Houston Baptist University

School of Education
Lesson Plan Template
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Subject: Writing
Grade Level: 3rd
Time Estimate: 45 minutes
Unit: Personal Narrative
Topic: Memory Blueprint
Goal(s): TLW define what is a memory.
TLW give examples of a memory.
TLW create a Memory Blueprint and write about a memory.
Objective(s): TLW be able to write about a personal narrative over a memory they had.
TEKS: 3.17A Write a personal narrative that conveys thoughts and feelings about an
experience
Materials/Resources/Technology needs:
Students Writers Notebook
Chart paper
Markers
Pencils
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Instructional Procedures
Focusing Event: Ask students if they remember some of the items they saw in Wilfrid
Gordon McDonald Partridge by Mem Fox and what memory Miss Nancy had when she
went through each item.
Teaching/ Learning Procedures: Have students sit in front of the class and tell them that they
will create a Memory Blueprint to help them write their personal narrative about a
memory they have. A Memory Blueprint is a blueprint of a house they had lived in or a
house they are living in right now. Draw a Memory Blueprint on the chart paper. As you
draw a blueprint of your house, talk to the students about some of the memories you have
for each rooms in the house or certain rooms in the house. (ie. the living room reminds me
of the time my sisters and I play pretend grocery shopping. We would take all of our toys
out and create a grocery store in our living room) Show and explain to the students what
their blueprint should look like. Once the blueprint is completed, explain to the students
that they will create a list of the different rooms they drew on their blueprint. Under each
room, they will write what memory they have. It should be short and be in bullet form.

Ex. Living room: playing with my sisters

Xmas time
Once the students are done with their lists, tell students that they will pick two memories
from any of the rooms and write about it. Their personal narrative should be as detailed as
possible including all of the five senses. Read to the students a memory you had to allow
students to get a better understanding of what a detailed personal narrative should look
like.
Formative Check (ongoing or specific): Walk around the room to monitor the
students as they create their Memory Blueprint and writing about their memory to check
for understanding. If any students need help with clarification, go over the instructions or
refer back to the modeled Memory Blueprint on the chart paper.
Reteach (alternative used as needed): If reteach is necessary on the meaning of a memory or
how to write a personal narrative, refer back to the book that was read to them the
previous day, Wilfrid Gordon McDonald Partridge by Mem Fox. Refer back to the
example of a memory you read to the class at the beginning of the lesson.
Closure: Have students share with their classmates their Memory Blueprint and one
memory they wrote about then have some students share their story to the class as a whole.
If time is limited, instead of having the students share with their classmates, share as a
whole class. Then reiterate how a good personal narrative should include the five senses
and lots of details.
Assessment/Summative Evaluation: Performance assessment will be taken as students work
quietly on their Memory Blueprint and writing their personal narrative about a memory
from the Memory Blueprint.
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Modifications/Notes: Students with learning disabilities: Repeat instructions slower and
provide more examples/ model what a Memory Blueprint looks like. If needed, pull
students to small group and work with them as they create their Memory Blueprint/
writing about their memories.