Fourth Grade Unit: Narrative Writing

Subject: English
Dates: Tuesday September 6
th
, 2011 to Tuesday September 20
th
, 2011
ALCOS:
4.) IdentiIy literary elements and devices, including characters, important details, and similes, in
recreational reading materials and details in inIormational reading materials.
8.) Compose descriptive texts using an introductory paragraph, sensory details, vivid language,
and a conclusion.

Objectives: The students will be able to create a narrative writing using a Iive paragraph Iormat
with a thesis, supporting paragraphs, characters, dialogue, and vivid language.
Materials: Narrative writing pre-test and post-test, ELMO, pencils, paper, Active Board,
Figurative Language Power Point, Skippy Jon Jones, story map graphic organizer, six diIIerent
children`s books, Dialogue Power Point Ilip chart, comic strip printouts, examples oI comics,
crayons, Alexander and the Terrible, Horrible, No Good, Jery Bad, Day, 10 Things to
Remember about Narrative Writing Power Point, Narrative Writing Rubric Ior rough draIt and
Iinal.
!rocedures: Students are given Narrative writing pre-test the Friday beIore unit begins.
Day One


Materials: Elmo, pencils, lined paper, Active Board, Figurative Language Power Point
1. The teacher will begin the lesson by going through the Figurative Language Powerpoint with the
students, calling students up to click to Iind the correct answer when necessary and having the
other students put 'thumbs up Ior A and two thumbs up Ior B to participate in answering.
2. The teacher will have students read the short story on the powerpoint and Iine the similes,
metaphors, and onomatopoeia.
3. Students will create their own short stories with a partner.
Assessment: Figurative Language Activity, short story
Day Two
Materials: : Elmo, pencils, lined paper, Active Board, Skippyfon Jones by Judy Schachner, story map
graphic organizer, six diIIerent children`s books.
1. The teacher will begin the lesson by reading the book Skippyfon Jones by Judy Schachner.
2. BeIore reading, the teacher will ask the students what the title (since title is one oI their
vocabulary words this unit), who the author is, and what they think the book is going to be about
Irom the Iront cover.
3. Next, the teacher will read the book, asking questions about the book along the way such as 'Why
do you think Skippyjon Jones likes to pretend? etc.
4. AIter reading, the teacher will write on the board setting, thesis, and main characters.
5. The teacher will use the book to explain what the setting is (the time and place oI a story), what
the thesis is (the main idea oI a story), and who the main characters in a story are.
6. Once the students have volunteered answers Ior each category Irom the story that was read to
them, the teacher will split the students into groups oI three.
7. Each group will be given a story map graphic organizer, and a children`s book. The group must
read the book, write the title and author in the middle oI the graphic organizer, then write the
setting, main characters, problem, solution, etc. in the correct box oI the story map.
Assessment: Story map graphic organizer, Iavorite movie, story organizer Irom home.
Day Three
Materials: : Elmo, pencils, lined paper, Active Board, Dialogue Power Point, comic strip printouts
1. The students will be able to identiIy dialogue in a story.
2. The students will be able to write their own dialogue in a comic that they create.
Assessment: Finished comic strips
Day Four
Materials: : Elmo, pencils, lined paper, Active Board, sample pictures oI comic trips Ior students
1. The teacher will begin the lesson by splitting students into groups oI two. Then the teacher will
pass out pictures that the students must then write a short dialogue about.
2. This dialogue must show the two characters saying at least 5 sentences each. They must also
include a setting Ior the dialogue, who the main characters are, one simile, one metaphor, and one
onomatopoeia statement.
3. The students will share their dialogues with the class.
Assessment: Finished dialogues
Day Five
Materials: : Elmo, pencils, lined paper, Active Board,story map, Alexander and the Terrible, Horrible, No
Good, Jery Bad Day
1. The teacher will begin the lesson by creating a story map Ior the book Alexander and the Terrible,
Horrible, No Good, Jery Bad Day to model Ior the students using the Active Board how to
organize their ideas in order to write a narrative on a bad day they once had.
2. The teacher will explain that a narrative is writing that tells a story, whether it is true or Iictional,
and that students will be writing their own narratives.
3. The teacher will then provide the students with their own writing topic, which will be to write a
story about their greatest triumph.
4. The teacher will review and discuss the rubric Ior the narrative writing.
5. The students will work on a story map that the teacher will pass out to help organize their ideas,
and begin their rough draIts.
Assessment: Story maps, beginning rough draIts
Day Six
Materials: Elmo, pencils, lined paper, Active Board, 10 Things to Remember about Narrative Writing
Power Point, story maps created Irom yesterday, narrative writing checklist
1. The teacher will go over again what a narrative is using a Narrative Writing 10 Things to
Remember Power Point
2. The teacher will have students take out their story maps and continue writing their greatest
triumph narratives.
3. The teacher will give each student a rubric Ior requirements oI the narrative, and they must
check oII that they have each one, then bring it to the teacher to check oII.
Assessment: rough draIts oI narratives
Day Seven
Materials: Elmo, pencils, lined paper, Active Board, best birthday ever book, Iinal narrative checklist and
writing Iormat
1. The teacher will have students create story maps on their story Ior the topic: Think about the
best birthday that you ever had. Write a story and tell about the events. Include speciIic details
oI what happened that made this the best birthday ever.
2. The students will then, using the rubrics given to them by the teacher, create a Iinal narrative on
the best birthday they have ever had.
3. The students will check oII their rubrics Ior each requirement when they are done, then bring
the Iinal and rubric to the teacher.
4. The teacher will check oII the rubric to make sure everything is included
Assessment: Narrative Iinal draIts
Day Eight
Materials: Elmo, pencils, lined paper
1. The students will, using the rubrics given to them by the teacher, Iinish a Iinal narrative on the
best birthday they have ever had.
2. The students will check oII their rubrics Ior each requirement when they are done, then bring
the Iinal and rubric to the teacher.
5. The teacher will check oII the rubric to make sure everything is included
Assessment: Narrative Iinal draIts