Knox County Schools

TEAM Lesson Plan Template

Teacher: Angelina Cicero
Class: 1st Grade Writing
Course Unit: Unit 4
Lesson Title: Personal Narrative Review
LESSON OVERVIEW Summary of the task, challenge, investigation, career-related scenario,
problem, or community link.

Teacher will start the lesson off my getting the first graders attention with the rule of eyes on me and listening
ears on and thinking hat/ears on. Teacher will talk to students saying she hopes everyone had a good snow
break and ask who remembers what they were learning in their writing lesson. They will then go into what a
Personal Narrative is, as well as its structure and order. After they go over the structure, students will then do
the manipulative given to them on their desk. They will be putting the structure of a Personal Narrative in
order. Once that has been done and the teacher has gone over it with the class, they will be told their writing
task and will create one with the teacher. Once that is complete before they write on their own paragraph and t
go over their writing process because those rules still apply. They will turn in their paper and teacher will
assess them with questions to end the lesson.
STANDARDS Identify what you want to teach. Reference State, Common Core,
ACT College Readiness Standards and/or State Competencies.
L.1.1 (Conventions of Standard English) Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.

W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details
regarding what happened, use temporal words to signal event order, and provide some sense of closure.

OBJECTIVE Clear, Specific, and Measurable – NOT ACTIVITIES

Student-Friendly

Students will review how to write a personal narrative, practice the parts of a personal narrative
(Card game), then will write about what they did during their snow break.
ASSESSMENT/EVALUATION Students show evidence of proficiency through a variety of
assessments.
Aligned with the Lesson Objective
Formative/Summative
Performance-Based/Rubric
Formal/Informal
What is a Personal Narrative?
What do you talk about in a Personal Narrative?
Who is telling the Personal Narrative? In turn that means it’s what point of view?
What are the parts of a Personal Narrative?
What transitions do you use?

MATERIALS Aligned with the Lesson Objective

Rigorous & Relevant
 Knox County Schools

-Personal Narrative structure/order cards (Manipulative)

- Writing Worksheet
-Pencil
-Colored Pencils
- Hat/ears and glasses (Teacher)

ACTIVATING STRATEGY Motivator/Hook

An Essential Question encourages students to put forth more effort
when faced with a complex, open-ended, challenging, meaningful and
authentic questions.
To grab the attention of the students, the teacher will say ok first graders all eyes and listening ears on me! It’s
time to put our writing/thinking hats on! (Teacher will be wearing Minnie mouse ears and glasses to engage
students)
INSTRUCTION Step-by-Step Procedures-Sequence
Discover/Explain – Direct Instruction
Modeling Expectations – “I Do”
Questioning/Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention &
Extension
1. Introduce the review lesson
Who remembers what we learned about in our writing lesson before
We had that fun snow break? (example question to get them thinking)
2. Talk about Personal Narratives after a student answers the question above
What is a personal narrative?
(Answer: A writing usually written in the first point of view talking about personal life experiences.)
3. Go over structure of a Personal Narrative
What things do we include in a Personal Narrative? (Answer: Introduction/Topic Sent. 3 supporting
details and transition words for the 3 details. First, Next, Then, Last)
Now if you have trouble remembering look over at our anchor chart you helped Ms. Angelina create
last week.
4. Label/Underline structure in an example.
5. Manipulative (Card order).
6. Give writing assignment and create a Personal Narrative about snow break with class.
7. Go over writing process song and then let them work. (5 min?)
8. Turn in pictures and assess with questions.
9. End lesson.

GUIDED & INDEPENDENT “We Do”- “You Do”

PRACTICE Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention &
Extension
 Knox County Schools

(After manipulative)
I DO: Ok my little writers now that we have reviewed what we have learned about a Personal Narrative, I
think it’s time we write one together! (This is where teacher will model her thinking of the first step in a
Personal Narrative.) Thinking back to our anchor chart and when we reviewed the steps I remember that I first
need an Introduction/Topic sentence so the person reading my story knows what I’m going to talk about.
Teacher will write sentence and will ask students what is next and will write about what she did over her snow
break.

WE DO: Now I want all of you to close your eyes and think of all the things you did over the snow break. Did
you watch a movie? Play in the snow? Drink hot chocolate? After they’ve had time to think,
Have them turn and talk to tell their table/ shoulder partner.

YOU DO: When I was listening to all of you talk to your partners, I heard some
Great things! Just like writers do, you used the strategy of
Thinking of a time when you did something fun!
Now your job is to write a story about it!

CLOSURE Reflection/Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting
To end the lesson students will turn in worksheets, then answer questions. Teacher will tell students to get
cleaned up and ready for “lunch.”
CROSS-CURRICULAR CONNECTIONS
Don’t have to have

Revision Plans: - Make Personal Narrative anchor chart bigger.

- Teach parts of a Personal Narrative in layers of a Sandwich/Hamburger.

- During my lesson I accidently skipped over writing a personal narrative
together, next time write on with students. They will understand when you
write one together.
- Call on non-volunteers more often
- Erase event words after writing them on the board when they get ready to
do manipulative.
- Make Anchor Chart bigger
- Make closure more clear