Teaching Strategy #6

Group One
Jessica Rupersburg
Amelia Jackson
Jenna Belloli
Adrianne Bronikowski
Kyera McClinic

Topic: Narrative Writing

Grade Level: 5th Grade
Brief description: Students will create their own narrative piece of writing, which includes
writing a story with a chain of events. Students will use the writing process to write about
themselves and an event they have experienced in their lives. They will work on using insightful
details and dialogue to create an interesting story about themselves.
Objectives:
Students will be able to create a narrative piece of writing.
Students will be able to use quotes to develop significant events in writing.
Students will be able to use their five senses to create a detailed piece of writing.
Core Curriculum State Standard(s):
CCSS.ELA.W.5.3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
CCSS.ELA.W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to situations.
CCSS.ELA.W.5.3d Use concrete words and phrases and sensory details to convey experiences
and events precisely.
Time Needed: 1 Week

Materials:
Graphic Organizer
Pencil

Lined Paper
Red Pen
Computer
Smart Board
Projector

Mentor Text: The Boy on Fairfield Street, How Ted Geisel Grew Up to Become Dr. Seuss
By: Kathleen Krull. This book talks about how you should never give up on your dreams, no
matter how crazy or different they may be.
Procedures:

Part 1
To:
1. Read the story The Boy on Fairfield Street to the students.
2. Talk about the story and how it has a plot, roadblocks, a climax, and a resolution.
3. Explain to the students that they are going to create their own narrative piece,
about an event in their life.
With:
4. Have the students help you (the teacher) pre-write about an event that has
occurred. It could be about the first day of school or some other shared experience on the
Smart Board.
5. Use the prewriting web to have a main idea, event one, event two, a roadblock,
and a solution.
6. Have the students help come up with juicy descriptive words to make the story
interesting.
By:
7. Create a classroom rough draft of the class story.
8. Have students create their own prewriting web with their own ideas. Help the
students as they have questions.
9. Students come up with their own juicy details and writing web.
10. Students begin their work on their rough draft.

Part 2
To:
1. Show students how to revise and edit using the classroom story they created.
Demonstrate formatting marks and editing techniques.

With:
2. Give each student a worksheet of writing to edit and revise. Make sure to pass out
folder tents/dividers to prevent cheating. Assist students as they have questions.
3. Go over correct revision and editing techniques for the sample pieces that were
handed out.
4. Have students partner up and revise and edit their partners papers. Use a revision
and editing checklist to help students remember the process.
By:
5. Have students partner up and revise and edit their partners papers. Use a revision
and editing checklist to help students remember the process.

Part 3
To:
1. Show students a published piece of work. Explain what qualities make it final.
2. Use the classroom storys revisions to demonstrate how to type a final copy.
With:
3. Show students the final rubric and explain the expectations for their final
published piece of writing.
4. Have students create a word document at a computer.
5. Show students how to format their final piece, with a desired format like MLA or
APA.
6. Have them do the same with their papers as it is demonstrated over the projector.
7. Show students how to save their piece of writing.
8. Have students save their piece of writing as it is being demonstrated step-by-step
on the projector.
By:
9. Have students type their final copy, formatting it properly and fixing grammar
mistakes as they go.
10. Have students print their final copy, and submit it on the classroom work wall
on weebly.
Assessment:

The published narrative will be evaluated by a grading rubric. Students will be able to use the
rubric to know what content, organization, language conventions, and voice should be used in
their narrative piece.