Narrative Writing Unit

Grade Level: 2nd grade

Focus: Personal Narrative Writing
Standards:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.W.2.5

With guidance and support from adults and peers, focus on a topic and strengthen writing
as needed by revising and editing.
Objectives:
Students will develop characters within their personal narrative.
Students will develop a plot (beginning, middle, end, conflict, solution) within the
personal narrative.
Students will be able to identify a theme or themes within their personal narrative.
Mentor Texts:

Owl Moon by Jane Yolen

Illustrated by John Schoenherr
Published in 1987 by Philomel Books
Read whole book to talk about detail
Look at the last page for endings

Big Read Lollipop by Rukhsana Khan

Illustrated by Sophie Blackall
Published in 2010 by Scholastic Inc.
p. 1 to show how to begin a story with grabbing attention
Look at the last page for endings

Pictures from Our Vacation by Lynne Rae Perkins

Published in 2007 by Greenwillow Books
Read whole book to talk about themes
Look at the last page for endings

Day 1: Introduction
Overview: Personal narrative will be introduced by saying that as writers it is
important to pull stories from their own life experiences. The students will be
informed that we will be writing personal narratives, which means that you will
be writing about your own life. It could be a small memory or a large life event.
The teacher brainstorms different ideas that could be possible writing topics for a
personal narrative. Then, the students brainstorm their own ideas.

Resources: Chart paper, markers, notebooks, pencil

Teacher actions: The teacher should provide different ideas of what to write about
(car accident, getting a puppy, childhood memories, etc.). Also, the teacher should
guide and prompt conversations when needed and walk around to make sure that
the students are on the task and on the right track.

Student actions: The student should be actively engaged and brainstorm ideas that
would be a good fit for writing a personal narrative. Students should keep a list in
a notebook of possible ideas that they have for writing a personal narrative. Then,
the students should engage in conversation with peers to explore the different
ideas. Finally, the students should star or select one of the topics that they are
interested in writing about.

Day 2: Setting and Plot

Overview: When writing personal
narratives, it is important to remember that
you need to have a beginning, middle, and
end. There should also be conflict and
possible solutions. Therefore, it is important
to think about when and where your story is
taking place. Think about what the setting is.
Also, it is important to think about who is in
the story and what they will be doing. Think
about the journey that the character will be
taking.

Resources: graphic organizer, pencil

Teacher actions: The teacher should pick

topic to model writing, and the teacher
should complete the graphic organizer about
that topic.

Student actions: Based on their topic of interest, the students should fill out the
graphic organizer with basic details.

Day 3: Character Development

Overview: Next, the focus needs to be on developing the character, so that the
audience will know your characters personality and physical appearance. While
writing, it is necessary to think about the outside and inside traits
of the characters. The teacher will provide the students with a
character trait chart to help guide the students thinking.

Resources: markers, paper, pencil, scissors, character trait chart

Teacher actions: The teacher will create a model of the character

activity by developing the main character in the example story.
The teacher will guide students, when needed and help provide
character traits that might align to the specific stories.

Student actions: To help develop characters, the students will

draw a picture of what the character looks like physically, and on
the inside write about the characters thoughts, emotions, attitudes, etc.

Day 4: Brainstorming Theme Ideas

Overview: A theme is the underlying meaning of the story. A personal narrative
can display many kinds of themes, love, family, acceptance, trust, diversity, etc. It
is important when writing your own narrative to help portray a specific theme that
your audience should understand. While reading Pictures from Our Vacation,
together brainstorm ideas of what the themes of the story are. Then thinking
about their own stories, think about the themes that would align.

Resources: book: Pictures from Our Vacation, marker board, markers, paper,
pencil

Teacher actions: The teachers job is to read the book out loud to the students and
lead a discussion about what the themes in the story are. The teacher should jot
down the themes found in the book on the marker board. Also, it is important to
have the teacher walk around and guide students when they are brainstorming
their own theme ideas.

Student actions: The students should be actively listening and thinking about the
book, while the teacher reads out loud. Then, the students should engage in
discussion about what the theme of the book was. After that, the students should
brainstorm on a piece of paper what themes they think could fit into their story.

Day 5: The Beginning

Overview: The beginning should grab the attention of the audience. Using the
book Big Read Lollipop, show the beginning sentence and how it grabs the
readers attention.

Resources: paper, pencil, book: Big Red Lollipop,

Teacher actions: The teacher will use the book Big Red Lollipop to show how the
story begins. Im so excited I run all the way home from school. (p. 1). The
teacher will model the thinking process of beginning writing a personal narrative
that will grab the readers attention. Also, the teacher will explain how to write
the beginning of a story and help guide the students with there own writings.

Student actions: The students will engage in conversations with peers on how to
create a beginning of a story. Then, the students will have to create starter
sentences and try to decide which way will be the best fit for their story. The
students will add their beginning sentence to the graphic organizer: Personal
Narrative-Tell Your Story.

Day 6: The Middle

Overview: In the middle of the story is where you put details or steps that happen
through your story. You want to make sure to add at least three details because it
makes the story flow and makes it easy to understand. Looking at the book Owl
Moon, the students will observe the different steps that are in the book. On the
graphic organizer: Personal Narrative-Tell Your Story, the students will write
details that build on their story.

Resources: book: Owl Moon, pencil graphic organizer: Personal Narrative-Tell

Your Story

Teacher actions: The teacher will read Owl Moon out loud while talking about the
different important parts in the book. Then, the teacher will model how to break
the story down into three different details that help clarify the story.

Student actions: The students will actively listen to the read aloud and then
observe the teacher modeling to create their own details for their individual
stories.

Day 7: The End

Overview: The end of the story needs to tie it all together. It is helpful to look at
all three of the mentor texts to view the different endings. Big Red Lollipop,
After that were friends. Owl Moon, When you go owling you dont need
words or warm or anything but hope. Thats what Pa says. The kind of hope that
flies on silent wings under a shining Owl Moon. Pictures from Our Vacation,
But those kinds of pictures I can keep in my mind. Then, the students and
teacher should add to the graphic organizer: Personal Narrative-Tell Your Story.

Resources: books: Big Red Lollipop, Owl Moon, and Pictures from Our Vacation,
pencil, and graphic organizer: Personal Narrative-Tell Your Story

Teacher actions: The teacher is to read the last page of each of these books and
talk about how these endings differ. Also, the teacher should model how to write a

ending of a personal narrative. The teacher should be conferencing with each of

the student to make sure they are on the write track.

Student actions: The students should be thinking about how to conclude their
stories. The students should think about the endings of the mentor texts and use
them to guide their own story. Then, the students should add to the graphic
organizer: Personal Narrative-Tell Your Story.

Day 8: Revising and Editing

Overview: This is your time to look back at your draft and graphic organizer to
decide if this is how you want your story to be published. Is everything worded
correctly? Is the spelling and grammar correct? Each student will conference with
the teacher to make sure that they have complete sentences that make sense.

Resources: graphic organizer: Personal Narrative-Tell Your Story, final paper,

pencil

Teacher actions: The teacher should conference with each individual student to
help them revise and edit. The teacher should guide the students to improve their
writing.

Student actions: The students should view their own writing and decide what
needs to be corrected and improved. Also, the students can use the teacher as a
resource to gather information and ideas of how to change their writing.

Teacher Modeling and Graphic Organizer

Teacher Modeling:
Day One: Brainstorming Topic Ideas
o Family Vacation
o First day of school
o Getting a pet
o Attending a wedding
o A memory with a friend
o A frightening experience

Day Two: Picking Your Topic

I decided to pick the topic of getting my dog, Bo, because it something that I
remember vividly.
o When: It took place in 2015 during the fall.
o Where: The story would begin at my home in Des Moines, IA. Then, the
story would transform to Charles City, IA, which is where I picked up Bo.
o Who: Jake and I went to get Bo together. Also, the lady that we bought
him from would be involved and Bo himself.
o What: Jake and I found Bo on Facebook, and contacted the lady. The lady
informed us where she lives and we drove two and a half hours to pick him
up.

Day Three: Character Chart

o Jake is a boy with brown hair and blue eyes. He is a tall man that is very
caring and funny. He is from a small town and dates Payton. Around the
age of 20.
o Payton is a girl with blond hair and blue eyes. She is short and an animal
lover. Also from a small town. Around the age of 20.
o Bo is a very fun puppy that loves to give kisses. He loves to run around
and is very intelligent.

Day Four: Theme Ideas

o Love
o Animal care
o Building relationships
o Excitement

Day Five: Writing the Beginning

Sometimes it is very hard to start writing a story. I think that I want to try to
grab the readers attention by talking about my excitement. Here are some
ideas:
I could not sleep and the excitement stirred all around.
The biggest dream of my life was about to come true.
What would I name him? It has to be perfect.

Day Six: Middle Details

o Detail One: In Des Moines, IA, I was in search for the perfect dog, when I
found it. There he was. I knew I had found him.
o Detail Two: Jake and I decided to message the lady to see if the male
black lab was still available. She stated that he was still available, and we
sealed the deal. We exchanged contact information. That night I could
barely sleep because of my excitement.
o Detail Three: The next morning, Jake and I sent out on the adventure that
would forever change our lives. We drove for two and a half hours to
Charles City, when finally we pulled into the driveway.

Day Seven: Ending

Concluding: The lady brought him out, and he was perfect. She handed him to
me, and I knew that he was the one. He was full of kisses and excitement. We
brought him home and never looked back.

Day Eight: Finalizing

Adventure to get Bo by Miss Ball
I could not sleep and the excitement stirred all around. Tomorrow is the
day; Jake and I are going to get a dog. We started looking about a week ago. We
were searching for the perfect dog, when Jake found it. There he was. I looked
into Jakes blue eyes and we just knew. This was the one. Jake and I contacted the
lady selling the dog to see if the male was still available. She stated that he was,
and we sealed the deal. We exchanged contact information, and we would set out
for an adventure to get our puppy in the morning. That night I could hardly stand
the wait. It felt like an eternity. The next morning, Jake and I drove for two and a
half hours, when we finally pulled into the driveway. The lady brought him out,
and he was absolutely perfect. She handed him to me, and I knew that he was the
one. He was full of kisses and excitement. We brought him home and never looked
back. From then on, I knew that I would never love anything more than that black
dog I call Bo.

Differentiation:
Gifted students: It is important to remember that you should not just being giving
them additional assignments at the same level to buy some time. It is important to
make use of every students time. Also, it is important to remember that it is not
their job to tutor or help other students. Advanced leaners goal at school is to
learn just like every other student. As a strategy, you should meet with these
learners regularly to set goals. I plan to teach the students that learning is student
centered and should be taken into responsibility by the students. The students
should be driven to learn. Finally, it is important to be very flexible with this
student and to encourage curiosity. Overall, I believe that it is important to
remember that these students need to be challenged and engaged in the classroom.

Students with special needs: To support students with special needs, it is

important to break instructions down into smaller/easier tasks and to write down
the instructions. Visuals should also be used. As the teacher, I will repeat things
often and model the expectations for these students. Also, it will be beneficial to
allow these students more time to accomplish a task. It is important to follow the
guidelines on IEP (Individualized Education Plan) or the 504 plans. Whether it is
a behavioral or academic need, I plan to support these students to the best of my
ability.

ESL students: These students will be provided with sentence starters and all
instructions will be written on the board. These students will be provided with
more specific character trait charts with visual imaging. It is important to
remember that these students need supported in order to become successful. I plan
to research and find out about the different countries and cultures of the students
in my classroom. This will help me get to know the student more and help me
communicate with them better. I will use wait time to allow these students to
think and process what was said, and I plan to talk at a slower rate to help these
students better understand what I am saying. Also, it is good to remember that you
need to really build background knowledge and to not assume that everyone
knows what things are. Everyone grew up in different places, so what might be
known by one might not be known by another.

Assessment:
Clipboard cruising will be used to make sure that each student has completed what
needed to be done for the day. I will check in with each of the students each day to find
out where they are with writing their personal narrative.
Day 1:
Brainstorming
ideas
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10

Day 2:
Choosing Topic

Day 3:
Character
Chart

Day 4:
Theme
Ideas

Day 5:
Beginning

Day 6:
Middle

Day 7:
Ending

Formal Assessment: This rubric will be used for their finalized personal narrative that has
been edited and revised.
0-1

There is no evidence
of a character in the
story.

There is a character
that is not described
physically or
emotionally.

There is a character
that is described
thoroughly
(physically and
personality).

There is no evidence
that says where the
story takes place.

There are hints that

explain where the
story takes place.

There are good

details that explain
where the setting.

The story contains a

beginning, middle,
and end.

One or none of them

are found.

Two of them are

found.

The beginning,
middle, and end are
clear.

The personal
narrative has a title.

There is no title.

The title is there, but

does not fit the story.

The title is clear and

relates to the story.

Themes are evident

throughout the
story.

There is no theme.

The themes are not

clear.

Themes can be
identified.

Grammar, spelling,
punctuation, etc.

4 or more errors.

2-3 errors.

0-1 errors.

Characters are
evident.

Setting is created.