DeneenAUSL/NLU Lesson Plan Template

Name: Rachael Copelin Time: 1:20-1:50pm

Subject/Topic: Writing/Personal
Narrative
Date: Tuesday,
9/24/13

Objective
CCS: CC.3.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
Objective (SWBAT): Complete a graphic organizer to plan their personal narrative.
Assessment / Exit Ticket: Circle senses described through details in story.
Vocabulary/Key Concepts/Word Wall: Personal Narrative
Materials / Technology: Graphic Organizers, Elmo
Modifications / Accommodations: Low students may draw pictures of their characters, setting, and events (with letter/word labels). High students may
write one descriptor for each of the 5 senses for each event.


Do Now (3-5 minutes)
Silent, short, pen to paper, complete w/out teacher direction, preview or review
2 minutes (if time)
SW write the names of the main characters in their story.

Opening (3-5 minutes)
The Hook, Preview Objective, Connection to Prior Knowledge.
1 minute (after coming to rug)
I can see you are all eager to write your very own personal narratives! But, good writers dont just plunge into the writing as soon as they choose a topic. Instead, before they start, writers
make a plan. Making a plan helps them decide exactly what parts to include and in what order to tell them. Today we will make a plan for our very own personal narratives so we will be ready
when we start to write them tomorrow.

Middle (IWY)
I Do Direct Instruction (5 minute limit)
We Do - Guided Practice
You Do Independent Application by students

Teacher will . . . Student will . . . CFU
I do (5 minute limit):
2 minutes Come to Rug: Dismiss students by rows, narrate positive actions.
3 minutes Model (using Elmo): Today, I want to share a plan Ive made for a story and show
you how I made it. I am excited to write a story about the time my nephew Craig taught me
how to surf. First I wrote the event I was writing about at the top of my paper, and then I
started with the Opening box. Writers begin with an opening that tells the characters and the
I do:
SW sit in rug listening position and watch as I model
starting to fill out the planning graphic organizer. They
will answer questions when necessary about
components of narrative writing (such as characters,
setting, genre, etc).
Answer
questions about
various
components of
narrative writing
setting of their story. My nephew Craig and I are the main characters in my story, so I wrote
Craig and I in the opening box of the graphic organizer. The setting helps the reader create
a picture of the place and time where and when the story happened. The setting of my
personal narrative is the Pacific Ocean last summer. I wrote Pacific Ocean and last
summer in the opening box of the graphic organizer.

(characters,
setting,
nonfiction,
etc)
We do (guided practice):
5-6 minutes Continued Modeling: Now I move to the event sections of my planner. I begin
by remembering the first event from my story, when Craig and I first got in the water. I will
write the first event here. Along the sides of this box, it says I see, I smell, I hear, I feel
so that I will remember to include lots of details about what was happening. I remember one
thing I felt during the first event of my story was the cold water on my skin. It made me
shiver! I will write that in this box. (Model the next two events of the story, and ask for
student input to remind me of the 5 senses I should include. I will also model drawing
pictures for a few of the events.)
3-4 minutes TPS: Boys and girls, now you are going to think about the three parts of YOUR
narrative that you are going to plan today. When I say G-O, turn to your rug partner and
take turns sharing the three events of your story at a Level 1. The person with the shortest
hair will go first. You will have 3 minutes to discuss your ideas. GO!

We do (guided practice):
SW watch as I model how to fill out the graphic
organizer, including sensory details and pictures. They
will then participate in a Think Pair Share with their
rug partner to brainstorm the different events of their
stories and details they want to include. (Possibly
provide sentence stems for students to use while
sharing?)
TPS and
discussion of 5
senses.
You do (@ Bats):
1 minute WTD/Dismiss: Ok, boys and girls, now it is your turn to plan out your personal
narrative! Each person will need to fill out the graphic organizer just like I showed you so you
can begin writing your story tomorrow. We will be doing this activity at our desks at a Level
0. The first thing I want you to do is write your name at the top of your paper. The next thing I
want you to do is go through your graphic organizer and fill it out box-by-box. (CFU) Great
job. If you need help, you may raise your hand silently. If one of the teachers is busy, move on
to the next section, and we will come to help when we can. If you finish early, you may go
back over your organizer and add even more details about what you saw, heard, felt, tasted,
or smelled. Dismiss by rows, narrate positive behavior.

You do (@ Bats):
10-15 minutes SW take the ideas they shared with
their rug partner during TPS and fill out the graphic
organizer for their narrative. They will
brainstorm/remember as many different sensory
details as they can so their stories will be very
interesting.
If students finish early, they may add even more
details to their events. If a teacher checks their work,
and they have very thoroughly planned each event,
they may be given permission to free write (but focus
should be on planning their story as much as possible).
Exit Ticket
Students will
circle each sense
that they
included a detail
for in their
planning.

End
Summarize & review content. Preview next days lesson. Homework
Great work today, boys and girls. Would anyone like to come to the share chair to share their plan? Im excited to start writing our stories tomorrow!