Grade 1, Unit 4 Writing Unpacked
/ Lesson 16: Personal Narrative Sentences and Focus Trait: Ideas / Lesson 17: Sentences About Yourself and Focus Trait: Ideas
Day 1
Introduce the
Model
Shared Writing /
- Personal narrative sentences tell a true story about the author. They use the words I and me. Using Projectable 16.1, read and discuss the model; review the “What Makes Great Sentences that Tell About You?” checklist
- Ask students to recall times the class explored or discovered something; list topic ideas; select one; write narrative sentences about it together.
- Ask partners to brainstorm details then draw and write their ideas…
- Record a topic sentence, detail sentences, and a closing sentence.
Introduce the
Model
Shared
Writing /
- Review personal narrative sentences; use the words I, me, or we.
- Using Projectable 17.1, discuss the model and review the checklist/chart
- Tell students they will work together to write about a recent field trip or visitor to the class; generate ideas as a class then partners brainstorm details about the event-one student describes a detail/the other records it
- Form a topic sentence as a whole class; record detail sentences as students suggest them (guide them to put them in order); create a closing
Day 2
Ideas
Main Idea
Guided Writing /
- Explain that when you write about yourself. It should be all about one idea
- The main idea is the most important idea; every detail should tell about it
- “Let’s Go to the Moon!” example: remove the sentence that doesn’t fit
- Using Projectable 16.4, model drawing and writing about something you discovered then tell about the main idea; ask students to draw something they discovered, orally share it with a partner, then write sentences…
Ideas
Details
Guided Writing /
- Details about when and where help reader picture/visualize what is happening in your writing. Use examples from “The Big Trip” to discuss.
- Using Projectable 17.4, draw a scene about a trip you took or something that happened in school; model writing sentences that tell when & where
- Students think of a time they went on a trip or field trip, draw what happened; partners talk about their pictures, adding details then write
Day 3
Prewrite
Indpt Writing /
- Good writers plan the details & make sure they are all about the main idea
- Using Projectable 16.7, explain that this kind of chart can help writers plan personal narrative sentences; model filling it in with students’ help.
- Reread the prompt; help students choose a topic then have them talk it through with a partner then complete a graphic organizer to plan it out…
Events in order Prewrite /
- When you write about something that happened, you should tell what happened in order. Using Projectable 17.7, model how to use a graphic organizer to tell the events in order and answer who/what/where/when
- Reread the prompt; help students choose a topic then have them complete a graphic organizer & answer who/what/where/when
Day 4
Ideas
Draft /
- Explain that exact details help readers picture what happens in writing
- “Let’s Go to the Moon!” example of an exact detail.
- Review Projectable 16.7 from Day 3 and use Projectable 16.9 to model how to draft personal narrative sentences. Ask students to share the ideas on graphic organizers with a partner, add details as needed then draft…
Voice
Draft /
- It is helpful to include how you feel in your writing so readers better imagine the experience. Discuss “The Big Trip” examples. Use Projectable 17.7 from Day 3 & Projectable 17.9 to model drafting narrative sentences with feelings.
- Ask students to share ideas on their graphic organizers with a partner, add details as needed then draft, including a closing sentence.
Day 5
Revise
Edit /
- Using Projectable 16.10, review revision: Revising is when writers work on making their drafts better. Model revising with student suggestions.
- Use SB p. 46-47 to review writing sentences about the main idea then students revise their sentences using the writing checklist
Revise, Edit /
- Using Projectable 17.10, discuss why writers revise their writing (to make it better); like adding details to make it more interesting; revise the model
- Use SB p. 85-86 to review writing sentences that tell where/when; how a closing gives a good ending/closure; then students revise their sentences
Lesson 18: Friendly Letter and Focus Trait: Sentence Fluency / Lessons 19 and 20: Personal Narrative Published Piece and Focus Traits:Organization and Word Choice
Day 1
Introduce
Model
Shared
Writing /
- People often write friendly letters to share news about themselves.
- Using Projectable 18.1, read/discuss the model; review the “What Makes a Great Friendly Letter?” checklist then together write a friendly letter to the principal about a special snack or meal they shared; ask students to brainstorm details.
- Model the capitalization and punctuation of the greeting, closing, and date.
Introduce
Model
Shared
Writing /
- Personal narrative tells a true story about the author; uses words I or me.
- Using Projectable 19.1, read/discuss the model; review the, “What Makes a Great Personal Narrative?” checklist then together write a personal narrative about a recent special class activity; partners discuss & recall details
- Model indenting the first sentence of the paragraph; add an ending sentence
Model
Drafting
Shared
Writing /
- Personal narratives tell a true story about the author. Display the completed prewriting Projectable 19.8 and use Projectable 20.1 to model how to draft a personal narrative (who/what/where/when). Together, turn two details into sentences that tell who/what/where/when.
- Students work together to begin drafting using their graphic organizers.
Day 2
Sentence
Fluency
Guided
Writing /
- Good writers use different kinds of sentences to make their writing interesting.
- Review a statement and a question; Examples: “Where Does Food Come From?”
- Using Projectable 18.4, tell about a special meal you had; model friendly letter.
- Ask students to draw a special meal they enjoyed, orally share it with a partner, partners ask each other at least 1 question then each write a friendly letter
Events
In
Order /
- Writers organize a personal narrative by telling the events in order. Use “Tomas Rivera” examples to practice putting events in order. Display Projectable 19.4, draw pictures of 3 things you did to get ready this morning; model sentences in the correct order.Students think of 3 things they did to get ready, draw pictures, describe them to a partner, then write sentences.
Word
Choice
Guided
Writing /
- Good writers choose words that tell the reader exactly what is happening.
- Use “Little Rabbit’s Tale” examples to discuss how exact details help picture what is happening & makes it more interesting. Using Projectable 20.4, model replacing the underlined phase with a more exact detail; students finish the rest then add some details to their own personal narratives.
Day 3
Events
In Order
Prewrite /
- Sentences in a friendly letter should tell what happened in order.
- Using Projectable 18.7, explain that this kind of chart can help writers plan a letter; model filling it in with students’ help.
- Reread the prompt; help students choose a topic then have them complete a graphic organizer; list events in order, answer who/what/when/where…
Generate
Ideas /
- Read the prompt and help students generate topic ideas for their own personal narratives; model telling a personal narrative out loud, showing how it’s a good way to think of which events and details to include; be sure to include an ending sense that provides a sense of closure; Partners tell their stories & ask each other questions when they aren’t clear.
Time
Order Words
Draft /
- Time-order words (first, next, at last) show the order in which things happen.
- Use “Little Rabbit’s Tale” to show the author uses words to explain the order.
- Students continue drafting, referring to their graphic organizers. They work with a partner to add details, use time order words and a sense of closure.
Day 4
Draft /
- Review capitalization/punctuation of the date, greeting, and closing.
- Review Projectable 18.7 from Day 3 and use Projectable 18.9 to model how to draft a friendly letter. Ask students to share the ideas on theirgraphic organizers with a partner then they draft their letters which include a statement & question
Prewrite /
- Time-order words like first, next, soon, later, and last can help readers understand the order of events in a personal narrative. Use “Tomas Rivera” to discuss and find time-order words together. Using Projectable 19.8, read the prompt, model filling it out then have students do the same.
Feeling Words
Draft Revise /
- Personal narratives are more interesting when it includes how the author felt
- Use happy, content, and thrilled to discuss feelings & shades of meaning.
- Students finish drafting then read it silently to themselves. Using the writing conference form, partners evaluate each other’s writing then students revise their writing to make it better.
Day 5
Revise
Edit /
- Using Projectable 18.10, explain that writers use special marks to show where they want to add words. Model revising with student suggestions.
- Use SB p. 122-123 to review using different kinds of sentences, tell events in order, use capitals & commas correctly then students revise/edit with checklist
Prewrite /
- Read together Student Book p.154-155, discuss how Ava told her partner about the events in order and used that same order on her planning chart.
- Students complete their graphic organizers using the prewriting checklist, work with a partner to add details (who/what/when/where & feelings).
- Using Projectable 20.8, discuss revision and model revising the draft.
- Read together SB p.190-191, review “adding exact details” then students revise with revising checklist & edit with the proofreading checklist then they evaluate with the Writing Checklist Master & publish & share their writing.