Unit 1 Week 5: Personal Narrative
Treasures ELD Unit Writing
4th Grade, Unit 1 Opener
BRAINSTORM & PREWRITE
PR=Practice Reader
G/O=Graphic Organizer S=Student
TE= Teacher’s Edition
TPS=Think Pair Share
ATE= Teacher Annotated Edition
T =Teacher
TM= Tree Map
CM= Circle Map
DAY 1
Introduction to Unit 1 ELD Writing
Objective
• Personal Narrative
Build Background
Intro/Review Writing Process Posters
Teacher will…
•Write Features of a Personal
Narrative on chart paper.
•Explain that when we write a true
story about something we have
experienced, we try to include
many details about the event and
how we felt so that the readers
feel as if they were there.
•List and explain Features of a
Personal Narrative (See attached).
Teacher will…
•Say, “In this unit we will use A New Home
(ELD Practice Reader) to take a closer look at
our Unit Theme-Growing Up.
You will go through the Writing Process to
develop a Personal Narrative about a
memorable incident you experienced. A
memorable incident is something that is so
important to you that you will never be able
to forget it. At the end of the unit you will give
an oral presentation on your memorable
incident.”
Note: If students are recent immigrants they can
write about that experience.
Circle Map #1 – Memorable Incident
Chart #1
Teacher will...
•Say, “In A New Home, Paolo moves to the United
States. Each chapter is a memorable incident in
his journey. We have also experienced
memorable incidents or something special in our
lives. Something special happened to me once at
a Dodger game.”
•Create a Class Circle Map. Write memorable
incident in the inner circle. Say, “My memorable
incident was when I met Dodgers centerfielder
Matt Kemp.” Write met centerfielder Matt Kemp in
outer circle (see attached).
•Students Think-Pair-Share a memorable incident
they have experienced.
Teachers will…
•Elicit student responses and add to Class Circle
Map.
DAY 2
A New Home (ELD Practice Reader Unit 1 WK1)
Identify and describe setting Tree Map #1
Divide class into table groups of 4-6 students
Teacher will…
•Say, “When you write, you want people to “see” the setting by describing the time and place where the story/event takes place. We
are going to practice identifying setting using these images.”(see attached)
•Model describing the setting for image 1 (see attached) by adding adjectives/adjective phrases to Tree Map #1. Each table group is
assigned an image (images 2, 3 or 4). In groups, students practice describing the setting.
Students will…
•Share adjectives/adjective phrases that describe setting. Encourage and/or provide Tier II words. They will chart adjectives/adjective
phrases on Tree Map #1 (see attached).
•In groups, review Chapter 4 p. 17 to identify adjectives/adjective phrases that describe the setting.
•Share words that describe setting. Teacher will chart student responses on Tree Map #1 (see attached).
Teacher will…
•Ask, “When and where does your memorable incident occur?” Have students identify the setting of their memorable incident. Do a
“whip around” by having students share quickly
•Model drawing the setting of your memorable incident (see attached). Students draw the setting of their memorable incident.
Students will TPS
Independent: assigned as independent work during small group
ELD 1-2: Students draw and label the setting of their memorable incident.
Note: Teacher can work with ELD 1-2 students to further scaffold as needed during small group instruction.
Share Drawings – Memorable
Incident Setting
Students will…
•TPS their drawings.
• Debrief/Group share-have a
few volunteers orally present their
drawings.
Class identifies adjectives. Add
adjectives to Tree Map #1.
Unit 1 Week 5: Personal Narrative
Treasures ELD Unit Writing
4th Grade, Unit 1 Opener
DRAFT
DAY 2 Continued
Share Drawings –
Memorable Event Setting
•Students will TPS their
drawings.
• Students will Debrief/Group
share-have a few volunteers
orally present their drawings.
•Class identifies adjectives.
Add adjectives to Tree Map
#1.
Day 3
Anchor Paper
“A Walk in the Woods”
•Teacher will say, “To prepare to write
a personal narrative we need to look
at examples of personal narratives.
Last week, we looked at the reader A
New Home and identified the setting.
This week, we will look at the anchor
paper to identify the setting and
details of the incident.”
•Teacher will distribute Anchor Paper
(see attached).
PR=Practice Reader
G/O=Graphic Organizer S=Student
TE= Teacher’s Edition
TPS=Think Pair Share
ATE= Teacher Annotated Edition
T =Teacher
TM= Tree Map
CM= Circle Map
Flee Map (Flow Map + Tree Map) “A Walk in the
Woods” Anchor Paper FM#1
Teacher will…
•Create a Class Flee Map for the third paragraph of the anchor
paper (Flee Map- see attached).
•Say, “We will use this Flee Map to identify the setting and details of
the incident from the anchor paper.”
• (Teacher & students) read paragraph three of the anchor paper
to identify the setting.
•Write setting in the first box of the Flee Map.
•(Teacher & students) extract details from paragraph 3 and add to
Flee Map (see attached).
•Draw second box.
•(Teacher and students) identify memorable incident in paragraph
3 and write details about the memorable incident.
DAY 4
Day 5
Flee Map– Memorable Incident FM#2
Oral Rehearsal Opportunity Introduce Sample
Communication Guide (see attached)
Teacher Model-write Personal
Narrative Draft
Teacher will
• Say, “Now I will begin to organize my personal
narrative by creating a Flee Map of my
memorable incident.”
• Create Flee Map of the Memorable Incident.
•Draw first box of Flee Map and write the setting
“Dodger Stadium.”
• Add details to describe the setting using the
drawing from WK 3 (see attached).
•Draw second box and write the memorable
incident “Met centerfielder Matt Kemp.” Add
details to describe the Memorable Incident on
Flee Map (see attached).
Students will…
• Follow the same procedures as above and
create Flee Map of Memorable Incident.
-Independent: assigned as independent work
during small group instruction
•Teacher and students review Anchor Paper to identify
Teacher will use Flee Map of the
Memorable Incident to write
Personal Narrative.
Teacher will
• Say, “Now I will begin to organize my personal
narrative by creating a Flee Map of my
transition words/phrases and add to Chart #4 (see
attached)
•Teacher and students brainstorm additional transition
words/phrases and add to Chart #4 (see attached)
Teacher will review purpose and audience for Unit 1 ELD
Personal Narrative
Introduce Oral Presentation Criteria (Chart #3) & Sample
Communication Guide (see attached).
Students will orally present their Flee Maps in pairs using
Communication Guide (if needed). Partners listen
attentively for the setting and details of the Memorable
Incident.
Group Share- Student will orally present their Flee Maps
using Communication Guide (if needed)
Teacher will debrief using Oral Presentation Criteria Chart
#3
•Teacher and students review Anchor Paper to identify
transition words/phrases and add to Chart #4 (see
attached)
Students use Flee Map and
Communication Guide (as
needed) to write Personal
Narrative. -Independent:
assigned as independent work
during small group instruction
Note: Teacher can work with ELD
1-2 students to further scaffold as
needed during small group
instruction.
Teacher will use Flee Map of the
Memorable Incident to write
Personal Narrative.
Unit 1 Week 5: Personal Narrative
PR=Practice Reader
G/O=Graphic Organizer S=Student
TE= Teacher’s Edition
TPS=Think Pair Share
ATE= Teacher Annotated Edition
Treasures ELD Unit Writing
4th Grade, Unit 1 Opener
T =Teacher
TM= Tree Map
CM= Circle Map
REVISE
DAY 5
DAY 6
Tree Map-Sensory Details Oral
Language Activity
TM#2
Review Features of a
Personal Narrative Writing
Chart #1
Visual Vocabulary
Resource Oral Language
Activity Tree Map #1
Anchor Paper
“A Walk in the Woods” (Identify
feelings) Tree Map #1-2nd branch
•Students TPS Personal Narrative Draft.
Point to the Tree Map, and define and
explain sensory details (see attached).
Teacher will say, “Writers use sensory
details to appeal to the readers.”
Teacher will assign table groups a
paragraph from the anchor paper.
Students identify sensory details within
the anchor paper for assigned
paragraph.
Teacher will ask, “What sensory details
were you able to identify in the anchor
paper?” Elicit student responses and
add to TM#2 (see attached).
Teacher will say, “When we
write a personal narrative we
need to include a context/
setting for the event, details of
the incident and sensory
details.”
Teacher will point and review to
Tree Map #1- Sensory Details.
Review Sensory Details.
•Teacher will show visuals (see
attached VVR cards)
Teacher will say, “Our personal narratives on
a memorable incident are coming along.
We have identified setting for the event,
details of the incident and used sensory
details. Now, we will add feelings, or how we
felt during the memorable incident. We will
look at the Anchor Paper to identify
feelings.” (See attached)
•Teacher models describing a
visual and charts adjectives, Tree
Map #1 (see attached).
•Teacher and students describe
visuals and record adjectives on
Tree Map #1.
•Teacher and students will identify feelings in
the anchor paper and add to Tree Map #1.
•Teacher will ask, “What other feelings can
we add to our Tree Map?” Add student
responses to Tree Map #1.
DAY 6
Group Share
Think-Pair-Share
•Student volunteer reads draft. The
class listens attentively for adjectives
that describe feelings.
Partners read their drafts to each other
and listen attentively for adjectives that
describe feelings.
•Class debriefs. Ask, “How did you
feel? Why was it a memorable
incident?” Teacher and students
help volunteer reader revise for
feelings.
•Teacher will add additional
adjectives to Tree Map #1.
Revise
Teacher will say, “I want to make sure I have
included feelings in my personal narrative.”
•Teacher models revising personal narrative for
feelings.
•Students revise for feelings. - Independent:
assigned as independent work during small group
instruction
Note: Teacher can work with ELD 1-2 students to
further scaffold as needed during small group
instruction.
PR=Practice Reader
G/O=Graphic Organizer S=Student
TE= Teacher’s Edition
TPS=Think Pair Share
ATE= Teacher Annotated Edition
Treasures ELD Unit Writing
4th Grade, Unit 1 Opener
Unit 1 Week 5: Personal Narrative
T =Teacher
TM= Tree Map
CM= Circle Map
PROOFREAD, PUBLISH & ORAL PRESENTATION
Day 7
Day 8
Teacher Edit/ Proofread
Model
Think-Pair-Share
Teacher introduces/reviews
editing checklist
Teacher selects student
personal narrative draft to
model edits of common errors
Students Edit/
Proofread
Publish Model
Partners read their personal
narratives to each other –
listening for setting, sequence
of event, sensory details and
feelings.
Using Editing Checklist –edit
for spelling, grammar, and
punctuation- Independent:
assigned as independent
work during small group
instruction.
•Teacher will model
publishing a
personal narrative
Peer Edit
Note: Teacher can work
with ELD 1- 2 students to
further scaffold as needed
during small group
instruction.
Day 8
Day 9
Students Publish
Teacher Reviews
Oral Presentation
Criteria
Note: Teacher can work
with ELD 1-2 students to
further scaffold as needed
during small group
instruction.
Oral Presentation
Criteria (Chart #3)
_____________________
Highlight
question/answer criteria
for students
Day 10
Partners plan and
practice Oral
Presentations (Partner
Presentations)
Partners practice oral
presentation and
debrief using oral
presentation criteria Independent: assigned
as independent work
during small group
instruction
Oral Presentations
•Teacher reviews Oral Presentation Criteria
•Students listen attentively for oral presentation criteria.
•Students orally present their Memorable Incident
presentation
•Presenter poses a question to audience about their
topic (ex: How would you feel if you met Matt Kemp?)
•Teacher/students pose a clarifying question or asks for
more details to presenter (ex: Why was this experience
memorable?)
Class debriefs each presentation using the Oral
Presentation Criteria (Chart #3)