Narrative Writing Instructors Manual

Narrative
writing
Instructor’s manual
Fourth grade edition

©Rebekah 1Reyes 2019
Western Governor’s University
Table of Contents
Unit Overview.............................................................................................................. 3
Performance Objectives ....................................................................................... 4
Delivery Approach ................................................................................................... 6
Materials........................................................................................................................ 8
Resources ...................................................................................................................... 9
Detailed Lesson Plans ......................................................................................... 10
Lesson 1................................................................................................................ 11
Lesson 2...............................................................................................................16
Lesson 3...............................................................................................................21
Lesson 4............................................................................................................ 26
Lesson 5...............................................................................................................31
Lesson 6.............................................................................................................36
Lesson 7............................................................................................................ 40
Lesson 8.............................................................................................................44
Lesson 9.............................................................................................................48
References........................................................................................................................52
Appendix..........................................................................................................................53
2
Unit Overview
This unit is a nine-day writing unit introducing the narrative
genre, focusing in on the importance of recognizing and reproducing
the key characteristics of story-telling in writing a narrative. Within
the unit, students will learn how to use details and examples to write
a story about a small moment, rather than a big idea. Students will
learn to move through each step of the writing process during their
narrative story writing and will be encouraged to self-evaluate their
writing as they move through each step of the process.
3
Performance Objectives
The following is a list of instructional objectives used in this unit plan:
1. Given an “Exit Ticket” activity, students will identify five key
elements of narrative works with 80% accuracy.
2. Given a ten-question quiz, students will classify specific
tasks completed during the writing process into their
individual stage of the writing process with 90% accuracy.
3. Given a prompt, students will effectively distinguish between
large ideas/focused-in moments in drafting their “pre-write”
pieces. Student work will be formatively evaluated using a
criterion-based rubric, in which a minimum of 3 out of 4 is
achieved.
4. Given a timeline prompt, students will organize a specific
sequence of events in a logically/naturally unfolding order.
Student work will be formatively evaluated using a criterion-
based rubric, in which a minimum of 3 out of 4 is achieved.
5. Given a prompt, students will demonstrate an understanding
of appropriate introductory paragraph writing, and thus, will
4
orient the reader by establishing a setting/situation and/or
introducing characters/problems in their introductions.
Student work will be formatively evaluated using a criterion-
based rubric, in which a minimum of 3 out of 4 is achieved.
6. Given a five-question quiz, students will identify author’s
point of view in short passages with 80% accuracy.
7. Students will revise writing pieces to add author’s
craft/characterization to their original drafts. Student
revisions will be evaluated using a criterion-based rubric, in
which a minimum of 3 out of 4 is achieved.
8. Given a prompt, students will demonstrate an understanding
of appropriate closing paragraph writing. Student work will
be formatively evaluated using a criterion-based rubric, in
9. Given a final draft sheet and pencil, students will draft and
publish their final narrative works, to be summatively
evaluated using the Nevada Department of Education
Formative Writing Tools Evaluation Guides for Fourth Grade
Narrative Writing Rubric, in which 80% of students score a
minimum of 3 out of 4 (meeting or exceeding expectations).
5
Delivery approach
This instructional unit consists of a total of nine lessons. Each
lesson is sixty minutes long. It will take nine days to complete the unit.
Most of the lessons are structured using a basic sequencing in the
following order: pre-instructional activities, content presentation,
learner participation, assessment, and follow-through/closing
activities. The first two lessons detail what, exactly, a narrative
story entails, and the steps of the writing process/how to self-
evaluate writing. The following five lessons explicitly teach the
components of an effectively written narrative piece as per the
Nevada Department of Education Formative Writing Tools Evaluation
Guides for Fourth Grade Narrative Writing Rubric (sequencing, point
of view, author’s craft, etc.) and will provide students with time to
work with each component – building onto their narrative works with
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each progressive lesson. The remaining two lessons will allow
students time to edit and finalize their work.
The primary learning theory that supports the instructional
strategies in this unit is the cognitivist theory of learning. Students
are given daily opportunities to connect new content to prior
knowledge and skills. Each student will take on an active learning role
– actively engaging students in discussions, conversations, and
application of their newly obtained skills. While students are given
time to work independently during each lesson, student discourse is
encouraged in group activities.
7
Materials:
The following classroom materials will be utilized to
effectively teach this nine-day writing unit.
• Chart Paper
• Markers
• Student Writing Notebooks
• Glue
• Pencils
• Sticky Notes
• ELMO
• SMART Board
• Chromebooks with Internet Access
8
Resources:
The following resources will be utilized to effectively teach
this nine-day writing unit.
• Mentor Texts:
The Raft by Jim LaMarche, Marshfield Dreams by Ralph Fletcher, How I
Became a Pirate by Melinda Long and David Shannon, The Leaving Morning by
Angela Johnson, and Too Many Tamales by Gary Soto
• Printable Worksheets/Rubrics found in the Appendix section of this

instructor’s manual
• Web Resources:
https://www.surveymonkey.com/r/STW6H7N
https://www.abcya.com/grades/4
https://www.brainpop.com/english/writing/writingprocess/
https://www.education.com/game/star-rumble-2/
https://www.youtube.com/watch?v=CN9e_zg11vM
https://www.youtube.com/watch?v=17GshDvRGKs
9
Lesson plans:
The following lesson plans are included in this nine-day
writing unit.
Day 1: What Makes a Story?
Day 2: Writing Process and Self-Evaluative Writing
Day 3: Zooming In (Apple vs. Apple Seed Writing)
Day 4: Sequencing: Beginning, Middle, End
Day 5: Lead: Hooking Your Readers
Day 6: Point of View
Day 7: Author’s Craft/Characterization
Day 8: Conclusions: Wrapping it Up
Day 9: Author’s Chair
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Day 1:
What makes a story?
Lesson Overview: In this lesson, students will draw on prior knowledge and a
narrative mentor text to determine what makes a story. Students will watch a
Flocabulary video entitled Five Elements of a Story and create their own
anchor charts to help solidify this knowledge, showing what they know at the
end of this lesson by identifying five key elements of narrative pieces on an
“Exit Ticket”.
Time: 60 minutes
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Resources or Materials Needed
• Narrative Mentor Text: The Raft by Jim LaMarche
• Chart Paper
• Markers
• “Elements of a Story?” Worksheets
• Glue
• Pencils
• ELMO
• SMART Board
• Access to Flocabulary video: Five Elements of a Story
• Chromebooks with Internet Access (for “Exit Ticket”)
Performance Objective: Given an “Exit Ticket” submitted via an online survey
platform, students will identify five key elements of narrative works with 80%
accuracy.
Step 1: Pre-Instructional Activities
• Students will engage in a “Quiet 10”, during which time, students are to
silently write for ten minutes without stopping.
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• Students are given the prompt, “Once upon a time...” and asked to use their
ten minutes of silent writing to write an imaginary story.
Step 2: Content Presentation
• Students will join teacher at carpet area
• Teacher will ask students what makes a good story?
• Teacher will accept answers from 4-5 students
• Teacher will read narrative mentor text aloud to students, asking them to
pay close attention to what makes this story a good story
• Students will turn to shoulder partners and engage in discussion on what
elements of this story MAKES it a good story
• Teacher will ask students if the elements of this story exist in other stories?
• Teacher will create an anchor chart entitled, “What is a Story?”, accepting
answers from students and including them in the anchor chart (making sure to
guide the responses in order to put the most pertinent information on the
anchor chart).
• Teacher will dismiss students back to seats
Step 3: Learner Participation
• At seats, students will be asked to take out writing notebooks.
• Teacher projects Flocabulary video entitled, “Five Elements of a Story”.

13
• Students are given half-page worksheets to glue into notebooks, entitled
“Elements of a Story” (Appendix A).
• Students are asked to make their OWN “mini anchor chart” on the most
important components of a story.
• Teacher will project worksheet onto SMART Board, writing the following
prompts for students to answer:
• Definition of “Story” (in your own words)
• What are the five elements of a story?
• Are there any other important features of a story?
• How should a story make you feel?
• Students are given time to answer questions independently and share at
their table groups.
Step 4: Assessment
• Exit Ticket: Students are asked to put away Writing Notebooks and to take
out their Chromebooks to complete an online Survey Monkey exit ticket at
https://www.surveymonkey.com/r/STW6H7N which assesses student
understanding of the 5 of the most important components of writing their own
story. Teacher provides the following weblink for students to access and
prompts students to fill in responses. Teacher will monitor responses as they
are submitted in real time and use responses as a formative assessment to
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guide instruction.
Step 5: Follow-Through Activities
• Students are asked to pay close attention tonight during their 20 minutes of
assigned nightly reading to elements of the chapter that either improve or

take-away from the overall story. Does the author of the book they are
reading use the key elements of story writing?
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Day 2:
writing process and
self-evaluative writing
Lesson Overview: In this lesson, students will learn and examine the
steps/stages of the writing process and analyze the importance of writing in a

step-by-step procedural manner. Students will be provided with a rubric that
they will use to evaluate their own pieces of writing.
Time: 60 minutes
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• Chart Paper
• Markers
• Glue
• Pencils
• ELMO
• SMART Board
• Access to Brain Pop video: Writing Process
• Quiz
Performance Objective: Given a ten-question quiz, students will classify
specific tasks completed during the writing process into their individual stage
of the writing process with 90% accuracy.
• Students will engage in a web-based game on
https://www.abcya.com/grades/4 to practice grammar skills necessary to
become strong writers.
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• Students are asked to take out Google Chromebooks and access the
webpage listed above.
• Students are instructed that they may choose from any of the “Parts of
Speech Word Quest” games under the Word Games tab.
• Students will play the game of their choice for ten minutes before being
asked to close their Chromebooks.
• Teacher will open content presentation by asking students to discuss with
their face partner what the first steps are when they write?
• Teacher allows students 1-2 minutes to discuss, before asking students to
share
• Teacher explains that there is a step-by-step procedure that all good
writers follow when they begin writing, called the “Writing Process”
• Teacher shows Brain Pop video entitled, “Writing Process” at
• Teacher asks students to take out their Writing Notebooks.
• Teacher draws students’ attention to anchor chart (on chart paper) pre-
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labeled with markers “The Writing Process” (divided with markers into 5 equal
sections).
• Teacher instructs students to create the same anchor chart in their writing
notebooks.
• Teacher walks through each step of the writing process (pre-write, draft,
edit, revise, publish), and, asking for student input, fills out the anchor chart.
• Discussion: students partake in a discussion of the importance of self-
evaluating one’s writing as they move through each step of the writing
process.
• Teacher provides students with a self-evaluation rubric to put in their
writing notebooks that will serve as a tool they can utilize as they move
through each step of the process (Appendix B).
• Students are instructed to glue in the self-evaluation rubric in their writing
notebooks.
Step 4: Assessment
• Teacher distributes ten-question quiz in which students are asked to
classify specific tasks completed during the writing process into their individual
stage of the writing process (Appendix C).
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• Students will discuss, at their table groups, what problems may arise if the
steps of the writing process are ignored or not followed in the step-by-step
manner outlined.
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Day 3:
Zooming in (apple vs. Apple seed writing)
Lesson Overview: In this lesson, students will learn to differentiate between
large ideas/events and focused-in/small moments. Teacher will read an
excerpt from a mentor text, in which the author zooms into a small moment in
his life and gives us very specific details that make us feel like we are in the
moment with him. As a class, we will discuss the difference between big
events (apples) and small moments that happen within big events (apple
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seeds). Students will recognize the value narrowing the focus of a narrative
story adds to the final piece (rather than telling a broad/generalized story).
Time: 60 minutes
• Mentor Text: Excerpt from Marshfield Dreams by Ralph Fletcher
• Chart Paper
• Markers
• Glue
• Pencils
• ELMO
• SMART Board
Performance Objective: Given a prompt, students will effectively distinguish

between large ideas/focused-in moments in drafting their “pre-write” pieces.
Student work will be formatively evaluated using a criterion-based rubric, in
22
• Students are given the prompt, “My Best Day Ever” and are encouraged to
write about all of the small details of the day that, added together, made their
day the “best day ever”.
• Teacher will read an excerpt from narrative mentor text aloud to students
• Students will discuss the BIG PICTURE that the author was writing about
• Students will discuss the specific moment in time that the author was writing
about
• Teacher will guide discussion so that the main point is discussed: an author
can utilize a
small moment, really drawing the moment out, adding specific sensory details
to make
readers feel that they are in the moment
• Teacher shows refers to chart paper with pre-drawn diagram of the inside
of an apple (an apple cut in half)
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• Teacher explains to students that the BIG PICTURE is the WHOLE APPLE, yet the
author can choose to zoom their focus, not only on the whole apple, but small
moments that take place within the main event...we call these moments “apple
seed” moments
• Students are asked to brainstorm OTHER apple seed moments that the
author may have chosen to write about, rather than the apple seed he
selected
• Teacher listens to discussions, asking 3-4 students to share their ideas,
drawing them onto the chart paper as “apple seeds”.
• Students will return to their seats
• Students are given time to brainstorm “apple” ideas (large events) that they
would like to write about in their writing notebooks
• Students are instructed to narrow the focus of their apple, to 3-4 apple
“SEEDS” (zoomed in, smaller moments)
• Students are asked to select one apple seed and write begin to brainstorm
specific ideas/details/moments for their selected apple seed.
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Step 4: Assessment
• During learner participation, teacher will be walking around, formatively
assessing students on their “pre-write” using a criterion-based rubric
(Appendix D).
• Students will partake in a Round Robin activity, in which the teacher provides
the class with an “APPLE” event: “Christmas Break 2018”, and each student
stands and gives a specific “APPLE SEED” example (real or imagined) of a
moment/instance that occurred during the larger event.
• Teacher will close by discussing the 25 different unique writing opportunities

we just shared by zooming into a specific moment in time, rather than just
talking about a broad/ general event.
25
Day 4:
Sequencing (beginning, middle, end)
Lesson Overview: In this lesson, students will learn to write a story in a
naturally unfolding sequence of events: beginning, middle, end. Teacher will a
mentor text, in which the author describes the characters, setting, and initial
problem at the beginning, explains in detail what happens to the characters in
the middle/climax of the story, and ends his story with the solution to his
problem. As a class, we will identify the beginning, middle, end of this story on a
timeline, and jot down smaller details that happened throughout the story.
26
Students will understand the importance of the sequence of events in a story
unfolding in a logical/natural order. Students will begin to plan their story by
creating their own timeline, identifying what will happen at the beginning,
middle, and end of their personal narratives.
Time: 60 minutes
• Mentor Text: How I Became a Pirate by Melinda Long and David Shannon
• Chart Paper
• Markers
• Glue
• Pencils
• ELMO
• SMART Board
• Chromebooks with Internet Access (to access Transitions game)
Performance Objective: Given a timeline prompt, students will organize a
specific sequence of events in a logically/naturally unfolding order. Student
work will be formatively evaluated using a criterion-based rubric, in which a

minimum of 3 out of 4 is achieved.
27
• Students will engage in an web-based activity at
https://www.education.com/game/star-rumble-2/ to practice utilizing
transitional words and phrases that will later help their readers move smoothly
through their story during the natural unfolding of events that will take place.
• Students will play the game Star Rumble for ten minutes before being asked
to close their Chromebooks.
• Teacher will read narrative mentor text aloud to students
• Students will discuss the sequence in which the story unfolded: what
happened at the beginning, middle, and end of the story?
• Teacher will allow students to share with their shoulder partner before
returning back to a whole group discussion.
• Teacher will guide the discussion, while writing ideas onto the chart paper
(pre-labeled with a rough “timeline” that has BEGINNING, MIDDLE, and END written
underneath in corresponding locations)
28
• First, teacher will jot down the MAIN beginning, middle, and end points, and
then will fill in the rest of the timeline with smaller details that filled the story.
• Teacher will explain the importance of story telling in sequence (in the natural
order that things would occur) to keep the reader engaged, interested, and to
avoid any confusion!
• Optional: Teacher may give examples of what would happen if this story
was told out of order, asking students to imagine that the middle of the story
was told first, then the ending, followed by the beginning. It wouldn’t make
much sense!
• Students are given instructions – today they will be creating a timeline in their
writing notebooks of the main things that happened in their story – beginning,
middle, end.
• At seats, students will be asked to take out writing notebooks.
• Students are given half-page worksheets to glue into notebooks, entitled
“Story Timeline”
• Students are instructed to refer back to their brainstorming page, where
they jotted down specific ideas/details/moments for their selected apple seed
yesterday in order to create their timeline.
29
• First, students are expected to fill in the “beginning, middle, end” sections, and
then fill in the negative space with details (as modeled on chart paper).
Step 4: Assessment

assessing students on their sequencing timeline using a criterion-based rubric
(Appendix E).
• Students will share with their table “face-partner” (across from them) and
“shoulder-partner” (next to them) to make sure that the story follows a
natural sequence of events – beginning, middle, end is in order and makes

sense.
30
Day 5:
Lead: hooking your readers
Lesson Overview: In this lesson, students will learn how to write a strong
opening lead to their personal narrative which will “hook” their readers and get
them interested in their story from the beginning. Teacher will read an excerpt
from a mentor text which has a great example of the author using
descriptive details in the opening (specifically describing the setting in great
detail) in order to hook her readers. Students will discuss possible ideas for
their lead in a whole group setting at the carpet before being given time to
31
independently craft their opening paragraph and reflect on their work thus far
with a partner utilizing their Self-Evaluation rubric.
Time: 60 minutes
• Mentor Text: Excerpt from The Leaving Morning by Angela Johnson
• Chart Paper
• Markers
• Glue
• Pencils
• ELMO
• SMART Board
Performance Objective: Given a prompt, students will demonstrate an
understanding of appropriate introductory paragraph writing, and thus, will
orient the reader by establishing a setting/situation and/or introducing
characters/problems in their introductions. Student work will be formatively
evaluated using a criterion-based rubric, in which a minimum of 3 out of 4 is
achieved.
32
• Students are asked to think about a time that they saw fireworks (real or
imagined). Students are instructed to write about their five senses during the
firework show: what did they see, feel, smell, taste, and hear? Students are
encouraged to be as detailed as possible!
• Teacher will start the mini-lesson by reminding students that yesterday, we
planned out the beginning, middle, and end of our stories by making our
detailed timelines. Today, we are going to begin drafting our pre-write. Before
we can jump right into our story, however, we need to make sure that we
really HOOK our reader – we need an introduction that will really catch our
reader’s attention and make them want to finish reading our story!
• Teacher will tell students that one great way to write a strong opening to a
story, is to describe the setting in detail, and will read the first few pages
from the narrative mentor text The Leaving Morning by Angela Johnson aloud
to students to share an example of this.
33
• After reading the story’s introduction, the teacher will explain to the students
that during the opening, the author was telling her readers what it was like
the morning the family moved.
• Teacher will ask for examples of how the author described the setting.
• Teacher will allow students think time to decide whether it would make sense
for them to start their story by describing the setting in detail? If so, could
they utilize their five senses to help them describe the setting? If not, what
other ways could they hook their readers?
• Students are given time to share the idea for their hook with their shoulder
partner.
• Teacher listens to discussions, asking 3-4 students to share their ideas,

jotting some notes down onto the chart paper.
• Students will return to their seats and take out their writing notebooks
• Students are asked to turn to the next clean page in their notebooks and are
given time to write their hooks.
• Students are instructed to use their five senses to help them use
descriptive details to hook their readers in the opening paragraph.
34
Step 4: Assessment
assessing students on their “hook” using a criterion-based rubric (Appendix F).
• At the close of the lesson, students will be asked to refer to their self-
evaluation rubric (provided to them during Lesson 2) to see whether their

story is heading in the right direction. Students are asked to turn to their
shoulder partner and share their thoughts – do they have a strong opening to
their story? Is their lead strong enough to earn a 4?
• Shoulder partners may switch notebooks and read one another’s work,
providing thoughtful feedback.
35
Day 6:
Author’s point of view
Lesson Overview: In this lesson, students will review the difference between
writing in first person, second person, and third person point of view. Students
will watch a Flocabulary video to refresh them on the topic, take a short quiz,
and be given time to work on their drafts.
Time: 60 minutes
36
• Chart Paper
• Markers
• Pencils
• ELMO
• SMART Board
• Access to Flocabulary video: Author’s Point of View
• Chromebooks with Internet Access (to access Transitions game)
• Author’s Point of View Quiz sheets
Performance Objective: Given a five-question quiz, students will identify

author’s point of view in short passages with 80% accuracy.
• Students will engage in an web-based activity at

https://www.education.com/game/star-rumble-2/ to practice utilizing
transitional words and phrases that will later help their readers move smoothly
through their story during the natural unfolding of events that will take place.
37
• Students will play the game Star Rumble for ten minutes before being asked
to close their Chromebooks.
• Teacher will tell students, “today we are going to review author’s point of
view before working on our first drafts.”
• Teacher will ask students to tell what they know about author’s point of
view.
• During discussion, teacher will jot down notes on chart paper labeled Point of
View.
• Teacher will show students the Flocabulary video “Point of View”
https://www.youtube.com/watch?v=CN9e_zg11vM telling them to pay special
attention to the difference between 1st person, 2nd person, and 3rd person,
because we will be taking a short quiz on author’s point of view before
moving to drafting our personal narratives.
• After the video, the teacher explains that most personal narratives are
written in first person point of view, but it is important to know the difference
between first, second and third point of view, and to make sure that you do
not accidentally change point of views half way through your story!
• Teacher will ask students to return to their seats and take out a pencil.
38
• Teacher passes out quizzes and instructs students to begin – they only have
5 minutes (Appendix G)
• After 5 minutes, the teacher collects quizzes
• Students are instructed to open to the page in their notebooks that they
began their first draft on (introduction paragraph from yesterday) and

continue drafting their work, referring back to their timeline to make sure that
they are writing their story in sequence and adding in the details that they
wanted to include!
Step 4: Assessment
• During learner participation, students take a 5-question Author’s Point of
View quiz
• Students participate in a stand-up-hand-up-pair-up activity in which they
mix around the room, find a partner, and read aloud their draft so far to their
partner. Partners may give feedback!
39
Day 7:
Author’s craft/characterization
Lesson Overview: In this lesson, students will learn about the importance of
utilizing author’s craft and characterization in their writing. Students watch a
video called “What is Author’s Craft”. Teacher reads from a mentor text while
students look for author’s craft and character development
(characterization). Students are given time to continue working on their drafts,
focusing today on adding in author’s craft/characterization.
Time: 60 minutes
40
• Sticky notes
• Pencils
• ELMO
• SMART Board
• Access to video: What is Author’s Craft?
Performance Objective: Students will revise writing pieces to add author’s
craft/characterization to their original drafts. Student revisions will be
evaluated using a criterion-based rubric, in which a minimum of 3 out of 4 is

achieved.
silently write for
ten minutes without stopping.
• Students are given the prompt, “Introducing: My Bestie” and are encouraged
to introduce their reader to their very best friend – using as many details as
they can. They can include the way they look, the types of activities they like
to do, and any funny stories they’d like!
41
• Students will join teacher at carpet area, and are asked to bring a pencil with
them
• Teacher will pass each student a sticky note
• Teacher will tell students, “today we are going to learn about author’s craft
and how to use author’s craft to help make our personal narratives even
better!”
• Teacher will show students the video “What is Author’s Craft?”
https://www.youtube.com/watch?v=17GshDvRGKs telling them to pay special
attention to the different ways author’s add special features into their writing
to engage their readers.
• Students are asked to jot down 2-3 ideas that they would like to add into
their own stories!
• After the video, students turn to shoulder partners to discuss the ideas of
how they are going to edit their work to add in “author’s craft”
• Students are instructed to open their notebooks to their original draft
42
continue drafting their work, now referring to the sticky note to add in
“author’s craft” to make their stories even better
Step 4: Assessment

assessing students on their “author’s craft” using a criterion-based rubric
(Appendix H).
• Students participate in a stand-up-hand-up-pair-up activity in which they
mix around the room, find a new partner (must be a different partner from
yesterday), and switch notebooks.
• Partners are looking for author’s craft!
• Partners will provide feedback to one another on their work thus far.
43
Day 8:
Conclusions: Wrapping it up
Lesson Overview: In this lesson, students will finish their personal narratives by
ending with a strong conclusion. Students will be asked to complete the Self-
Evaluation Rubric (provided in Lesson 2) before completing their final draft.
Time: 60 minutes
44
• Mentor Text: Excerpt from Too Many Tamales by Gary Soto
• Pencils
• ELMO
• SMART Board
Performance Objective: Given a prompt, students will demonstrate an
understanding of appropriate closing paragraph writing. Student work will be
formatively evaluated using a criterion-based rubric, in which a minimum of 3
out of 4 is achieved.
silently write for
• Students are given the prompt, “My Favorite Vacation” and are encouraged
to write about the best family vacation they have had. This could mean a time
that they went on a trip, or even the best summer vacation at home they’ve
had!
45
• Teacher explains that every great writer knows the importance of wrapping
up their works with strong endings!
• Teacher will read aloud an example of a strong ending, by reading the last
page of Gary Soto’s “Too Many Tamales”
• Students are instructed to turn to their partners and discuss what they
noticed about the ending of this story.
• Teacher will guide a discussion about the way this author chose to end his
story. Instead of just saying “And then Maria went to bed. The End,” which
would be a really boring way to end his story, the author showed us how the
main character, Maria, was feeling. This is an excellent way to end your story
with a strong conclusion! Today you are going to wrap up your story by
showing (not just telling) your readers how this small moment made you feel.
• Teacher will instruct students to return to their seats to craft their closing
paragraph. After they have wrapped up their story, students are to take out
their Self-Evaluation Rubric (provided in Lesson 2) and make any final edits
necessary to meet all expectations before rewriting their story into their final
draft.
46
• Students return to their seats to write their closing paragraph
• After finishing the final paragraph, students will complete their Self-
Evaluation Rubric (provided in Lesson 2) and make any final edits necessary to
meet all expectations before rewriting their story into their final draft.
Step 4: Assessment

assessing students on their conclusion using a criterion-based rubric.
• Students may opt to ask for an ‘editor’ by writing their name on the board
when they are ready to move on to their final draft if they would like
someone to help check their work.
• Any student that has finished can buddy-up quietly with a partner to help.
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Day 9:
Author’s chair
Lesson Overview: In this lesson, students are given time to complete their
polished final draft versions of their personal narratives and students may opt
to take the “author’s chair” throughout class to read their story aloud to
classmates.
Time: 60 minutes
48
• Pencils
• ELMO
• SMART Board
Performance Objective: Given a final draft sheet and pencil, students will draft
and publish their final narrative works, to be summatively evaluated using the
Nevada Department of Education Formative Writing Tools Evaluation Guides for

Fourth Grade Narrative Writing Rubric, in which 80% of students score a
minimum of 3 out of 4 (meeting or exceeding expectations).
silently write for
• Students are given the prompt, “Remembering Dreams” and are encouraged
to write about a dream they have had. Students can opt to write about a real
dream that they had, or an imaginary dream.
49
• Teacher tells students that today is the day!!!
• Teacher will instruct students to return to their seats for writer’s workshop
time. Students can take the next 25 minutes to complete their personal
narratives. At this stage, everyone should be working on rewriting their edited
drafts on a clean final draft page.
• Teacher will remind students to keep their self-reflection rubric (distributed
in lesson 2) handy as they complete their final drafts, to make sure they are
meeting each expectation.
• Teacher will write Author’s Chair on the board and let students know that
once they complete their work, if they would like to share with the class, they
can come up to the board and write their name on the Author’s Chair sign-up
list. During the second half of our workshop time, students who have
volunteered will get to come up and share.
• Students return to their seats to complete their final drafts.
• After half an hour, students who have signed up for Author’s Chair will get
to come up and read their finished product to the class. Any students that
have finished their assignment can come up to the carpet area to listen to the
50
readers. Students that need more time to finish their work may stay at their
seats and work during Author’s Chair.
• All student work will be submitted by the end of class.
Step 4: Assessment
• Teacher will use the Personal Narrative Rubric to grade each final draft.
• Teacher may opt to conference/meet with students in small group that
scored a 1 or 2 in any area on the rubric.
51
references
Education.com. (2019, January 21). Choosing Transition Words: Star
Rumble Game | Game. Retrieved April 1, 2019, from
https://www.education.com/game/star-rumble-2/
Erquiaga, D. A., Canavero, D., & Sharp, C. (2014, March 18). Nevada
Department of Education Formative Writing Tools Evaluation
Guides for Fourth Grade Narrative Writing Rubric [PDF]. Las
Vegas: Nevada Department of Education.
Fletcher, R. J. (2012). Marshfield Dreams: When I Was a Kid. New York:
Square Fish.
Fourth Grade Learning Games. (n.d.). Retrieved April 1, 2019, from
https://www.abcya.com/grades/4
Johnson, A., & Soman, D. (2013). The Leaving Morning. New York:
Scholastic.
LaMarche, J. (2002). The Raft. Toronto: CNIB.
Long, M., & Shannon, D. (2007). How I Became a Pirate. San Diego:
Harcourt.
Point of View Video (Flocabulary). (2018, November 24). Retrieved April
28, 2019, from https://www.youtube.com/watch?v=CN9e_zg11vM
Serville, A. (2015, October 05). Author's Craft. Retrieved April 28, 2019,
from https://www.youtube.com/watch?v=17GshDvRGKs
Soto, G. (2011). Too Many Tamales. Paw Prints.
The World's Most Popular Free Online Survey Tool. (n.d.). Retrieved
April 1, 2019, from https://www.surveymonkey.com/
Writing Process - Brain Pop. (n.d.). Retrieved April 1, 2019, from
52
Appendix
The following pages include all the printable resources
included in this unit.
Appendix A: Elements of a Story
Appendix B: Student Self-Evaluation Rubric
Appendix C: Writing Process Quiz
Appendix D: Formative Brainstorming Rubric
Appendix E: Formative Sequencing Rubric
Appendix F: Formative Introductory Paragraph Rubric
Appendix G: Author’s Point of View Quiz
Appendix H: Formative Author’s Craft Rubric
Appendix I: Closing Paragraph Rubric
Appendix J: Summative Final Rubric
53
Appendix A: Elements of a Story
54
Appendix B: Student Self-Evaluation Rubric
55
Appendix C: Writing Process Quiz
56
Appendix D: Formative Brainstorming Rubric
57
Appendix E: Formative Sequencing Rubric
58
Appendix F: Formative Introductory Paragraph Rubric
59
Appendix G: Author’s Point of View Quiz
60
Appendix H: Formative Author’s Craft Rubric
61
Appendix I: Closing Paragraph Rubric
62
Appendix J: Summative Final Rubric
63

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Narrative Writing Instructors Manual

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Narrative

Fourth grade edition

genre, focusing in on the importance of recognizing and reproducing

the key characteristics of story-telling in writing a narrative. Within

narrative story writing and will be encouraged to self-evaluate their

writing as they move through each step of the process.

Most of the lessons are structured using a basic sequencing in the

following order: pre-instructional activities, content presentation,

learner participation, assessment, and follow-through/closing

activities. The first two lessons detail what, exactly, a narrative

story entails, and the steps of the writing process/how to self-

evaluate writing. The following five lessons explicitly teach the

components of an effectively written narrative piece as per the

Nevada Department of Education Formative Writing Tools Evaluation

Guides for Fourth Grade Narrative Writing Rubric (sequencing, point

students time to edit and finalize their work.

The primary learning theory that supports the instructional

strategies in this unit is the cognitivist theory of learning. Students

are given daily opportunities to connect new content to prior

– actively engaging students in discussions, conversations, and

application of their newly obtained skills. While students are given

time to work independently during each lesson, student discourse is

encouraged in group activities.

effectively teach this nine-day writing unit.

• Student Writing Notebooks

• Chromebooks with Internet Access

this nine-day writing unit.

The Raft by Jim LaMarche, Marshfield Dreams by Ralph Fletcher, How I

• Printable Worksheets/Rubrics found in the Appendix section of this

Day 1: What Makes a Story?

Day 2: Writing Process and Self-Evaluative Writing

Day 3: Zooming In (Apple vs. Apple Seed Writing)

Day 4: Sequencing: Beginning, Middle, End

Day 5: Lead: Hooking Your Readers

Day 6: Point of View

Day 7: Author’s Craft/Characterization

Day 8: Conclusions: Wrapping it Up

Day 9: Author’s Chair

end of this lesson by identifying five key elements of narrative pieces on an

• Narrative Mentor Text: The Raft by Jim LaMarche

• Student Writing Notebooks

• “Elements of a Story?” Worksheets

• Access to Flocabulary video: Five Elements of a Story

• Chromebooks with Internet Access (for “Exit Ticket”)

Performance Objective: Given an “Exit Ticket” submitted via an online survey

Step 1: Pre-Instructional Activities

silently write for ten minutes without stopping.

ten minutes of silent writing to write an imaginary story.

Step 2: Content Presentation

• Students will join teacher at carpet area

• Teacher will ask students what makes a good story?

• Teacher will accept answers from 4-5 students

pay close attention to what makes this story a good story

• Students will turn to shoulder partners and engage in discussion on what

elements of this story MAKES it a good story

• Teacher will create an anchor chart entitled, “What is a Story?”, accepting

• Teacher will dismiss students back to seats

Step 3: Learner Participation

• At seats, students will be asked to take out writing notebooks.

• Teacher projects Flocabulary video entitled, “Five Elements of a Story”.

“Elements of a Story” (Appendix A).

important components of a story.

• Definition of “Story” (in your own words)