Lesson
Topic: Narrative Writing
Grade
Subject: Second Grade Language Arts
Rationale: Florida Sunshine
State Standard:
Standard 1:
The student uses writing processes effectively.
(LA.B.1.1) 2. Student drafts
and revises simple sentences and passages,
stories, letters, and simple
explanations that: express ideas clearly; show
an awareness of topic and audience; have a beginning, middle, and ending;
effectively use common words; have supporting detail, and are legible in
printing.
Standard 2:
The student writes to communicate ideas and information effectively.
(LA.B.2.1) 2. Student uses
knowledge and experience to tell about
experiences or to write for familiar occasions, audiences, and purposes.
Real Life Application: Students will need to know how to write accounts
of happenings to document events, using proper sequence, and will need to be able to effectively communicate ideas in writing
in their business and personal lives.
Objective: The second grade students will be able to create a short
narrative writing piece, with a beginning, middle and ending, in sequence, using age appropriate vocabulary and details, based
on writing strategies they have been learning in class. 100% of the class should
be able to accomplish this task.
Content:
§
Review writing strategies from standard
§
Review sequence of events and writing steps
§
Read a short narrative story to class before writing assignment
§
http://www.firn.edu/doe/menu/sss.htm
Vocabulary
Words
Sequence- the order
in which events take place
Narrative- to tell a
story, based on real or imaginary events
Plot- the main idea
or main event of the story
Closure- the ending
or conclusion of the story
Character development-
explaining who the main character is in the story, or what he is doing
Details- “action
words” or words that make the story more exciting
Context- time, place
story is taking place
Material:
- Student Reading Text, story “The Case of the Missing Stuffed Rabbit”
- Writing paper for each student
- Pencils for each student
- Stuffed animal and blank “diary” (composition book)
- Writer’s Workshop Chart with standards and strategies listed
- Black dry erase marker for white board
Procedures:
Hook: Introduce the class stuffed animal and his diary, and explain
to the children that he will be living in their classroom from now on and that after we read “The case of the Missing
Stuffed Rabbit” they will be able to figure out what they are going to be doing with him, and the class will vote on
a name for him after the writing assignment.
- Before the lesson, have pencils sharpened for each student.
- Have enough blank writing paper for each student to have 3 or 4 sheets.
- Place Writer’s Workshop Strategies Poster on the easel at front of room.
- Erase the white board and make a small chart about elements of a narrative story.
- Review the Writing Standard posted on the poster, and the strategies for writing a narrative story.
- Ask the children to get up 5 or 6 at a time and go get their reading textbooks.
- When all students have their readers, ask them to turn to page 161, “The case of the Missing Stuffed
Rabbit.”
- Tell the students that they may read along with you as you read the story aloud.
- Read the story “The Case of the Missing Stuffed Rabbit”, pausing after each 3-4 pages to ask
inciting high end questions like, “what do you think will happen next?”
and “where do you think the rabbit could be,” etc. to engage them in critical thinking.
- After the story is over, review again the elements of a narrative story.
- Have class helpers pass out paper and pencils to each student.
- Ask the children to write their own narrative story, either about something similar to what we just read,
or something real or imaginary from their experience.
- As the students are writing their stories, circulate the room and look over their writing to insure they
are remembering to include all the important elements discussed.
- After all students are finished writing, choose 3 or 4 students
to share their stories.
- Next, ask the students if they can guess what the new class animal is for.
- Ask the students to spend a few minutes thinking of names for the animal.
- Have students raise their hand and make their suggestions.
- Write the names on the board up front as they say them.
- Explain to the students that these are all wonderful names, but we have to come up with just one that most
everyone likes the most.
- Go down the list, and one name at a time, ask the students how many like each name, until you get a majority
who like one of the given names.
- Explain that Mrs. Masse will decide based on behavior, whose turn it will be each Friday to take the animal
home for the weekend.
- Have helpers collect all of the students’ stories and place them on Mrs. Masse’s desk.
- Call students 5 or 6 at a time to put their reading textbooks back on the shelf.
Closure/ Review: We saw how great everyone in here is at writing
a narrative story today, using detail words, and proper sequence.
- First we talked about our writing strategies that we have been learning.
- Next we made a chart of elements in a narrative story
- Then we read “The Case of The Missing Stuffed Rabbit” and discussed its elements
and sequence.
- Next we wrote our own narrative stories and shared them with the class.
- Finally, we chose a name for our new class “pet” and will take turns taking him
home for the weekend, and writing narrative stories about his weekend adventures in his “diary.”
Modifications:
Enrichment: The students who complete their narrative stories ahead
of the rest of the class will have the choice of writing a second story, or getting a book from their book box and read independently
until the rest of the class is finished.
Remediation: Students who are having trouble understanding the narrative
elements and strategies will tell me orally what their story is about, and step by step I will walk them through what would
come first, next, finally, etc. and these stories will be much shorter than some of the others in the class.
Accomodation: If a student has no writing skills at all, they will
come to the table and tell me their story orally.
Assessment: See attached Narrative Rubrics
Sunshine State Standards
Grade Level Expectations
Language Arts Pre-K through 2
Strand B: Writing
Standard 1: The student uses writing processes effectively.
Benchmark
LA.B.1.1.2 The student drafts and revises simple sentences and passages, stories,
letters, and simple explanations that:
- express ideas clearly;
- show an awareness of topic and audience;
- have a beginning, middle and ending;
- effectively use common words;
- have supporting detail; and
- are in legible printing
Grade Level Expectations
The student:
Kindergarten
1.dictates messages (for example, news,
stories)
2.
uses basic writing formats (for example, labels, lists, notes, captions, stories, messages)
3. demonstrates ability to sequence events
during shared writing exercises
4.
revises by adding details to pictures, dictations, or letters
First
1.
writes legibly using manuscript form (for example, prints numbers and upper- and
lower-case letters; uses left to right sequences; spaces between words and sentences)
2.
knows the differences among individual letters, words, sentences and paragraphs
3.
maintains a single idea or topic in writing
4.
uses descriptive words to convey meaning in writing
5.
uses an organizational structure in writing (including beginning, middle, and ending
using supporting details)
6.
uses strategies for narrative writing ( for example, including story elements, using
some dialogue )
7.
evaluates own and other’s writing (for example, rereads own writing to check for
meaning; responds constructively to other’s writing)
8.
revises by adding or substituting text and using a caret.
Second
1.
writes and revises a variety of simple texts (for example, sentences, paragraphs,
stories, letters, explanations telling why or how, picture books, or poems)
2.
writes legibly
3.
uses one or more paragraphs to focus on separate ideas in writing and uses
transition words where appropriate.
4.
writes for a specific audience
5.
writes a story that includes most story elements (character, setting, problem,
sequence of events, resolution)
6.
uses strategies to support main ideas in writing (including but not limited to using
several sentences to elaborate upon an idea; using specific word choice and relevant
details such as reasons or examples)
7.
evaluates own and other’s writing (for example, determining how own writing
achieves its purposes, asking questions, making comments, responding constructively
to other’s comments, helping classmates apply conventions)
8.
revises writing to improve supporting details and word choice by adding or
substituting text
Benchmark
LA.B.1.1.2 The student uses knowledge and experience to tell about experiences
or write for familiar occasions, audiences, and purposes.
Grade Level Expectations
The student:
Kindergarten:
1.
dictates or writes with pictures or words to record ideas or reflections
First
1.
writes informal texts ( for example, journal entries, reading responses )
2.
writes for familiar occasions, audiences and purposes, (including but not limited to
explaining a process, telling a story)
Second
1.
writes informally ( for example, journal entries, reading response, poetry)
2.
uses effective word choice in written work to tell about experiences ( including but not
limited to anecdotal detail and figurative language such as similes)
3.
writes for familiar occasions, audiences and purposes ( including but not limited to
entertaining, informing, responding to literature)
