Writing a Narrative by Mrs. Brumfield
TEACHER: by Mrs. Brumfield
THEME: School Spirit
LESSON TITLE:
A Package For Mrs. Jewls
SUBJECT: Writing a Narrative
T-50-52
Standards: W.5.3.a,b,c,d,e,W.5.4.8
Unit Essential Question:
How do we write a narrative piece?
Essential Questions:
What are the components of a personal narrative?
How do we brainstorm ideas for a personal narrative?
How do we organize ideas using a 4-Square graphic organizer?
How do we write a rough draft of a narrative?
How do we edit and revise a narrative?
Activating Strategies:
DAY 1 Assessment Prompt: What are the components of a personal narrative?
AP #1 Using the Story map presented in class, Students will Turn and Tell to review
the elements of a narrative: setting, characters, problem, events to solving a
problem, climax, turning point, and resolution. A moral may be a great way to end the
story!
DAY 2 Assessment Prompt: How do we brainstorm ideas for a personal narrative?
AP #5: Students will review the components of a narrative using projectable 1.9,
and practice and apply as a whole group.
Day 3: Assessment Prompt: How do we organize ideas using a 4-Square graphic
organizer?
AP #10: Using the Smart Board Notebook, display the teacher model four-square
graphic organizer of the narrative.
Day 4: Assessment Prompt: How do we write a rough draft of a narrative?
AP #12: Using the Smart Board Notebook, the teacher will model how to use the 4Square graphic organizer to create the first paragraph skipping lines between
writing, using one sheet for each paragraph.
Day 5: Assessment Prompt: How do we revise a narrative?
AP #14: TE:50 Introduce the focus trait: ideas- adding vivid details as students
make connections to the text adding vivid details using Practice Book 12.
Day 6: Assessment Prompt: How do we revise a narrative?
AP #17: Using Smart Board notebook, reread the teacher model hook/introductory
paragraph and discuss the positive elements.
Day 7: Assessment Prompt: How do we revise a narrative?
AP #21: Using TE 53 Distribute a hard copy and read the student model on student
page 41. Using Projectable 1.11, work with students to revise the student model.
Day 8: Assessment Prompt: How do we revise a narrative?
AP #24: Reread the conclusion paragraph of the teacher model.
Key Vocabulary to preview:
Narrative, details, plot, hook, events
Graphic Organizer:
Day 3- projectable 1.10 or 4-Square graphic organizer
Teaching Strategies & Instruction:
Day 1: Teaching Strategies:
AP #2: Using my Smart Board Notebook slideshow, introduce the teacher model
(“Kung Fu Queen”) for writing a personal narrative writing piece as students will
identify the hook, a beginning, middle, end, and a conclusion.
AP #3: Teacher model how to generate/brainstorm ideas for their personal
narratives using a web. Using the Smart Board, present the slide with suggestions
for topic ideas.
Day 2 Teaching Strategies:
AP #6 Using the Smart Board, the teacher will model how to create a web for their
chosen topic. Important_About_You_microsoft_slideshow.ppt
AP #7 Students will create a web of story ideas for the topic they starred in the
last lesson.
AP #8 Using the Smart Board Notebook slideshow, the teacher model how to
complete a four-square graphic organizer, (including subheadings of the topic and
indicating beginning, middle, and end, and paragraph numbers [PP2, PP3, PP4]) using
the Smart Board Notebook. Since it is a narrative, postpone teaching a hook until
students have generated ideas for the story plot.
Day 3 Teaching Strategies:
AP #11: Students will continue to complete the four-square graphic organizers as
the teacher holds conferences to check the first paragraph ideas on the foursquare graphic organizer.
Differentiate: Fast finishers may begin rough drafts of the first paragraph skipping
lines between writing, using one sheet for each paragraph.
Day 4 Teaching Strategies:
AP #12: Students will use the 4-Square graphic organizer to create the first draft
of the beginning paragraph of their stories, skipping lines between writing, and using
one sheet for each paragraph.
Differentiate: Students will peer edit first paragraphs while
the teacher holds individual conferences to check the peer edited first paragraphs
of student stories making suggestions and editing.
Day 5: Teaching Strategies:
AP #15: Students will use the 4-Square graphic organizer to create the first draft
of the middle and end paragraphs of their stories, skipping lines between writing,
and using one sheet for each paragraph.
AP #16: Students will peer edit the middle and end paragraphs while the teacher
holds individual conferences to check the peer edited middle and end paragraphs of
student stories making suggestions and editing.
Day 6:Teaching Strategies:
AP #18: Show the Hook presentation portion of the Smart Board Notebook
slideshow teaching many strategies for beginning a story.
AP #19: Students will find three different types of hooks using trade books in the
class library and using a sticky-tab, will write the types of hook on the sticky tab
and share them with a friend.
Day 7: Teaching Strategies:
AP #22: Using the writing traits checklist on student book page 40 and suggestions
and editing marks from the teacher conferences, students will revise their story
independently and rewrite their stories.
Day 8: Teaching Strategies:
AP #25: Students will create a conclusion paragraph for their stories.
Summarizing Strategies:
Day 1: AP #4: Students will create a web to record topic ideas for a personal
narrative. Students will put a star over the idea that is most interesting and can be
developed into a full story and share the web with a partner.
Day 2: AP #9 Students will begin filling out the four-square graphic organizer for
the beginning, middle, and end of their stories as the teacher conferences with
individual students to check their story idea webs (use checklist to keep track).
Day 3: AP #11 Students will continue to complete the four-square graphic
organizers as the teacher holds conferences to check the first paragraph ideas on
the four-square graphic organizer.
Differentiate: Fast finishers may begin rough drafts of the first paragraph skipping
lines between writing, using one sheet for each paragraph.
Day 4: AP #13: Students will peer edit first paragraphs while
the teacher holds individual conferences to check the peer edited first paragraphs
of student stories making suggestions and editing.
Day 5: AP #16: Students will peer edit the middle and end paragraphs while the
teacher holds individual conferences to check the peer edited middle and end
paragraphs of student stories making suggestions and editing.
Day 6: AP #20: Students will write hooks for their stories. Students will peer edit
and then conference with the teacher.
Day 7:
AP #23 Students will revise their story independently and rewrite their paragraphs.
Day 8:
AP #26: Students will create a conclusion paragraph for their stories, peer edit,
conference with the teacher and write the final draft.
Day 8: Extending and Refining: Writing a fictional narrative on demand:
LEQ: Assessment Prompt: How do we write a fictional narrative piece?
AP#27: Students will independently write a narrative on demand piece to practice
for the PSSA test without teacher support:
Prompt: Create a fictional narrative story about a group of children who do
something to make their school or community a better place. a problem in your
community.
ACTIVATING STRATEGY: USING THE SMART BOARD OR AN OVERHEAD, DISPLAY THE STUDENT EXAMPLE
NARRATIVE AND SLIDESHOW TO REMIND STUDENTS OF THE COMPONENTS OF A FICTIONAL NARRATIVE: A
BEGINNING, MIDDLE, END, CHARACTERS, SETTING, PROBLEM, EVENTS TO SOLVING THE PROBLEM, AND
SOLUTION.
TEACHING STRATEGY: REMIND STUDENTS TO BRAINSTORM IDEAS TO CHOOSE FROM, MAKE A CHOICE, USE A
WEB TO BRAINSTORM EVENTS, USE A FOUR-SQUARE GRAPHIC ORGANIZER TO RECORD A HOOK, A BEGINNING,
MIDDLE, AND END TO THE STORY, WRITE A ROUGH DRAFT, EDIT AND REVISE, AND WRITE A FINAL COPY.
Summarizing: Students will complete all components of the process to write a
fictional narrative to the above prompt.