Week 1/2 Narrative Writing- Unusual Pet or Field Trip

Day 1: Review narrative writing/Unusual Pet● W.3.3a Establish a situation and introduce a narrator and/or characters organize an

event sequence that unfolds naturally.Whole class discussion

● What is the purpose of narrative writing?● Is it real or fake?● Share a short example of a narrative piece

○ What did you notice?○ How does it compare to other forms of writing?

Gather students on the carpetAsk them to ttyp about a pet they currently have or would like to haveWrite down the students animals after they share them out on the chart paperQuiz-Quiz-Pass activity Gather back on the carpet

○ What is an unusual pet to have?○ What makes this pet unusual?

Read mentor text○ Can I Keep Him? by Stephen Kellogg

Have students think of an unusual pet they want to write about In table groups have them talk about

○ Where/how they would get the pet○ What would they do with it○ Would it cause any problems

Complete an exit slip○ Write down your unusual animal and put it in the parking lot

Day 2: Unusual Pet Prewriting/GO● W.3.3a Establish a situation and introduce a narrator and/or characters organize an

event sequence that unfolds naturally.1. Pick an unusual pet to write about2. Model/complete the graphic organizer for the pet in front of the class3. What questions do you have4. Students fill out their own graphic organizer at their desk 5. Walk around and offer support

Day 3: Dream Field Trip ● W.3.3a Establish a situation and introduce a narrator and/or characters organize an

event sequence that unfolds naturally.Ask them to ttyp about a the best field trip they ever went on

● Where was the field trip?● What did you do?● Why was it so great?

Write down the students field trips after they share them out on the chart paper

Ask students to now ttyp about unrealistic field trips or imaginary field trips they would like to go on and why

○ write down ideas on the chart paperRead mentor text

○ The Day Jimmy’s Boa Ate the Wash by Trinka Hakes NobleHave students think of an unusual pet they want to write about In table groups have them talk about

○ Where/how would you get there ○ What would they do while they were there○ Three events/problems that would happen on the field trip

Complete an exit slip○ Write down your destination for your field trip

Day 4: Field Trip Prewriting/GO● W.3.3a Establish a situation and introduce a narrator and/or characters organize an

event sequence that unfolds naturally.6. Pick a field trip to write about7. Model/complete the first section of the graphic organizer for the trip in front of the class8. What questions do you have9. Students fill out their own graphic organizer at their desk10. Walk around and offer support

Day 5/6: Unusual Pet OR Field Trip Rough Draft ● W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop

experiences and events or show the response of characters to situations.● W.3.3c Use temporal words and phrases to signal event order● W.3.3d Provide a sense of closure.1. Allow students to pick one of their topics to compete for their imagined narrative

a. Students will need to complete both graphic organizers regardless2. In groups students share their graphic organizers 3. Make any changes or add anything you desire 4. Demonstrate how to turn the graphic organizer into a rough draft

a. pick on topic and stick with it for the rest of the unit5. Have students complete their first rough draft6. Allow them to share out with a partner 7. Talk about being a respectful responder

Day 7/8: Unusual Pet or Field Trip Revise and Edit ● W.3.4 With guidance and support from adults, produce writing in which the development

and organization are appropriate to task and purpose. ● W.3.5 With guidance and support from peers and adults, develop and strengthen writing

as needed by planning, revising, and editing.1. Read the rough draft out loud to the students2. TTYP ways you can make this draft better

a. Do I have all of my detailsb. Does the story flow? How can I fix it?c. What can I add?

d. What can I take out?e. Are there transitions?f. WHat does the format of my writing look like?g. Am I on topic for the entire paper?

3. Listen to student suggestions and correct the rough draft (MODEL) 4. Introduce the revision checklist

a. Go over the draft (MODEL)5. Have students use the checklist to go over their own work 6. Have students switch what a partner to work on peer editing

a. What does it mean to be respectful?b. Look for spelling, punctuation, and grammar errors

7. Start conferences with students about their writing a. 1 minuteb. what’s going wellc. what do you want to work on d. what are you noticing about narrative writing

Day 8/9: Unusual Pet or Field Trip Publishing ● W.3.3 Write narratives to develop real or imagined experiences or events using effective

technique, descriptive details, and clear event sequences.1. Have students write their story on a clean piece of paper

a. Students cannot start writing until they have had one peer edit and conferenced with the teacher

b. Students need to use their best handwriting 2. Once the student has completed their final draft they can draw a picture of their unusual

animal or destination a. Call it a cover page and make them add a title/by

Day 10: Unusual Pet or Field Trip Compare and contrast1. Have the students in group of two (predetermined)

a. Students will share their stories (orally)b. Students will complete the compare and contrast sheet for their two animals

(MODEL)c. Students share out similarities and differences on the carpet

2. Complete and exit slipa. What do you like about it?b. What questions do you still have?c. What are some characteristics of narrative writing?