Title: My Personal Narrative

Topic/Theme: Writing a personal narrative story.

Unit overview:
Throughout this unit students will be working to produce, revise and publish a
personal narrative.
Purpose:
The purpose of this unit is to help students gain awareness into narrative writing.
Rationale:
This will allow students to gain important skills that they will be able to use to
enhance their writing of narratives.
Estimated Timeline:
This will be a ten day unit plan.
Content Standards:
W.2.3 Write narratives 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 event order, and provide a sense of closure.
W.2.5 With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.
RL.2.3 Describe how characters in a story respond to major events and challenges.
RL.2.5 Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action.
Ri.2.6 Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual
displays to stories or recounts of experiences when appropriate to clarify ideas,
thoughts, and feelings.

L.2.1.F. Produce, expand, and rearrange complete simple and compound sentences
(e.g., The boy watched the movie; The little boy watched the movie; The action
movie was watched by the little boy).
L.2.2.e e. Consult reference materials, including beginning dictionaries, as needed
to check and correct spellings.
Goals:
1. Create a personal narrative with a clear beginning, middle and end that uses
transition words.
2. Create a personal narrative that has continuity and makes sense, using many
descriptive words.
3. Create a final piece that is neat and easy to read.
4. Create a final piece where all the sentences have capital letters and
punctuation in the correct places.
5. Create a final piece with correct spelling throughout.
Learning Outcomes
As a result of taking part of this narrative unit, students should be able to; create a
personal narrative with clear beginning, middle and end sections.
Students should be able to use transition words and punctuation correctly in their
narrative.
Students should be able to create a story that has continuity throughout.
Students should be able to use descriptive words to enhance their story.
Students should be able to create a neat piece of writing that is easy to read.
Instructional Strategies:
Day One: Introduction of the idea of narrative by putting definition on board.
Reading two different examples of narratives:
1. 5 Little Monkeys Jumping on the Bed
2. Alexander and the Terrible, Horrible, No Goo, Very Bad Day
Day Two: Teacher will show the child the personal narrative chart.

Explain what the makeup of a successful personal narrative is. Children will begin to
brainstorm, creating a list of story ideas they may choose to use.
Day Three: Children will create graphic organizer or web with the topic of their
story, and any supporting ideas surrounding the main idea to help them understand
that there are supporting events in a story.
Day Four: Children will create rough draft of their story using the tri-fold concept.
For example:
Beginning

Middle

End

To introduce this idea the teacher will have a chart on the board that looks the same
and mix up the order to see if the students realize that putting a story in order
effects the outcome.
Day Five: Students will write a rough draft of their story, using words only.
Day Six: Students will check for understanding and continuity of their stories with a
partner, looking for errors in the storyline, or the sentences.
Day Seven: Students will revise their stories and add pictures to help the reader
understand the events.
Day Eight: Students will record themselves reading their stories using Educreator.
This will take a photograph of their pictures and they will be able to narrate their
stories. Each family will be sent an email with their childs story attached.
Day Nine: Students will publish their stories, adding a cover and title.
Day Ten: Students will read their stories aloud to the class.
Bibliography:

Cloudy with a Chance of Meatballs by Judi Barrett

Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
Lilys Purple Plastic Purse by Kevin Henkes
Chrysanthemum by Kevin Henkes
Five Little Monkeys Jumping on the Bed by Eileen Christelow
Technology:
IPad, computer, Educreator application on iPad
Assessment:

Materials:
Paper, pencils, books, rubrics, iPad, computer
Reflection: