Writing Personal Narratives Unit
Tiffany Kinder
ELED 4030
Grade level: 2nd
Standards from Common Core:
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.
Unit Objective:
Secondgraders will independently write a personal narrative, using a concept map as a
prewriting tool, in which students recount an with complete sentences and appropriate
connecting phrases.
Unit Assessment:
We will use a student checklist (student self-edit checklist) and a teacher rubric for
grading (Modified 6 traits writing rubric… conventions, organization and word choice)
Lesson 1: Pre-writing
Time frame: 30-45 minutes
Materials:
• paper,
• pencil,
• brainstorming graphic organizer,
• concept map graphic organizer,
• Owl Moon
Standards from Common Core: CCSS.ELA-Literacy.W.2.8:
Recall information from experiences or gather information from provided sources to
answer a question.
Objective:
Students will be able to brainstorm ideas for a personal narrative, select one idea and
organize their story (an outline) using a graphic organizer.
Procedures:
1. “Remember when we read Owl Moon together as a class (hold up the bookOwl
Moon) and discussed personal narratives. Remember that a personal narrative is a
story about something that happened to you. This is usually a single experience
like a birthday party, the time you fell off your bicycle, or an adventure with a
friend. In personal narratives we describe that event. We can talk about what
happened and our thoughts about what happened.Today we will begin writing our
own personal narrativesand we will use this concept map to help organize our
ideas (show them the concept map).
2. “The first thing you want to do isto think of several possible events you could
write about. This is called brainstorming. So, if I were brainstorming my own
personal narrative I would think of 4-5 events I could write about.”
3. Brainstorm 4-5 events and write them on the board.
a.
b.
c.
d.
Catching frogs
Building the biggest snowman
Jumping in the leaves with my brother
Going down the water slide
4. “I need to decide on just one event, I can’t write about 2 or 3 events in the same
story because that would confuse my readers. So, I want to write about something
I remember a lot about and something that is interesting and would be fun to write
about.” (Talk a little about each event and decide on building the biggest
snowman. Circle that event.)
5. Have students write down 4-5 events on their brainstorming graphic organizer.
Walk around and help them think of events they could write about.
6. “Okay, now we need to decide what details to include in our narratives. I am
writing about building the biggest snowman (write this in the middle of the
concept map). I remember it was Thanksgiving and we were at my Grandma’s
house. I will write that down on my concept map. (Also write lots of snow,
rolling the ball for the body and the head with cousins, my dad and uncle had to
place the head on top it was so huge, and taking a picture at the end).
7. Pass out concepts maps and have students fill them out. Walk around and
conference with struggling students.
General Accommodations:
•
•
•
•
Dictionary cards – when asked how to spell a word write it on a card for them to
keep
Allow students extra time later in the day to fill out concept map
All students will be instructed to think of at least 4 ideas for the concept map, but
advanced writers will be encouraged to think of 6 ideas for the concept map.
Students who struggle with writing can dictate for the teachers.
Specific Accommodations or adaptations:
•
•
•
•
Kathryn – I allowed her to draw pictures on her concept map after she asked if
this was okay
Juan, Jose – I only expected them to think of 4 ideas to include in their concept
map.
Connor, Juan, Jose – I offered to write for them while they dictated, but they did
not need this accommodation during this lesson.
Parks, Juan, Jose, Connor – I made sure I provided them individual assistance on
brainstorming and filling in the concept map during the lesson.
Assessment: During the lesson I will walk around and offer assistant to students who
might need help thinking of ideas. I will review the concept maps at the end of the lesson
for completion.
My Personal Narrative
1. __________________________________________
2. __________________________________________
3. __________________________________________
4. ___________________________________________
5. ___________________________________________
Lesson 2: Drafting
Time frame: 30 minutes
Materials:
• concept map,
• pencil,
• eraser,
• drafting paper
• connecting words chart
• 3x5 cards for dictionary cards (unless students already have a dictionary card)
• sample personal narratives
Common Core 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.
Objective:
Students will begin drafting their personal narratives. They will be able to write an
interesting opening sentence and select appropriate connecting phrases that help their
story flow and add interest for the reader.
Procedures:
1. “Yesterday we chose a topic to write about and created a concept map to organize
our ideas. Let’s look back at our concept map to review the parts of our story so
that we can start writing. On my concept map, I can see that I chose to write
about building the biggest snowman. I also see the things I wanted to include in
my story about building a big snowman. Look back at your concept maps to
remember what you decided to write about.”
2. “We need to start our writing with an introduction. An introduction helps our
reader know what the story is about and makes them excited to read the story. I
am going to read some opening statements to you from personal narratives.”
3. Read the opening sentences from the sample personal narratives and talk about
how they grab your attention and make you want to read more.
a. I was in gym class when my teacher suggested we go outside and play
football. As we made our way out to the field, my stomach slowly turned
into a giant knot of fear.
b. Embarrassing things happen to me all the time. After I made a silly
mistake in P.E., I was so embarrassed that I didn’t think I would ever go
back to school.
c. Standing backstage, I could feel my heart thumping in my chest. “Just
relax,” my friend Jenny whispered. “You’re ready for this.” I nodded.
Jenny was right. I’d been practicing my song for the talent show for six
weeks.
4. “I want to start my writing today with a great opening sentence. I want to say
something interesting or exciting that will capture my audience’s attention. I
could start out like this, ‘A long time ago on Thanksgiving we decided to build a
snowman’, but that’s not very interesting. I think this sounds better, ‘One
Thanksgiving Day a long time ago we had over 2 feet of snow.’ I think that
sounds a lot better.”
5. Ask the students to think of an opening sentence. Let them work with a partner if
they need help. Provide suggestions:
•
“Last year I couldn’t… but now I can….”
•
“You’ll never believe what happened that dark and stormy night”
•
“The happiest moment of my life happened when….”
6. “Let’s share some of your ideas. Would anyone like to share their opening
sentence?”
7. “Now, I need to go back to my concept map to see what I want to include first in
my story. I am going to number my bubbles so I know what order I want to write
about them. Let’s see, I mentioned this happened on Thanksgiving Day so I don’t
need to include that again. I have written on my map that we were at my
Grandma’s house and then how we built the snowman. I think it makes sense to
mention we were at Grandma’s house first. So that should be my next sentence.
Then I’ll write about building the body, then the head, and last of the all taking a
picture.” (Label each bubble in the concept map with a 1,2,3,4,5, and .6)
8. Ask students to number their concept maps and then begin writing sentences.
Walk around and conference with students individually.
9. Talk about connecting phrases and how to use them. Remind students about
examples from Owl Moon. Show them the connecting words chart.
10. Walk around as students are writing. Give guidance as needed. Provide spelling
on dictionary cards.
General Accommodations:
•
•
•
Have a list of connecting words on a chart at the front of the room.
Dictionary cards
Students who struggle with writing can dictate for the teachers.
Specific Accommodations and adaptations:
•
•
•
Parks, Juan, Jose, Connor – I made sure I provided them individual assistance on
writing during the lesson.
Juan and Jose – I was prepared to have them dictate to me during this lesson, but
we did not have time. I will see if they need to dictate to me later.
Several students did not finish, we will give them time later in the day and work
with individuals as needed.
Assessment: During the lesson I will conference with students and make note of those
with interesting opening sentences and those with good connecting phrases. After the
lesson, I will read through the drafts to check for opening sentences and good use of
connecting phrases.
Connecting Words
because
since
before
again*
quickly
while
then*
finally
next
after
in time
until
later
now
last
when
in the end
at last
we walked on*
and then*
after awhile
just seconds later
all of a sudden *
Lesson 3: Revision
Time frame: 30 minutes
Materials:
•
•
•
•
•
colored pencils
peer editing checklist
pencils
first draft and concept map
sentences written by teacher for making corrections
Common Core Standards:
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.
Objective:
Students will review their stories and be able to make corrections and revisions. They
will check for correct spelling and punctuation. Students will review a partner’s paper
using the peer-editing checklist.
Procedures:
1. “Today we are going to make corrections on our story so we can write a final
draft. I have some sentences from my story right here(show the sentences on the
overhead screen). I am going to re-read them to see if I have any mistakes.
a. My whole family gathered at my grandma’s house. For thanksgiving ate
turkey potatoes corn bread and pie everything t a s t e d s o good
2. Go through the sentences and correct punctuation, spelling errors, spacing
errors, etc. Show students how to make editing marks (caret, underline for
capital, etc.).
3. Have the students review their paper for corrections.
4. “Now that you have had a chance to review your paper once, have a neighbor
review it, too. You will use the peer editing checklist.” Show them the checklist
on the overhead screen and model filling it out by talking about each item and
making checkmarks by the smiley faces.
5. “Now find a partner and review each other’s story. Once you are done, have a
teacher check your story. Tomorrow we will write the final draft of our stories.”
General Accommodations:
•
•
•
•
Use an editing checklist for peer reviews
Allow more time for editing later in the day for children who may be slower or
struggling
Struggling students may dictate for the teacher
Give assistant to students who still have corrections after editing.
Specific Accommodations and adaptations:
•
•
•
•
Parks, Juan, Jose, Connor – I made sure I provided them individual assistance on
writing during the lesson.
Juan and Jose – I had them dictate to me.
Juan, Jose, Kai, Parks, Kathryn, Will, Henry – These student did not finish their
stories and were not ready for editing. I provided them with additional assistance
after the lesson. When necessary, I had them dictate for me.
Sarah – Sarah wrote a how-to story. However, because she is learning about
writing how-to stories in her ESL class I did not make her change the story.
Assessment:During the lesson I will observe students editing their paper and peer editing
other papers. I will observe the use of editing marks and who correctly fills out the peerediting checklist.
Peer Editing Checklist
Author’s Name:
Editor’s Name:
Title of Story:
Sentences sound correct:
I used correct punctuation:
All of mywords are spelled correctly:
There is a finger space between all my words
Ideas are complete:
Does the story sound good when read aloud?
Is the story easy for someone else to read?
☺
☺
☺
☺
☺
☺
☺
Writing Traits Rubric
1
2
3
4
5
Conventions
Serious and
frequent errors
Conventions
Many
noticeable
errors
Conventions
A few errors,
but meaning still
understandable
Conventions
Some
noticeable
errors
Conventions
Editing errors
are minor
Organization
No attempt to
connect ideas
Organization
Connections
may be
attempted, but
not successful
Organization
Difficult for
reader to see
how ideas
connect
Organization
Most ideas are
connected,
some stray
thoughts
Organization
Everything
connects,
transitions used
appropriately
Wordchoice
Words do not
contribute to
meaning.
Writer has not
chosen past
tense verbs
Word choice
Meaning is
unclear. Some
past tense
verbs, but may
be used
incorrectly.
Word choice
Meaning is clear
in some
parts. Some
past tense verbs
used correctly
Word choice
Most past tense
verbs used
correctly and
meaning is
clear
Word choice
Correctly uses
past tense
verbs; meaning
is clear
throughout.
Self-evaluation
Lesson 1:
After reading Owl Moon to the students and talking about personal
narratives (before teaching lesson 1), the students were not excited about writing a
personal narrative. Some students were quite vocal about their non-excitement, so I
was a little nervous about launching into the pre-writing lesson the following day.
However, it went well and they seemed to enjoy the process.
I modeled everything before asking the students to complete anything. I
think this really helped some of the students who struggle with following
instructions and staying focused. I first modeled how to brainstorm ideas and then
asked students to do the same. Then I modeled how to pick one idea and asked
students to do the same. Finally, I modeled how to complete the concept map with
important details I wanted to include in my story. I then had students do this as
well. I think if I had modeled everything from brainstorming to filling out the
concept map I would have lost a lot of students.
I spent a large part of the lesson walking around helping students brainstorm
ideas and then filling out the concept map. I enjoyed this part of the lesson the most.
The students enjoyed talking about things they could write about. Some students
clearly did not understand personal narratives. One student wanted to write about
his brother’s trip to Las Vegas. However, he didn’t really know what to write about
because he hadn’t been there. It was difficult helping him think of something else.
One student asked if she could draw pictures on her concept map instead.
She is a struggling reader so I allowed her to draw pictures instead of writing. She
was able to complete the task much faster than if she had to write each item out.
Next time I teach writing personal narratives (or any writing lesson), I would
like to read some shorter examples in that genre. Owl Moon is great personal
narrative, but quite long. I think having several short narratives, as models for the
children, would be more beneficial especially for younger children. I would also
allow more time for the lesson. I was allotted 30 minutes for the lesson. This really
wasn’t enough time for each student to complete the pre-writing task.
Sample of student work:
Lesson 2:
I took two days to teach lesson 2. The first day we talked about opening
sentences. I read some samples for them and then modeled how I would write my
opening sentence. I then had the students write an opening sentence. While they
were writing I walked around and helped them think of opening sentences. I think
this is where they struggled the most so far. Many students could not think of a
good way to start their stories. I helped as many as I could, but was not able to get
to all the students (even with the teacher helping). Despite this drawback, I enjoyed
this lesson as well. It was fun to see the students eyes light up when they had a good
idea. One girl wanted to write about playing with her friend at recess one day when
they pretended they could fly. We brainstormed a good sentence together and
came up with, “My friend Kathryn and I flew through the clouds at recess.” She
loved it and rushed over to share with her friend (Kathryn). I asked students to
share their opening sentences with the class. Several volunteered and I was very
pleased with what some of them came up with.
The second day I showed the students how to number their concept map to
help them write about things in chronological order (or an order that makes sense)
and then continue writing after their opening sentence. This was challenging
because some students did not have more than 2 or 3 ideas on their concept map
and had not done an opening sentence. So in addition to helping students number
their maps, I had to also help students complete their concept map and think of an
opening sentence.
Just as before, next time I teach writing lessons, I will allow for more time for
students to write and complete the tasks for each lesson. We will be pulling
students aside and giving them one-on-one assistance before moving onto the
revision stage. I should have done this before moving on to lesson 2. When I have
my own classroom I would like to wait a day or two between lessons and conduct
mini lessons with small groups. During free time I would encourage students to
complete the task from the previous lesson before moving on to the next one.
Sample of student work (from lesson 2 and 3)
I love the opening sentence on this one. During lesson 3, he circled the words he
was unsure of and a teacher helped him with the spelling.
She used the editing marks for closing the gap between letters of the same word on
the second line. I had a conference with her about adding a little more detail and
then wrote what she dictated to me.
He used the correct editing marks for closing gaps in letters of the same word and
increasing gaps to separate words. He also used the “All of a sudden” phrase
suggested in lesson 2.
Lesson 3
This lesson was great. Students enjoyed doing the revisions and really
embraced peer editing. I first showed them how to make corrections and use simple
editing marks. It was fun to watch them use those editing marks. I could see how
powerful modeling really is in the classroom.
When it came time for peer editing I helped pair students with others. We
have one student who has a hard time getting along with others. When I asked if he
was ready for a partner to trade papers with and edit, he agreed (I was surprised at
this). However, I wasn’t sure who to pair him with. I finally asked a very small,
quiet girl if she would mind trading papers with him. They both agreed and worked
very well together.
I had asked students to share what they had written so far. Many of them
eagerly shared their writings. I was again impressed with what students had
written. Although they didn’t write as much as I envisioned they might their stories
were cute and showed personalities. I can see how using a personal narrative
assignment would help the teacher get to know her students early in the year.
Changes I would make in this lesson are very similar to changes I would
make in the previous lessons. I would allow more time for the lesson and make sure
that each student was caught up with the previous task before moving on. I would
implement small group writing workshops to help those who struggle so that during
the whole group writing lessons they are with the rest of the class.
Throughout the rest of the day after this lesson I helped students individually
finish their writing and final edits. I wrote while many of them dictated. Monday we
will do the final writing and have students draw one simple picture to illustrate the
stories (if they want to).
Sample of finished student work:
Unit assessment
I assessed the students using a Writing Traits Rubric. The rubric included
conventions, organization, and word choice. I wanted the students to use correct
spelling, grammar, and sentence structure. I also wanted to them to organize their
thoughts and use transitions so the story had a nice flow. Last of all, I wanted them
choose words that helped the reader understand the story and past tense verbs.
All students did fairly well at using proper conventions. They started their
sentences with a capital and ended with the proper punctuation. One student used
an ellipsis to show the passage of time and I’m not sure this was correct. During the
revision lesson, Mrs. Coleman and I conferenced with each student and helped them
correct their grammar, punctuation, and sentence structure. Overall, students
scored a 4 or 5 on conventions for their finished stories.
Helping students with organization was a little tricky. Many students had a
lot of random thoughts and their story wasn’t always in chronological order. They
wrote about one thing, then something else, then came back to the first thing. I
wasn’t sure how much help to give with the organization. I didn’t want to take away
from their work and creativity and I wanted the stories to be theirs and not mine. I
did help several students tighten up their organization so the story was more
understandable and chronological. On average students scored between a 3 and a 4
on organization.
Almost all students used past tense verbs during the drafting lesson. I did
not have to help students correct this in their stories. I did help some students add
more details to help the reader understand what was happening and to make it
interesting. Overall, students scored a 5 in this area because they used past tense
verbs correctly. In hindsight, word choice was a difficult thing to assess. Students
did not necessarily choose words that did not contribute to the meaning. However,
many could have added to their story to help the reader understand. When I teach
narratives in the future, I think I will spend time talking about providing details that
help the reader understand the story.