Bri Wise

Narrative Writing

Standards:
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.5.3.A
Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
CCSS.ELA-LITERACY.W.5.3.C
Use a variety of transitional words, phrases, and clauses to manage the sequence of
events.
CCSS.ELA-LITERACY.W.5.3.E
Provide a conclusion that follows from the narrated experiences or events.
CCSS.ELA-LITERACY.W.5.5
With guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.W.5.6
With some guidance and support from adults, 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
two pages in a single sitting.

Objectives:
The learner will write a narrative piece based upon a writing prompt.
The learner will include the elements of a story within their piece (intro, rising
action, climax, falling action, resolution).
The learner will use the computer lab to revise and publish their piece.

Audience:
5th grade language arts
Visual learners: document camera with graphic organizer, mentor text
Kinesthetic learners: typing on the computers
Auditory learners: mentor text, mini-lessons

Differentiation:
Gifted learners: use a more advanced mentor text.
Struggling learners: use a trimmed down version of the plot graphic organizer

Materials:
Mentor text: Fireflies by Julie Brinckloe
Plot graphic organizer
Document camera
Computer lab
 Rubric

Lesson One: Introduction and Prompt

Intro:
Good morning! Everyone likes to hear a good story, so today were going to
be reading a picture book and using it to write our own narratives.
Body:
Read Fireflies. There is a clear plot in this story. Im going to put up this plot
graphic organizer on the document camera. Weve already learned our
vocabulary words for each of the elements of a plot, so now we just have to
fill it in. Fill in the first blank box (exposition). Call on students to fill in the
rest of the organizer.
Conclusion:
Does everyone have their graphic organizer filled out? Any questions? Im
going to collect these on your way out, so lets make sure you have all of the
information.
Before we wrap up language arts for the day, I want to give you your
homework. Has anyone ever caught fireflies before? What season do we do
that in? So, think about things that you do in the summer with your family or
friends that you love to do. Thats what were going to be writing our stories
about for the next few days.
Assessment:
Take graphic organizer as an exit ticket.
Lesson Two: Drafting
Intro:
After using Fireflies yesterday as our mentor text, were going to be writing
our own narratives. Today were going to use the same graphic organizer we
used yesterday to draft our own narratives.
Body:
Yesterday I left you to think about things that you do in the summer. Each of
us have an activity that we like to do. In the summertime, I like to go to the
beach. I have a memory of going to the beach with my little brother and
sister and our puppy, Jack.
Fill in the graphic organizer with my own story.
Okay, now its your turn! Take your memory and fill it into your graphic
organizers. Once youre done, go ahead and share with your partners.
Depending on how much time is left, the students will use the computer lab
to type their stories out in paragraph form. If they dont have enough time,
the next day will be used to draft in the lab. They will then print what they
have.
Conclusion/Assessment:
While the students draft, conference with them to see what theyre writing
about and their progress.

Lesson Three: Revising/Editing

Intro:
Put the rubric sheet on the document camera, but hide the title. Does
anyone know what this is for? Yes, this is a rubric! This is what I use to grade
your papers. Well be using the rubric to help revise and edit our papers.
Hand out rubrics.
Body:
You each have a printed out version of your story to give to a partner. Were
going to trade papers at our tables and use rubric to make sure that we all
have what we need in our papers. Feel free to write on each others paper.
Circle the room as students trade and revise/edit. Conference with students
who are struggling.
Conclusion/Assessment:
Once everyone at your table has read your narrative draft and written their
revisions on it, you can get your paper back. Look over what they suggested
to you and then well hand them in as we leave.
Check drafts for clear revisions. Make any other revisions as necessary.

Lesson Four: Publishing

Intro:
 Our drafts are all polished up. So whats the next step in the writing process?
Yes, publishing! Were going to get our narratives all finished and ready for
parents night.

Body:
Take the students to computer lab. Make sure they all have their drafts.
Students will type their final drafts.
Make sure you have your name in the upper left hand corner and your paper
is double spaced! That will make it easier for your parents to read them.

Conclusion/Assessment:
Students will print their final papers and turn in. I will grade them and put
them up for the parents to see.

Excellent Proficient Strugglin

(5 (3-4 g (0-2)
points) points)
Content: Narrative
contains a favorite
summer memory
of 3 paragraphs
(beginning,
middle, end).
Mechanics: Paper
has no spelling or
grammar errors.
(Use spell-check
and peers).
Draft: Narrative
shows obvious
signs of revision.

Pre-writing: Plot
graphic organizer
is filled out
completely with
ideas.