Name: Paige Sweeney

Date: 10/17/17
Subject/Grade: Writing/4th Grade

I. Integration of Learning Outcomes

a. Students will be able to brainstorm ideas for topics to use for their personal
narratives by completing the graphic organizers and using the prompts to think
of small moments that could be elaborated on.
II. Standards
a. Standard - CC.1.4.4.M
i. Write narratives to develop real or imagined experiences or events.
III. Anticipatory Set
a. Today we are going to continue thinking and learning about personal narratives.
Without look at the anchor chart, can someone remind me what is a feature of a
personal narrative?
b. Review what a personal narrative is.
c. Today we are going to brainstorm and think about topics to use for our own
personal narrative. What does a personal narrative focus on? (small moment).
One good way to think of a small moment in your life is by focusing on an
emotion and a time you felt that way.
d. Tell story about a time I was scared.
i. One emotion is scared. There were several times where I have felt scared.
The time I went to Eastern State Penitentiary, the time I cut my face open
as kid, the time my cat ran away from home while I was in Amsterdam,
and the time something kept hitting my cousins window late at night.
1. To preface this story, I live with my 14-year-old cousin Lillie and
my aunt and uncle. It was around 11 pm. I was working on my
homework in my room. My aunt and uncle were asleep and Lillie
was also doing homework in her room. All of a sudden Lillie
screamed my name from her room. And I’m thinking to myself,
what could she possibly be shouting my name for and why does
she so scared? I walk into her room and she is shaking. I ask her
what’s wrong and she tells me something keeps hitting her
window. And I’m like okay…. That’s creepy… Then all of a sudden I
hear it. It’s loud. We both jump a little. It kind of sounds like a
soccer ball is hitting the window. I turn off the lights in her room
thinking maybe it would be easier to see outside if it was dark in
the bedroom. Something hits the window again. Still couldn’t see
it. So I tried shining my cell phone flashlight outside. Still see
nothing but then something hit the window again! I was so
freaked out! So I then decided you know what, I’m just going to go
downstairs and see what is going on. Lillie mind you, was so
scared she stayed far behind me. We get downstairs and hear a
knock on the door I turn on the outside light and it’s my older
 cousin Nicholas. Lillie was so mad. Nicholas was in Nashville all
weekend and just got back but was locked out and his cell phone
was dead so he was throwing his bag at Lillie’s window to get her
attention.
e. Model how to choose two feelings and write about it.
f. Model how to list different examples of times I felt certain ways.
IV. Procedures
a. Have students open to first two-page spread.
i. Hand out “Writing from Our Heart” notebook sheet
ii. Hand out “Writers Use Feeling Words” notebook sheet
iii. Instruct students to glue in the two-page spread.
b. Hand out Idea List
i. Have students glue in FIRST blank page in writing notebook
ii. Have students turn to their Idea’s List. Ask for a volunteer to read first
box.
iii. Once they read it give students time to think of something and to write it.
iv. As they write, you write.
v. Ask for students to share.
vi. Finish the rest of the ideas sheet individually.
c. When students are finished, ask for them to put their pencils down. Then,
instruct them to turn to Writing from our hearts.
i. Explain directions.
ii. Model how to do it.
iii. Students will then complete it themselves.
V. Differentiation
a. Students must choose at least 3 feelings to write about, but no more than six.
b. Students who are having difficulty coming up with times they felt certain ways,
guide them by saying... “remember that time when”
c. The needs of auditory learners will be met when listening to the modeled story.
d. The needs to visual and kinesthetic learners will be met as they use the graphic
organizer to guide them through brainstorming ideas of times they felt particular
emotions.
VI. Closure
a. Have students stop five minutes before and write on an exit ticket one feeling
and one sentence about a time they felt that way.
VII. Formative/Summative Assessment of Students’
a. Notebook checks
b. Personal Narrative Final Draft at end of unit
VIII. Materials/Equipment
a. Personal Narrative Idea List
b. “Writing from Our Heart” notebook sheet
c. “Writers Use Feeling Words” notebook sheet
d. Writing notebooks
IX. Technology
a. Document camera used for modeling.
b. PowerPoint displayed for exit ticket