My Summer Fun Narrative Writing
I thought it would be great fun to have my Second Graders write a narrative piece on their "Summer Fun". The students will be working in whole group, small group, and one-on-one with me to complete their stories. After their stories are completed, they will present their stories to the class 'living in the moment' of their memories while they present us with all of their fun times!
During rotation time, students will write a narrative piece on their "Summer Fun". This rotation will be out for at least a week, longer if needed, to give the students enough time to create a sloppy copy of their ideas and then edit, publish, and present their work.
- This rotation will be available for at least a week, longer if needed, during rotation/center time.
- This is a narrative writing of "Summer Fun". The students are allowed to collaborate together and help each other out with ideas on writing, editing, and presenting.
- I will work with the students in small groups.
- I will also meet with each student after they complete each page of their writing. We will go over their writing and tweak anything that needs attention. Once we have completed that process, the student can move onto the next page.
Background for Teachers
- To teach this lesson, students will need an understanding of parts of a story. They should have had exposure to parts of a story and narrative writing in first grade.
- However, since it's been summer break, I will make sure the students remember the elements in writing a narrative piece. I have a link below for the refresher on Parts of a Story.
- The following resources can help teach this topic. The 'Jack Hartman Parts of a Story' video will refresh their memory of the parts of a story to include in their writing.
- We will be using the resource "Perfect Paragraphs" attached to this section as well. . We will be using pages 8, 9, 11, 13, 17, 18.
- Page 18 is the rubric for grading this piece.
Step 1 - Goals and Outcomes
- Students will be able to write a narrative 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 even order, and provide a sense of closure.
- With guidance and support from peers, students will focus on a topic and strengthen writing as needed by revising and editing.
- Students will recall information from experiences or gather information from provided sources to answer a question.
- Students will complete a narrative writing about their Summer Fun following directions and hitting the key points on the rubric for a successful writing piece.
Step 2 - Planning Instruction
- Prior to this lesson, students learned to write in narrative form in first grade. To refresh their memory, we will go over the elements of how to write in narrative form to make sure they remember. We will watch 'Jack Hartman Parts of a Story' video and then we will do a writing piece together to refresh their memory after the long summer break. We will work on a writing piece in whole group.
- The writing piece we will do together will be about my "Summer Fun". They will help me with ideas and go thru the steps of the entire paper to help me complete my narrative writing.
- Then, I will present my finished story to the class.
- When Rotations start, if needed, I will work with small groups to make sure they understand the assignment.
- When they work in rotation/centers together, they will be able to collaborate on their writing piece.
- They will work with me one-on-one after each paper is completed. We will make sure they are ready to move onto the next page.
- We will work on this piece all week or longer if needed to make sure the students remember the elements of writing in narrative form.
Step 3 - Instruction
- As a whole group, we will work on page 8 of "Summer Fun". We will talk about ideas the students can write down. Page 8 is a sloppy copy of their ideas about their summer fun. We will start this as a whole group to give the students a jump start on their writing. They will be allowed to discuss with their table about ideas they want to include. With the table talking and sharing their adventures, it may spark a memory for some to include in their writing piece.
- After we work on it as a whole group, the students will break out into rotations. The 'Writing Rotation" is the rotation that they will work on their narrative piece. They will have this as a rotation until they finish their writing piece.
- The students will work on one page at a time. The students will go over their pages with me one-on-one before they can get the next page for writing.
- After the students have their 'sloppy copy' of ideas, and we've reviewed it together, they will receive page 9. On page 9, they will put their narrative story into step 1, 2, and 3. Step 1, 2, and 3 is the sequencial writing of their events in first, next, and last. Their summer fun will be written in chronological order.
- After they complete their first, next, and last writing, and we've reviewed it together, they will get page 11. On page 11, they will write an introduction and closing statement about their Summer Fun.
- Once they have pages 9 and 11 completed, and we've reviewed it together, they will get page 13 to put all of their writing together. They will write their introduction, details, and closing statement using their best hand writing.
- When the students have completed their writing, they will read it to the class. We will spend a couple of days with the students reading their pieces so everyone has the opportunity to read their fun summer adventures. This is also where I will be gathering my summative assessment.
- Once the class has completed presenting their stories, as a whole group, we will talk about giving our opinion about someone's writing. I will teach them what constructive criticism is. We will learn how to express our thoughts in a kind manner.
- Continuing as a whole group......once we finish the talk about giving proper, kind feedback to someone, the students will work with their 6 o'clock partner on page 17. After students read their partners story, on page 17, they are to write down 2 strengths and 2 areas of improvement for their partner. Once they finish writing opinions for their partners paper, they are to discuss why they chose to share those ideas. I will walk around and listen to the feedback the students give to each other.
- When all of the papers are completed, the students will staple all of the papers together. I want to discuss the stories one-on-one with each student. I want to know their feedback about the paper. I want them to tell me if they agree with their 6 o'clock partners ideas of strengths and areas of improvement. I want to hear what they think their strengths and areas of improvements are.
Step 4 - Assessments
During the writing of "Summer Fun" I will meet with each student one-on-one. I will work with them during the process of their writing piece. I will witness their reasoning behind their choices of writing. I will ask questions and I will hear and discuss with them about praises and corrections on their writing. I will be with them each step of the way. I feel with working one-on-one with each student during the writing process, I will have perfect formative assessment with each student. During this time, the students can also self monitor, self reflect, and self assess their work.
When the students present their stories to the class is when I will do my summative assessment of their writing piece. Yes, I was with them during the writing, I want to take their assessment on their delivery of their writing piece. The presentations should be fantastic. I will stress to the students to 'live in the moment' when they tell us about their summer fun.
With working with each student one-on-one I will be able to see if they are meeting the standards that I need them to meet and also see if they will reach mastery in their writing piece hitting the strong points of the rubric. I will be witnessing if they are:
- able to write a narrative in which they recount a well-elaborated event or short sequence of events, including details to describe actions, thoughts, and feelings, using temporal words to signal even order, and provide a sense of closure.
- accepting guidance and support from their peers, if they are focusing on the topic and strengthening writing as needed by revising and editing.
- recalling information from experiences and/or gathering information from provided sources to answer a question.
I will know they have reached the Success Criteria:
- When they complete their narrative writing about their Summer Fun following directions and hitting the key points on the rubric for a successful writing piece.