EDN461IntroductiontoNarrativeWriting

Author:KellyGrimm
Datecreated:01/08/20163:14PMCSTDatemodified:01/12/20164:27PMCST

Demographic/ContextualInformation
Grade/Level

Grade4

NumberofStudents

28

DateofLesson

January14,2016

LessonStartTime

10:30AM

Howmanyminutesisthe
lesson

35

Course/Subject

LanguageArts(English)

Unit/Theme

NarrativeWriting

TitleofLesson

PersonalNarrativeWriting

WhereintheUnitdoesthis
Lessonoccur?

Beginning

Structure(s)/Groupingforthe
Lesson

Wholeclassreadaloud
Tablepairs/groupofthreebrainstorming
Independentpracticewriting

StudentCharacteristicsthat
NeedtobeConsidered

Studentsliketotalk
Studentlosefocusquicklyifitisslowpaced
Studentsneedrepeateddirections
Giftedstudentsneedactivitiesthatwillchallengethem
Strugglingreadersbenefitmorefromreadaloudsthanhavingtoreadindependently

ListtheNeedsofStudents
withIEPs

SpeechIEPsdonotneedmodificationsduringthislesson.

ListtheNeedsofStudents
with504Plans

N/A

I.WhatIsTheCentralFocusOfYourLesson?WhatAreYourObjectivesForStudentLearning?WhyAreThey
AppropriateForTheseStudentsAtThisTime?
CentralFocus/BigIdea

Thecentralfocusofthisunitistobuildstudents'writingabilitybyconnectingtheirwritingtosomethingthathas
happenedtothem.Studentswillbuildtheirabilitythroughpracticewithcreatingsentencesthatgrabthereader's
attention,andpracticewritingnarratives.

Rationale/Context

Thislessoncomeatthebeginningoftheunitbecauseitisanintroductorylessontopersonalnarrativewriting.This
lessoncomesafterlessonsthatwereusedtopreteachhowtowritenarrativesincludingusingadjectivesandreplacing
commonwordswithdescriptivewords.

PriorKnowledgeand
Conceptions

PriorKnowledge
Sentencestructure
Orderofadjectives
Narrativewriting
Structureofasentecne
PriorSkills
Studentsareabletoadddetailstoasentence
Studentsuseskillslearnedtosupporttheiropinion
Studentsuselearnedskillswithwritingasentence,paragraph,story
Vocabulary:
Essay
Story
Firstperson
Setting
Characters

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Standards

USACommonCoreStateStandards(June2010)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade4students:
Strand:Writing
Domain:
TextTypesandPurposes
Standard:
3.Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,descriptive
details,andcleareventsequences.
a.Orientthereaderbyestablishingasituationandintroducinganarratorand/orcharactersorganizeanevent
sequencethatunfoldsnaturally.
b.Usedialogueanddescriptiontodevelopexperiencesandeventsorshowtheresponsesofcharactersto
situations.
c.Useavarietyoftransitionalwordsandphrasestomanagethesequenceofevents.
d.Useconcretewordsandphrasesandsensorydetailstoconveyexperiencesandeventsprecisely.
e.Provideaconclusionthatfollowsfromthenarratedexperiencesorevents.
Indicator:
2.b.Developthetopicwithfacts,definitions,concretedetails,quotations,orotherinformationandexamples
relatedtothetopic.
Indicator:
3.d.Useconcretewordsandphrasesandsensorydetailstoconveyexperiencesandeventsprecisely.

AcademicLanguageDemands
Vocabulary
Narrativewriting
Personalnarrative
Details
"Catchylead"

Functions

Languagefunction:
Studentswillbeidentifyingcharacteristicsofapersonalnarrative.

Studentswillbeexpressingtheirown"momentintime"throughtheirwritingofapersonalnarrative.

SyntaxandDiscourse(1
Required)

Discourse:Studentswillknowthecharacteristicsofapersonalnarrativeandapplythatknowledgetocreatetheirown
narrative.

OBJECTIVE1

Whengivenapersonalnarrativeexample,SWBATidentifytwoofthecharacteristicsofanarrative.

Tool(s)UsedforAssessment

Objective1willbeassessedwhenasstudentsareansweringthequestions
WhatcharacteristicsofapersonalnarrativeisinRollerCoasterandwherearetheylocatedinthe
story?(focusesjustontherollercoasterride,nottheirwholetrip,ithasstrongfeelingsandinterestingwords)

EvidenceandAssessmentof
StudentLearning

Iwillknowwhetherornotstudentsaremakingprogresstowardsobjectiveonewhenstudentssharetheiranswers
aloud.Ishouldhearthemstatethecharacteristicandtheirevidencefromthebook.E.g.:Itisfocusononesmallevent
becauseitwasfocusedonjusttherollercoasternotherentiretriportherewereinterestingdetailswhenshedescribed
thepassengersgettingofftheride.

ExpectationsforStudent
Learning

ExceedsStudentsidentifytwoormorecharacteristicsandoneormorepiecesofevidencefromthebook.

MeetsStudentsidentifytwocharacteristicspresentandprovidepieceofevidencefromthebook.

DoesnotmeetStudentsidentifythecharacteristicpresent.

OBJECTIVE2

Basedontheideasbreainstormed,Studentswillbeabletoconstructapersonalnarrativethatincludesatleast2
characteristicsofapersonalnarrative.

Tool(s)UsedforAssessment

Objectivetwowillbeassessedwhenstudentsturnintheirpersonalnarrative.

EvidenceofStudentLearning

Studentswillprogresstowardsobjectivetwowhentheycompletetheirpersonalnarrativewithoneofthechoicesthat
thelassbrainstormed.Withintheirnarrative,thestudentincludedtwocharacteristicsofapersonalnarrative.

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ExpectationsforStudent
Learning

ExceedsStudentsworkisbasedonatopicwebrainstormedandhasatleast5sentences.2ormorecharacteristicsofa
personalnarrativeincluded.

MeetsStudentsworkisbasedonatopicwebrainstormedandhasatleast5sentences,2characteristicsofapersonal
narrativeincluded

BelowStudentsworkisbasedonatopicwebrainstormedandeitherhaslessthan5sentencesorincludedonly1
characteristicofapersonalnarrative

II.HowWillYouSupportStudentsToMeetYourObjectives?ForEachSectionOfTheLessonSequence,Provide
ADetailed,StepByStepListingOfHowYouWillImplementTheInstructionalPlan.DescribeWhatYouWillDoIn
EachSegmentOfTheLesson,Including:InstructionalMethodsYouWillUse,TransitionStatementsYouWillMake
ThroughoutTheLesson,AndQuestionsYouWillAsk.
Introduction

#ofminutes
3

Introduction
PairSharewiththeseatpartner:
Whydowriterswrite?(totellastory,theylikewriting,toinformpeople)
Whatdoesitmeanwhenanessayisanarrativeessay?(itisaessaythat
tellsastory,likeanarrator)
whatisapersonalnarrative?(storyaboutyourself)

Lastweek,theclassworkedonaddingadjectivestonounsandchangingcommon
verbstomoredescriptiveverbsinordertomakethesentencescometolifemore.
Today,wearegoingtotalkaboutpersonalnarrativesandhowwecanusewhatwe
learnedlastweektohelpourreadingvisualizewhatisgoingon.Afterwearegoing
topracticewritingourownshortnarrativewhatweknowaboutpersonalnarratives
andwhatwelearnedlastweek.

InstructionalSequence

#ofminutes
27

InstructionalSequence
DirectInstruction
Introducepersonalnarratives
Personalnarrativeisatruestoryofsomethingthathappenedtoyou
Characteristics/featuresofapersonalnarrative(havethepersonalnarrative
chartpaperontheboard)
Focusonasmallmomentintime,startswithacatchylead,haveabeginning,
middle,andend,zoomintotellmostimportantparts,includestrueexact
detailsfromthemovieinyourmind,strongfeeling,andinterestingwords.

ReadaloudRollerCoaster
*havestudentsgotobackoftheroomorturnaroundintheirseats*
Prereading,whatdoyouthinkthisbookisabout?(arollercoaster,atime
wheresomeonewentonarollercoaster)
Asyouarelisteningtothestory,thinkaboutthecharacteristicsofapersonal
narrativebecauseafterweread,wewillbediscussingthedifferentcharacteristics
thatwelocatedinthestory.
Page4:Whywasitimportanttoincludethewordverybeforebigand
noisy?(ithelpsdescribebigandnoisybetterforthereader)
Page6:Howisthecharacterfeelingwhensheonthispagebasedonwhat
sheissaying?(shesscared)
Howdoyouknowshesscared?shesaysthatpeoplecanchangetheir
mindsabouttheride)
Page17whatwordhelpspaintapictureinthereadersmind?(theword
zips)
Why?(youcanvisualizethattherollercoasterisgoingbyfastwhenyouhear
thewordzips)
Page28Donotshowpicturetotheclassbeforeaskingthefollowing
questions,Whatdoyouvisualizewhenyouhearthispage?(peoplenot
feelingwellwalkingfromthecoaster)Whataboutthesentencesmakesthis
pageeasytovisualize?(ithasalotofdetailandadjectives)

*Havestudentswaituntilnumbercalledforchromebookbeforeheadingbackto
seat*

Think,Pair,Sharewithintablegroups:
WhatCharacteristicsofapersonalnarrativeisinRollerCoasterandwhere
aretheylocatedinthestory??(focusesjustontherollercoasterride,not
theirwholetrip,ithasstrongfeelingsandinterestingword)
Whataresomememoriesthatwecanwriteaboutasourpersonal
narrative?(Whenwegotoutpet,thefirsttimewewalkedintotheclassroom,
whenIhitthegamewinninghomerun,whenwewonourgame,whenI

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learnedtoplayhotcrossbunswithmyrecorder,etc.)

Independentwork:Writingashortpersonalnarrative
Modeltheexample,thenightHarleycamehomeandexplainhowitmeetsguidelines

Guidelinesforpersonalnarrative:
*writeonboardorhaveuponcomputer*
Pickoneofthetopicswebrainstormed,ifthereissomethingelseyouwantto
writeaboutaskfirst
Includeatleast2characteristicsofapersonalnarrative
Includepropergrammarandpuncuation.
Needstohaveatleast5sentence,youcandomoreifyouhavetime
Ifyouhaveextratime,gobacktoseeifyoucanaddmoredetailsor
characteristicsofapersonalnarrativeintoyourwriting.

Closure

#ofminutes
5

Closure
Sharingwith2complimentsand1growth
Have2volunteerssharetheirwork
Aftereachstudentsharesthencallon
classmatestogive2complimentsand1
growth(2peopleforcomplimentsand1
personforgrowth)
Astheclassmatesshare,Writedownthe
complimentsandthegrowthonanotepad
andgivetothevolunteer.

Today,welearnedaboutpersonalnarrativesand
wepracticedwritingonebasedoffnotonlywhat
webrainstormedbutoffthecharacteristicsofa
personalnarrative.Inthenextmonth,theclass
willcontinuetolearnmoreaboutnarrativeand
howtomakewhatwedraftedtodaybetter.

Differentiation/Extension
Forstudentswholiketotalk,Igavethemmultipleopportunitiestotalkthroughturnandtalksandsharing.
Forstudentwholosefocusquicklyifitisslowpaced,Ikeptthethedirectinstructionandthefollowingactivities
short
Studentsneedrepeateddirections,Iwillrepeatdirectionsandhavethemwrittenontheboardforthestudentsto
see
Giftedstudentsneedactivitiesthatwillchallengethem,Ichallenegedthembyaskingdeeperthinkingquestions
inthereadaloudandgivingthemachancetoincludemorecharacteristicsintheirwriting.
StrugglingreadersbenefitmorefromreadaloudsthenhavingtoreadindependentlythereforeIincludedaread
aloud.
WhatIfs

Timegoestoolong:Onlyallowfor4brainstormingideasbeforeallowingstudentstomoveontotheirwriting.

Timegoestooshort:Havestudentsaddontotheirpersonalnarrativesorcreateanewone,orhavemorestudents
sharealoudandcontinuingdoing2complimentsand1growth

Studentsdonotknowwhatanarrativeis:Explaintostudentswhatanarrativeisandgiveexamplesofstoriesthey
mightknow

Whatifastudents'seatpartnerisgone:Studentcanjointhegroupbehindthemandbecomeagroupofthree.Iftwo
peoplearegone,Iwouldpairthetwoup.
Ifstudentsarenotunderstandinghowtowriteapersonalnarrative:Gobackandexplainwhatitis

Thegiftedstudent/anystudentisdoneearly:Havethempartnerupandpeerreview.

Chromebooksdonotwork:Havestudentswritestoryonlooseleaf

ResourcesandMaterials
Materialsandresources:
Frazee,M.(2003).RollerCoaster.SanDiego,California:Harcourt.

Kraynak,Karen.WritingNarratives.HomerGlen,IL.
PersonalNarratives.(n.d.).RetrievedJanuary10,2016,fromhttp://www.timeforkids.com/homeworkhelper/a
pluspapers/personalnarrative
Technologyresources:
Chromebooks

Page 4 of 5

Attachments:
1. ThenightHarleycamehome.docx

III.AnticipatedFeedbackOnStudentLearning
StudentFeedback

A."IreallylikehowyouthoughtaboutyourtriptoDisney,butisthereaspecificrideoreventthatyoureallyliked?"
"Whereinthebookcanthecharacteristicofinterestingwordsbefound?"Ireallylikedhowyouwrotespecificdetails
aboutyourdog,canyoushowmeothercharacteristicsyouusedinyourwriting?Ilikethisideabutcanyousayitin
anotherway?

B.Myfeedbacktostudentswillhelpstudentsfurthertheirlearningbyprovidingthemsomethingthattheyshouldkeep
doingandsomethingthattheycanstillworkon.Italsoallowsstudentstofocusmoreonwhattheirgoaliswhilewriting
anarrativeessayintheclass.

Assessment/Rubrics

Attachments:
1. personalnarrativeessayrubric4thgrade.docx

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