Download Personal Narrative (Unit 1 Lesson 1) Brainstorming Ideas and more Study notes Voice in PDF only on Docsity!
Personal Narrative (Unit 1 Lesson 1) Brainstorming Ideas Minilesson Teaching Point: Brainstorming list of personal narrative ideas Standard(s): W.2.3 Write 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. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Materials: Chart paper Chart markers Teacher’s mental list of ideas for own personal narratives List paper, writing notebook, and/or journals Connection: “We know that good writers pull stories from their own life experiences. You have been doing this since the beginning of kindergarten. As writers we are going to be focusing on writing important experiences from our own lives.” Teach (modeling): “Personal narrative is the fancy name for writing about your life. It might be a small everyday happening or a large life event. Here are some events, or experiences, from my own life that I would like to write about.” Teacher shares and writes a list of four to six ideas from own life. Ex: Learning to ride my bike. Breaking my arm. Getting stitches in my chin. My cat Bailey. The morning my alarm didn’t go off. Active Engagement (guided practice ): “Writers close your eyes and think about your own life. Think about some events, or experiences, that you would like to share. Remember it might be something that happened just this week or a long time ago. It might be something scary that happened to you. Maybe it was a time when you got lost in a store. It might be something funny that happened. Maybe your dog chewed your slipper or you came to school with your shirt on backwards and inside out. In your private voice, tell yourself the list of events that have happened to you and why they are memorable. Turn and talk with your neighbor about your ideas.” Have a few students share personal narrative ideas with the whole class. ELD: “Something happened to me.” “(One day/last / when I / a ago/ this ) I was .” Adaptation: use visual aids with pictures that show different emotions/feelings (i.e., happy, silly, scared, angry, etc.)
Bridge to Independent Practice : “Good writers write down lists of their ideas so that they will remember them. Today when you return to your seat write a list of your ideas. When you finish writing your list, select one of your ideas to write about.” Writers return to own seats and write their list of ideas. This may be done on teacher chosen paper, in a writing notebook, or journal. Closure : Writers star one or two of their favorite ideas they are excited about. Students share their starred idea in table groups or with whole class. Reflection: Resources & References: (adapted from, acknowledgments ) Portland Public Schools
(Some teachers may prefer for students to bring their list to the carpet and complete the guided practice there.) Bridge to Independent Practice : “Writers, as soon as you have each told your experience, you may begin writing. You may go back to the piece you started yesterday or start writing the idea you just shared with your neighbor.” Closure : Teacher choice: partner share or pop up share subject, favorite line, or a few lines. Reflection: Resources & References: (adapted from, acknowledgments ) Portland Public Schools
Personal Narrative (Unit 1 – Lesson 3) Elements of a Personal Narrative Minilesson Teaching Point: elements of a personal narrative NOTE: The lessons on Elements of a Personal Narrative could be taught sporadically throughout unit depending on students’ needs. Standard(s): W.2.3 Write 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. Materials: Enlarged copy (or copy to put on overhead or ELMO) of Personal Narrative Elements chart including space for: Characters (Who?), Setting (Where?), Events (Details), Personal Reaction (Why it’s memorable/how you felt). Chart markers Student writing sample, teacher created personal narrative, or familiar (SHORT) read-aloud such as Journeys anthology selection Connection: “Writers, as we have listened to each other share our personal narratives we know they are about different topics (things), but today we are going to look at how they each have similar elements (parts).” Teach (modeling): “Here is a chart with the important elements of a personal narrative. Good personal narratives have characters (who), setting (where/when), events (details about what happened), and a personal reaction (tells how you felt or why this experience is important to you). I am going to read you a personal narrative and I want you to think about the characters , setting , events and personal reaction as you listen.” Share chosen narrative from above. Active Engagement (guided practice ): “Turn and talk to your neighbor about the different elements of the narrative…who were the characters, where did the events take place, what events happened and why was it important or how you felt.” Allow students to share with one another for a minute or two. Ask for volunteers to share out and teacher writes answers under correct headings on chart pad. ELD: “The main characters were .” “The events took place .” “The events were .” “I felt .” OR “It was important because .”
Name:
Personal Narrative Elements
Characters:
Setting:
Event 1 Event 2
Event 3 Personal^ Reaction^ (why^ the^ events^ are
memorable, how I felt)
Personal Narrative (Unit 1 Lesson 4) Using a Personal Narrative Elements Chart to Plan Minilesson Teaching Point: Using a personal narrative elements chart to plan Standard(s): W.2.3 Write 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. Materials: Overhead/enlarged sheet of personal narrative elements chart Individual copies of personal narrative elements chart Teacher’s own pre-thought out narrative or use narrative provided in lesson below Connection: “As I was at home last night I was thinking about a personal narrative (a true experience from my life) I want to write about and I thought about the chart we used during Writing Workshop. I realized this chart could help me plan out my writing.” Teach (modeling): “I realized how important these elements are and how using the chart can help me organize (plan) my writing.” Teacher uses an overhead/enlarged sheet of the chart and verbally models and writes what to put in each section. Example: “ I was thinking about a true experience that happened with my cat, Spencer. So under ‘ character ’ I will write ‘Spencer’ and ‘me.’ We were in my bedroom in the middle of the night. (I will put ‘bedroom’ and ‘night’ under setting .) I was dreaming about swimming when suddenly I woke up. (So under ‘ events ’ I will write ‘dreaming and woke up.’) My cat, Spencer, was licking my face. No wonder I felt wet! I hugged Spencer close and fell back to sleep. (I’ll add ‘Spencer licks me’ and ‘I hugged Spencer’ under ‘ events .’) I was so happy to have a friend like Spencer. (Under ‘ personal reaction ’ I’ll write ‘happy to have a friend’). Active Engagement (guided practice ): “Now close your eyes and think of a true experience that has happened to you. Tell yourself in your private voice the elements... characters, setting, events and personal reaction .” Option: you may choose to have your students turn and talk. Bridge to Independent Practice : “Writers, now take your own copy of the personal narrative elements chart and fill it in with the experience you just thought of. This is something that you can use today in your writing and each time you plan a new personal narrative.” From now on, have personal narrative elements charts available for student use. “After you have filled in the chart, you may use it to begin a new piece or put it in your folder to use at a later time.”
Personal Narrative (Unit 1 Lesson 5) Using a Personal Narrative Elements Chart to Write Minilesson Teaching Point: Modeling how to use a personal narrative elements chart to write a personal narrative Standard(s): W.2.3 Write 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. Materials: Teacher’s completed Personal Narrative Elements chart Enlarged booklet or chart pad, markers Teacher-created narrative or provided example Booklets or other paper choice available to students Connection: “Yesterday I showed you how I would use the Personal Narrative Elements chart to plan out my piece about my cat, Spencer.” Teach (modeling): “Today I will revisit the chart and I will show you how I use it to write my narrative. I want you to watch closely the steps I take as I write my narrative. “ Spencer and I are the main characters. The setting is my bedroom at night and I am asleep in my bed. The events are ‘dreaming I was swimming, waking up because Spencer is licking me, and hugging Spencer while I fall back to sleep.’ The personal reaction is ‘I am happy to have a friend like Spencer.’ “I reviewed the information on the personal narrative elements chart and now I am ready to write. Teacher touches first page, if using booklet, or first line of chart paper. “On my first page I will write, ‘I was dreaming about swimming when suddenly I woke up.’ On the next page I’ll write, ‘My cat, Spencer, was licking my face. No wonder I felt wet! On the third page I’ll write, ‘I hugged Spencer close and fell back to sleep.’ The last page is for my personal reaction so I’ll write ‘I was so happy to have a friend like Spencer.’” [NOTE: this is NOT a lesson about sounding out words with students. The teacher writes quickly.] “ I am finished with my writing. Now I am going to reread my writing to make sure it makes sense.” [Teacher rereads writing as if reading it to her/himself]. Active Engagement (guided practice ): “Writers, close your eyes and make a picture in your mind of what I did first, second, third, fourth, and so on. Turn and talk to your neighbor (partner) about each step.” [Teacher listens in on conversations and repeats what she/he heard. If steps are left out, teacher prompts students to re-visualize.]
Steps: 1. Teacher reviewed chart and what she/he wrote day prior.
- Teacher touches first page, says what she/he’ll write.
- Teacher writes on first page.
- Teacher touches 2nd^ page, says what she/he’ll write.
- Teacher writes on 2 nd page. Continues to the end. Last step – teacher rereads writing to self. Bridge to Independent Practice : “Writers, as you go back to your seats and start writing, take out your personal narrative elements charts and use it to help you plan your personal narrative. Think about the steps that I took as a writer. As you are writing today, I will be looking to see how you use your personal narrative elements chart to help you write your own personal narrative.. Closure : Teacher shares one or two students’ writing who attempt to use the chart to plan their narrative. As an option, if a student has difficulty using the chart, the class could orally plan out, as a group, the student’s narrative across pages of a booklet. Reflection: Resources & References: (adapted from, acknowledgments ) Small Moments: Personal Narrative Writing, Lucy Calkins and Abby Oxenhorn Portland Public Schools
Closure: Give students an opportunity to tell how they changed their writing to stay on topic. Reflection: Resources and References: Ralph Fletcher. Craft Lessons: Teaching Writing K- 8 Portland Public Schools
One sunny weekend morning Checko
and I got our go-carts out of the garage
and we got on our go-carts and we zipped
onto the street. We skidded and we made
black marks on the street. Then we went
to the zoo. We had peanut butter and jelly
sandwiches and bananas with chocolate.
Personal Narrative
Bridge to Independent Practice : “Today during writing you might want to revise your recent narrative, adding details to focus/zoom in on the most important part.” Closure : Students can share how they revised their narrative to be more focused. Reflection: Resources & References: (adapted from, acknowledgments ) Lucy Calkins and Abby Oxenhorn: Small Moments: Personal Narrative Writing. Portland Public Schools
Personal Narrative (Unit 1 Lesson 8) Introduction to Revision Minilesson Teaching Point: Learning the basics of revision. Standard(s): W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Materials: Shared whole-class writing experience written simply Markers Students’ writing folders with a photocopied personal narrative (or let students self-select a piece they feel passionate about right now) Blue revision pens Connection: “Writers, we have discovered that when we reread our writing, we sometimes want to make changes, or revise. Today we are going to review some of the ways published authors revise their writing. Teach (modeling): “When writers say, ‘I like my writing but how can I make this piece even more closely match my ideas and feelings?’ it is time to revise. Some people think revising is what you do to fix a piece of writing that isn’t ‘good enough.’ Actually, we revise a piece of writing precisely because it is ‘good enough.’ Good writing deserves to be revised and shared. It is our job as writers to make our message match our ideas and feelings as close as possible so the reader gets our message clearly. I’m going to show you how I revise. First I reread my writing and I ask myself, ‘Who will be reading my personal narrative? Is it going to be part of our class anthology or our school newsletter or part of our school library? What can I add or change to make it help the reader understand and visualize even more clearly?’” Teacher reads the narrative to the students: ‘ One morning our class went ice-skating. When we got to the rink we put on our skates. We walked up the stairs to the ice. We grabbed the side wall and stepped on the ice.’ “Okay, how can I make my writing even better? I have my blue revision pen in my hand to help me. I could add at Ice Land at the beginning so people will know where we went ice- skating. When we add more details we help our readers get a better picture in their minds of what happened. When I revise I always ask myself, ‘What can I add?’” Active Engagement (guided practice ): “Writers, close your eyes and make a movie in your mind of when we went ice-skating. Turn and talk with your partner about what else we could add. What do you think would make our story even better? (Teacher rereads class story). Students talk to their partners and teacher notes some ideas.
Personal Narrative (Unit 1 Lesson 9) Adding Details Minilesson Teaching Point: Adding details Standard(s): W.2.3 Write 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. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Materials: Owl Moon by Jane Yolen or other mentor text with strong examples of detail (most effective for this lesson when previously read and concept of “details” pre-taught through Read Aloud) Paper choice (booklets, journals, blank paper, writing paper) Chart paper and markers, optional ELL/SpED adaptations: May want to use a more simplified text as an example OR use Owl Moon and have students act out p.18 prior to the lesson. Connection: “We have been writing personal narratives (stories from our own lives). Today we are going to look at how we can make our writing more interesting to the reader by adding details that describe the sights, sounds, smells, tastes, textures and emotions.” Teach (modeling): “I read Owl Moon to you a few days ago. In the book, Pa and the little girl are searching for an owl. Remember the part where they finally heard the owl? (Read page 18 aloud.) The author, Jane Yolen, could have said, ‘Pa called out and an owl answered back’ (in boring voice) but instead she paints us a beautiful picture of the sights and sounds that occurred in that moment. As I reread this page, listen carefully for the details , special words and phrases (groups of words) she uses, to help us create pictures in our minds. Notice words that pop out in your mind.” NOTE: If you are using an alternative book, choose a page and specific examples and proceed as described in this example. Active Engagement (guided practice ): “Think about the words Jane Yolen used to paint a detailed picture of this brief moment.” ( Give think time.) “ Turn and talk with your neighbor about one detail you heard/noticed.” If students are unable to elicit ideas, teacher can provide prompts and examples. ELD: “When the author used , I saw in my mind.” Ask for volunteers to share out. Teacher repeats the students’ responses and charts them on paper. Bridge to Independent Practice : “Writers, today I would like you to choose a piece you have already written and find a place in your piece where you can add more details the way Jane Yolen did in Owl Moon.” Some students may choose a piece they are currently working on or start a new piece. “ I will be
looking for writers who have tried this strategy today to share at the end of our Writing Workshop.” “Today before you start writing, reread the piece you are working on. Look for places where you could add details (interesting words or phrases). I will be looking for writers who use details in their writing to create a picture in the mind of their readers.” Closure : Teacher chooses 2-3 students who have used details in their writing to share. Extension: Make an “Interesting Details” chart where students can post their own writing details or those that they hear during read alouds. Reflection: Resources & References: (adapted from, acknowledgments ) Interactive Read Alouds for Grades 2- 3 by Linda Hoyt Portland Public Schools
