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Differentiated Writing: Narrative

Date: April 21
Objective(s) for todays lesson: Students will be able to compose a narrative text.
Rationale: Composing a text does not necessarily mean writing a text ourselves. It
might mean rearranging words or pictures or creating illustrations to tell a story. By
thinking about the elements of these stories, we can better judge whether or not a text
makes sense. This helps us become better readers and writers.
Materials & supplies needed: Markers, glue, scissors, stapler, index cards, large
pieces of construction paper, comic strip panels, comic strip scenario (see Appendix A),
first and last pages of a book (see Appendix A), blank book pages, five pictures Voices
in the Park (see Appendix A), sentence/phrase strips from story (see Appendix A), and
document camera

Anticipatory Set: (10 minutes)
Think about your favorite story. What is it?
What are things that all stories have?
Stories are sometimes called narratives
Narratives have elements: plot, setting, characters,
problem, and solution
Today, we are going to work in groups to compose
and illustrate our own narratives
Ground Rules for Group Work. Ask for student input
and write on board. Rules to include: Everyone must
participate in idea sharing as well as the physical
creation of the composition. Respect others. Remain
on-task. Use quiet voices.
Activity: Students will be separated into groups. Groups
will each complete a different activity. (25 minutes)
1) Comic Strip: Students will be given a description of a
scenario. Students will compose a comic based on
their scenario.
2) Picture Book: Students will be given the first and last
lines of a picture book with blank pages in between.
The students will write, illustrate, and title the book.
3) Picture Sequence & Caption: Students will be given
a set of five pictures. The students will sequence the
pictures and write captions for them.
4) Rearrange Story & Illustrate: Students will be given
lines of a story. Students will rearrange the lines,
glue them on a piece of paper, and illustrate the
Closing: (10 minutes)
Students share their compositions. Questions to ask
each group: What was the process that you went
through to compose your narrative? How did you
choose elements to include?
Assessment: (Teacher Only) Student products are
assessed using the Assessment Rubric included in
Appendix A.

Teacher speaks at a slower rate

and repeats/rephrases student
responses to make input more

Teacher writes student ideas on

the board to provide visual

Students are separated into

groups taking interest, motivation,
strengths, and linguistic
development into account.
Instructions given both written
and verbally to aid in
Working in groups allows
students to negotiate for meaning