Teaching Narrative Writing: 4th grade: West Gordon
Day 1: Prewriting Stage
I. Review the prewriting stage
A. Choose a form of writing: narrative, letter, informational writing, or biography.
B. Choose the purpose for writing: entertain, inform, persuade.
C. Choose a topic.
D. Plan writing on a graphic organizer.
II. Explain prewriting for narrative writing
A. Form of writing: narrative.
B. Choose the purpose for writing: entertain and inform.
C. Choose a topic:
1. Brainstorm ideas with the class.
2. Have students write the best 3 for them.
3. Have students choose 1.
D. Plan writing on a story map.
E. Explain story map.
F. Remind them NOT to write in complete sentences.
III. Use my written model as an example during prewriting
Show my story map to students and explain what we expect in their story. Point out salient characteristics
of my story map that we want them to include in their story map. Have them examine writing to notice that
it is not written in complete sentences.
IV. Practice activity for prewriting
Use interactive writing and the shared pen technique, or have students give dictation and transcribe or
record their dictation to create a class story map about a class story.
V. Assessment activity for prewriting
Have students complete their own story map. Remind them NOT to write in complete sentences. Have
students use the Prewriting Stage of the Process Writing Checklist for Narratives.
 List and describe at least 2 characters.
 Conflict or problem.
 Setting: Describe at least 2 elements of setting.
 Events: Have at least 4 events and give details for each event.
 Ending or conclusion.
Root, T. (2005, September). Teaching narrative writing: 4th grade: West Gordon. Retrieved on May 19, 2006, from
http://coefaculty.valdosta.edu/troot/read7140/writing_process.htm
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Day 2: Drafting Stage
I. Review the drafting stage
A. Use your graphic organizer to write sentences and paragraphs.
B. Skip lines.
C. Add details that you did not include on your graphic organizer.
II. Explain drafting for narrative writing
A.
B.
C.
D.
E.
F.
G.
Use the ideas in your story map.
Skip lines while writing to leave space for corrections later.
Make sure you use sentences and paragraphs.
Begin with an introduction, using the characters, setting, and problem.
Draft the beginning of the story.
Draft each event adding details that may not have listed.
Draft the conclusion or ending of the story.
III. Use my written model as an example during drafting
Show my draft to students and explain how I took ideas from my story map and wrote them into sentences.
Explain what we expect in their draft. Point out salient characteristics of my draft that we want them to
include in their draft.
IV. Practice activity for drafting
Use interactive writing and the shared pen technique, or have students give dictation and transcribe or
record their dictation to create a class draft using their class story map.
V. Assessment activity for drafting
Have students complete their own drafts. Have them use the Drafting Stage of the Process Writing
Checklist for Narratives.
A. Use the ideas in your story map.
B. Skip lines while writing to leave space for corrections later.
C. Make sure you use sentences and paragraphs.
D. Begin with an introduction, using the characters, setting, and problem.
E. Draft the beginning of the story.
F. Draft each event adding details that may not have listed on the story map.
G. Draft the end of the story.
Root, T. (2005, September). Teaching narrative writing: 4th grade: West Gordon. Retrieved on May 19, 2006, from
http://coefaculty.valdosta.edu/troot/read7140/writing_process.htm
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Day 3: Revising Stage – 1st Day
I. Review the revising stage
A.
B.
C.
D.
E.
F.
Re – vision or seeing it again.
Reread your writing.
Add details to the content.
Change content to make the meaning clearer.
Delete content that does not belong or relate to the writing
Rearrange content to correct sequencing.
II. Explain revising for narrative writing
A. Reread your story.
B. Thinking of your readers, add details, change content and words, correct sequence of story, delete
content not related to the story.
C. Use proofreaders’ marks for: adding, deleting, rearranging content.
D. Add details or change the setting.
E. Add or change characters. Add details about the characters.
F. Add dialogue and/or monologue of the characters.
G. Add events and actions. Add details about the events and actions.
H. Change word use, adjectives.
I. Rearrange or change sequence of events.
J. Revise beginning and ending of the story.
K. Delete sentences not related to the story.
L. Use proofreaders’ marks for: adding, deleting, rearranging.
III. Explain narrative form of writing (Use transparency.)
A. Beginning:
1. Character(s) are introduced.
2. Setting is described:
a. Location
b. Time of Day
c. Time Period
d. Weather
e. Season
3. Problem or conflict is established:
a. Conflict between characters.
b. Conflict between a character and nature.
c. Conflict within a character.
d. Conflict between a character and society.
4. Readers become interested in the story.
B. Middle:
1. The middle is the longest part of the story.
2. Problem gets worse or the conflict becomes greater.
3. Events have character(s) trying to solve the problem or conflict.
4. More information is provided about the characters.
a. Appearance: How characters look
b. Action: What characters do
c. Reactions: How other characters react to that character
Root, T. (2005, September). Teaching narrative writing: 4th grade: West Gordon. Retrieved on May 19, 2006, from
http://coefaculty.valdosta.edu/troot/read7140/writing_process.htm
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d. Dialogue: What characters say
e. Monologue: What characters think
5. Roadblocks hinder the characters as they try to solve the problem or conflict.
6. Readers become engaged with the story and empathize with the characters.
7. High point in the action of the story is when characters are about to solve the problem or when
the conflict is resolved. It separates the middle and end of the story.
C. End:
1. Character(s) solves problem or conflict is resolved.
2. The roadblocks presented during the middle of the story are overcome.
3. Loose ends are tied up. We know what happens with each character.
4. Readers feel a release of emotions that were built up in the middle of the story.
III. Use my written model as an example during revising
Show my revision to students and explain how I added, deleted, changed, and rearranged content and used
proofreaders’ marks. Explain what we expect in their revision. Point out salient characteristics of my
revision that we want them to include in their revision.
IV. Practice activity for revising
Use interactive writing and the shared pen technique, or have students give suggestions for adding,
deleting, changing, and rearranging content. Use the revision group strategy. Have the teacher act as the
“author.”
Revision Group Strategy
1.
2.
3.
4.
5.
6.
The author reads the story aloud. (The writing has not been written for others to read.)
The listeners give compliments.
The author asks questions about trouble spots or difficulties with the writing.
The listeners make suggestions.
The author makes notes of suggestions to use later to revise the story.
The same steps (1 – 5) are used with the partner’s story.
V. Assessment activity for revising
Have students complete their revisions making sure they have added, deleted, changed, and rearranged
content using proofreaders’ marks. Have students use the Revising Stage of the Process Writing Checklist
for Narratives.
A. Reread your story.
B. Thinking of your readers, add details, change content and words, correct sequence of story, delete
content not related to the story.
C. Use proofreaders’ marks for: adding, deleting, rearranging content.
D. Add details or changing setting.
E. Add or changing characters.
F. Add dialogue and/or monologue.
G. Add events and actions.
H. Change word use, adjectives.
I. Rearrange or change sequence of events.
J. Revise beginning and ending
K. Delete sentences not related to the story.
Root, T. (2005, September). Teaching narrative writing: 4th grade: West Gordon. Retrieved on May 19, 2006, from
http://coefaculty.valdosta.edu/troot/read7140/writing_process.htm
4
L. Use proofreaders’ marks for: adding, deleting, rearranging.
Root, T. (2005, September). Teaching narrative writing: 4th grade: West Gordon. Retrieved on May 19, 2006, from
http://coefaculty.valdosta.edu/troot/read7140/writing_process.htm
5
Day 4: Revision Stage – 2nd Day
I. Review the Revision Group Strategy
Revision Group Strategy
1. The author reads the story aloud. (The writing has not been written for others to read.)
2. The listeners give compliments.
3. The author asks questions about trouble spots or difficulties with the writing.
4. The listeners make suggestions.
5. The author makes notes of suggestions to use later to revise the story.
6. The same steps (1 – 5) are used with the partner’s story.
II. Have students get with a partner to use the revision group strategy with their drafts.
Revision Group Strategy
1. The author reads the story aloud. (The writing has not been written for others to read.)
2. The listeners give compliments.
3. The author asks questions about trouble spots or difficulties with the writing.
4. The listeners make suggestions.
5. The author makes notes of suggestions to use later to revise the story.
6. The same steps (1 – 5) are used with the partner’s story.
Root, T. (2005, September). Teaching narrative writing: 4th grade: West Gordon. Retrieved on May 19, 2006, from
http://coefaculty.valdosta.edu/troot/read7140/writing_process.htm
6
Day 5: Editing Stage – 1st Day
I. Review the editing stage
Making corrections to mechanics:
A. Complete sentences
B. Subject and verb agreement in sentences
C. Spelling
D. Ending punctuation of sentences
E. Commas in a series
F. Capitalization
II. Explain editing for narrative writing
A. Reread your story word-for-word.
B. Use proofreaders’ marks to make corrections to sentence structure, spelling, capitalization,
punctuation, and subject-verb agreement.
C. Check your Editing Stage of the Process Writing Checklist for Narratives to make sure you have
checked for all errors listed.
III. Use my written model as an example during editing
Show my editing to students and explain how I made changes to spelling, capitalization, punctuation,
subject-verb agreement, etc., and used proofreaders’ marks. Explain what we expect in their editing. Point
out salient characteristics of my editing that we want them to change in their editing. Make sure they have
the Editing Stage of the Process Writing Checklist for Narratives to use.
IV. Practice activity for revising
Use interactive writing and the shared pen technique, or have students give suggestions for adding,
deleting, changing, and rearranging content. Use the editing group strategy. Have the teacher act as the
“author.”
Editing Group Strategy
1. The author and the partner sit next to each other.
2. The author reads the story word-for-word and stops to make corrections.
3. The partner suggests corrections. The author can make the corrections suggested, not make the
corrections, or ask a teacher for clarification.
4. The author and partner use the Editing Checklist to make sure they have looked for all mistakes listed.
5. The same steps (1 – 4) are used with the partner’s story.
V. Assessment activity for revising
Have students complete their editing to their story making sure they have checked each item on the Editing
Stage of the Process Writing Checklist for Narratives.
A. Complete sentences
B. Subject and verb agreement in sentences
C. Spelling
D. Ending punctuation of sentences
E. Commas in a series
F. Capitalization
Root, T. (2005, September). Teaching narrative writing: 4th grade: West Gordon. Retrieved on May 19, 2006, from
http://coefaculty.valdosta.edu/troot/read7140/writing_process.htm
7
Root, T. (2005, September). Teaching narrative writing: 4th grade: West Gordon. Retrieved on May 19, 2006, from
http://coefaculty.valdosta.edu/troot/read7140/writing_process.htm
8
Day 6: Editing Stage – 2nd Day
I. Review the Editing Group Strategy.
1. The author and the partner sit next to each other.
2. The author reads the story word-for-word and stops to make corrections.
3. The partner suggests corrections. The author can make the corrections suggested, not make the
corrections, or ask a teacher for clarification.
4. The author and partner use the Editing Stage of the Process Writing Checklist for Narratives to make
sure they have looked for all mistakes listed.
5. The same steps (1 – 4) are used with the partner’s story.
II. Assessment activity for editing using the group strategy.
Have students get with a partner to use the editing group strategy with their revised drafts. Have them use
the Editing Stage of the Process Writing Checklist for Narratives.
1. The author and the partner sit next to each other.
2. The author reads the story word-for-word and stops to make corrections.
3. The partner suggests corrections. The author can make the corrections suggested, not make the
corrections, or ask a teacher for clarification.
4. The author and partner use the Editing Stage of the Process Writing Checklist for Narratives to make
sure they have looked for all mistakes listed.
5. The same steps (1 – 4) are used with the partner’s story.
Day 7: Publishing Stage
I. Explain the Publishing Stage
A. Review handwriting skills.
B. Remind students to make all changes they made.
C. Discuss format of publication.
II. Use my written model as an example during publishing
Show my published piece, pointing out handwriting, making all corrections, and using the format.
III. Assessment activity for publishing
Have students rewrite their story using their best handwriting, making all changes they made on
their drafts, and using the format of publication.
Root, T. (2005, September). Teaching narrative writing: 4th grade: West Gordon. Retrieved on May 19, 2006, from
http://coefaculty.valdosta.edu/troot/read7140/writing_process.htm
9
Georgia Performance Standards for 4th Grade
ELA4W2 The student demonstrates competence in a variety of genres.
The student produces a narrative that:
a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader
interest.
b. Establishes a plot, setting, and conflict, and/or the significance of events.
c. Creates an organizing structure.
d. Includes sensory details and concrete language to develop plot and character.
e. Excludes extraneous details and inconsistencies.
f. Develops complex characters through actions describing the motivation of characters and character
conversation.
g. Uses a range of appropriate narrative strategies, such as dialogue, tension, or suspense.
h. Provides a sense of closure to the writing.
ELA4W4 The student consistently uses a writing process to develop, revise, and evaluate writing.
The student
a. Plans and drafts independently and resourcefully.
b. Revises selected drafts to improve coherence and progression by adding, deleting, consolidating, and
rearranging text.
c. Edits to correct errors in spelling, punctuation, etc.
ELA4C1 The student demonstrates understanding and control of the rules of the English language,
realizing that usage involves the appropriate application of conventions and grammar in both
written and spoken formats. The student
a. Recognizes the subject-predicate relationship in sentences.
b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb).
c. Uses and identifies correct mechanics (end marks, commas for series, capitalization), correct usage
(subject and verb agreement in a simple sentence), and correct sentence structure (elimination of
sentence fragments).
d. Uses and identifies words or word parts from other languages that have been adopted into the English
language.
e. Writes legibly in cursive, leaving space between letters in a word and between words in a sentence.
f. Uses knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and
correct spelling.
g. Spells most commonly used homophones correctly (there, they’re, their; two, too, to).
h. Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory sentences
and functional fragments), order, and complexity (simple, compound).
Root, T. (2005, September). Teaching narrative writing: 4th grade: West Gordon. Retrieved on May 19, 2006, from
http://coefaculty.valdosta.edu/troot/read7140/writing_process.htm
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