Grade Level/Content 4th Grade Writing
Area
(60 MINUTES)
The quality of the objective is
assessed in P-2(1).
OPENING.
C
y
c
l
e
ASSESSMENT.
I will collect and evaluate the
students’ independent practice
(a graphic organizer with
details listed).
L
e
s
s
o
n
Pre-Planning
OBJECTIVE.
SWBAT generate and organize supporting details of
a personal narrative by using the prewriting
strategies of brainstorming and using graphic
organizers.
CONNECTION TO BIG GOAL.
Generating and organizing supporting details is standard 4.12.E2 and
will help students score a 5 on the state writing test, which is our big
goal.
P-3(1): This lesson aligns with
long-term instructional goals
because this teacher can show how
mastery of the objective is
connected to the big goal. (AP)
KEY POINTS.
 A personal narrative tells a story about the author’s life that has focus on one event and
uses supporting details
 The focus of the story is the main event
 The supporting details surround one main event
 Good writers plan their ideas before writing to keep their ideas organized
MATERIALS.



Before the lesson, I’ll return to my “model topic” and prepare three vivid details
to support my main event (focus). I’ll be sure that my details meet the criteria for
effectiveness.

Completed “Elements of a Personal
Narrative” graphic organizer from
Tuesday (listing definitions and
examples from literature) for students’
reference
I’ll ask my students to respond to the following quick write (2 minutes): Look at
the picture of Keon hitting a home run. What details do you see in the picture
that support Keon’s accomplishment? (The picture captures a specific
event/accomplishment that students can use to visualize the details surrounding
the event.)
I’ll debrief the quick write with my students, being sure to probe for students’
thoughts on why some details will work better than others in supporting the main
event.

“Criteria for Excellence” chart (see
example)

Students’ individual copies of
“Criteria for Excellence” (partially
completed yesterday)

“Elements of a Personal Narrative”
organizer from Wednesday
P-3(2): This part of the opening helps to
connect the lesson to previous material.
(AP)
P-3(1): This part of the opening aligns with what students will be expected to do by the end
of the lesson—organize the supporting details for their own personal narratives. (AP)
P-3(2): This part of the opening engages students by communicating through the quick write
the what, how and why for what is about to happen. This accomplishes the purpose behind
this step of the lesson cycle. (AP)

“Yesterday, you all chose a focus or main event for your personal narrative.

Today, we will work on creating three strong supporting details that help to paint
a picture of your main event. Your details are the most important part of making
your main event real to the reader, but they’re also the hardest to master, so
you’re going to have to do some advanced thinking today. Are you ready?”
(5 minutes)
P-3(3): The timing for the opening
seems likely to be feasible. Five
minutes should be enough time to
engage students and prepare them for
the lesson. (AP)
INTRODUCTION OF NEW MATERIAL. How will you introduce the knowledge
and/or skills of the lesson? What will your students be doing to process this
information?
P-3(2): This part of the opening
helps to accomplish the purpose
of an opening because it
connects the lesson to previous
material. (AP)
P-3(2): This part of the opening helps
to accomplish the purpose of an
opening because it engages students
by communicating the what, how and
why for what is about to happen.
(AP)

“The most effective personal narratives use vivid, specific details to paint a
picture of the main event. [I’ll point to “Criteria for Excellence” chart.] Let’s
look at each one of these a little more closely:
 First, your details need to focus on the main event of your story. For instance, if my
main event were winning the spelling bee, details about the competition, the crowd,
the judges, and the final word would help paint a picture of this main event. (I’ll
allow students to respond.) Let’s all record the idea that details should be focused on
the main event on our “criteria of excellence” sheets. [I’ll pause and allow students
to record criterion.]
 Allow the reader to experience the emotions you felt from your accomplishment.
When you use emotion to convince people, you have to make sure that you’re not
exaggerating. You have to tell the truth, but do it in a way that makes your
audience feel. Go ahead and write this idea down. [I’ll pause and allow students
to record criterion.] So far we’ve learned to make details focus on the main event
and appeal to the reader’s emotions. The last way to make details is to appeal to
people’s senses (smell, touch, taste, sight). What did the gym smell like when
you shot the winning basket? What did your classmates sound like when your
name was announced for the citizenship award? When you plan your details,
think about what senses will help make this event real to the reader. Now record
this idea. [I’ll pause and allow students to record criterion.]
 Now there’s one last thing to keep in mind when we’re writing details. It’s really
important to be specific. Instead of saying that your friends were cheering for
you, describe the sound of their voices, what they were saying, what their faces
looked like…paint a picture. [I’ll pause and allow students to record criterion.]
 Now listen to me think aloud. I’m going to show you how I generate one detail
for my story that meets our criteria.
 [I’ll reread the main event (focus) that students helped me choose yesterday and
then model how I generate a detail and cross-reference the “criteria of
excellence” chart.]
(15 minutes)
GUIDED PRACTICE. In what ways will your students attempt to do what you have
outlined? How will you monitor and coach their performance?
 I’ll return to my personal narrative and explain that students are going to help me
write my other details. I’ll guide students to help me think of two supporting
details that appeal to the main event, emotions, senses, and are specific (I’ll keep
my pre-prepared details in mind in case students need prompting.) As students
suggest details, I’ll cross-reference the “criteria of excellence” chart and
encourage students to do the same. I’ll guide students to articulate why each
detail is effective.

I’ll fill in the “Elements of a Personal Narrative” graphic organizer to indicate
their details.
(10 minutes)
P-3(3): The timing for the guided
practice seems likely to be feasible.
Ten minutes should be enough time
to practice more than one example
together. (AP)
P-3(1): The introduction to new
material aligns with what students
will be expected to do by the end of
the lesson and is therefore aligned to
both the objective and assessment.
(AP)
P-3(2): Accomplishes the purpose
of an introduction to new material
because it emphasizes key points
and ensures that students actively
take in information by providing the
space and time to use a graphic
organizer. (AP)
P-3(3): The timing for the
introduction to new material seems
likely to be feasible. Fifteen minutes
should be enough time to introduce
new material and allow students to
process it. (AP)
P-3(2): Accomplishes the purpose of
guided practice because it allows the
teacher to monitor and correct student
performance. Here, the teacher and
the class are working on a narrative
together. (AP)
P-3(1): The guided practice aligns
with the objective, as well as with
what students will be expected to do
by the end of the lesson. Students are
being guided through the same
graphic organizer they will use
independently. (AP)
INDEPENDENT PRACTICE. In what ways will your students attempt the objective
on their own? How will you gauge mastery?
 “You all have helped me to write my details. Now it’s time to write your own.”
 I’ll remind students to use their “Criteria of Effectiveness” sheet (or the one
posted on chart paper) as they write their details. I’ll circulate and provide
guidance as students work.
(25 minutes)
CLOSING. How will you have students summarize what they’ve learned? How will
you reinforce the objective’s importance and its link to past and future learning?
 I’ll ask students to return to the quick write topic and lead a brief discussion
about whether their thoughts have changed about what details of the photograph
are most effective in telling a story. Help students to connect the details to the
criteria for excellence.

“This was an important day in the planning of our personal narratives. Today, we
will work on creating three strong supporting details that help to paint a picture
of your main event. You’ve done so much great thinking! Before we can write
our first draft, we’ll learn how to use a three paragraph format for our personal
narrative. That’s our goal for tomorrow.”

I’ll collect students’ graphic organizers to ensure that their details meet all criteria
for excellence.
(5 minutes)
P-3(1): The independent practice (the
assessment) aligns with the objective and
with the rest of the lesson. (AP)
P-3(2): Accomplishes the purpose of
independent practice because it allows
students the opportunity to demonstrate
individual mastery of the objective. (AP)
P-3(3): Twenty-five minutes for
independent practice should allow
students the time they need to
complete their own graphic
organizers. (AP)
P-3(2): Accomplishes the
purpose of a closing because it
allows students to demonstrate
mastery of the objective. (AP)
P-3(2): This part of the closing helps
to accomplish the purpose of a
closing because it enables students to
summarize what they learned as well
as its significance. (AP)
P-3(3): The timing for the closing
seems likely to be feasible. Five
minutes should be enough time for
students to summarize what they
have learned and for the teacher to
reiterate the importance of the
objective. (AP)