Lesson Plan Format:

Teacher___Miss Horton__________________

I.

Grade Level_____3rd________

Content and Standards:

1.4.3.A: Write poems and stories.
o Include detailed descriptions of people, places, and things.
o Include literary elements.
1.5.3.C: Organize writing in a logical order.
o Include a recognizable beginning, middle, and end.

II.

Prerequisites:

Students already

Know the different types of personal narrative leads (hooks).

Know the logical order of a story: beginning, middle, and end.

III.

Essential Questions
What are story hooks/leads?
What are the types of hooks/leads?
What are the three main parts of a story?
What is a closing?
What are the different types of story closings?

IV.

Instructional Objective:

The students will.

Write 2 closings for their personal narrative.

Recognize the different parts of a personal narrative.

V.

Instructional Procedures:

BEFORE:
The class will be asked what the 3 main parts of a story are: beginning, middle, and end.
DURING:
First, the students will review the different types of hooks. The teacher will then show a
boring example of a personal narrative. Using what the students have learned from
previous lessons (such as strong leads/hooks), the class will determine the beginning,

middle, end, and why the story needs to fixed. (Please see example.) The teacher will
show an example with a hook. After the students name the type of hook used in the
story, they will be told that they will be focusing on closings today.
How to close a personal narrative will be discussed and examples will be shown using the
following:
o Good Endingsinformation sheet.
o Anthology:
Remember p. 51
Feelings p. 29
Wish/Hope/Dream p. 69
o Reading book:
Learned p. 27
o Lilys Purple Plastic Purse
Future Last two pages
o Junior Great Books
Advice p. 55
Once these closing are discussed, the students will look at pictures from the museum trip.
The class will revisit the teachers story and will view possible endings. Using
everything that they have just learned, the students will come up with a new ending for
her story. Afterwards, the students will then write 2 different closings for their own
personal narrative.
AFTER:
Students will share one of their closings with a partner.
VI.

Materials and Equipment:

Chart paper: For writing the examples
Projector: To show the information sheet.
Good Endings information sheet: graphic organizer
Computer: For students who need it in order to write their closings
Real pictures from the story: Visual aid
Good Endings posters: Visual aid
Anthology
o P. 51
o P. 29
o P. 69
Reading book:
o P. 27
Lilys Purple Plastic Purse
Junior Great Books

VII.

Assessment/Evaluation

Questions
Discussion
Observation: Are they paying attention? Do they look confused? Do they need
help with the assignments? Do I need to go over the information again? Could
the students write appropriate closings? Could the students identify the different
types of closings?
Writing Notebook

VIII. VII. Differentiation: Individualized Activities:

IX.

X.

Students having trouble writing may use the computer to type their narratives.
Additional time will be provided if needed.
Technology:
Computer
Projector
Self-Assessment
Self-reflection:
o Did the students pay attention?
o Did they look confused at any time? If so, what was I doing?
o Did they need help with the assignments?
o Did I need to go over the information again?
o Should I review the information again?
o What would I do differently?
o What went well?
o What did not go well?
o Was there enough time for the lesson?

EXAMPLES:
NOTE: Each day, the writing examples will be developed more until a good personal
narrative is produced.
Extremely Boring:
I took Arielle to the Bucks County Childrens Museum for a school project.
When it was time to go to the Old Town Square exhibit, she didnt want to go. I bribed
her with cookies and she agreed. She enjoyed playing in the train so much that she didnt

want to leave. She did not want to leave, but I bribed her again. I told her we would get
cookies, and we left.
Boring, but has a hook and no closing:
Come on Arielle. Its time to go to the old time train. Its just like the trains
Gammi and Gampis parents rode on.
My niece yelled back, I dont want to go anymore! I want to stay in the
clubhouse.
I had taken Arielle to the Bucks County Childrens Museum for a school project,
but when it was time to go to the Old Town Square exhibit, she didnt want to go. I
bribed her with cookies and she agreed. Arielle enjoyed playing in the train so much that
she didnt want to leave.

Closings:
BORING:

I told her we would get cookies and we left.

FEELINGS: I am so happy that she went with me. She really liked the museum and I
got a good grade. I should get an Aunt of the Year award.
REMEMBER: The trains gave her a taste of what it was like to work on the railroads
when my grandparents were younger. Remember, it is always important to know your
history!
FUTURE:
She really liked the museum and I got a good grade. Maybe we will go
back again this year, or maybe we will even take a trip on a real train!
LEARNED:
trains.

I learned that my niece really likes trains. I wonder if she would like real

ADVICE: If you are thinking about taking a five year old to the museum, take my
advice: dont bother bribing her. She will have a blast anyway!
WISH/HOPE/DREAM:
time!

Hopefully, I wont have to bribe her with cookies next