LESSON PLAN by
Kristina Faudree
Lesson: Teaching how to write narrative stories after reading Gracias Thanks by Pat Mora
Length: 50-60 minute
Age or Grade Level Intended: First Grade
Academic Standard(s): English
WRITING 1.5.1 Write brief narratives (stories) describing an experience
WRITING 1.5.4 Use descriptive words when writing
WRITING 1.6.1 Handwriting: Print legibly and space letters, words and sentences appropriately
WRITING 1.7.4 Organization and Delivery of Oral Communication: Stay on the topic when
speaking
Performance Objectives:
The students will write their own stories based on the book Gracias Thanks by Pat Mora using at
least five descriptive words.
The students will use legible handwriting given examples of appropriate handwriting to be put in
their narratives with zero mistakes.
The students will present their narratives to the class when given the final draft with confidence
and skill.
Assessment:
My assessment will be a presentation of the students’ work. The students will present their
narrative to the class and have them displayed in the classroom. They will be graded on their use
of at least five descriptive words that have been discussed prior to class. The students will also be
graded on whether or not they are able to deliver/present their story. Lastly, they will be graded
on the presentation of the material, meaning the look of it. This includes pictures and legibility of
handwriting. There is no rubric; it will be a checklist on whether or not they have completed the
assignment. They will either receive a check for having completed each of those parts, or they
will not.
Advance Preparation by Teacher:
 Create sheets or bring blank books for students to write their narratives in
 Have colored pencils, markers, etc. available
 Have Gracias Thanks by Pat Mora in presence to read for class
 Write list of descriptive words in the classroom and on the board for day of lesson
 Create an example of own narrative for students to use
 Make a checklist sheet for every student
Procedure:
Introduction/Motivation:
1. Ask, “Boys and girls, what holiday is coming up within the next few weeks?” (They
answer with Thanksgiving.) I then ask, “What is Thanksgiving all about? Why is it so
important?” (They answer and eventually talk about giving thanks.) “Today, we are going
to learn about being thankful for what we have been given. Off the top of your head, what
is the first thing that comes to your mind when I ask what you are thankful for?”
(Gardner: Intrapersonal, Verbal/Linguistic)
2. Inform the students of the title, author and illustrator of Gracias Thanks by Pat Mora.
Ask the students if they have heard of the word, “Gracias.” Explain that the word
“Gracias” is a Spanish word and that the rest of the book includes the words in Spanish
and English. Read an excerpt from the story in Spanish to show an example. Ask students
what they think it said. Inform them to use the pictures to use as context clues. Students
have already discussed context clues but do short review to make sure they remember
what they are (Gardner: Interpersonal, Verbal/Linguistic)
Step-by-Step Plan:
1. Have the students come to the “reading corner” where the students will sit to listen to the
story.
2. Read aloud Gracias Thanks. While reading ask these questions:
a. Has anyone ever had a ladybug land on his or her finger? What did you do?
(Gardner: Intrapersonal. Bloom: Knowledge)
b. Why do you think the bees did not sting the boy? (Bloom: Evaluation)
c. On pages 11-12 looking at the pictures, how do you think the two boys each
thought about the story about the giant? (Bloom: Synthesis)
d. Why do you think the boy finds it funny that his little brother throws mashed peas
at his sister? (Bloom: Analysis)
e. Why is the boy thankful that no one laughed at him when he tripped and fell on
stage during his play? (Bloom: Analysis)
f. Who is the main character of the book? (Bloom: Knowledge)
3. Have the students list what the boy was thankful for on the board. (Bloom: Knowledge)
4. Then, have the students brainstorm as a class what they are grateful for and write them
down. (Gardner: Verbal/Linguistic) Notice the differences between what the boy was
thankful for and what the students were thankful for. What was the difference? Why do
you think that is? Compare and contrast on the board with a chart.
5. Describe the activity. Discuss what a narrative is (review) before the students get started
on the activity. Students will first write down a list of the things they are thankful for on
their own and then write them in complete sentences. These items should be different
from the first part of the assignment because they are items they are thankful for in their
own lives. Make sure students realize the difference and stress the issue that they should
use their own items. Students should have a list of at least 6 things they are thankful for.
Make sure the students look at the descriptive words on the wall and encourage them to
be creative. Give the students 20-30 minutes to write on their own. Tell students if they
have not written their 6 sentences, they should finish them before the next day.
6. Once all students have written 6 complete sentences, students will trade with a partner
and review each other’s work. (Gardner: Interpersonal)
7. After peer-review, students will put their final drafts of the 6 sentences in a blank book.
They will draw pictures and finalize their stories. (Gardner: Spatial, Verbal/Linguistic)
Closure:
8. Students will present and read their books to the class. (Gardner: Bodily/Kinesthetic,
Verbal/Linguistic, Interpersonal) Explain to students that it is important to give attention
to everyone’s stories because it respectful. At the end of each student’s narrative, as a
class, they will discuss the aspects that the student did well on the story.
9. Collect all narratives and find a corner with a table on it to put the stories on for students
and parents to read.
10. Explain to students that when Thanksgiving gets closer, we will discuss how the Pilgrims
and Native Americans showed they were thankful and compare and contrast what we
were thankful for and what they are thankful for. Be thinking about the different time
periods and what resources we have that the Pilgrims and Native Americans did not.
Adaptations/Enrichment:
1. Students with Learning disability in reading comprehension:
 The student should be able to participate with the class during group
discussions for reading the book aloud and making lists for the activity. When
writing their own list of things they are thankful for, encourage use of the list
on the board and also what their neighbors say. When writing their own
narrative, ask a partner to help them write complete sentences, or help student
individually to make sure they understood the concept.
2. Students with ADHD
 Student may get distracted with individual work time, so have student’s
schedule be organized in such a way that he has no time to talk with other
students. He will have a structured schedule on which the list will be due in a
certain time, and his final draft with pictures. It will include a checklist where
the teacher will sign if completed. If he does not get those activities done, he
will be penalized through disciplinary tactic (taking away coins). Will also
separate lesson into sections, if needed.
3. Students with Gifts and Talents in Creativity:
 Ask student to make a bigger list of things they are thankful for and include
specific details other than, “I am thankful for my bird.” Students also are
required to complete ten sentences and not 6. These sentences must include
specific adjectives and verbs. They are required to have at least 4 adjectives.
Students will use descriptive words from second-fourth grade level.
4. Students with Autism:
 Student will also get a schedule similar to the ADHD student where the
student will have to finish specific tasks at certain times. Teacher will sign off
on each task when completed. Repeat directions each time a new task is
begun. Have directions on board for student to read and know exactly what
they are supposed to do.
Self-Reflection
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Were the students able to come up with own descriptive words as well as use
the ones taught previously and put on the wall?
Was it easy or difficult for students to come up with things they were thankful
for?
Were the students able to grasp the concept of gratitude?
Were the students’ final products complete with the three parts of the
checklist?
Were the students’ products legible and done neatly?
Did the students have a hard time presenting their work to the class?
Were the students able to see the different perspectives from a Spanish
culture?
Original Lesson Plan
SAMPLE CHECKLIST
Name _________________________
Title of book ____________________
Six sentences with five descriptive words _____________
Able to share/present narrative with class _____________
Overall look of narrative/book (ex: Is it legible?) ______________
Descriptive Words
Nice
Happy
Hot
Long
Pretty
Delicious
Big
Cheerful
Lovely
Tasty
Old
Strong
Small
Tall
Furry
Good
Brave
Smart
Yellow
Orange
Skinny