsal the first week of school using any
sequential event (i.e. weekends, recess, summer, school day, etc.) While teaching reading, use
“The Chase” and “Mrs. Goose’s Baby” to model sequence and order using temporal words. Use
the District provided template (student writing page) for Trimester 1 benchmark writing
assessment.
The standards addressed are W3, RL3, L1.1a, L1.1d, L1.2a, L1.2b, and L1.2e.
The lesson below is designed to be used at the end of unit 1.
Prompt
Write about two things you did over the weekend. Be sure to use time order words so that I
know what order you did those things in. You also need to write a beginning sentence and an
ending sentence that completes your paragraph.
Say: Close your eyes and picture yourself doing something this weekend. Think about what
you did first. Then, what did you do next? Let’s have 20 seconds of quiet think time. Open
your eyes. Please repeat after me, “I did two things over the weekend.” Now, Partner A,
using a complete sentence, describe the first thing you did over the weekend. Start your
sentence with, “First, I __________________.” (Provide talk time.)
Now, Partner B, it’s your turn. Using a complete sentence, describe the first thing you did
over the weekend. Start your sentence with, “First, I __________________.” (Provide talk
time.)
If you were to draw a picture to show what you described, what will you draw? Think….
(provide 10 seconds think time). Partner B, tell your partner what things or people you would
put in your drawing to show or represent what you did over the weekend. (Provide talk time.)
Now, Partner A, it’s your turn. Tell your partner what things or people you would put in a
drawing to show or present what you did over the weekend. (Provide talk time.)
Now, Partner A, using a complete sentence, describe a different thing that you did over the
weekend. Start with, “Then, I ___________.” ( Provide talk time.) Now, Partner B, it’s your
turn. Using a complete sentence, describe a different thing that you did over the weekend.
(Provide think time.)
If you were going to draw a picture to show what you described the second time, what would
you draw? Think…. (Provide think time.) Partner B tell your partner what things or people you
would put in a drawing to show you doing second thing over the weekend. (Provide talk
time.) Now, Partner A, it’s your turn, tell your partner what things or people you would put in
a drawing to show you doing a second thing over the weekend. (Provide talk time.)
Ok, please repeat after me, “These are two things I did over the weekend.”
Say: Think about two things that you did over the weekend. Draw a picture in each box of the
two things you did - one thing in each box. You may draw the same things that you talked to
your partner about, or you may choose to draw something else that you did over the
weekend. (Provide 8-10 minutes for students to draw their pictures.)
Say: Now you are going to write about what you did over the weekend. Write a beginning
sentence that tells me what you will be writing about. Write two sentences that describe at
least two things you did over the weekend. Be sure to use time order words so that I know
what order you did those things in. Write an ending sentence that completes your paragraph.