\English Language Arts Grade 2

Writing Standard 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.

1) What is a narrative? Give examples. Brainstorm personal ideas (Kaileigh)

2) Lesson on how to describe actions, using action words (madison)
3) Lesson on how to portray your thoughts and feelings (erin)
4) How to include closure in your narrative (Maddie)

Lesson Plan Template: Writing a Personal Narrative

Author: Kaileigh Johnson

Title: What is a narrative?

Abstract:

Core Standard: Writing Standard 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.

Grade Level: 2nd Grade

In-Class Instruction Time: 45 minutes

Group Size: Whole class, small group, and individual

Life Skill: Language play, writing skills, collaboration, creativity.

Teaching Style: Lecture, group interaction, social interaction

Intended Learning Outcomes: Student will be able to identify the characteristics of a personal narrative, student will
be able to write their own personal narrative about their own life.

Background: The students should already know how to write sentences and short paragraphs.

Materials: The students writing journals, a pencil.

Introduction: Read the book Ralph Tells a Story by Abby Hanlon to the class.

Instructional Procedures:
1) Read the book Ralph Tells a Story by Abby Hanlon.
2) Start a discussion with the students about how Ralph was able to find inspiration.
3) Explain that the students will be writing personal narratives, which is a story about their own life.
4) Give a brief background on what is included in a personal narrative
A story that is narrated by the writer, it is about something meaningful in the writers life, it should not cover
the writers whole life; just a moment in it!
5) Have the students get out their writing journals and write down an important person, place, and object in their life.
6) Have each student expand on each of the things theyve chosen, like why they chose it, why its important to them,
a time that theyve interacted with the person, place or object.
7) If theyre talking about a person, have them talk about a place theyve been to with that person. If they chose a
place, have them talk about a person they usually go to that place with. If they chose an object, have them talk about
a person they have shared that object with.
8) Have them turn to a partner and discuss what they wrote about with each other.

Lesson Plan

Author: Maddie Petersen

Title: Can you close?

Abstract:
Core Standard: Writing Standard 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.

Grade Level: Second Grade

In-Class Instruction Time: 45-60 minutes

Group Size: Whole class, small group work, and individual

Life Skill: Language play, writing skills, collaboration, creativity

Teaching Style: Lecture, group interaction, social interaction

Intended Learning Outcomes: Students will have opportunities to create conclusions to in order to understand how
to finish a story or essay. They will be able to create a conclusion to their own personal story that they have written.
Students will also be able to revise their writing efficiently, because this is apart of the process when finishing story.
Decide a theme for their paper and add in order to make that paper follow that theme better.

Background: The students have written a story that is describing themselves. They have created a rough draft, and
discussed revising and how to create a strong introduction and body.

Materials: Paper, Pencil

Introduction: Ask the students to tell you what endings to books, movies, or television shows are their favorite. Have
them describe the ending, and how it makes them feel. Write on the board the students examples, and feelings. After
this, explain to the students that they will be working on writing their own conclusion for their story. They will also be
finishing up the paper, and making it ready to turn in.

Instructional Procedures:

1. There are 3 clips from YouTube to show the children first. Explain to them that they are going to watch the
clip, and then on a piece a paper write an ending. Tell them that if they already know the ending, then to
write an alternative ending. Explain the word alternative. Discuss with the students what an ending should
be. Explain that an ending should wrap up the story, it should answer all that was mentioned before. There
will be a discussion after watching all of the clips, so watch a clip, have the students write for 5 minutes, then
move on to the next clip.
https://youtu.be/abUdFu7_9Lw
https://youtu.be/TbQm5doF_Uc
https://youtu.be/LKFuXETZUsI

2. After watching the videos have the students read aloud their endings. Pick one of the clips and ask who
would like to share their endings. After some endings are shared, ask the students what similarities they
notice in the different endings. Then ask, Why are there these similarities in the endings, when different
people wrote them? Explain to them there is a theme with each clip. Go through the clips and have the
students point out the theme of the clip. Explain to them that because we recognize the theme we are able
to write a conclusion that follows the theme. Each student was able to recognize the theme and that is why
there are similarities between the different endings. They all followed the theme and wrote an ending that fit
the story.
3. Now have the students turn to their personal stories about themselves. Tell them that they are now going to
finish the paper and write a conclusion. Go through with the students again what makes a good conclusion.
The students to need to wrap up their stories, following the theme of their story, and make sure that it leaves
the reader satisfied with the story.
4. After the students have written their conclusions, have them read over their stories, go over with them things
to look for when proofreading. (Misspelled words, punctuation, capital letters).Explain that this is an
 important part of finishing a piece of writing, it is important to have the piece as perfect as they can get it.
Always proofread work, before turning it in as a final draft. Have them switch their papers with one other
student, and have them proofread the stories. Return papers back to the original student. Have everyone fix
their mistakes, and then finally turn in their final draft.

Writing a Personal Narrative

Author: Madison Wilson

Title: Dance Into Action Words

Abstract:

Core Standard: Writing Standard 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.

Grade Level: Second Grade

In-Class Instruction Time: 45 minutes

 Group Size: Whole class, small group work, and individual

Life Skill: Language play, writing skills, collaboration, creativity

Teaching Style: Lecture, group interaction, social interaction

Intended Learning Outcomes:

Background:

Materials:
Open space
Board
The book Owl Moon by Jane Yolen
Childrens magazines, scissors, and glue.
Underwater picture or any picture that students can describe actions.
Other books children can look through to identify descriptive actions (for other possible activity)

Introduction: Go to an empty space or create an empty space in the classroom. Write the sentence I like to go
walking on the board. Ask the class what is the action (walking). Review what an action verb is. Have the students
walk around the classroom. Then have the class walk around the slowly. Then heavily. Then have them walk quickly
while periodically changing directions. Discuss with the class what these descriptions did to the action. Why could
descriptive actions be effective? What affect can details have on actions? Write the sentence The bunny hopped to
the garden on the board. Have the students hop around the room. Then ask the students how they can make the
verb more descriptive. Act out the descriptions they give. As writers, we can make actions more exciting and
descriptive. Ask the students some ways this can be accomplished (using adjectives, picking vocabulary that is more
descriptive-for example using the word horrified instead of scared, using metaphors and similes, etc.).

Instructional Procedures:
1. Read the book Owl Moon by Jane Yolen. As you read, have the children raise their hand when they hear a
descriptive action verb. Ask the following questions:
a. What descriptive words stood out to you? Write them on the board. Explain to them how you can use
lively verbs, such as roasting, packed up, and quietly tiptoed, to also be descriptive.
b. Were you able to visualize the story?
c. How did the verbs help the reader better visualize the story?
2. Now let the students look through childrens magazines. As they do this, have them look for and cut out
descriptive and lively verbs. Make a poster for students to glue on these words so that the students can have
examples to refer back to.
3. Writing activity: Put the underwater picture on the board. Have the students write a few sentences about what is
going on in the story using descriptive action words. Then have them share with a partner.
4. Have the students look at the narrative writing piece they worked on the other day. Have them read it through
and circle the actions. Then have them brainstorm ways they can be more descriptive.
a. Have them think about what other words they can use that will be more descriptive.
b. Discuss with the students what resources they can use to come up with descriptive actions. Answers
may include a thesaurus, classmates, and books.
5. Conclusion-Review how descriptive action words can impact a story. Have the students share an example of one
of their sentences from the narrative they have been working on.

v Other activities you can do:

o Have the students pick a book and identify descriptive action words. They can do this with a partner or individually.
o Give the students various examples of good descriptive action sentences. Then give them a sentence like I
walked the dog yesterday and have them discuss with a partner how they can make it more descriptive or use more
lively verbs.
o Have them brainstorm things they like to do. Then either have them choose one of those activities and either act
out, describe, or write down how you can make that action more descriptive.

Resources:

http://writingfix.com/PDFs/6_Traits/Complimentary_Idea_Development_Lesson.pdf

https://www.teachercreated.com/lessons/43

https://www.mauiarts.com/images/fish--Friende-of-the-Sea.jpg (sea picture)

Lesson Plan: Lesson on how to portray your thoughts and feelings

Author: Erin Hilton

Title: Expressing Thoughts and Feelings

Abstract: Students will learn how to show their thoughts and feelings in their writing through various writing activities,
and continuing their work on their rough drafts.

Core Standard: 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.

Grade Level: Second Grade

In-Class Instruction Time: 45 minutes

Group Size: Whole class, small group work, and individual

Life Skill: Language play, writing skills, collaboration, creativity

Teaching Style: Lecture, group interaction, social interaction

Intended Learning Outcomes: 1. Students will be able to discuss ideas with partners 2. Students will be able to
identify their thoughts and feelings, and put them in an essay 3. Students will learn how to write and revise their own
drafts of essays.

Materials: Students rough drafts

Sheet of paper
Feeling Words Sheet
Dictionary

Instructional Procedures:
1. Ask students to pull out their rough drafts.
2. Discuss what happened that made the day (in the story) so great. What made it so important, what were
you feeling, and what were you thinking during it?
3. Pre-write (plan). Have students brainstorm ideas about something (person, place thing) important in their
life.
4. Have students turn to a partner and share ideas about their important thing.
5. Have students make a list of feeling words from the provided list (attached) that they can use in their
stories
6. Have each student write draft sentences about his or her best day, including as many feeling words as
they can.
7. Give students time to assess their papers.
8. Let students share their completed stories with a partner, in small groups, or through the "author's chair."

Introduction:
1. Ask students to pull out their rough drafts.
Students from previous days of this unit should have a rough draft they have been working on. Ask them to take it out
and place it on their desks with an extra sheet of paper.
2. Discuss why the person, place, or thing that they chose is so important
Open up a group discussion with the class. Ask them to share why they chose what they did. What made it
important? What were they feeling in that place, about that thing, about that person? Ask them to also share what
they were thinking while in that place, about that thing, and about that person? Cultivate an environment where
students feel very comfortable to share their emotions, thoughts, and feelings.
3. Pre-write (plan). Have students brainstorm ideas about something (person, place thing) important in their life.
Ask students to use one side of their sheet of paper to brainstorm their thoughts and feelings about what they are
writing about. Give them 5 minutes of individual writing time to get down as many ideas as they can.
4. Have students turn to a partner and share ideas about their important thing.
Give students 5 minutes to turn to a partner and share the ideas that they brainstormed.
5. Have students make a list of feeling words from the provided list (attached) that they can use in their stories
Ask students to review this paper and choose feeling words that they can add to their rough drafts. Have them add
as many words as they can to their list that they feel will make their story more descriptive. If students like a word but
do not know what it means, have them look it up in a dictionary so they can add more unique descriptive
thought/feeling words to their stories.
6. Have each student write draft sentences about his or her best day, including as many feeling words as they
can.
Give students 10-15 minutes to take the feeling words they wrote down and pick sentences from their rough drafts
they can add it to. Ask them to start re-writing their rough drafts adding the new sentences with their feeling words.
7. Give students time to assess their papers.
Give the students 5 minutes to read their rough drafts to themselves and add or fix anything they have changed.
8. Let students share their completed stories with a partner, in small groups, or through the "author's chair."
Ask students to turn to their partner again and share the new sentences they wrote with the additional words. Ask the
students if any of them have any new sentences they would like to share and have them read their sentences out
loud to the class.

Lesson Plan Presentation

1. Give an overview of our lesson plans and the core standards.
2. Dance Activity
a. Go to an empty space or create an empty space in the classroom. Write the sentence I like to go
walking on the board.
b. Ask the class what is the action (walking). Review what an action verb is. Have the students walk
around the classroom. Then have the class walk around the slowly. Then heavily. Then have them
walk quickly while periodically changing directions.
3. Discuss with the class what these descriptions did to the action.
a. Why could descriptive actions be effective?
b. What affect can details have on actions?
4. Write the sentence The bunny hopped to the garden on the board. Have the students hop around the
room.
a. Then ask the students how they can make the verb more descriptive. Act out the descriptions they
give.
b. As writers, we can make actions more exciting and descriptive. Ask the students some ways this
can be accomplished (using adjectives, picking vocabulary that is more descriptive-for example
using the word horrified instead of scared, using metaphors and similes, etc.)
5. Writing activity:
a. Put the underwater picture on the board. Have the students write a few sentences about what is
going on in the story using descriptive action words. Then have them share with a partner.
b. Discuss with the students what resources they can use to come up with descriptive actions.
Answers may include a thesaurus, classmates, and books.
c. https://www.mauiarts.com/images/fish--Friende-of-the-Sea.jpg (sea picture)