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Lessons

The document outlines a 10-day lesson plan for teaching students how to write personal narratives. Over the course of the lessons, students learn about the components of personal narratives by exploring mentor texts. They brainstorm personal experiences and choose one to develop into a three-paragraph story. The lessons cover introducing the topic, adding temporal words to sequence events, including dialogue, and writing a conclusion that explains the importance of the event. Students provide peer feedback on each other's drafts and then record themselves reading their completed narrative.

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34 views

Lessons

The document outlines a 10-day lesson plan for teaching students how to write personal narratives. Over the course of the lessons, students learn about the components of personal narratives by exploring mentor texts. They brainstorm personal experiences and choose one to develop into a three-paragraph story. The lessons cover introducing the topic, adding temporal words to sequence events, including dialogue, and writing a conclusion that explains the importance of the event. Students provide peer feedback on each other's drafts and then record themselves reading their completed narrative.

Uploaded by

api-273180514
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Day

Day 1

Activity
Day 1- Introduce the lesson by letting the kids
know that today they will be beginning a writing
unit on writing personal narratives. Ask the
students what they think a personal narrative is
and what it means. Have the students turn and
talk to each other. Give them a chance to share
their thinking aloud. Group the students into
groups of 3 and give them a stack of postit notes.
Give each group a stack of mentor text books for
them to explore and make noticings of what
those books have inside them. Create an anchor
chart with Personal Narrative Noticings at the top
and list the findings the students found on their
sticky note.

Day 2

Day 2- To change the activity up a bit, students


will be finding noticings for a different reason.
Students will be given personal narratives and a
book with a different style of writing. Students are
asked to decide which book is a personal
narrative. For the book that is not, students work
to explain why it is not. Use the Which Book?
recording sheet for students to neatly organize
their thoughts onto paper.

Day 3

Day 3- As students feel more familiar with what a


personal narrative is and how it is a story about a
real event that happened in their lives, it is time to
move on. As an example, take a simple idea like
riding your first roller coaster and think about
stretching it to be made into a story. Begin
playing the youtube video,
https://www.youtube.com/watch?v=o_Ip5PnnvrE.
Introduce the emotions that we remember stories
from (happy, sad, hysterical). Give a personal
example for each emotion that you have
experienced. Then, have students brainstorms
events that have happened for each emotion for
themselves.

Day 4

Day 4- Review what a personal narrative is and


how we write one. Ask the students to write their
responses on a white board and share with their
partner. Have the students pull out their
brainstorming page about their emotions and
events. They will need to choose one emotion that
they want to stretch into a story. Using the
personal narrative writing packet, talk about

introducing a topic and have them choose the way


that best suits their story. This can include either
descbribing a scene, asking a question, or
reflecting back. Today, they will write their
introduction to their personal narrative.

Day 5

Day 5- Have all students pull out their narrative


writing packet. Today they will begin writing their
story into a beginning, middle, and end format.
They have the option to use the Planning your
Story page to draw a picture of the beginning,
middle, and end of the story or to write a sentence
or two describing each part. This part of the
writing is crucial to ensure they have enough detail
and length for their story. Once they have
separated their story into three parts, they can
include details of each section that they will create
into three paragraphs.

Day 6

Day 6- Spend the first part of the lesson finishing


up writing beginning, middle, and end details for
their narratives. Then begin talking about
temporal words and their use in personal
narratives. Create an anchor chart that lists time
order words that an author may use. Before
adding to the chart, grab the book, My Rotten Red
Headed Older Brother by Particia Polacco, or watch
it from Youtube at
https://www.youtube.com/watch?v=ogoEpqfdVaw.
Use that book for students to recognize any
temporal words that author may use and create
the anchor chart with the words given. Have
students go back to their seats and begin writing
temporal words into their story to make the story
flow smoothly.

Day 7

Day 7- Today, students will work on writing


dialogue into their story. Have students write
down what they know about the word dialogue
and share with their partner. Dialogue is when
people are talking in a story and quotation marks
are used. Have them brainstorm times when
there would be talking in their story and insert a
carrot to show where they would add that
dialogue. Have students use their chromebooks to
access learnzillion.com and put in the code LZ741.
Have students raise their hands to share one piece
of information their learned from the video. Have
them practice placing their dialogue into their
story. Walk around and monitor.

Day 8

Day 8- As adding dialogue from yesterday should


be finished up, have students begin thinking about
a closing for their narrative. Explain that not
having a closing to a narrative is similar to not
saying goodby at the end of a phone
conversationit doesnt feel complete. For
narratives, I ask that my students close their story
by stating why that event was important to them
and why it mattered. They need to tell the reader
how that story impacted them enough to write a
story about it today. Always begin by modeling
your own story, and then have the students add
their closing to their story. Access
todaysmeet.com to have students share with their
group their closing.

Day 9

Day 9- Today will be strictly for editing and


revising their narratives. Have the students peer
edit each others narrative and look for capital
letters at the beginning of a sentence, periods,
dialogue, temporal words, and a closing all in
three paragraphs.

Day10

Day 10- Today, students will record their voice


using the explain everything app on the ipad or on
vocaroo.com using the chromebooks and save
them to share in front of the class. They will not
type their narratives just yet, only record what
they have published on paper. I will be able to
assess their narrative using a rubric while they are
playing their story in front of the class, listening
for the requirements.

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