Teaching Sequential Organization of a Narrative Essay

Using a Picturebook
Resource ID#: 42990 Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org

Wendell and Floyd are late to class once too often and their teacher gives them an ultimatum. They decide to take a secret shortcut to school which
proves to be anything but a shortcut. In this lesson, students will use the picture book The Secret Shortcut by Mark Teague as a model to write
narrative fiction focusing on organization of the text using sequencing /transitional words and phrases.

Subject(s): English Language Arts Grade Level(s): 3

Intended Audience: Educators

Instructional Time: 2 Hour(s)

Freely Available: Yes

Keywords: sequence, transitional words, temporal words, chronological order, narrative Instructional Component Type(s): Lesson Plan,
Assessment , Text Resource, Formative Assessment
Instructional Design Framework(s): Direct Instruction

Resource Collection: CPALMS Lesson Plan Development Initiative

LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Formative Assessment
Students will individually create a map of a secret shortcut which will serve as a pre-writing activity as well as a formative assessment for the teacher. Teacher will monitor
for comprehension as evidenced by the map.
Students will also write sentences to describe the events on their map. This will serve as an independent activity as well as a formative assessment of students
understanding of sequencing in a narrative writing.
Feedback to Students
Students will share maps and receive feedback from peers and teachers about the events on their maps. Teacher will observe students "shortcut" maps and query
students to elicit more information and provide specific feedback. Ex. If a students draws an underground tunnel, the teacher can ask where the tunnel leads, what they
find in the tunnel, what problem can happen in the tunnel and how the characters would solve it.
While students are writing their sentences in step #3 (Guided Practice), the teacher will provide feedback and assistance as necessary individually, or in small groups.
Summative Assessment
The summative assessment is addressed in the independent practice section. Students will write an original fictional narrative and be assessed using the 4th grade State of
Florida Dept. of Education rubric for writing. This is the Rubric the state will use through 2014 according to the FLDOE site.
http://fcat.fldoe.org/pdf/rubrcw04.pdf
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will write a narrative piece of writing that is organized and follows a logical sequence of events. Students will include temporal words and phrases in their writing to
signal the passage of time.
Guiding Questions: What are the guiding questions for this lesson?
What happened to the boys?
What was the first story they told the teacher?
What did they tell the teacher next?
When did that happen?

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 What happened during the shortcut?
What kinds of words do writers use to show the passage of time?
Why do authors use transition words?
What are transition words?
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be able to list events in chronological order. Students should have ample experience writing a narrative using some support to develop their writing. Students
should be familiar with capitalization rules and the basic conventions of grammar.
Teaching Phase: How will the teacher present the concept or skill to students?
1. The teacher will read aloudThe Secret Shortcutby Mark Teague (ATOS 3.4).
2. Explain to students it is important to know the order or sequence of events that take place in a story. Sequencing the events helps readers comprehend the story
3. Discuss temporal/sequencing words that help students organize the events in a story. Ex: (before, after, then, next, during, while, sometimes, at first, later on,
simultaneously, finally, in the end) Write them on chart paper to post during the remainder of the lesson as a reference for students.
4. Discuss and write on the board or on chart paper the events that happened to Wendell and Floyd in the story The Secret Shortcuton their way to school in sequential
order. Be sure to use transitional words.Ex. Mon- first, nearly captured by space creatures; Tues- after that, encountered pirates; Wed- next, caught in a plague of frogs,
etc.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. In pairs or individually (depending on the needs of the students) have students draw a map to create a new shortcut for Wendell and Floyd. Ask them to be very creative
with their ideas of what the characters might encounter on their shortcut. Remind students of the events from the original story if needed.
2. Have students share their maps with a partner as a pre-writing activity - encourage them to use the sequencing words from the chart.
3. Using their shortcut map and the sequencing word list, have students write 3 -5 detailed sentences to describe the events on their map. Ex. "At first, Wendell and Floyd
tried to jump over the mud puddles, but they realized it would be more fun to jump in them instead."
4. Teacher will walk around the room providing assistance to students and facilitating the process of writing sentences.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Teacher will tell the students,
"Now that you all have had an opportunity to write a new sequence of events for Wendell and Floyd, you are going to have the opportunity to create a complete fictional
narrative using your ideas. Remember, that you will need to create a beginning for your story. (what happens before they actually go through their shortcuts)and what
happens at the end (what happens when they arrive at school)

Students will write their fictional narrative and be assessed using the State of Florida rubric.http://fcat.fldoe.org/pdf/rubrcw04.pdf

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
1. Students will share their stories.

2. Conduct a final class discussion in which the lesson is reviewed from beginning to end. Begin by eliciting students' help in retelling the original "Shortcut" story. Students
can contribute their original shortcut moments from their maps. The teacher will review the use of sequencing words.

3. Finally, students will make their own list of sequencing words to keep for future reference and use. Some examples are:
Next
Then
After
Afterwards
Following
Finally
Once that was done,
Once we finished,
When we finished,
When that was over

ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
Depending on student needs, begin lesson with picture sequencing cards such as building a snowman, or growing a plant to explain the sequence.
Students can use word processor to type their sentences / narrative.
Have students work with a buddy.
Have a copy of the book The Secret Shortcut by Mark Teague available for the students to use.

Extensions:
Have students search for examples of sequencing words used in their reading material.
Students can use sequencing words to describe a different event.
Students can recreate events from a different familiar story. Ex. If you Give a Mouse a Cookie
The lesson can progress through the writing process and students can revise and edit.

Special Materials Needed:

The Secret Shortcut by Mark Teague Chart

Chart paper for sequencing words.

Markers

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 Further Recommendations:
Students can write expository pieces such as: How to make a peanut butter jelly sandwich using sequencing words.
This lesson can also be used as an intervention for 4th grade students.

Additional Information/Instructions

SOURCE AND ACCESS INFORMATION

Contributed by: Vivian Aenllerocha
Name of Author/Source: Vivian Aenllerocha
District/Organization of Contributor(s): Miami-Dade
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial

Related Standards
Name Description
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and
clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
LAFS.3.W.1.3: b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the
response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.

Particular alignment to:

LAFS.3.W.1.3c: Use temporal words and phrases to signal event order.
LAFS.3.W.1.3d: Provide a sense of closure.
LAFS.3.W.1.3a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
LAFS.3.L.1.2: e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g.,
sitting, smiled, cries, happiness).
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending
rules, meaningful word parts) in writing words.
g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

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Original Tutorial
Name Description
Welcome!Inthistutorial,youllbeBUILDINGyourknowledgeaboutdialogue.Muchlikeaconstructionworkerfollows

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 blueprintstobuildabuilding,dialogueintextisconstructedinaspecificway.Bytheendofthistutorial,youllbeable
todemonstratetheuseofcommasandquotationmarksindialogue.Letsgetstarted!
Dialogue Under Construction:

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