Lesson Plan

Writing Narrative Pieces

Teacher: Leandra Pasion Date and Time: April 12, 2017

12:15- 1:00 p.m.
Class (Content Area): Grade Level: Kindergarten
Language Arts
Writing

Purpose:
To teach students how to use a combination of drawing, dictation, and words to create
complete sentences.
To teach students how to make a draft of their ideas first (brainstorming) and then transferring
them to complete sentences.

Objectives:
1. Students will be able use a combination of drawing, dictation, and words to create
complete sentences.
2. Students will be able to make a draft of their ideas first and then transferring ideas into
complete sentence.

Common Core Standards:

W.K.3 Use a combination of drawing, dictation, and writing to compose a narrative single
event or several loosely linked events, tell about the events in the order in which they occurred,
and provide a reaction to what happened.

GLOs:
GLO #1 Self-directed Learner (The ability to be responsible for one's own learning)GLO #2
Community Contributor (The understanding that it is essential for human beings to work
together
GLO #4 Quality Producer (The ability to recognize and produce quality performance and
quality products)
GLO # 5 Effective Communicator (The ability to communicate effectively)

Hawaii State Teacher Standards:

Standard #1: Learner Development 1(a), 1(d)
Standard #2: Learning Differences 2(a),
Learning #3: Learning Environments 3(b), 3(f)
Standard #4: Content Knowledge 4(a), 4(d)
Standard #5: Application of Content 5(n)
Standard #6: Assessment 6(a), 6(d)
Standard #7: Planning for Instruction 7(a)
Standard #8: Instructional Strategies 8(a), 8 (b), 8(g)
Standard #9: Professional Learning and Ethical Practice

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
Standard #10: Leadership and Collaboration

Assessments:
1. Students will be able to complete Brain Storming Worksheet and Narrative Worksheet.
2. Students will be able to verbally read his/her sentences.

Materials/Set-Up:
Brain storming Worksheet
Narrative Worksheet
Dry Erase Board
Elmo
Learning video of Narrative Writing

This lesson will be done on the carpet area in front of the classroom. Students will then return
to their seats to complete their worksheet. This lesson will take one (1) day to complete.

Procedures:
a. Introduction: First, I will ask the question Does anyone know what brainstorming
means? I will have students turn to their neighbor and discuss for one minute. They are to
say, I think brainstorming means_____. After a minute passes, I will ask the students to
raise their hands and get some of the responses of what they think brainstorming means.
Then, I will proceed to write the meaning of brainstorming on the board. I will write a
simple meaning and drawing. I will also show an expression of brainstorming, by taking
my hand and raising it to my head, tapping my pointer finger on my head and making a
sound like a vacuum, sucking out the ideas and then placing them in the palm of my
other hand. I will have the students say and do the action with me 3X. I will also show the
hand motion of the next step. I will do my brainstorming hand motion and take my other
hand and pretend to write on it. This motion means to transfer ideas onto paper.

b. Developmental: Next, I will 1) Tell them what narrative writing is. 2) Give directions that
we will be putting our ideas on paper. I will show them the blank sheet of paper on the
Elmo. I will go over each part of the worksheet with them. 3) Show an example, step-by-
step, of what should be in each section of the worksheet. I will write and draw my answer
in each section. 4) Pass out a worksheet for each student. I will tell the students that they
will fill out their own brainstorming worksheet. I will guide them through each section to
fill out. I will walk around to see if anyone needs extra support.

c. Concluding: Finally, I will go over the Narrative worksheet and give instructions on how
to fill it out. I will show them, step-by step, how to combine their sentences, by using my
brainstorming example. Once Im done going over the directions and steps, the students
will get a narrative worksheet to work on independently.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
Adaptations and Extensions:
Adaptations:
Pass out high-frequency Word Card
Help to create and write out sentences on dry erase board.
Have students who need extra help sit at one table.
Have students sit with assigned partner.

Extensions:
1. Continue narrative pieces with more description sentences.
2. Write narrative pieces by giving different topics.
3. 3. Make a narrative book with a collection of students writing pieces.

Management Considerations:
1. Whole class
2. Independently

I will be having certain students sit next to certain students due to special needs, behavioral
needs, and special learning abilities. Special needs student will sit with S & Ra. Behavioral
needs and special learning ability student #1 will sit with K and student #2 will sit with Re &
Si. New student will sit next to Rae.

Reflections:
I had to show and teach the students the hand motion for brainstorming and writing a
couple times. For some reason they were just staring at me and I think they were thinking how
the hand motion goes with writing. After explain several times why I am teaching them hand
motions to do along with their writing, they accepted and was able to following along. When I
asked they about the hand motion, majority of them said that it was helpful to remember what
they were doing.

As we began to transfer our ideas on paper, I noticed the students drew a picture first
and then wrote a word or two at the bottom of their drawing. My direction was to write words
or write one sentence to describe their ideas. I guess it doesnt matter what sequence the
writing or drawing come will come because they will have to do both. I did notice that with a
picture first helped the students to write a sentence.

The students had a hard time at first in coming out with their ideas, but with guidance
and support they were able to write about the topic. I feel with practice the students will get
comfortable and enjoy writing narratives.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
Rubric for Narrative Writing
Proficient
3 or more sentences
Writes events in order that
they occurred. Uses words
such as first, next, and last to
start sentences.
Sentences have detail and
organization.
Story is understandable and
makes sense.
Understands that words are
separated by space.
Uses a capital letter to begin
sentence and a period at the
end of each sentence.
Writes clearly, draws, and
recites his/her story.
Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
Developing
2 or more sentences
Attempts to write events in
order of when they occurred.
Starts to use words such as
first, next, and last to start
sentences.
Sentences have some detail
and organization.
Story is somewhat
understandable and
occasionally makes sense.
Some words are written close Words are written close
together. together.
May or may not use a capital
letter to begin sentences
and/or a period at the end of
sentences.
Writes unclear, attempts to
draw, and is able to recites
some parts of his/her story.
Well Below
0 to 1 sentences
Unable to write events in
order of when occurred.
Does not use words such as
first, next, and last to start
sentences.
Unable to write sentences
with detail and organization.
Story is not understandable
and does not make sense.
Does not use a capital letter
to begin sentences and no
period at the end of
sentences.
Does not write clearly,
attempts to draw, and is not
able to recite his/her story.