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3rd Grade Personal Narrative

Lesson 1
Concept: Writers prewrite by using a writers notebook to generate ideas and
experiment with notebook entries.
Student Action: Writers generate ideas for personal narratives by thinking about a
person who matters to them and a small moment experience with that person.
Pre-Corrections: Remember ExampleNon ExampleExample (always end with what
you want them to do).
Elements of a personal narrative should already have been discussed in the
immersion phase. If not, you will need to do this.
Students should already have a writing notebook prepared. They will need
a notebook or loose-leaf paper in a folder for this lesson.
Already have writing partnerships arranged.
A routine of expectations for classroom should already be set. Prepare
students to begin mini-lesson by going over the expectations and sitting
them next to their writing partners.
If students are struggling with ideas, ask them to focus on school
experiences (field trips, fun activities from their school experiences).
If you have advanced writers, note that once they fill out the chart you
may want them to ask them write about their experience in order to stay
focused during this lesson.
Materials Pre-chosen topics to model in front of students (see chart below)
Explicitly define what a personal narrative is. A personal narrative is a
I Do It true story of something that happened to you. Review the elements of
a personal narrative. Explain to students that over the next 4 weeks
they will be learning to write personal narrative stories.
Connection Elements of Personal Narrative
1. A nonfiction text that recreates an experience from an authors life
2. Usually has a strong point of view
Teach 3. Communicates a distinct mood or overall feeling
4. Most personal narratives are about important moments or places
5. Writers use sensory detailswhat they saw, heard, touched, smelled, and tasted
6. Writers use important events, characters, and dialogue
7. Focuses on one particular event in the authors lifea clear small moment
Write a person who matters on the board. Explain to students that
today they will be generating ideas to help get their brains ready for
developing a personal narrative. By generating ideas we are spending
time thinking about what experiences we have had that may be
interesting to write about.
Explain that we will include a clear, small moment that mattered to
you (with that person). A small moment should be something we can
remember with crystal clarity.
Demonstrate step-by-step the strategy for generating an idea for a
story by creating your own list in front of them. Make sure to include
the small moment concept in your modeling.

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Example:
A Person Who Matters
Person Clear Small Moments That Matter
to You
My son Sam Our first swim in the pool on
vacation
My sister Lora Our day at the beach in Mexico
teacher/student (self) Students walked into classroom on
the first day of school. The first hour.

Remind them: A small moment is one particular part of an experience.

It narrows down your viewpoint.
Think Aloud: I am going to list myself (from a teacher point of view)
and focus on the moment that students walked into my classroom on
the first day of school. I remember how nervous I was, and how my
stomach felt like it had butterflies in it. I remember exactly what
specific students were wearing and how many of you looked at me
with a bit of nervousness in your eyes.
Non-Example:
A Person Who Matters
Person Clear Small Moments That
Matter to You
My son Sam Going to Florida for our first Spring
Break
My sister Lora Our trip to Mexico
Teacher/Student First day of school
Explain that the clear small moments in the non-example are too
broad and would be too much to write about at once.
The non-examples would make better books with chapters.
When we write too broadly (about too much) it is difficult to describe
with clear details and our writing becomes like a list. A good concept to
remind students of is seed vs. watermelon (Lucy Calkins). The
watermelon is the whole broad/big topic, the seed is the small
moment story within.
Ask students to think about a person who matters to them and the clear
We Do It small moment they experienced with that personWrite it down.
Ask students to turn and talk with a partner about what they wrote down.
Ask students to write down his/her partners ideas. This is an explicit
Active instruction technique to keep students on task during share. They write
Engagement their partners ideas in order to keep each other accountable
Circulate and write down 2-3 examples you hear being talked about.
Share out the few ideas you recorded as you circulated through the room.
Example: Teacher says, As I was moving around the room I heard Sarah
share that she was going to write about going Christmas shopping at Toys
R Us with her grandmother. I also heard that Josh was going to write about
the first goal he scored at a recent soccer game.

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Notice common errors students are making and teach to them

Mid-Workshop
Teaching Point

Students create a t-chart (like above) in their notebooks.

Students develop a minimum of two examples of people and clear small
You Do It moments that matter.
Teacher circulates to give support as needed.
Link

After the Review the days teaching point

Workshop Share Highlight a students work that is in line with focus for the day (or have
the student do it)
Have students partner up to share
Assessment Check Collect the t-chart and evaluate whether students identified people and
Point clear small moments which mattered to them.

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Elements of Personal Narrative Anchor Chart

A nonfiction text that recreates an experience from
an authors life

Usually has a strong point of view

Communicates a distinct mood or overall feeling

Most personal narratives are about important

moments, objects, or places

Writers use sensory detailswhat they saw, heard,

touched, smelled, and tasted

Writers use important events, characters, and

dialogue

Focuses on one particular event in the authors life

a clear small moment

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3rd Grade Personal Narrative

Lesson 2
Concept: Writers prewrite by using a writers notebook to generate ideas and
experiment with notebook entries.
Student Action: Writers generate ideas for personal narratives by thinking about a
object that matters to them and a small moment experience with that object.
Pre-Corrections: Remember ExampleNon ExampleExample (always end with what
you want them to do).
Students should already have a writing notebook prepared. They will need
a notebook or loose-leaf paper in a folder for this lesson.
Already have writing partnerships arranged.
A routine of expectations for classroom should already be set. Prepare
students to begin mini-lesson by going over the expectations and sitting
them next to their writing partners.
If students are struggling with ideas, ask them to focus on school
experiences (field trips, fun activities from their school experiences).
If you have advanced writers, note that once they fill out the chart you
may want them to ask them write about their experience in order to stay
focused during this lesson.
Materials Pre-chosen topics to model in front of students (see chart below)
Remind students the explicit definition of a personal narrative. A personal
I Do It narrative is a true story of something that happened to you. Remind them
that over the next 4 weeks they will be learning to write personal narrative
stories.
Connection Write an object that matters on the board. Explain to students that today
they will be generating additional ideas to help get their brains ready for
Teach developing a personal narrative. By generating more ideas we are spending
time thinking about what additional experiences we have had that may be
interesting to write about.
Explain that we will include a clear, small moment that mattered to you
(related to an object). A small moment should be something we can
remember with crystal clarity.
Demonstrate step-by-step the strategy for generating an idea for a story by
creating your own list in front of them. Make sure to include the small
moment concept in your modeling.
Example:
An Object That Matters
Object Clear Small Moments That Matter
to You
The huge fallen oak tree in the forest Playing with my neighborhood friend
behind my house growing up. Stephanie when she broke her leg
falling out of a tree.
The school bus Mrs. S. the bus driver who screamed
and yelled at me because I was late

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one morning.

Remind them: A small moment is one particular part of an experience.

It narrows down your viewpoint.
Think Aloud: I am going to focus on a school bus. Every time I see one
around town it reminds me of what it was like on the way to school
every day when I was in 3rd grade. I would focus on one of the
mornings when I was late for the bus and Mrs. S. screamed at me in
front of all the other kids. I remember that she was yelling so loudly
and was so angry that spit was flying out of her mouth and I kind of
thought she looked like a monster.

Non-Example:
An Object That Matters
Object Clear Small Moments That
Matter to You
The huge fallen oak tree in the forest Playing with my friends
behind my house growing up.
The school bus Riding the bus
Explain that the clear small moments in the non-example are too
broad and would be too much to write about at once.
The non-examples would make better books with chapters.
When we write too broadly (about too much) it is difficult to
describe with clear details and our writing becomes like a list.
Ask students to think about an object that matters to them and the clear
We Do It small moment that is related to itWrite it down.
Ask students to turn and talk with a partner about what they wrote down.
Ask students to write down his/her partners ideas.
Active Circulate and write down 2-3 examples you hear being talked about.
Engagement Share out the few ideas you recorded as you circulated through the room.
Example: Teacher says, As I was moving around the room I heard Kaitlyn
say that she was going to write about her new puppy Abby and what it was
like to go pick her up from the breeder. I also heard Marcus say that he was
going to write about a 13 inch pike that bit his finger when he tried to take
it off of his fishing line.
Notice common errors students are making and teach to them
Mid-Workshop
Teaching Point

Students create a t-chart (like above) in their notebooks.

Students develop a minimum of three examples of objects and clear small
You Do It moments that matter related to that object.
Teacher circulates to give support as needed.
Link

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After the Review the days teaching point

Workshop Share Highlight a students work that is in line with focus for the day (or have
the student do it)
Have students partner up to share
Assessment Check Collect the t-chart and evaluate whether students identified objects and
Point clear small moments which mattered to them.

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3rd Grade Personal Narrative

Lesson 3
Concept: Writers prewrite by using a writers notebook to generate ideas and
experiment with notebook entries.
Student Action: Writers generate ideas for personal narratives by identifying a
strong emotion to match people or object experience.
Pre-Corrections: Remember ExampleNon ExampleExample (always end with what
you want them to do).
If you have not already taught about emotions you will need to spend
some time discussing different emotions and what they mean (see
attached chart).
Thesaurus resource could be useful if you have chosen how to use this.
Person/Object Chart from previous two days needs to be completed.
The third example on the chart is not filled out because it is part of the we
do portion of this lesson.
Materials Pre-chosen emotions to match your previous examples. Be prepared to
model in front of students (see chart below).
Word List (attached)
Review the T-charts from the previous two lessons with students. Explain
I Do It that today we will be adding a strong emotion to each of the identified
people or places.
Explain that it is easier to write well if we are writing about a small
Connection moment that has strong emotion tied to it. Strong emotion can help us to
visualize the person/event/place and clearly describe it with our senses.
Teach Add a third column title Strong Emotion to each of the charts from
previous lessons (see below).
Demonstrate step-by-step the strategy for adding a strong emotion to
each of the charted ideas. Think Aloud, modeling the Mind-Movie
Strategy. Make sure to refer only to the emotions which tie to the small
moment. Use the chart following this lesson to show how to make a
general emotion much more descriptive by using the Emotions/Feelings
word list for ideas.
Example:
A Person Who Matters
Person Clear Small Moments That Strong Emotion
Matter to You
My son Sam Our first swim in the pool on Animated (excited),
vacation eager, fearful,
flustered, pleased
My sister Lora Our day at the beach in Content, mellow,
Mexico peaceful, relaxed
teacher/student Students walked into
(self) classroom on the first day of
school. The first hour.

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An Object That Matters

Object Clear Small Moments That Strong Emotion
Matter to You
The huge fallen Playing with my neighborhood Chipper, jolly,
oak tree in the friend Stephanie when she frightened, horrified,
forest behind my broke her leg falling out of a panicked, flustered,
house growing up. tree. distraught
The school bus Mrs. S. the bus driver who Ashamed, disgraced,
screamed and yelled at me humiliated, unsettled,
because I was late one worried
morning.

Remind them: A small moment is one particular part of an experience.

It narrows down your viewpoint. The emotion you record should
match specifically to that clear small moment.
Think Aloud: I am going to use the mind movie strategy to try to
remember emotions for each of these people or objects I have listed. I
am going to think about which emotions are connected to my time
with Sam in Florida (close your eyes and think aloud as you replay the
event aloud, stop frequently and add emotion for specific portions of
the mind movie). I am using the make a mind movie strategy because
it helps me to remember more clearly. By replaying the event like a
movie, I can remember things I might have otherwise forgotten.
Once I have a general emotion in my mind, I can refer to this list to
help me find a word that is really descriptive of my emotion.
Offer the non-example
Non-Example:
A Person Who Matters
Person Clear Small Moments That Strong Emotion
Matter to You
My son Sam Our first swim in the pool on happy
vacation
My sister Lora Our day at the beach in happy
Mexico
teacher/student Students walked into afraid
(self) classroom on the first day of
school. The first hour.

Explain that the strong emotions in the non-example are too broad
and make for boring writing. The more descriptive you can get with
emotion, the better picture you create for readers.

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Use the teacher/student example from the t-chart. Have students turn and
We Do It talk with a partner about what they experienced on the first day of school.
Ask them to practice the mind-movie strategy.
Circulate and listen to replies.
Active Ask a few students to share out with the group highlighting the strong
Engagement emotions they have identified.
Record the strong emotions on the class chart.

Notice common errors students are making and teach to them

Mid-Workshop
Teaching Point

Students add a column to each of the t-charts (like above) in their

notebooks.
You Do It Students develop a minimum of three examples of emotions to enhance
their people/places from previous two lessons.
Students will place a star/circle/etc. next to the topic that they would like
Link to write about. Encourage students to choose the topic which they have
identified emotion with.
Teacher circulates to give support as needed.
After the Review the days teaching point
Workshop Share Highlight a students work that is in line with focus for the day (or have
the student do it)
Have students partner up to share
Assessment Check Collect the t-chart and evaluate whether students identified strong
Point emotion or not.

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Strategies for Generating a Personal Narrative

Think of a person who matters to you, then list clear, small

moments you remember with that person. (lesson 1)

Think of an object that matters to you, then list clear, small

moments that are related to that object. (lesson 2)

Close your eyes and make a movie in your mind of a small

moment. (lesson3)

Identify a strong emotion which describes your feelings.

(lesson 3)

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3rd Grade Personal Narrative

Lesson 4 (2 days)
Concept: Writers begin to draft by examining strong student samples in order to
deeply understand narrative structure.
Student Action: Writers learn how to plan and organize their thoughts by
recording them onto a plot diagram.
Pre-Corrections: Remember ExampleNon ExampleExample (always end with what
you want them to do).
Review components of a personal narrative
1. A nonfiction text that recreates an experience from an authors life
2. Usually has a strong point of view
3. Communicates a distinct mood or overall feeling
4. Most personal narratives are about important moments or places
5. Writers use sensory detailswhat they saw, heard, touched, smelled, and tasted
6. Writers use important events, characters, and dialogue
7. Focuses on one particular event in the authors lifea clear small moment
Materials Narrative Samples (see attached)
Plot diagram completed (see attached)
Blank plot diagram (see attached)
Read through the student sample provided. Facilitate conversation around
I Do It the craft of the narrative (ex: What do you like about this writing? What do
you think is done well? Can you tell what the small moment is? What
(DAY 1)
sensory details can you identify?)
Connection Introduce the completed plot diagram. Point out that a plot diagram is a
tool which can be used to plan and draft a narrative. Explain the important
Teach points identified on the plot diagram. Draw connections between the plot
diagram and how it can be helpful in planning a well-written narrative.

Example
completed plot diagram which is attached
typed personal narrative

Guided PracticeUse the class created example, map out your plot
We Do It diagram step by step.
(DAY 1) Model how you draft the plot diagram by thinking aloud in front of
students.
Active
Engagement
Notice common errors students are making and teach to them
Mid-Workshop
Teaching Point

Review plot-diagram from yesterdays example.

Students plan their story with plot diagram.

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You Do It Teacher circulates.

(DAY 2)
Link

After the Review the days teaching point

Workshop Share Highlight a students work that is in line with focus for the day (or have
the student do it)
Have students partner up to share
Assessment Check Collect the plot diagram and evaluate whether students have a well
Point drafted plan for their personal narrative.

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Sutton ArrivesPersonal Narrative Example

Author: Sarah
Sarah, Sarahwake up! my mom whispered frantically
as she stood at my bedside. As I opened my eyes, I could see
that she looked anxious. Fear ran through me, as I slowly sat
up. What is it? I asked in a panic.
Even though December 18, 2009 was a cold, gray, drizzly
day outside, I was a burst of sunshine. That was the day that my
nephew Sutton was born! It was my first time as an aunt and it
was my first time ever going to the hospital to see a newborn
baby.
We were so eager to see my sister Amanda and my
nephew. At first, we couldnt find the right room. That was our
most anxious moment. Then we found the room. Baby presents
were all over the floor. My sister was in bed. Sutton was next to
her. He looked like the tiniest baby ever, but he weighed eight
pounds and eleven ounces. Thats pretty big for a newborn.
I felt a little left out because everyone else in the room
held him. It didnt matter that much to me though. I couldnt
take my eyes off him.
Sutton had dark eyes with sprinkles of olive green. His soft
smooth skin felt like silk. His hair was thick and dark on his head
and his arms and legs were covered in blond peach fuzz. In
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fact, my family called him Little Man because he had the

hairiest arms and legs they had ever seen on a baby. Then he
yawned and looked like a baby bird, and my heart melted. He
was so adorable that I could not stop staring.
Amanda was in pain, so we needed to let her be. It wasnt
until later that day that I got to see my little Sutton again. As I
looked at him, I started to imagine what he would be like as a
toddler.
I saw him playing with a basketball set, laughing and
giggling. I thought about all the games I would play with him
like hide and seek, and catch, and Chutes and Ladders at the
kitchen table. I could hardly wait until he was old enough for
me to babysit.
When I went home, I felt a new kind of happiness. It was
like a dark hole in me was now filled up with a new little love
named Sutton.

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Strategies for Generating a Personal Narrative

Think of a person who matters to you, then list clear, small

moments you remember with that person. (lesson 1)

Think of an object that matters to you, then list clear, small

moments that occurred related to that object. (lesson 2)

Close your eyes and make a movie in your mind of a small

moment. (lesson3)

Identify a strong emotion which describes your feelings.

(lesson 3)

Use a plot diagram to help you plan and organize your

story. (lesson 4)

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3rd Grade Personal Narrative

Lesson 5 (2 days)
Concept: Writers draft their personal narrative by crafting leads.
Student Action: Writers craft a lead for their personal narrative (as defined on the
plot diagram).
Pre-Corrections: Remember ExampleNon ExampleExample (always end with what
you want them to do).
Teacher will be creating the model lead based on the plot-diagram (class
example) which was created as a class. Make sure to have copies or a
projected copy available for all of the students.
Materials Plot diagram created with the class projected for all to see OR copies for
each student
Student samples of dialogue or action leads (see attached)
Review the plot diagram which the class created together in Lesson 4.
I Do It Explain to students that today they will be using their plot diagrams to
continue the drafting process. They are beginning to move from
(DAY 1)
organizing/planning into the writing stage. Explain that they will begin to
Connection take the events on the paper and turn it into a personal narrative focusing
especially on the first paragraphor the lead. The lead in the story is so
Teach important because it grabs the readers attention.
Explain to students that there are several ways to create leads. Authors
use many different styles. In third grade, writers will be practicing crafting
a lead based on either dialogue or action.
Share examples of both types of leads by reading through them and
pointing out the strengths.

Example:
From Sutton Arrives A Dialogue Lead
Sarah, Sarahwake up! my mom whispered frantically as she stood at my
bedside. As I opened my eyes, I could see that she looked anxious. Fear ran
through me, as I slowly sat up. What is it? I asked in a panic.

From Sutton Arrives An Action Lead

Thump! Thump! Crash! As I opened my eyes, I was confused and groggy. The
clock read 2:05am and I felt my heart pound quickly. I could hear muffled
voices from the downstairs kitchen. No one is ever awake this late in my house
I thought to myself. What could be going on? I wondered.

Students work in partnerships.

We Do It Using the class example (the one that was done on a story mountain), have
(Day 1-2) students turn and talk about a dialogue lead.
Students are given three-four minutes to craft a dialogue lead as a pair.
Active Pairs share with another pair
Engagement Repeat process with action leads

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Notice common errors students are making and teach to them

Mid-Workshop
Teaching Point

Students draft an action lead for their personal narrative.

You Do It Students draft a setting lead for their personal narrative.
(DAY 2) Teacher circulates to give support as needed.

Link

After the Review the days teaching point

Workshop Share Highlight a students work that is in line with focus for the day (or have
the student do it)
Have students partner up to share
Assessment Check Collect leads to assess how students are doing.
Point

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From Sutton Arrives A Dialogue Lead

Sarah, Sarahwake up! my mom whispered frantically as she stood at

my bedside. As I opened my eyes, I could see that she looked anxious.
Fear ran through me, as I slowly sat up. What is it? I asked in a panic.

From Sutton Arrives An Action Lead

Thump! Thump! Crash! As I opened my eyes, I was confused and

groggy. The clock read 2:05am and I felt my heart pound quickly. I could
hear muffled voices from the downstairs kitchen. No one is ever awake
this late in my house I thought to myself. What could be going on? I
wondered.

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Strategies for Generating a Personal Narrative

Think of a person who matters to you, then list clear, small

moments you remember with that person. (lesson 1)

Think of an object that matters to you, then list clear, small

moments that occurred related to that object. (lesson 2)

Close your eyes and make a movie in your mind of a small

moment. (lesson 3)

Identify a strong emotion which describes your feelings.

(lesson 3)

Use a plot diagram to help you plan and organize your

story. (lesson 4)

Craft a strong lead using either action or dialogue. (lesson 5)

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3rd Grade Personal Narrative

Lesson 6 (2-3 days)
Concept: Writers draft their personal narrative.
Student Action: Writers learn how to draft a whole story as it comes to mind
including snapshots.
Pre-Corrections: Remember ExampleNon ExampleExample (always end with what
you want them to do).
Snapshots will need to have been introduced in the immersion unit.
Materials Plot diagram created with the class projected for everyone to see OR
copies for each student
Student sample of Sutton Arrives from previous lesson
Review the plot diagram which the class created together in Lesson 4.
I Do It Explain to students that today they will be using their plot diagrams to
(15 minutes) continue the drafting process. Refer back to the work done yesterday on
leads and remind students that leads (introductions) are how we begin.
(DAY 1) Today we are focusing on continuing that story.
Connection Explain that today students will begin to draft the remainder of their
personal narrative. Remind students that learning to write in physical
Teach detail is often the process of slowing down our senses and truly observing
the world around us. The activity that we are going to do today will help us
to dig for details as we write.
Explain that you are going to be using a strategy called The Magic
Camera. Tell students that writers have a magic camera that they can
point at the world and create snapshots that contain sensory details
(smells, sounds, colors, light, etc).
Refer to the plot diagram for Sutton Arrives
Using a copy of the personal narrative, point out the example below and
show students how the writer looked at the plot diagram and slowed down
in a spot where she could really remember the sensory details.

Example:
Sutton had dark eyes with sprinkles of olive green. His soft smooth skin felt like
silk. His hair was thick and dark on his head and his arms and legs were
covered in blond peach fuzz. In fact, my family called him Little Man because
he had the hairiest arms and legs they had ever seen on a baby. Then he
yawned and looked like a baby bird, and my heart melted. He was so adorable
that I could not stop staring.

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Students and teacher work as a group to examine the plot diagram from
We Do It the class example.
(15 minutes) Teacher and students discuss one spot where the writer could slow down
and use the magic camera strategy.
(Day 1) Student partners decide where they will slow down and include a
Active snapshot.
Engagement Student partners work together to craft the snapshot.
Students share with another pair.
Notice common errors students are making and teach to them
Mid-Workshop
Teaching Point
(3-5 minutes)

Review yesterdays lesson.

You Do It Students draft snapshots and the body of their narratives.
(40 minutes) Teacher circulates to give support as needed.

(DAY 2-3)

Link

After the Review the days teaching point

Workshop Share Highlight a students work that is in line with focus for the day (or have
the student do it)
Have students partner up to share
Assessment Check Collect the snapshot in order to assess how students are doing.
Point

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Strategies for Generating a Personal Narrative

Think of a person who matters to you, then list clear, small

moments you remember with that person (lesson 1)

Think of an object that matters to you, then list clear, small

moments that occurred related to that object. (lesson 2)

Close your eyes and make a movie in your mind of a small

moment. (lesson 3)

Identify a strong emotion which describes your feelings.

(lesson 3)

Use a plot diagram to help you plan and organize your

story. (lesson 4)

Craft a strong lead using either action or dialogue. (lesson 5)

Include snapshots in your writing in order to include

sensory details. (lesson 6)

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3rd Grade Personal Narrative

Lesson 7 (2 days)
Concept: Writers draft their personal narrative endings.
Student Action: Writers learn how to draft the ending of a narrative so that they
can provide insight as to why the event is memorable, creating a sense of closure.
Pre-Corrections: Remember ExampleNon ExampleExample (always end with what
you want them to do).
The student personal essay example has a great ending to share but feel
free to use excellent endings from great literature as well.
Materials Plot diagram created with the class projected OR copies for each student
Student sample of Sutton Arrives from previous lesson
Plot diagram from Sutton Arrives
Explain to students that the ending of a narrative is meant to reflect on the
I Do It experience you have just written about. Reflection can explain why an
(15 minutes) event was memorable and can bring a sense of closure.
Explain to students that today they will be studying the ending of Sutton
(DAY 1) Arrives in order to understand how strong endings might look. They will
Connection then be working as a whole class to write an ending to the class narrative
you have created.
Teach Refer to the plot diagram for Sutton Arrives Reread what marks the
ending of the narrative. Then go back to the Sutton Arrives and reread
the entire narrative. Before you get to the ending stop and think aloud.
Sometimes it helps me to reread my entire narrative before I craft my
ending. After I reread my entire story I can stop and think, what can I do to
leave readers with a lasting impression and to give them a sense of
closure? Lets see what the author Sarah did:

Example:
When I went home, I felt a new kind of happiness. It was like a dark hole in me
was now filled up with a new little love named Sutton.
Explain to students, that in the example above, the author reflects upon
her experience by explaining how she feels. Describing your feelings after
an experience can help you think about what you have learned (and we
learn from every experience we have).

Nonexample:

Meeting Sutton was very exciting for me. And that is the end of my story. I hope
you liked it.

Meeting Sutton was really fun. As you can see, I really like being an aunt, how
about you?

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Students and teacher work as a group to review the ending on the plot
We Do It diagram from the class example.
(15 minutes) Teacher asks partners to discuss how they could frame an ending from the
class example, with strong emotions. Use a sentence starter to help guide
(Day 1) the discussion.
Active If I were using an ending with strong emotions I would use
Engagement ____________(emotion) to show that I had learned _____________(lesson
or important memory).
Student partners discuss.
Teacher circulates and records student names and their ideas (2-3).
Teacher shares those ideas with the class.
Class selects one emotion/memory
Teacher and students draft ending.
Notice common errors students are making and teach to them
Mid-Workshop
Teaching Point
(3-5 minutes)

Review yesterdays lesson.

You Do It Students draft endings and the body of their narratives.
(40 minutes) Teacher circulates to give support as needed.
(DAY 2-3)

Link

After the Review the days teaching point

Workshop Share Highlight a students work that is in line with focus for the day (or have
the student do it)
Have students partner up to share
Assessment Check Ask to see ending in order to assess how students are doing.
Point

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3rd Grade Personal Narrative

Lesson 8 (2-3 days)
Concept: Writers revise their personal narratives by adding dialogue.
Student Action: Writers learn how to add dialogue to their narrative to move the
story forward and to reveal character.
Pre-Corrections: Remember ExampleNon ExampleExample (always end with what
you want them to do).
The student personal essay example has some dialogue to share, but feel
free to use dialogue from great literature as well.
Materials Student sample of Sutton Arrives from previous lesson
Teacher defines: What is dialogue? Dialogue is the conversation that
I Do It takes place between characters in a story. You can tell more about your
characters thoughts and feelings if you include dialogue in your stories.
(15-18 minutes)
When writing dialogue you must remember to:
(DAY 1) 1. Use quotations marks around the speakers exact words
Connection 2. Identify who is speaking
3. Use punctuation
Read through the sample narrative, Sutton Arrives. Identify the dialogue
Teach
used. Look for a place where the author could have included dialogue to
share more of the characters feelings/thoughts. Think aloud for students
(play by play) about a time you had something exciting happen (birth of a
niece/nephew, puppy, visit from a relative, etc). (See example below of
improved dialogue to get an idea).
Ask students to think about: What was the natural conversation that
followed that special event? What did the _____ say? What did you say?
Allow students to share their experiences. (2-3 minute brain-break through
sharing).
Using the following example, discuss: How could the author use dialogue to
add feeling and excitement to this sample?
Using your own modeling and student suggestions, show students how the
following sample could be improved by adding dialogue.
Example:
I felt a little left out because everyone else in the room held him. It didnt
matter that much to me though. I couldnt take my eyes off of him.
Improved Example with Dialogue:
Oh, hes sooooo gorgeous.soooo gorgeous! my mom babbled. Isnt he
though? I cant stop staring at him, Amanda whispered. I want to see him
closer, can I get closer? I added, trying to squeeze in on the chair next to my
mom. I felt a little left out because everyone in the room held him. It didnt
matter that much to me though, because once I got close I couldnt take my
eyes off of him.

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Students and teacher work as a group to find places in the class example
We Do It where dialogue could be added.
(15 minutes) Remind students that the conversation should move the story forward and
reveal the characters thoughts/feelings. The dialogue should sound
(Day 1) natural.
Active Partners should revise by adding 3 lines of dialogue. Remind them to use
Engagement dialogue rules such as placing quotation marks around a speakers words.
Teacher circulates and records student names and their ideas (2-3).
Teacher shares those ideas with the class.
Notice common errors students are making and teach to them
Mid-Workshop Getting the punctuation correct will be difficult. Focus on placing quotation
Teaching Point marks around a speakers words.
(3-5 minutes) Advanced writers may be able to separate speaker tags from the quote
with commas and use proper punctuation to punctuate inside the quote.

Students revise their own narratives by adding dialogue. Dialogue could be

written on another piece of paper and a caret used to show where in the
You Do It narrative it will be inserted.
(40 minutes) Teacher circulates to give support as needed.

(DAY 2 or 3)

Link

After the Review the days teaching point

Workshop Share Highlight a students work that is in line with focus for the day (or have
the student do it)
Have students partner up to share
Assessment Check Ask to see dialogue in order to assess how students are doing.
Point

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Strategies for Generating a Personal Narrative

Think of a person who matters to you, then list clear, small

moments you remember with that person (lesson 1)

Think of an object that matters to you, then list clear, small

moments that occurred related to that object. (lesson 2)

Close your eyes and make a movie in your mind of a small

moment. (lesson 3)

Identify a strong emotion which describes your feelings.

(lesson 3)

Use a plot diagram to help you plan and organize your

story. (lesson 4)

Craft a strong lead using either action or dialogue. (lesson 5)

Include snapshots in your writing in order to include

sensory details. (lesson 6)

Include dialogue to move the story forward and reveal

character. (lesson 8)

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3rd Grade Personal Narrative

Lesson 9 (2 days)
Concept: Writers revise their personal narratives by adding transition words.
Student Action: Writers learn how to add transition words or phrases to help
move the story forward or to help sequence information.
Pre-Corrections: Remember ExampleNon ExampleExample (always end with what
you want them to do).
Be careful not to focus solely on transition words which are geared more
for expository writing. By just focusing on those, writing can begin to
sound redundant and boring (first, next, then).
Too many transitions is not good for writing, when a specific skill is
taught it can tend to be overused.
Materials Student sample of Sutton Arrives from previous lesson
A copy of the transition word list for each student
Teacher explains: Transition words are words or phrases at the
I Do It beginning of sentences that help to move the story forward or to
(15 minutes) help sequence information. Transition words can show time passing.
(DAY 1) Look at the transition word list and discus. Ask students if they have
used transitions in the past. Tell them that they have worked hard to
Connection
make revisions on their personal narratives and now they will learn
how to make sure the different parts of their writing are connected
Teach with transitions.
Project the class sample writing, Sutton Arrives. Point out all the
transitions they can find. Also, show students how transitions can be
added to help writing flow from one idea to the next.
Example:
As I opened my eyes, I could see that she looked anxious.

At first, we couldnt find the right room. That was our most anxious moment.
Then we found the room.

It wasnt until later that day that I got to see my little Sutton again.

When I got home, I felt a new kind of happiness.

Non-Example:
(Paragraph 3)
Baby presents were all over the floor. My sister was in bed. Sutton was next to
her. He looked like the tiniest baby ever, but he weighed eight pounds and
eleven ounces.
Point out that the above sample sounds choppy. The ideas are not flowing
together.

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Ask Students: What words could be used to transition one sentence to the
next?
When I opened the door, baby presents were all over the floor. I
immediately ran to my sisters hospital bed. There Sutton was cuddled up
next to her!
Students and teacher work as a group to find places in the class example
We Do It where transitions could be added.
(15 minutes) Remind students that transitions are used to help sentences flow together
so they dont sound choppy and disconnected.
(Day 1) Partners should revise by adding at least 2 transitions where they are
Active needed.
Engagement Teacher circulates and records student names and their ideas (2-3).
Teacher shares those ideas with the class.
Notice common errors students are making and teach to them
Mid-Workshop Students may try to use too many transitions. It may be necessary to help
Teaching Point them see that a few well-placed transitions are all that is needed.
(3-5 minutes)

Students revise their own narratives by adding transitions.

Teacher circulates to give support as needed.
You Do It
(40 minutes)
(DAY 2-3)

Link

After the Review the days teaching point

Workshop Share Highlight a students work that is in line with focus for the day (or have
the student do it)
Have students partner up to share
Assessment Check Ask to see transitions in order to assess how students are doing.
Point

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Transition Words/Phrases for Narrative Writing

After First At first

As soon as Second It all began

Before Once It started

Next In the meantime After that

Initially Later on During

Now In the beginning At the end

When After a while At last

Immediately When we finished Pretty soon

Meanwhile The last thing Soon after

Last Just then At this point

Later Before long Fortunately

Since After_____minutes Of course

Suddenly When we were done By this time

Whenever Right after At that instant

Soon In an instant Suddenly

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Strategies for Generating a Personal Narrative

Think of a person who matters to you, then list clear, small

moments you remember with that person (lesson 1)

Think of an object that matters to you, then list clear, small

moments that occurred related to that object. (lesson 2)

Close your eyes and make a movie in your mind of a small moment.
(lesson 3)

Identify a strong emotion which describes your feelings. (lesson 3)

Use a plot diagram to help you plan and organize your story.
(lesson 4)

Craft a strong lead using either action or dialogue. (lesson 5)

Include snapshots in your writing in order to include sensory

details. (lesson 6)

Include dialogue to move the story forward and reveal character.

(lesson 8)

Include transition words or phrases to help move the story forward

or to help sequence information. (lesson 9)

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3rd Grade Personal Narrative

Lesson 10 (2 days)
Concept: Writers will use a revision checklist to make final changes to drafts
before editing.
Student Action: Writers will review, evaluate and revise writing for meaning and
clarity.
Pre-Corrections: Remember ExampleNon ExampleExample (always end with what
you want them to do).
Teacher will review narrative techniques taught throughout the unit and
correct any misunderstandings.
The I do it/We do it is combined so be sure to give students moments to
process and share ideas as you work through this lesson as it involves more
focus on guided, direct instruction. (Remember 10-12 minutes teaching, 2
minutes student processing)
Students will provide evidence of the strategy by color coding and cannot
underline if checkpoint items are missing
Materials Revision checklist for every student
Colored pencils
A copy of the sample writing used throughout the unit for every student
Display a copy of the revision checklist. Explain that this is a checklist
I Do It/We Do It with the important techniques of personal narrative writing we have
(30 minutes) been learning.
(DAY 1) Explain that some of the techniques on this list will already be in
their personal narrative, others will need to be added.
Start by modeling how to make revisions on the class sample writing.
Connection 1. Display the class sample. (See example text attached to
understand how end product will look)
Teach 1. Reread the writing. Refer to the first technique on the checklist:
matching a strong emotion to a person or object and writing a
Active small moment story about it
2. Choose a pre-selected colored pencil for underlining words that
Engagement
show emotion connected with a small moment story. Think
aloud and ask yourself, am I writing a seed story rather than a
whole watermelon story?
3. Partners underline strong emotion words on their copy while
teacher does the same on the projected copy.
4. The teacher will continue modeling this revision process by
rereading for each of the following checkpoints and underlining
them with a different colored pencil.
Check for beginning, middle and end (do not color code
this or the whole paper will be coded, just check for it)
lead
snapshot
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dialogue
transition words
ends with a something you learned/reflection
Notice common errors students are making and teach to them
Mid-Workshop Make sure students are engaged and invested in the revision process. They
Teaching Point cannot underline if checkpoint items are missing.
(3-5 minutes)

Students use the checklist to revise their own writing.

Teacher circulates to give support as needed.
You Do It
(40 minutes)
(DAY 2)

Link

After the Review the days teaching point

Highlight a students work that is in line with focus for the day (or have
Workshop Share
the student do it)
Have students partner up to share
Assessment Check Ask to see color coded drafts in order to assess how students are doing.
Point

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EDITING CHECKLIST
Title__________________________________________________________

Reread your writing carefully. Put a check in each box under Author as you
complete each item. Once all the boxes are checked, give this checklist to the
teacher for the final edit.

Revise for the following: Author Teacher

1. Write about a small moment. Ask yourself,
Did I write about a small (seed) moment that matters to
me?
Did I connect the moment to a strong emotion?
Did I include a beginning, middle and end?
Did I include a lead that grabs the readers attention?
Did I include a snapshot?
Did I include dialogue?
Did I include transition words?
Did I end with a lesson I learned or a reflection?

Edit for the following:

2. Sentences and paragraphs.
Each paragraph is indented.

3. Capitalization.
Use capitals at the beginning of each sentence and for
every name.

4. Punctuation.
Use periods, exclamation points, question marks, and
quotation marks correctly.
5. Spelling.
Spell grade-appropriate words correctly.
Use a dictionary or ask a teacher for words you dont
know how to spell.

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3rd Grade Personal Narrative Unit

Text Type: Personal Narrative

GENRE FOCUS Revised: July 2014
Level 4.0 Uses clear-exact details to develop story sequence
Includes an attention-grabbing lead
In addition to Level
3.0 performance,
the student writer
goes beyond what
was taught:

Level 3.5 In addition to 3.0 performance, in depth inferences and applications with
partial success.
Level 3.0 Includes a lead
PROFICIENCY Focused small moment story elaborating single event or events
TARGET Step-by-step sequence of events signaled by transition or time signal
words (first, next, when, at that time, that day, etc.).
Includes dialogue to develop experiences, events, and/or character
feelings
Includes a conclusion
Level 2.5 Demonstrates no major errors or gaps in the 2.0 content and partial
knowledge of the 3.0 content.
Level 2.0 Step-by-step sequence of events loosely connected to small moment
(may lack focus)
Attempts a conclusion
Level 1.5 Demonstrates partial knowledge of the 2.0 content with major gaps in the
3.0 content.
Level 1.0 With help, a partial understanding of some of the 2.0 content and some
of the 3.0 content.
Level 0.5 With help, a partial understanding of some of the 2.0 content and none of
the 3.0 content.

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Narrative Writing3rd grade

MECHANICS FOCUS
Level 4.0 Students should demonstrate 90% proficiency in Level 3 mechanics. Mastery of
conventions.

Level 3.5 In addition to 3.0 performance, in depth inferences and applications with partial success.

Level 3.0 Students should demonstrate 80% proficiency in the following areas. Lapses in writing
conventions are not a distraction.
Appropriate end punctuation
Correct use of capitalization at the beginning of sentences
Correct spelling of high frequency words
Level 2.5 Demonstrates no major errors or gaps in the 2.0 content and partial knowledge of the
3.0 content.
Level 2.0 Students should demonstrate 60% proficiency in Level 3 mechanics. Lack of control
makes writing difficult to understand.

Level 1.5 Demonstrates partial knowledge of the 2.0 content with major gaps in the 3.0 content.

Level 1.0 With help, a partial understanding of some of the 2.0 content and some of the 3.0
content.
Level 0.5 With help, a partial understanding of some of the 2.0 content and none of the 3.0
content.

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Grades 3-6

TO BE USED WITH ALL UNITS

PROCESS FOCUS
Level 4.0 With little support, writer uses planning, drafting, revising, and editing

Level 3.5 In addition to 3.0 performance, in depth inferences and applications with
partial success.
Level 3.0 With some support, writer uses planning, drafting, revising, and
PROFICIENCY editing
TARGET
Level 2.5 Demonstrates no major errors or gaps in the 2.0 content and partial
knowledge of the 3.0 content.
Level 2.0 With considerable support, writer uses planning, drafting, revising,
and editing

Level 1.5 Demonstrates partial knowledge of the 2.0 content with major gaps in the
3.0 content.
Level 1.0 With help, a partial understanding of some of the 2.0 content and some
of the 3.0 content.
Level 0.5 With help, a partial understanding of some of the 2.0 content and none of
the 3.0 content.

44