Lesson Plan Guide

Teacher Candidate: Grace Scudder Date: December 1, 2019

Grade and Topic: Second Grade ELA Length of Lesson: 60 minutes

Mentor Teacher: Peggy Murdock & Marla Phillips School: University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

● The Personal Narrative lesson is part of a unit covering the conventions of writing narratives to develop
real or imagine experiences or events using effective techniques, well-chosen details, and well-
structured event sequences. Understanding these foundations of writing allows for betting understanding
of the different styles of writing and genres of writing as described in TN state ELA standard W.TTP.3.

LESSON OBJECTIVE:
● After grasping what a narrative is, the students will be able to write their own narrative with 90%
accuracy of a narrative is.
● After brainstorming an event or short sequences of events, the students will be able to write their own
narrative that includes the proper amount of details, time order words, and closings, with 90% accuracy.
●
STANDARDS ADDRESSED:
2.W.TTP.3 Write narratives recounting an event or short sequence of events. a. Include details to describe
actions, thoughts, and feelings. b. Use time order words to signal event order. c. Provide a sense of
closure.

MATERIALS:
 Class set of laptops for software application and website:
o PowerPoint
o https://www.youtube.com/watch?v=kHWYClfj2pw
 3-4 pieces of paper
 A checklist handout
 Pencil
 Different color highlighters

BACKGROUND and RATIONALE:

● TSW learn what a narrative is
● TSW learn what details to include in their narrative
● Academic language
● Content vocabulary: narrative, details, actions, thoughts, feelings, event order, closing
● Language function: recounting events,
 ● Discourse: What is included in the story? How do I brainstorm

● This lesson builds on brainstorming story ideas, as well as the ongoing task of learning to take beneficial notes in
class.
● This lesson will help better understand the different types of stories and writings.
● This lesson will be done in class to allow all students an equal opportunity to use tools and ask questions in the
classroom.
● Allowing the students to choose their own event will allow them to relate to the writing more, thus allowing them
to see the value in this lesson.

PROCEDURES AND TIMELINE:

● Introduction: I will begin by telling a narrative about the time I went to Disney World. Making sure to
include all the requirements of what a narrative is, I will ask the students if they can name what kind of
story I just told. We will then briefly discuss as a class what a personal narrative is before diving deeper.
- Procedures:

o Students will be asked to take out 3-4 pieces of paper.

 Sheet 1: take notes from PowerPoint of things that catch their attention as important for narratives

 Sheet 2: graphic organizer: brainstorming bubble

 Sheet 3 (& if needed 4): actual narrative writing

o Going through the PowerPoint at their desk, students will click through and take notes of the PowerPoint
at their own pace.

 If frequent repetition of questions are asked, we will stop and as a class review segments of the
PowerPoint in chunks to engage in class conversation.

 In PowerPoint, there is a link to the YouTube video to go over writing in chronological time to
ensure narrative flows

o Final slide of PowerPoint is a review of different ways to brainstorm.

 This will transition into a time of about 10-15 minutes for the students to brainstorm about an
event in their life that they are able to write about and get their ideas on paper.

 Students will highlight the details of actions, thoughts, feelings, and time order words in different
colors on their organizer

o After brainstorming, students will begin writing their narrative. The narrative does not have to be a set
length, as long as it covers the required details. 1 page is what will be recommended and strongly
encouraged.

 Students will highlight the details of actions, thoughts, feelings, and time order words in different
colors in their writing as well.

o If students with IEP, 504 students, gifted, etc. need assistance, they will be given a fill in the blank
brainstorm sheet and-if needed-allowed to come to my circle table and have assistance with writing their
narrative.

o After completing their narrative, students will come pick up a check-list handout from my table to review
their work.
  The purpose of coming to my table is to be able to engage in discussion about the narrative and
answer any questions they may have. This also gives me the opportunity to keep pace of where
students are with this lesson.

o Students will use the checklist to see if they believe they have met the requirements of the assignment.
After checking, TSW raise their hand and after I see the have actively used the checklist, I will stamp the
sheet to show I approve the completion of the handout.

 Students will keep this checklist, along with their PowerPoint notes, to study and look back on for
reference.

● Closure: This narrative and graphic organizer (brainstorming sheet) will be used as their exit ticket for
me to access their access their work and see if they have comprehended the concept.

ASSESSMENT EVIDENCE:
● The students’ narrative and graphic organizer-which are their exit tickets-with correct details of actions, feelings,
thoughts, time sequences, and a closing will show their comprehension of what a narrative is and what it entails.

● At the end of unit, there will be a test that asks the students to write two different styles of writing we have
discussed, one of them being a personal narrative.

MODIFICATIONS:
● One on one work with students who have trouble grasping the concept of how to write a narrative or
understanding the language of the lesson.

● Comparison of other styles of writing to see the difference in what makes a narrative, a narrative.

● Those with exceptional understanding of the narratives will have the option to be group leaders for their table and
answer basic questions of their peers. They will also have the option to present their writing to the class if time
allows.