Lesson Planning Template
Personal Narrative Writing Unit
Lesson Focus: editing & revising
W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Student Learning Target(s)
I can use a checklist in order to edit and revise the draft of my personal narrative.
Carrot (editing mark)
Underlining symbol for capitalization, symbol for taking out a word
Subject and predicate (complete sentences)
Transition Words/Sequence Words; chant
Collaborative Conversation & Purposeful Talk
Elements of a Personal Narrative: true story about the author, beginning, middle, and end, problem & solution.
Elements of organizational writing: topic sentence, concluding sentence, yellow star ideas and red supporting details (Step-Up Curriculum).
Colored Cups Red: I have questions, and need help before moving on, Yellow: I am okay, but need some more practice, Green: I can teach this lesson/concept because I know it so well.
Assessment Plan Leveled Assessments, Scoring Guides, Reporting System
Pretest: students use of the Street Light Paragraph graphic organizer prior to personal narrative writing unit identified students understandings of organizational writing (Step-Up to Writing Curriculum), and conventions.
Pretests: conversations and turn-n-talks in anticipatory set, colored cups to show current levels of understanding prior to starting workshop (red, yellow, and green).
Formative Assessments: colored cups to show current levels of understanding during writers workshop, conferences with students (small group and one-on-one), students use of checklists and application of editing and revising to drafts, evidence on students editing/revising on checklist graphic organizers.
Post-assessments: publish personal narrative piece (end of unit, which will include students drafts and checklists illustrating their editing/revising work). This narrative grade will go into Skyward as a narrative and conventions grade.
Connection (mini-lesson, classroom rug): Writers, last week we discussed the pre-writing and drafting stages of the writing process. As writers, we know that these are two important stages as we start any piece of writing. With drafting, we were focusing on the elements of personal narratives. Even though we are all writing about different topics, all of our personal narratives have the same elements.
Teaching Point: Today we are moving into the editing and revising stages of our personal narratives. Editing is a smart thing all writers do in order to make sure their writing is free of any mistakes, and by revising, we are seeing if anything needs to be added or taken out of our writing to make it better.
Turn-n-Talk with someone sitting near you, and discuss these two things: what are you looking for when editing your writing AND what could you possibly add to your writing to make it stronger? (Share).
*Head back to desks. Teach (Modeling): Writers, we know what my personal narrative is about and have already read my draft. Right now, I am going to use this checklist to edit and revise my writing to make it even better.
Editing example under DOC camera, using my editing pen and checklist
Revising example under the DOC camera, using my editing pen and checklist
Active Engagement (Guided Practice): I feel that we can make this sentence in my story even better. I also see some mistakes. Turn and Talk with someone at your table group about the mistakes you see and how I can add detail to my writing to make it even better. (Share out and model with draft based on student responses)
Bridge to Independent Practice: If you are a writer that is ready to edit and revise today, you can start using this checklist you just saw me use to make my writing even better. This will be located over by our green bins where all of our personal narrative writing paper is located, as well as our editing pens in our yellow basket.
Thumbs up writers if you know where you are at in the writing process, and have an idea of what you will be working on today during writers workshop? (wait for responses)
When I call you by table group, grab a colored cup to place on your desk to show your current thinking and your ability to write independently today. Also grab any materials you may need as you find a Just Right spot today for writing.
*Call students by table groups to grab needed materials and self-assess with colored cups. Turn on writing music, and begin conferring.
*Preston will leave for writing from 11:30 11:55
*Rose will receive push-in writing support from 11:00 11:30
(11:20 11:45), Writers Workshop Independent Practice & Conferring
Walk around first before conferring, and write down students self-assessments with red, yellow, and green cups, using my teacher notes.
Pull students who are red to the back table OR meet with them at their desks. One at a time, ask what they have questions on, have a discussion at the back table or at their desks.
Send these students off when they are ready with a job/task, and they can change their cup from red to either yellow or green.
Help those students who are red by conferring at their seats and guide them to work with another writer near them that may be green and able to model/reteach.
Walk around and confer at students desks based on observations with their writing progress.
Confer with students by using teacher notes, post-it notes for stars and wishes and real-time practice at their desks.
Feedback/work during conferences: Star What did they do well? Wish- What can they work on? (student practice during conference)
Find a student who is an example of using the editing/revising checklist with their draft (teaching point) *Share this writing for the closure.
If needed, have a mid-workshop interruption (1-2 minutes) to either reiterate teaching point of editing and revising, or any other observation with writing, using students writing.
(11:45 11:50) Closure
Call for students attention and have them head back to their seats.
Using the students writing chosen during the lesson core, share this with students writing under the DOC camera.
Have students turn and talk to someone sitting near them what they notice this writer did to make their writing better.
Reiterate teaching point: editing and revising are the important stages in the writing process where we can fix any mistakes in our writing, and also add or take out anything in our writing to make it better.
Tell writers that we will continue this great work with our Personal Narratives tomorrow.
Instruct students to put away writing materials and get ready for lunch.
Differentiation Strategies *Are of focus; discussed with reflective partner.
Collaborate with ELL and SPED teachers (writing practice materials, pulled from handwriting curriculum and ELL teacher for Simon, Preston, and Rose.
Push-in writing support for one student (11:00 11:30). They will start writing out in the pod or back table before the rest of the class. I will present the IA with necessary writing materials.
Confer at students desks, so that I can use surrounding writers and their work as examples and additional models.
When not conferring with certain writers who need support (red), leave them with a task/job/something they can think about/do (keep it related to the topic of personal narratives, and something they can be successful at). Return later after conferring with other students.
Colored Cups self-assessment and peer support technique.
Use green writers to support, model, and reteach surrounding students who are red.
Turn and Talk
Collaborative Conversations/Purposeful talk
Modeling with teacher example
Sharing/modeling of student work
One-on-one and small group conferring
Star and a Wish post-it note for conferring
Graphic Organizers for prewriting, drafting, editing and revising.
Street Light Paragraph poster on writing wall
Resources and visuals on writing wall (i.e. elements of a personal narrative)
Writing Stamina paper choices for fast finishers.
Writing Stamina activities in students writing folders (story ideas book and previous stamina projects)
Fast Finishers poster.
Additional resources in students writing folders for using transition words and making editing changes.
Personal spelling dictionaries in students writing folders
Paper Choices (visual planning paper, picture box writing paper, etc.)
Modified editing/revising checklist to support students ability to edit/revise their writing and prove their changes made to their drafts (using text evidence on their checklist)
Resources and Materials
Classroom rug for mini-lesson and anticipatory set
Student desks for conferring, peer support, independent practice
Just Right writing spots around the classroom
Back table for conferring
Writing wall visuals and resources
Stamina writing paper choices
Students writing folders (includes personal narrative materials, spelling dictionary, story ideas book, transition words resource, editing resource)
Graphic organizers for prewriting, drafting, editing and revising (checklist)
Colored Cups for self-assessment and peer support
Writing activities from ELL and SPED teachers for certain students.
Local and/or Global Connections
At the end of the unit, families will be invited in for an Author Celebration, in which students will share their published pieces of writing!
The writing unit will go home with students to keep.
In weekly newsletters, families are notified of second graders progress with their writing units and the work they are doing throughout the week.
Class Haiku page the same graphic organizers students use during writers workshop are on our Haiku page for families to print off and use at home for enrichment/practice.
Students are writing about real events that have happened to them beyond our school community.
For each mini-lesson throughout the writing unit, students have conversations about the WHY and the HOW of our learning. (Example: why is this important to know? Where will you need this writing skill in the future? How will you use this skill in the future?)