TCNJ Lesson Plan

Revising Our Resting Stories

Student Name: Angie Velazquez
Grade Level: 2nd Grade

School Name: Hopewell Elementary

Host Teachers Name: Ms. Harjes

Guiding and/or Essential Questions:

How do authors make their stories better?
What would you recommend to improve the characters and the story?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Students have been learning about realistic fiction in both their reading and writing
workshops. They have discussed what realistic fiction entails and how authors develop their
characters and stories. The students have also learned about how to write stories. For example,
they know that they should include dialogue, both internal and external. Also, they know that a
story should have a beginning, middle, and end, and use the five finger technique when writing
stories (beginning, middle, middle, middle, and end).
The students have been working on various stories in previous weeks. They have created
Resting drafts of the stories they have come up with. They have discussed revisions, but it was
focused on adding dialogue and temporal words. They do not yet know how to revise the
characters in their stories.
Standards:
CCSS.ELA-LITERACY.W.2.3Write narratives in which they recount a well-elaborated event
or short sequence of events, include details to describe actions, thoughts, and feelings, use
temporal words to signal event order, and provide a sense of closure.
CCSS.ELA-LITERACY.W.2.5With guidance and support from adults and peers, focus on a
topic and strengthen writing as needed by revising and editing.
CCSS.ELA-LITERACY.SL.2.1.AFollow agreed-upon rules for discussions (e.g., gaining the
floor in respectful ways, listening to others with care, speaking one at a time about topics and
texts under discussion).
Learning Objectives and Assessments:
Learning Objectives
Students will evaluate their work and their
peers and make changes to their stories. They
will discuss what revisions they need to make.

Assessment
Students will work with a partner to make
revisions to their stories. I will assess if they
made any changes and how well they improved
the story. I will also see how well they interact
with their peers and if they were respectful.

Materials/Resources: (List materials, include any online or book references and resources)

We revise our writing by anchor chart

Ms. Harjes story example
Resting drafts of stories
Sticky notes
Pencils

Plan for set-up/distribution/cleanup of materials:

I will bring the copy of the story Ms. Harjes has already drafted with the class with me to
the rug. I will also bring a pencil and sticky notes with me to write down my revisions as I teach
the class. The revision anchor chart is hung next to the rug area so students can easily see it.
Students have their Resting drafts in their folders at their desks and sticky notes and pencils in
containers at their desks as well.
Step by Step plan (numbered):
1. Lesson beginning: I will call the students over to the rug to begin the lesson. To begin, I
will have them connect to their previous experience with this subject. I will call on a few
students to tell me what they learned the previous day with Ms. Harjes. Then, after they
have responded, I will say, Now I know you have been working on some stories for a
while now. Can anyone tell me what they have included in these stories? Student
responses should include things like: dialogue, main/secondary characters, a problem,
BMMME, etc.
2. Lesson beginning cont.: Next, I will ask the students what they think revision means and
if they have done it before. I will then have the students tell me what they do when they
revise. They should say that they add internal/external dialogue and temporal words. For
those students that are unsure, I will direct their attention to the anchor chart that they
created with Ms. Harjes.
3. I will then begin to teach the lesson. I will tell them that revision is important and that we
will be adding other things to the list. I will explain we will be focusing on how to revise
our characters.
4. Using Ms. Harjes story example, I will guide them through the first step of revising their
characters: connecting their life to their characters. I will explain that realistic fiction uses
problems and solutions from real life situations, so their writing should mirror this. I will
ask aloud, What are some things that I want and need in my own life that would make
sense for my characters? I will then flip through the story and, using the sticky notes,
write down any changes I might make to make the story more realistic. I will ask if they
agree (thumbs up/down) and if I missed something.
5. I will then instruct the students to take a look at their characters, starting with the main
characters. I will ask aloud, Who are my main characters and what do they want/need?
Again, I will flip through the story and identify the main characters and make note of
them on a sticky note. Then, I will do the same thing, but with the secondary characters. I
will ask if they agree (thumbs up/down) and if I missed something.
6. Next, I will ask them if they remember what I taught them last week about how authors
develop characters. Students responses should be that authors develop characters based
on their wants/needs, dialogue, and actions.
7. I will tell them that that relates to the last thing that we will be revising. I will say, So as
Im flipping through my story Im going to ask myself, How do my main characters

change over my story as they attempt, or try, to solve their problems? I will use the
sticky notes to write down how the characters change and how the author shows this
change.
8. To wrap up the mini-lesson, I will ask the students to remind me what three things they
will be looking for as they revise today. Students should say: connections to real life,
main/secondary characters, and development of characters (or how they change).
9. Students will be instructed to get their Resting drafts out and work at their desks. I will
then dismiss the students in small groups (~5).
10. Students will have 15 minutes to work on their own to make revisions to their stories.
They will make notes using their preferred method. I will walk around, observe, and help
when necessary. Ms. Krystal can assist with this as well. A 5 and 1 minute warning will
be given before they work with their partners.
11. After working independently, the students will meet up with their writing partners. I will
explain that each partner will be given 10 minutes to revise their stories with their partner.
Partners will be instructed to look for anything their partner might have missed. I will
emphasize that they should be respectful and not say mean things about the other persons
writing; this is to help peoples writing get better.
12. Students will then begin partner work. Again, I will walk around, observe, help, and give
a 5 and 1 minute remaining warning.
13. The second partner will then have the chance to have their work be revised. Once again, I
will walk around, observe, help, and give a 5 and 1 minute remaining warning.
14. I will then instruct the students to bring their drafts and notes to the rug for a group share.
15. Closure: The students group share will serve as a short closure. I will select 2-4 students
to share one thing they revised in their stories and how exactly they revised it. After they
are done presenting, I will finish writing workshop by having the students tell me the
three things writers should look for when revising their characters (connect,
main/secondary, and development).
Key Questions (that you will ask):

What are some things that I want and need in my own life that would make sense for my
characters?
Who are my main characters and what do they want/need?
Who are my secondary characters and how do they support or get in the way for my main
characters?
How do my main characters change over my story as they attempt (try) to solve their
problems?

Logistics:
Timing: Writers Workshop=10:30-11:25 am20 minutes teaching/discussing PLUS 35
minutes of revision of stories

3 minutes for transition and introduction (connect)

9 minutes explaining how to revise (teach/active engagement)
o 3 minutes for connecting story to own life

o 3 minutes for identifying main characters/secondary characters

o 3 minutes for identifying how characters change over time
3 minutes to explain task and transition (link)
35 minutes to revise their stories
o 14 minutes to reread their drafts and make revisions on their own
o 1 minute for transition/explanation
o 20 minutes to work with their partners
10 minutes partner 1
10 minutes partner 2
5 minutes for transition and closure

Transitions:
Students will be asked to meet on the rug where they remain for most of the lesson. They
will be dismissed in small groups to their tables to get their folders/drafts. For the closing share,
the students will be asked to return to the rug with their stories in hand. Ms. Krystal can help the
students that are lagging behind hurry up and join us at the rug.
Classroom Management:
At the beginning of the lesson the students will be asked to sit crisscross applesauce on
the rug. When they return for the closure, they will be reminded again to sit with their legs
crossed. If the students start getting too loud, I will point out students who are sitting nicely and
can also clap a beat and have students respond. Students will also be instructed to use their
active listening bodies. When working with their partners, I will ring the bell to signal when
one person should stop presenting their stories and the next person should go. 10 and 5 minute(s
remaining) reminders will also occur to help keep things moving. The bell can also be used if
students start talking too loudly and if I need to get their attention.
Differentiation
Some students, like E, struggle to write their stories. They will need more supervision
and interaction. Ms. Krystal and I can talk to them more while they write, and help them
brainstorm ideas and guide them as they look for the revisions that they should be making. Other
students, like C, are prone to talking with their neighbors and getting distracted. These students
will need some supervision and refocusing throughout the lesson. To write down their thoughts, I
will give the students the option of using sticky notes, the margins/back of their papers, or a
worksheet.