Narrative Writing Lesson Plan By Mrs Oquin Lesson

Narrative Writing Lesson Plan By: Mrs. Oquin

Lesson Plan • Grade Level: 6 th Grade • Subject: English Related Arts • Theme: Fiction/Non-Fiction Narrative Stories

Common Core State Standard • CCSS ELA – Literacy. W. 6. 3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. • Corresponding standard for grade level before: CCSS ELA – Literacy. W. 5. 3 • Corresponding standard for grade level after: CCSS ELA – Literacy. W. 7. 3

Skills & Concepts • Skills: Write, develop, using • Concepts: Narratives, real or imagined experiences, events, technique, details, event sequences

Pre-Assessment • Pre-Assessment: Remind students that we have reviewed and learned about different forms of writing including narrative writing. Students can identify real or imagined characters and events in fiction and non-fiction stories. • Ask the students to give an example of a narrative story that they have read recently. • Review the parts of a narrative story: Plot, setting, characterization, structure, and theme.

Vocabulary • Character (as used in this lesson) a person in a novel, play, or movie.

Resources • Teacher Resources: Dry erase board and markers, word wall, books, stories, pictures, dictionaries, technology (i. Pads and/or PCs). • Student Resources: Wordbook or journal, binder with paper, pencils, technology (i. Pad and/or PC).

Hook/Bell Ringer & Vocabulary Building • Hook/Bell Ringer: Use the following word in a complete sentence: Character • Vocabulary Building: • Setting = the time, place, and conditions in which the action of a book, movie, etc. , takes place. • Character (as used in this lesson) a person in a novel, play, or movie.

Focus • Focus of Lesson: • The focus of this lesson is to reinforce core writing concepts with a mini-lesson and a group project to develop a narrative story using real or imagined characters, plots, settings, structures, and themes. • Write about the real or imagined experiences or events using relevant descriptive details, and well-structured event sequences. • The theme and/or focus of this lesson will be written as a narrative story using the Bloom’s Taxonomy level of thinking.

Bloom’s Taxonomy • Bloom’s Level 1: I can recall and define parts of a narrative story. • Bloom’s Level 2: I can summarize the main idea and explain what is happening (events). • Bloom’s Level 3: I can apply what I learned to develop a narrative story.

Bloom’s Taxonomy • Bloom’s Level 4: I can analyze the parts of a narrative story and draw conclusions from my findings. • Bloom’s Level 5: I can compare and/or contrast different parts of a narrative story. • Bloom’s Level 6: I can comprehend fiction and non-fiction narrative stories.

I Do/We do • I do/We do: We know that narrative story is (write on the board) “narrative story – is a story or account of events, experiences, or the like, whether true of fictitious. • Ask the students to explain ways that they have experience events that could be written as a narrative story. • Review the important parts of a narrative story: Plot, setting, characterization, structure, and theme.

I Model/You do • I model/You do (THIS IS GROUP WORK): • Group Project: Students will be divided into 6 groups and each group will have a narrative story book and must work together using i. Pads and/or dictionaries to read, research and list the parts of the narrative story that we discussed in this lesson. Then each group will be called up in front of the class to summarize each part of the narrative story. Each group must clearly analyze and articulate the narrative story’s parts so that others can understand the main idea of the book.

Closure • Closure: • The purpose of this learning activity is to: • Demonstrate the ability to develop a narrative story combining the components of it • To gain a better understanding of writing and enable skills to be creative with facts or imagined information. • This activity provides the students with a better insight and understanding of narrative writing.

Formative/Summative Assessment • Formative (Informal) Assessment: The random questioning will serve as the formative/informal assessment part of the lesson. • Summative (Formal) Assessment: The group work will be the summative/formal assessment part of the lesson. I will circulate and assist, correct, interact with students during the group work to make sure they stay on task and have a full understanding of project requirements.

Differentiation • Differentiation: The initial lesson plan is the same for every student. There will be additional class time for students to work with guided assistance and practice at the end of the day.

Content Integration & Reflection • Content Integration: Science and Social Studies • This lesson allows students to write narrative stories within different core subjects. • Reflection: What worked well? Why? • Bloom’s Taxonomy and group work allowed the instructor to identify the areas and/or information that students do or do not understand.