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This lesson provided by:
Author: Bridgette Cook
System:Butler County
School:Butler County Board Of Education
Lesson Plan ID: 33185
Title:

Exposed - Personal Narrative Writing

Overview/Annotation:

Students will be able recognize characteristics of a personal narrative. Students will recognize the traits of good writing. Students will write, revise, and publish a personal narrative. 

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):
ELA2013(6) 23. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.6.3]
ELA2013(6) 24. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above.) [W.6.4]
ELA2013(6) 25. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-6.) [W.6.5]
ELA2013(6) 26. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. [W.6.6]
ELA2013(6) 30. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.6.10]
ELA2013(6) 35. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. [SL.6.5]
Local/National Standards:  
Primary Learning Objective(s):

Students will recognize characteristics of a personal narrative: first person point of view, beginning, middle, end, and descriptive details.

 

Additional Learning Objective(s):

Students will recognize the traits of good writing.

Students will write a personal narrative.

Approximate Duration of the Lesson: 31 to 60 Minutes
Materials and Equipment:

samples of personal narrative writing

chart paper

writing instruments

writing paper

scoring rubric

writing checklist

narrative writing graphic organizer

Technology Resources Needed:

Internet accessible computer

 

Background/Preparation:

Before beginning this lesson, students should have a good understanding of first person point of view.

Distribute copies of My First Talent Show (handout) http://www.timeforkids.com/files/homework_helper/aplus_papers/PersonalNarrativeSampler.pdf

Students will read "My First Talent Show" paying close attention to the tips written on the sides of page.

Students should be familiar with the writing process.

Students should be familiar with using graphic organizers.

Procedures/Activities:

Before:

1. As a class, brainstorm a common experience and on chart paper.

2. Using the common experience, allow students to write a class personal narrative and describing what made the experience memorable to them.

3.  Allow students to share their writing with the class (voluntarily).

4. Explain to students that they have just created a personal narrative because they shared a story about themselves.

During:

1. Explain the necessary components of good writing: Introduction (beginning), body (middle), conclusion (end).

2. Distribute grading rubric, writing checklist and graphic organizer for organizing purposes/explain the significance of each handout in the writing process.

http://www.ramapo.edu/fa/files/2013/04/Writing-Rubric-3.pdf

http://www.newcastlenow.org/images/articles2010/Student_Facing_Checklists_for_Narrative_WritingUpdated11.26.12.pdf

http://www.curriculumassociates.com/educator-resources/write/Graphic_Org/ceGrades3-5.htm

 3. Using the graphic organizer, students will write their first draft.

After:

1. Students will use the narrative writing checklist and writing rubric to make revisions to their first draft.

2. After revisions, students will write their final draft.

  


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Assessment Strategies:

Students will self-evaluate their personal narrative using the writing rubric.

Students will produce a voicethread of their narrative to share with the teacher.

www.voicethread.com

Voicethread how to link: http://voicethread.com/media/misc/getting_started_in_the_classroom.pdf

Extension:

Students that are already seasoned writers can compare and contrast their narrative to that of a classmate and create a voicethread.
http://voicethread.com/media/misc/getting_started_in_the_classroom.pdf

Remediation:

Students that need additional help with preparation can work in small groups or with a partner and create another class narrative, using teacher assistance and the handouts as a guide.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

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The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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