Backward Design Planning

Student Name: Abigail Gipe School: Ritter Elementary School Date: April 23, 2019
Grade: 5th Group Size: 6

Subject: Writing

Title: Narrative Writing

PA Core Standard(s): CC.1.4.5.M: Write narratives to develop real or imagined experiences or events.

PA Connector (if available):

Strand: Family:

Stage 1: Desired Results

Understanding(s): Writing can be used to tell a story, writing can express different ideas, writing must include
clear elements

Essential Question(s): How can writing tell a story? How can you use writing to express different ideas and
ways of life? What are essential parts to storytelling?

Established Objective(s): Students will be able to write a narrative story describing their own ideas and
experiences with clear elements such as characters, setting, action, conclusions, and emotions.

Foundational Knowledge: Elements of a story, story structure, capitalization, punctuation, and spelling

Key Knowledge/Competencies/Skills: Students will need to be taught what narrative writing is and the
elements that make up a story. This will be taught using the C-SPACE strategy.

Key Vocabulary, Concepts, and/or Symbols: Students will need to be pretaught and/or have background
knowledge what narrative writing is to be able to complete the assignment.

Duration: 2 days: 30 minutes each day

Stage 2: Assessment Evidence

Performance Task(s): Students will be writing a narrative writing piece about their own chosen topic. Student
writing pieces evaluated based on a teacher created rubric (see below).

Other Evidence: The teacher will also collect the C-SPACE graphic organizer to evaluate their use of the
strategy in the writing process.

Stage 3: Learning Plan

Learning Activities:
Materials:
 C-SPACE graphic organizer (12 copies)
 C-SPACE explanation sheet (6 copies)
 White board and dry erase marker
 Lined paper

Suggested Instructional Strategies:

 SRSD C-SPACE
 Explicit instruction

Instructional Procedures

Anticipatory Set:
 Teacher will read the students a narrative writing piece.
 After reading ask the students to guess what kind of writing the story was (narrative or
persuasive or informational?)
 Explain that I will be teaching them a strategy to help them when they are writing a narrative
piece

Model:
 Teacher will pass out the C-SPACE explanation sheet and graphic organizer
 Teacher will post their filled out graphic organizer for the story they just read (each portion of
the graphic organizer will have sticky notes covering the answers)
 Teacher will explain the C (characters)
o Characters are who is in the story
o Teacher will uncover the C on their graphic organizer and explain who the characters in
their story are
 Teacher will explain the S (setting)
o Setting is the time and place
o Teacher will uncover the S on their graphic organizer and explain what their settings
was
 Teacher will explain the P (purpose)
o Purpose is what the main character does
o Teacher will uncover the P on their graphic organizer and explain what their main
character’s purpose was
 Teacher will explain the A (action)
o Action is what is happening
o Teacher will uncover the A on their graphic organizer and explain what the action was
 Teacher will explain the C (conclusion)
o Conclusion is the result of the action
o Teacher will uncover the C on their graphic organizer and explain what their conclusion
was
 Teacher will explain the E (emotions)
o Emotions are the main character’s feelings and reactions
o Teacher will uncover the E on their graphic organizer and explain what their character’s
emotions were

Guided Practice:
  Teacher will go to the white board and write each section of the C-SPACE organizer
 The class will then brainstorm for each section and the teacher will record student responses on
the white board
o C- What are some possible characters in the story?
o S- What are some places/times where the story can take place?
o P- What might the main character be doing?
o A- What might they do to achieve this?
o C- What might happen because of this?
o E- What are some feelings the characters may have?
 The teacher will then direct them to take out one of their blank organizers
 Together they will choose characters, a setting, a purpose, an action, a conclusion, and emotions
for a story and all copy these onto their graphic organizers
 Teacher will then pass out lined paper for the students to write their stories on
 Together, the class will write a short story using the ideas on their graphic organizer

Independent Practice:
 The teacher will explain that the students will now write their own narrative stories and go over
the criteria that they are looking for in their stories (complete sentences, punctuation, etc.)
 Leaving the brainstorming on the board (or taking pictures to use the next day), allow the
students time to fill out their blank graphic organizers
 After these are filled out and checked by the teacher, the students may be given a sheet of lined
paper to write their stories on

Closing:
 Ask students if any of them would like to share their story with the class
 Review what the letters in C-SPACE stand for
 Ask the students if this is a strategy that they would use in the future when writing

Supports and Scaffolds:

 Students who need it may use paper with larger lines/spaces

Teacher Reflection:
The students were very interested in the lesson. I quickly learned how imaginative and creative some of
the students were as they made up crazy and silly stories. The story I wrote them for my anticipatory set was a
narrative about my pet gecko, so it was nice to allow the students to get to know more about me and for them
to be able to relate to my story. I then taught them the strategy and we brainstormed ideas for each of the
categories. As we did this I noticed that some of the students didn’t get the difference between some of the
categories and thought that they would better understand it in the context of a congruent story. So, we filled out
an organizer together for a story; this is a step in the guided practice that I was going to skip for times sake.
After that they could write their stories on their own. Some students still needed clarification, but most of them
were good to go. I enjoyed getting to read their stories that they came up with and pick their brains for ideas of
writing.
 Narrative Writing Rubric

3 points 2 points 1 point

Spelling Writing contains 1or Writing contains 2- 5 Writing contains 6 or
fewer spelling errors spelling errors more spelling errors

Capitalization Writing contains 1or Writing contains 2-3 Writing contains 4 or

fewer errors in errors in capitalization more errors in
capitalization capitalization

Punctuation Writing contains 1or Writing contains 2-4 Writing contains 5 or

fewer errors in errors in punctuation more errors in
punctuation punctuation
Story Elements Writing has all Writing is missing 1-2 Writing is missing 3 or
necessary story story elements more story elements
elements