LESSON SEVEN: The Personal Narrative-Part One
LESSON DESCRIPTION
Students generate a classroom list of sensory details using their Sensory Detail Bracelet assessment.
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Strategy |
The teacher will need to hand back the students’ papers before the list can be generated. |
Students begin the process of writing a personal narrative that chronicles a sequence of three or more events and contains sensory details. This process begins with students practicing sequencing events with a partner and learning how to use transitional words and phrases.
GRADE-LEVEL EXPECTATIONS
W3A Write a personal narrative that chronicles a sequence of three or more events and contains sensory details.
Students write about a time they were hurt. This writing must include at least three sensory details and three transitional words or phrases. Scoring guide included.
LESSON MATERIALS
§ Source of Literature
o None
§ Supplies
http://geocities.com/fifth_grade_tpes/transitions.html
http://www.wisc.edu/writing/Handbook/Transitions.html
http://asu.edu/duas/wcenter/transitions.html
§ Handouts provided
§ Words to know
o sensory details
LEARNING ACTIVITIES
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Questions for Students |
Write the guiding question for the lesson on the board: How do sensory details enhance personal narratives? How do transitional words and phrases show change in my writing? |
1. Divide the class into five groups and assign a different sense to each group. Using their Sensory Detail Bracelet assessment, each group generates a list of sensory details for their assigned sense. Have the groups write each item on a slip of paper.
2. Groups tape their items in the correct section of the sensory details chart. The class should observe the items to be sure they are in the appropriate section.
3. Review the elements of plot.
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Questions for Students |
What makes a plot good? How do authors move the action of a story? What is it about some of your favorite stories that made you like them. |
Brainstorm the parts of a good story. Lead students to the realization that good plots need: logical order, sensory details, a problem and solution.
4. Place students into pairs and give each group an envelope with the strips from the Sequencing Story handout. Students work together to put the story into logical sequence, once students have the story strips in the order they want.
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Strategy
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The numbers in the first column should be removed before giving the strips to students; they show the correct sequence for the story. The second row of numbers for each sentence should remain on the strip as they will be used for students to show how they sequenced the story. |
5. Students list, by number, the order they sequenced their story on the board or chart. As each pair lists the numbers on the board it will allow students and teachers to see how logical the sequencing is.
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Srategy |
Optional Activity: Students can design a three to eight frame story board illustrating the plot of the story. |
6. Model the skill of sequencing through a Think-Aloud (Billmeyer 2003) using the same sentence strips on the overhead. Emphasize how to use transitional words and phrases in determining sequence.
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Strategy |
Think-Aloud Strategy : Teachers model their thinking process by verbalizing their thoughts so students understand the type of thinking necessary to work through a process. |
7. Students compare their sequencing process to the Think-Aloud sequencing.
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Questions for Students
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Why did you put the sentences in the order you did? Does your sequence make sense? Why or why not? How did you determine the sequence of the sentences? Did you use any words or phrases to help you? |
8. Explain that transitional words and phrases help writers sequence events logically, one of the elements they said was important in a good story. Provide students with a list of transitional words and phrases to use throughout the unit.
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Strategy
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Many writing/grammar texts have lists of transitional word and phrases. You can also find lists at http://geocities.com/fifth_grade_tpes/transitions.html |
9. Instruct student pairs to go back and revise their sequencing strips using the transitional words and phrases to help them clarify the meaning of the story.