Outline for Daily Lesson Plan
Date: 11/2/10
Objective(s) for today’s lesson:
1. Students will recognize the purpose and audiences of a personal narrative
Rationale:
To introduce what a personal narrative is and explain purpose and audience.
Materials & supplies needed:
 Story Town books (teacher and students)
Procedures and approximate time allocated for each event
Introduction to the lesson
 The purpose of this lesson is to explain what a personal
narrative is and the parts it has (beginning, middle, end).
Also to discuss purpose and audience in a writing piece.
 Personal narratives are any story we tell about things we
have done. When you tell your friends about your day or
write in your, Over the Weekend folders, you are telling
a personal narrative.
 Knowing the parts of a personal narrative is important
when telling a story. They all must have a beginning,
middle, and an end.
 5 minutes
OUTLINE of key events during the lesson
 First:
o Put page 72 of Write Source on the document
camera. Read aloud this page which describes
what a personal narrative is about.
o Call on one student and ask what they did after
school yesterday. Tell students that was a
personal narrative. So and so told a story about
something that happened to them.
o Personal narratives have to have a beginning,
middle, and end. What happened at the
beginning of __’s story? Then what? Now what
happened at the end?
o Sometimes writers make up a narrative but other
times they tell a true story. Which one they
choose depends on 2 things: the author’s purpose
and the author’s audience.
Academic, Social and
Linguistic Support during
each event
 This lesson is mostly
based on listening so I will
just make sure to visually
make sure all students are
on track. If they seem
distracted make sure to
pull them in by asking
them a question or
generally reminding the
entire class to pay
attention.


o Who thinks they know what purpose means?
Purpose is why they are writing. In this case they
are writing to tell a story that happened.
o What about audience? Who know what audience
is? Whenever we write, we are writing for
someone yourself, teachers, friends, family
members and so on.
o We are now going to have a read aloud that will
give us an example of a personal narrative.
Next:
o Call tables to sit down on the carpet.
o Read aloud with “The Relatives Came”
 This book is an example of a personal
narrative. It has a beginning, middle, and
end.
 What are some things that happened at
the beginning? Middle? End?
 What was the purpose of this book? To
tell people about this event
 Who was the audience? Us
20 minutes
Closing summary for the lesson
 So class again, who can tell me what a personal
narrative is? It is a true story about something that
happened to the writer.
 What does every personal narrative have? Beginning,
middle, and end
 What is the purpose of a narrative? To tell a story
 Who is the audience? Themselves, friends, classmates,
teacher
 Over the next few days we will be brainstorming ideas
to begin writing our own personal narratives. Our topic
will be parties so start thinking about an experience you
had with some kind of party, which you may want to
write about.
Transition to next learning activity
 Please go back to your seats now and sit quietly until the
next direction is given.
5 minutes
Assessment How will I gauge the students’ learning as I Academic, Social, and
implement the lesson plan and once the lesson is completed? Linguistic Support during
Specifically, what will I look for? How will I use what I am assessment
learning to inform my next steps?)

I will assess understanding of a personal narrative by
the answers to the questions asked about the narrative
example and the closing questions.


Ask these students if they
agree with the answers
given about the parts of a
narrative.
Make sure to at least ask
one comprehension
question to one of these
lower students.
Outline for Daily Lesson Plan
Date: 11/3/10
Objective(s) for today’s lesson:
2. Students will generate and select ideas for a topic
3. Students will apply organizational strategies to writing a personal narrative
Rationale:
Being able to brainstorm and create word webs will be very important throughout students’
school careers. They will need to do this throughout standardized tests and any other school and
business writing.
Materials & supplies needed:
 Writing journals
 Document camera to display the ideas I write down, generated by the students
Procedures and approximate time allocated for each event
Introduction to the lesson
 The purpose of this lesson is to generate ideas for what
we want to write our personal narratives about. We will
do this as a class and you will select your own personal
event to write about. This lesson will also help us to
brainstorm ideas about our writing topic that we will
then turn into sentences for our piece of writing.
 “Remember when we wrote our School Days writing
piece and we brainstormed ideas using a web. We will
do that again but this time about the idea you have
selected to write about.”
 This time our topic will be about a party that you have
Academic, Social and
Linguistic Support during
each event
 I have 3 students in my
class that have very little
English language and
these students go to a
resource room during
language arts time,
therefore, I will not have
to make accommodations
for them for this lesson.
 I have 1 very, very low
student that can not write


been to. Think about all the parties you have been to.
What type of party was it? What happened before,
throughout, and after the party? What did you like about
the party? How did you feel?
I will motivate them by explaining that they will use
brainstorming and creating webs throughout school and
their lives to organize their ideas.
5 minutes
OUTLINE of key events during the lesson
 First:
o Have supply person from each table get writing
journals for their table; pass them out to each
student.
o We are going to brainstorm ideas for our
narrative writing pieces. Our overall topic is
going to be parties. Obviously we haven’t all
been to the same parties so let’s think of different
kinds of parties we have been to.
o Raise your hand if you have an idea and I will
write it on my list. Please copy down this list
onto your papers also.
o What other ideas do we have? Holiday parties
(Christmas, Eiid, easter, Halloween,
thanksgiving, new years, mothers/fathers day),
Birthday parties, Classroom parties, engagement,
wedding, baby shower, etc…
o Does anyone want to share a little bit about one
of the parties they have been to? Remember
these are proud topics we have just brainstormed,
when you write your narrative it will be about
one specific party you went to.
o Take 5 minutes to brainstorm any more ideas and
select the party that you would like to write
about. Circle this idea on your list.
o Have 3 children share what party experience they
selected.
 Next:
o Now that we all have selected a topic we will
brainstorm ideas about that topic that we might
want to write about.
o I will model selecting “My 7th birthday party” as
a topic.
o Have students make a circle in the middle of the
paper and write their topic inside of it. (Teacher
models this with “My 7th birthday party”)
words but is still focusing
on clearly writing letters.
For this student I will have
her select a party topic,
telling me verbally and
draw a detailed picture
about this topic. This will
help her to think about the
things that happened at
this party and will serve as
her word web. If she
wants to/can she can label
parts of her picture.


o Draw a line out of the circle and write “ate
birthday cake”. What detail could I have added
to this idea? Type of cake. Revise to say ate
chocolate birthday cake. Have students write
down one idea onto their web. Have 2 students
share
o Continue this series of teacher adding on and
then having students add on for 2 more ideas,
then have students work independently to add
more ideas onto their web.
If needed remind them that during independent work
time we are quietly thinking of our own ideas. If they
need help they can raise their hand and a teacher will
come around.
25 minutes
Closing summary for the lesson
 Have students share some of the ideas that they have
brainstormed on their word web by turning to a partner
and sharing with them. Have each student suggest 1
more idea that their partner could write about or detail
they could add. Come around and listen to some ideas
be shared from each group to see if the ideas connect
with their main party topic and if they have enough
ideas.
 Tell students to continue thinking about this event and
ideas that they will want to discuss. “Continue thinking
about this event and what you want to write about.
Tomorrow we will put these ideas into a time line of
beginning, middle, and end, to further organize the
sequence of the parties’ events. Feel free to add onto
these webs if you have any free time throughout the
day”
 (7 minutes)
Transition to next learning activity
 Supply people please collect and put away the writing
folders, the rest of you sit quietly until the next direction
is given.
Assessment
Academic, Social, and
 While students are brainstorming for their webs and when Linguistic Support during
they are sharing with their partners, I will be walking assessment
around and seeing if they are generating ideas about their
 I will ask my low student
overall party topic and if they have enough ideas to write a
to explain to me what her
narrative about. If not encourage them to pick a topic
picture tells me about the
where they may have more information to talk about. I will
see the amount and types of ideas they have brainstormed
to decide how long I will want their personal narrative to
be.
party. I will write some
of these words down
under her picture.
Outline for Daily Lesson Plan
Date: 11/4/10
Objective(s) for today’s lesson:
3. Students will apply organizational strategies to writing a personal narrative
Rationale:
The definition of a narrative is having a beginning, middle, and end so it is important for
students to be able to put ideas into chronological order before writing a narrative piece.
Materials & supplies needed:
 Time line overhead
 Time line worksheet
 Writing notebooks
 Write Source books
 Crayons (red, green, blue)
Procedures and approximate time allocated for each event
Academic, Social and
Linguistic Support during
Introduction to the lesson
each event
 The purpose of this lesson is to organize and expand on  For my lowest student I
some of the ideas we generated in our word web by
will adjust this by having
creating sentences and putting them into order that they
her continue to add onto
happened.
her picture from yesterday
with more details and to
 This connects to yesterday’s lesson because we are
continue to tell me what it
taking the ideas we came up with yesterday and putting
is about so that I can add
them into order from which happened first to last.
some words for her
 Time lines are created in many contexts such as our

For another pretty low
social studies books.
student I will come by and
 Events in stories happen in a specific order which can be
ask him to tell me what
laid out using a timeline.
happened or read me his
 5 minutes
word web. I will number
for him the order and have
OUTLINE of key events during the lesson
him copy them in this
First activity:
order.
o Have supply person get writers notebooks and a
o
o
o
o
o
o
pack of crayons for their table. Have table

captain get a Write Source book for each student
at their table. Open notebooks to work from
yesterday and open text to page 85.
Introduce what a time line is by having students
open Write Source to pg 85. Have them read
together this page and model doing this on the
overhead time line copy, using the ideas from the
teacher created word web from the previous day.
Have students help me by asking which idea they
think would come first, and so on.
Have students look at their webs and number
their ideas with 1 being it happened first and the
largest number happened last.
Have students transfer these numbered ideas in
order starting with 1 onto their time line w/s.
Add lines if needed. Should have at least 6 ideas
written down, encourage better writers to have at
least 9. “Ok find the idea with the number 1
write this idea as a sentence in the top line of the
time line.” Repeat.
With a green crayon have them circle the 3-4
ideas on their time line that happened at the
beginning. Repeat this with red for the middle,
and blue for the end. Model this first by circling
your beginning, middle, and end ideas.
Remind students to work independently to write
out the timelines because they are our own ideas
and no one knows yet what your story is about.
Tell students to stay quiet and raise their hands
with questions.
25 minutes
Closing summary for the lesson
 “Now that we have time lines we are another step closer
to being able to write our personal narratives. We will be
using these time lines tomorrow when we will create a
different graphic organizer that shows beginning,
middle, and end, similar to the one we read about in our
books on Tuesday.”
 I will look over these time lines to make sure that
students have gathered enough details and arranged
them in the correct time order.
• Transition to next learning activity
 Once this is completed have students return the supplies.
Encourage higher students
to strive for 9 events that
happened at this party.
Could pose this as a
challenge to entire class
but make sure to tell those
students that you expect
this from.
Supply person – writer’s notebooks and crayons, Table
captain – books and turn time lines into teacher.
 Have students sit quietly and wait for the next direction.
(5 minutes)
Assessment
 I will look over the time lines to make sure that
students have gathered enough details and arranged
them in the correct time order.
 Also I will keep a running record of how well students
understood the days task by filling in a checklist
(worked independently, needed teacher help, needed
reteaching, had no clue)
Academic, Social, and
Linguistic Support during
assessment


Write more detailed notes
then just checking the
appropriate box on the
running record, to get a
better feel for what she
accomplished today.
Make sure she has added
something onto her
picture.
Outline for Daily Lesson Plan
Date: 11/5/10
Objective(s) for today’s lesson:
3. Students will apply organizational strategies to writing a personal narrative
4. Students will write an effective beginning
5. Students will use transition words while drafting a beginning, a middle, and an end
Rationale:
Personal narratives must have a beginning, middle, and end. By putting the ideas from the time
line into a beginning, middle, end graphic organizer, students will be able to see their personal
narratives key parts. It is also important to teach students to create an effective beginning, to
catch the audiences’ attention. This will be a skill that will be used in all of their future writing.
Materials & supplies needed:
 Time line worksheet
 Graphic organizer
 Write Source books
Procedures and approximate time allocated for each event
Introduction to the lesson:
 The purpose of this lesson is to organize the time line
into a beginning, middle, and end so it is clear to
students. Also to create effective beginnings to draw the
reader in.
Academic, Social and
Linguistic Support during
each event
 When writing the effective
beginning, make sure to
go to the lower students to
make sure they understand




This connects to yesterday’s lesson because we are
going to take the ideas we put in time order and put
them into a beginning middle and end.
“Remember one of the key ideas about a personal
narrative is that it has a beginning, middle, and end. We
will also want to create a catchy beginning sentence that
draws the reader in. Remember when we did this in our
other writing piece at the beginning of the year?”
People use graphic organizers all the time such as lists,
and time lines. This will help us to organize our ideas to
make it easier to start writing.
5 minutes
OUTLINE of key events during the lesson
 First:
o Have supply person from each table get Write
Source books for their table; pass them out to
each student. Teacher will pass out time lines
from yesterday and a graphic organizer.
o Please open your books to page 86.
o When we write we need our first sentence or two
to really draw the reader in. Remember we need
to “pull” the reader in. We are going to read
about a few ways writers do this.
o Chorally read page 86
o Let’s focus this time on the 1st idea of using a
question to draw the reader in. For my story
about my 7th birthday party I could ask, “Have
you ever had a birthday party at the beach?”.
Then I would respond to my question for the
next sentence. “Well I did, on my 7th birthday.”
This question gets the audience interested in
what your story will be about and sounds better
then, “I had my 7th birthday party at a beach.”.
o Have 2 students give examples or questions they
could use to start off their personal narrative.
o Have students independently write down an
effective beginning on the line of the graphic
organizer that says topic sentences. Walk around
and make sure all students are able to do this.
 Next:
o We are now going to transfer our ideas from the
time line to our new beginning, middle, and end
graphic organizer. You can see that they are
color coded so you know what ideas go into each
box. The green for the beginning section, red for


how to use a question as
an effective beginning.
Have them tell you their
question before they write
it down.
Write down transition
words onto the lower
student’s papers already
so they can just copy
directly from their time
line.
Have lowest student begin
thinking of a specific party
idea and things that
happened throughout this
party. She will begin to
draw her beginning, for
her personal narrative.

the middle section, and blue for the end section.
o We want to try and use transition words so that
we know things happened in a specific order.
Look on the cards taped to the front board. There
are many ideas of transition words to use. Things
like first, second, third, next, now, after, and last.
Look at page 96 for more examples of transition
words.
o Model this task
o Have students work independently to copy ideas
onto graphic organizer using transition words.
o Remind students to stay quiet and raise their
hands with questions.
25 minutes
Closing summary for the lesson
 Have students read over their graphic organizer to make
sure they are happy with the order when finished.
 We will be using these graphic organizers the next time
we write to make it easier for us to create paragraphs.
Look at all the sentences you have already, you are well
on your way to having a very good personal narrative.
Who thinks this has helped them to organize their ideas?
Good writers use many organizational strategies to help
them.
 Next time we will add some details to our beginning and
have some time to edit what you wrote.
Transition to next learning activity
 Supply people please collect and put away the Write
Source books, while I come around and collect the
graphic organizers. The rest of you sit quietly until the
next direction is given.
5 minutes
Assessment
 I will look over the time lines and graphic organizers to
make sure that the ideas match.
 I will keep a running record of how well students
understood the days task by filling in a checklist
(worked independently, needed teacher help, needed
reteaching, had no clue)
Academic, Social, and
Linguistic Support during
assessment

Write more detailed notes
then just checking the
appropriate box on the
running record, to get a
better feel for what she
accomplished today.
Outline for Daily Lesson Plan
Date: 11/8/10
Objective(s) for today’s lesson:
4. Students will write an effective beginning
5. Students will use transition words while drafting a beginning, a middle, and an end
Rationale:
Students need to create an effective and organized beginning to create a well written personal
narrative.
Materials & supplies needed:
 Filled out graphic organizer
 Beginning worksheet
Procedures and approximate time allocated for each event
Academic, Social and
Linguistic Support during
Introduction to the lesson
each event
 The purpose of this lesson is to develop the beginning of  Remind higher students to
the personal narrative.
strive to have 3 events in
their beginning with a
 Last time we wrote out our ideas into a graphic
detail to support each.
organizer that showed beginning, middle, and end.
Today our focus is just on the beginning events and
 Walk around and ask
adding details onto those events to create an effective
lower students to tell me
beginning paragraph.
about each event and then
ask questions to hopefully
 5 minutes
get details out that they
can write about.
OUTLINE of key events during the lesson
 Call on a lower student to
 First:
read an event so that the
o Pass out graphic organizers and have the supply
class can work through
person come up and collect a beginning
thinking of a detail
worksheet for everyone from their table.
together.
o First I want everyone to copy their topic sentence
from the graphic organizer onto their beginning
 Have lowest student
worksheet. Please wiggle your pencil when you
continue to draw
have finished this.
beginning of personal
o Now take a few minutes to read over what you
narrative, adding words on
wrote in the beginning section of your graphic
her own and with a partner
organizer to remind you of the first events in
or my help.
your personal narrative.
o Call on someone to read their first event from the
graphic organizer. Ask them to give one more
detail that happened at this event.
o To make sure that we paint a picture with our
words of the event we want to add as many

details as we can. We will copy our first event
into the event line and then add another sentence
under that describes some details from that
event. For example: Event - My mom and I set
up for the party. Detail – It took 2 hours to hang
up all of the decorations and set out all the food.
o By adding details you are giving more
information about the event and the reader will
know more about your story.
o Have students write their first event down and
then think of another detail sentence to put on the
detail line.
o Model writing the next event and thinking of
another detail to write down. Have students work
independently to write all of their events and add
details to them.
o Walk around the class to help those that are
struggling.
o Once you are finished read over your beginning
paragraph and check for capitals, punctuation,
and spelling. Circle any misspelled words and
ask a friend, use a dictionary, or last resort ask
the teacher to spell it correctly. Check to make
sure you have used transition words at the
beginning of every event sentence.
20 minutes
Closing summary for the lesson
 If time, have them read a partners beginning and point
out 1 thing they really liked and 1 thing they think they
could change or add.
 You have now written the beginning paragraph to your
personal narrative and your stories are well on their way.
 Next time we will add some details to our middle and
again have some time to edit what you wrote.
Transition to next learning activity
 Have the table captain collect the graphic organizers and
beginning worksheets for their table. Have the rest of the
students sit quietly until the next direction is given.
5-10 minutes
Assessment
 I will look over the beginning worksheets to see if they
were able to add details. This will tell me if I need to
scaffold the detail writing a little more for the next few
Academic, Social, and
Linguistic Support during
assessment

Make sure the lower



days.
Make sure that they have used transition words.
I will also writer conference as students need it.
I will keep a running record of how well students
understood the days task by filling in a checklist
(worked independently, needed teacher help, needed
reteaching, had no clue)
students were able to
write details, if not I will
know for tomorrow to
seek them out to help
them with this topic.
Outline for Daily Lesson Plan
Date: 11/9/10
Objective(s) for today’s lesson:
5. Students will use transition words while drafting a beginning, a middle, and an end
Rationale:
Students need to create an effective and organized middle to create a well written personal
narrative.
Materials & supplies needed:
 Filled out graphic organizer
 middle worksheet
Procedures and approximate time allocated for each event
Academic, Social and
Linguistic Support during
Introduction to the lesson
each event
 The purpose of this lesson is to develop the middle of
 Remind higher students to
the personal narrative.
strive to have 3 events in
their middle with a detail
 Last time we developed strong beginning paragraphs.
to support each.
Today our focus is just on the middle events and adding
details onto those events to create an effective middle
 Walk around and ask
paragraph.
lower students to tell me
about each event and then
 5 minutes
ask questions to hopefully
get details out that they
OUTLINE of key events during the lesson
can write about.
 First:
 Call on a lower student to
o Pass out graphic organizers and have the supply
read an event so that they
person come up and collect a middle worksheet
class can work through
for everyone from their table.
thinking of a detail
o Now take a few minutes to read over what you
together.
wrote in the middle section of your graphic
organizer to remind you of these events in your
 Lowest student works on
personal narrative.
middle picture and any
o Call on someone to read their first event from the
words she can add to it
middle section of their graphic organizer. Ask
them to give one more detail that happened at

this event.
o To make sure that we paint a picture with our
words of the event we want to add as many
details as we can. We will copy our first event
into the event line and then add another sentence
under that describes some details from that event
just like we did yesterday. For example: Event –
We played in the water. Detail – It was so much
fun because we had races to see who could swim
the fastest.
o By adding details you are giving more
information about the event and the reader will
know more about your story.
o Have students write their first event down and
then think of another detail sentence to put on the
detail line.
o Model writing the next event and thinking of
another detail to write down. Have students work
independently to write all of their events and add
details to them.
o Walk around the class to help those that are
struggling.
o Once you are finished read over your middle
paragraph and check for capitals, punctuation,
and spelling. Circle any misspelled words and
ask a friend, use a dictionary, or last resort ask
the teacher to spell it correctly. Check to make
sure you have used a transition word at the
beginning of every event sentence.
20 minutes
Closing summary for the lesson
 If time, have them read a partners middle and point out 1
thing they really liked and 1 thing they think they could
change or add.
 You have now written the middle paragraph to your
personal narrative and your stories are well on their way.
 Next time we will add some details to our ending
paragraph and you will have an almost completed story.
Transition to next learning activity
 Have the table captain collect the graphic organizers and
middle worksheets for their table. Have the rest of the
students sit quietly until the next direction is given.
5-10 minutes
Assessment
 I will look over the middle worksheets to see if they
were able to add details. This will tell me if I need to
scaffold the detail writing a little more for the next day.
 Make sure that they have used transition words.
 I will also writer conference as students need it.
 I will keep a running record of how well students
understood the days task by filling in a checklist
(worked independently, needed teacher help, needed
reteaching, had no clue)
Academic, Social, and
Linguistic Support during
assessment

Make sure the lower
students were able to
write details, if not I will
know for tomorrow to
seek them out to help
them with this topic.
Outline for Daily Lesson Plan
Date: 11/10/10
Objective(s) for today’s lesson:
5. Students will use transition words while drafting a beginning, a middle, and an end
Rationale:
Students need to create an effective and organized ending to create a well written personal
narrative.
Materials & supplies needed:
 Filled out graphic organizer
 End worksheet
Procedures and approximate time allocated for each event
• Introduction to the lesson
 The purpose of this lesson is to develop the end section
of the personal narrative.
 Last time we wrote out our middle paragraphs. Today
our focus is just on the end events and adding details
onto those events to create an effective ending
paragraph.
 5 minutes
• OUTLINE of key events during the lesson
 First:
o Pass out graphic organizers and have the supply
person come up and collect an end worksheet for
everyone from their table.
o Now take a few minutes to read over what you
wrote in the end section of your graphic
Academic, Social and
Linguistic Support during
each event
 Remind higher students to
strive to have 3 events in
their end with a detail to
support each.
 Walk around and ask
lower students to tell me
about each event and then
ask questions to hopefully
get details out that they
can write about.
 Call on a lower student to
read an event so that they
class can work through
thinking of a detail
together.

organizer to remind you of the events in that

section of your personal narrative.
o Call on someone to read their first event from the
graphic organizer. Ask them to give one more
detail that happened at this event.
o To make sure that we paint a picture with our
words of the event we want to add as many
details as we can. We will copy our first event
into the event line and then add another sentence
under that describes some details from that
event. For example: Event – My friends got
picked up by their parents to go home. Detail –
This made me sad because I didn’t want the
party to end.
o By adding details you are giving more
information about the event and the reader will
know more about your story.
o Have students write their first event down and
then think of another detail sentence to put on the
detail line.
o Model writing the next event and thinking of
another detail to write down. Have students work
independently to write all of their events and add
details to them.
o Walk around the class to help those that are
struggling.
o Once you are finished read over your ending
paragraph and check for capitals, punctuation,
and spelling. Circle any misspelled words and
ask a friend, use a dictionary, or last resort a
teacher to spell it correctly.
20 minutes
• Closing summary for the lesson
 If time, have them read a partners ending and point out 1
thing they really liked and 1 thing they think they could
change or add.
 We have now written our final paragraph. Tomorrow we
will finish up by writing a closing sentence and
proofreading our pieces.
• Transition to next learning activity
 Have the table captain collect the graphic organizers and
end worksheets for their table. Have the rest of the
students sit quietly until the next direction is given.
Have lowest student draw
and write what she can
about the end of her
personal narrative
5-10 minutes
Assessment
 I will look over the end worksheets to see if they were
able to add details.
 Make sure that they have used transition words.
 I will also writer conference as students need it.
 I will keep a running record of how well students
understood the days task by filling in a checklist
(worked independently, needed teacher help, needed
reteaching, had no clue)
Academic, Social, and
Linguistic Support during
assessment

Make sure the lower
students were able to
write details, if not I will
know for tomorrow work
with them to finish this.
Outline for Daily Lesson Plan
Date: 11/11/10
Objective(s) for today’s lesson:
6. Students will revise the personal narrative for accurate details and punctuation
7. Students will publish a final version of the personal narrative
Rationale:
It is important to have an ending that sums up your entire story and is a skill students will need in
the future. Also revising and editing are important things to learn to do for every piece of writing
students have.
Materials & supplies needed:
 Beginning, middle, end worksheets
Procedures and approximate time allocated for each event
• Introduction to the lesson
 The purpose of this lesson is to write a concluding
sentence that wraps up your story. Also to proofread the
beginning, middle, and end.
 We always want to conclude our stories in an interesting
way that helps wrap up what the story was about. You
want to end on a good note.
 As students and no matter what you choose to do in the
future you will need to be able to proofread what you
write. This skill is important because no matter how
good your writing is, if it has lots of mistakes in it no
one will be able to read it or take you serious. If you
read a book with words spelled wrong and no periods,
Academic, Social and
Linguistic Support during
each event
 Make sure to check over
the lower students revising
to help them with things
they may not have caught
such as spelling and
punctuation.
 Have lowest student finish
up beginning, middle, end
pictures and have her tell
you what is going on in
each write out what she
says under each picture.

what would you think of the author?
3 minutes
• OUTLINE of key events during the lesson
 First:
o Pass out beginning, middle, end papers to each
student.
o We are going to start by writing a concluding
sentence, something that wraps up our story in
an exciting way. You can restate what happened
or share your feelings with the reader.
o Model my concluding sentence. I’ll never forget
the most exciting birthday party ever, my 7 year
old beach party!
o Allow students to independently write their own
closing sentences on the last line of the end
worksheet. Go around and make sure all are able
to do this. Have students wiggle their pencil
when they are finished
o Have 2-3 students share their concluding
sentences with the class.
 Next:
o We are now going to proofread our papers.
Please turn to the person sitting next to you and
read them all three sections of your personal
narrative. Partners make sure you are listening
because you will have to tell them 1 thing you
like and 1 thing you think they should add.
Switch and let the other partner read theirs.
o Now I want you to read each part to yourself.
Circle any words that are spelled wrong,
underline sentences that you need to fix, and use
the proofreading marks as needed to fix capitals
and punctuation. Remember to have a
punctuation mark at the end of every sentence
and a capital at the beginning. Also look to make
sure you have used transition words, these are
important to show time order in a personal
narrative. Make any changes you need to. If you
need help spelling you may use a dictionary, ask
a neighbor, or raise your hand for teacher help.
o Do this process with all three sections until your
work is perfect. Remember you are an author and
you want people to take you seriously. So make
sure your writing reflects how much you know.
o Please stay quite and raise your hand if you have

a question or need help.
25 minutes
• Closing summary for the lesson
 Have students raise their hands if they feel like they
have their piece ready to be turned into a final draft.
This will let me know if I need to spend time revising
tomorrow also.
 You have now written and edited and entire piece of
writing, the last step is creating a final copy. We will do
this tomorrow and it should be in your neatest
handwriting. On Monday we will have an author’s chair
where we can all share these writing pieces with the
class.
• Transition to next learning activity
 Supply people please collect the beginning, middle and
end worksheets, the rest of you sit quietly until the next
direction is given.
5 minutes
Assessment
 I will look over the beginning, middle, end worksheets
to make sure they were proofread properly and make
any necessary capitalization, punctuation, or spelling
corrections.
 I will keep a running record of how well students
understood the days task by filling in a checklist
(worked independently, needed teacher help, needed
reteaching, had no clue)
Academic, Social, and
Linguistic Support during
assessment

Write more detailed notes
then just checking the
appropriate box on the
running record, to get a
better feel for what she
accomplished today.
Outline for Daily Lesson Plan
Date: 11/12/10
Objective(s) for today’s lesson:
7. Students will publish a final version of the personal narrative
Rationale:
Writing a neat final copy is important to complete the writing process. This makes your hard
work worthwhile and is the final product of writing a personal narrative.
Materials & supplies needed:
 Final draft paper
 Beginning, middle, end paper
 crayons
Procedures and approximate time allocated for each event
Academic, Social and
Linguistic Support during
• Introduction to the lesson
each event
 The purpose of this lesson is to write a final copy of our  Have lowest student create
personal narratives and to draw a picture if we have
a title and color pictures.
time.
Allow her to make any
changes and add anymore
 All authors go through a number of steps to get to a final
to the writing under the
finished product. Ours will be bound into a classroom
pictures.
book that we will keep here for everyone to read.
 5 minutes
• OUTLINE of key events during the lesson
 First:
o Pass out beginning worksheet and have supply
people come up and get final draft paper.
o We are now going to copy down the sentences
we have written and revised onto our final draft
paper. Final drafts must be our neatest
handwriting so everyone will be able to read it.
o You will write down your topic sentence first,
then the sentences underneath it in order. Once
you have finished writing the beginning wiggle
your pencil, I will come check, and then give you
your middle sheet to start working on.
o Have students complete all 3 sections, writing as
neatly as possible.
o Remind students that this is independent work
time and we must remain quite. Also to raise
their hand with any questions.
o Once students have completed all 3 sections
nicely, they may create a title and draw a picture.
o The title of your story should have something to
do with your story and should make people want
to read it.
o Walk around during this time to monitor
behavior and progress.
 25 minutes
• Closing summary for the lesson
 You have now completed a final personal narrative.
How do you feel about this? I hope that you feel good
and happy because you all have worked very hard and I
am so proud.

I will put all of these copies together to create a class
book that you will all be able to read out of as you sit in
the special authors chair next Monday.
• Transition to next learning activity
 Supply people please collect your group’s crayons and
put them away as well as the worksheets and come turn
them into me. Everyone else please stay quite until the
next direction.
5 minutes
Assessment
 I will look over the final copy and grade it based on the
rubric that I have developed.
 I will keep a running record of how well students
understood the days task by filling in a checklist
(worked independently, needed teacher help, needed
reteaching, had no clue)
Academic, Social, and
Linguistic Support during
assessment

I will create a different
rubric to grade Shaniyah
from.
Outline for Daily Lesson Plan
Date: 11/15/10
Objective(s) for today’s lesson:
7. Students will publish a final version of the personal narrative
Rationale:
Presenting a final copy is important to show the value of what the students worked so hard on. I
think it is important for students to feel like an author by reading their piece to the class and
feeling accomplished.
Materials & supplies needed:
 Finished copies of the personal narratives bound into a classroom book.
Procedures and approximate time allocated for each event
Academic, Social and
Linguistic Support during
• Introduction to the lesson
each event
 The purpose of this day is to share each person’s final
 Make sure to keep
piece with the class and to feel like an author.
everyone paying attention.
 Remind them how hard they all worked on these stories  Help those students read if
and now it is your time to show your work off to the
needed.
class, like a real author.
 Allow lowest student to
 Everyone that wants a turn will have an opportunity to
explain her picture and

share. You will want the class quiet for your story so
make sure that you stay quiet for theirs.
3 minutes
help her to read the title
and picture explanations.
• OUTLINE of key events during the lesson
 First:
o Call students by table to sit on the carpet.
o Pick sticks so it is fair who gets to read first.
Allow students to pass if they want but try and
encourage everyone to share their hard work.
o Have the selected student come up into the
author’s chair that is decorated to present to the
class.
o After the student is finished have student call on
2 people to comment on their writing. Have
sentence starters on the board to help guide them
to productive and polite responses (I wondered, I
liked, I didn’t understand…) Have the class clap
(only 5 claps) for each author.
o Continue until all students have a chance.
o Teacher monitors engagement by reminding the
class of respecting each others hard work, and
treat others how you would like to be treated.
 30 minutes
• Closing summary for the lesson
 You all have now completed and published a personal
narrative, pat yourself on the back for all your hard
work.
 Just as a reminder lets go over one last time what a
personal narrative is? What does it have to have? What
is its purpose? What is its audience?
• Transition to next learning activity
 Call on students to go back to their seats and sit quietly
until the next direction is given.
5 minutes
Assessment
 I will grade the final draft based on the rubric created.
Academic, Social, and
Linguistic Support during
assessment

I will create a different
rubric for the picture
narrative.