Language - Narrative Writing 4/5/6 – Unit Plan

Name: Pamela Feghali

Subject/Course:​ L​ anguage Level: Grade 4/5/6

Title of the Unit: Writing a Story with Narrative Writing

Description of the Unit

I have created 7 lessons which include the culminating task of my unit. The objective of this Narrative Writing unit is to have students develop their abilities to recognize and write
procedural texts independently. For the students’ culminating task, they will be required to write a narrative text about a topic that relates to a personal experience they have had. In
this unit, students will be encouraged to write descriptive sentences and paragraphs that include the 5 Ws and a beginning, middle, and end. Together, we will also review transition
words and sentence structures, including nouns, adjectives, verbs, punctuation and grammar.

Essential Question(s): How can I use narrative writing to express a story about my personal experiences?

Big Idea(s):
Sentence Structure; Descriptive Words; Chronology; Transition Words; Characters; Experiences; Personal; Storytelling.

Overall Expectation(s):

Writing
1. generate, gather, and organize ideas and information to write for an intended purpose and audience.
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience.

Reading
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning.
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning.

Specific Expectation(s):

Writing:
1.1; 1.2; 1.3; 1.4; 2.1; 2.4; 2.6; 2.7; 2.8

Reading:
1.1; 1.5; 1.7; 2.2

Culminating Task:
Students will work individually on their culminating task. Each student will use the concepts learned in the unit to create their own narrative text on a personal experience of theirs.
Students will first brainstorm ideas, then write a draft that I will review and provide feedback (assessment for learning). Finally, students will write their final copy on paper (or
chromebooks) and I will assess them (assessment of learning).
Evaluation Criteria and Tool for Culminating Task: Rubric (assessment of learning)

Materials/resources: YouTube Videos, Worksheets, Rubric

Lesson # and title Overview of Specific Instructional and Assessment and Evaluation
[insert rows below the lesson Expectations learning strategies
as needed] [from curriculum Assessment task(s) and mode(s) Assessment Purpose Assessor( Tool(s) for assessing
document] Technology [write/say/do] [diagnostic, formative, s) learning
summative] [teacher,
Differentiation self, peer]

1 Sentence Writing: Review sentence Task: f - Formative Teacher Observational

Structure structure with students Gr. 4 / 5 : 6 images will be Assessment: Record as I circulate
Review 2.4 (grades 4-6) (noun, adjectives, projected on the board. Observational record around the
verbs) Students will describe what is of students’ work. classroom and
*Gr. 4 - include capital happening in the picture in a answer student
letters and few sentences​. questions.
punctuation*
Gr. 5 / 6: 6 images will be Collect students
projected on the board. work and see who is
Students will describe what is comfortable with
happening in the picture in a writing sentences
paragraph​. and who may need
further assistance..
Students need to include capital
letters, proper punctuation,
adjectives, nouns, verbs.

2 Sentence Writing: Group 1 - Students who Task: Formative Assessment: Teacher Observational
Structure GR. 4: understand how to Worksheets Observational record Record as I circulate
Review 2.4 use sentences write sentences will of students’ work. around the
of different have an independent GR. 4: ​students will receive classroom and
lengths and activity to do. exercises where they need to answer student
structures ​(e.g., transform simple sentences into questions.
complex sentences Group 2 - Students who complex sentences
incorporating require help will meet
conjunctions such with me at the carpet, GR. 5:​ students will receive
as because, so, if) and we will do writing exercises where they have a
examples together. chance to write various types of
GR. 5: sentences, focusing on
2.4 vary sentence conjunctions and pronouns.
types and
 structures, with a GR. 6: ​students will receive
focus on using exercises where they create
conjunctions to complex sentences in a more
connect ideas, and advanced way (see curriculum
pronouns to make example)
links within and
between
sentences ​(e.g.,
The latch was stiff,
and the boy
struggled to open
the door. Finally,
with much effort,
he forced it open.​)

GR. 6:
2.4 create complex
sentences by
combining
phrases, clauses,
and/or simple
sentences ​(e.g.,
combine several
simple sentences –
“Nora left the
house. She was
heading for the
market. She didn’t
want to be late.” –
to create a
complex sentence
– “Not wanting to
be late, Nora left
the house and
headed for the
market.”)

3 Introduce Writing: -Ask students to think Task: Formative Assessment: Teacher Observational record
Narrative 1.1 identify the of one personal story - Students will write the I will collect students’ will be used as I
Writing topic, purpose, that happened to them abridged story that they shared work and review for circulate, guide, and
and audience for a over the weekend or with their partner, splitting up comprehension of provide feedback to
Christmas break and to story.
 variety of writing share it with the person the story in 3 major sections: students on their
forms beside them. Beginning, Middle, End. written work.

1.5 identify and -Then discuss what we Differentiation​:

order main ideas noticed about partner’s This task can be broken down
and supporting story, focusing on even further. I can provide these
details and group beginning, middle, end, prompts to the students:
them into units who, what, where, Beginning​: Who is involved in
that could be used how, why. the story? Where does it place?
to develop several When does it take place?
linked paragraphs, Introduce Narrative Middle​: What is the incident
using a variety of Writing by showing a that h​ appens and why?
strategies video about 6 End:​ How does the incident get
important components solved?
to this style of writing:
https://www.youtube.c
om/watch?v=nWYXCST
rFto

4 Examining Reading: -​Direct Instruction​: Task: Formative Assessment: Teacher Observational record
and 1.7 analyse texts Show 1-2 examples of -Provide students with a Collect students’ work will be used as the
understanding and explain how narrative writing to narrative text that they need to and review their work teacher circulates
the structure various elements students and determine analyze and ask them to to ensure that they around the class and
of narrative in them contribute as a class what is the complete a similar exercise to listens in on the
texts to meaning chronology of the story what we just did as a class. students’
(beginning, middle, discussions.
2.2 identify a end) + the 5 w’s + first Differentiation:
variety of person perspective + -Students can work individually
organizational transition words. or in pairs.
patterns in a range
of texts and
explain how they
help readers
understand the
texts

5 J​ ournal Entry Writing: -Diagnostic Assessment: Task: ​Students will write a Formative assessment Teacher Collect students’
- Practicing Review students’ narrative text in their journals. work and provide
Narrative knowledge (what are They will have the entirety of If students have time, and feedback to help
Writing the key components to the class to do this. I will pick they can work in pairs students understand
a narrative text?) them up to assess their Peers
 understanding (formative and peer-assess each areas for
-Provide 3 different assessment) other’s work. improvement.
topics that students can
write about (project on Extension​: If some students I will collect students
the board) and ask finish writing their work, they work and provide
them to pick one and can share their work with a peer feedback.
write a narrative text in and engage in peer-assessment.
their journals. (Ask questions like: are the
characters clear? are they
answering the 5ws? is the story
in chronological order? are their
sentence complete?)

6 Brainstorming Writing​: -REVIEW of yesterday’s Task​: Students will brainstorm Formative Assessment Teacher Observational record
ideas for 1.2 generate ideas journal entries. Review ideas for their narrative text. and help student
Culminating about a potential key concepts that most I will provide them with a ​sheet with ongoing
Task topic and identify students had difficulty that breaks down all of the questions during
those most with. important components that they class work time.
appropriate for must include in their work.
the purpose -Then, introduce
culminating task and
1.4 sort and topics that students can
classify ideas and choose to write about.
information for
their writing in a
variety of ways

7 Writing a Writing: -Go through criteria of Task​: After the brainstorming, Formative Assessment Teacher Observational record
rough copy of 2.1 write longer assignments with students will begin drafting their and help student
narrative text and more complex students. narrative text. They will be with ongoing
texts using a provided with a rubric with the questions during
variety of forms -Opening sentence, success criteria. class work time.
transition words,
2.6 identify beginning, middle, end, Rubric which will
elements of their 5 Ws. include the concepts
writing that need learned in class
improvement, -Ask students if they about narrative
using feedback have any questions writing.
from the teacher before they start
and peers, with a writing their drafts. I will collect
students’ work and
 focus on specific provide feedback,
features which will help them
when they write
their final copy.

8 Continuation Writing: -If students complete Task: Students continue to write Formative Assessment Teacher I will collect
of Lesson 8 their drafts, I will their drafts. students’ work and
review and provide provide feedback,
feedback. The changes which will help them
made to the draft must when they write
be implemented in the their final copy.
students’ final copies.

9 Final Copies of Writing: -Handout the rough Task​: Students implement Summative Teacher Rubric to evaluate
Narrative 2.7 make revisions copies and ask the changes that were made on Assessment students’ work.
Writing to improve the students to review the their rough copies and write
content, corrections. Then, start their final copies.
clarity, and writing the final copies.
interest of their
written
work, using a
variety of
strategies

2.8 produce
revised, draft
pieces of writing to
meet identified
criteria based on
the expectations
related to content,
organization, style,
and use of
conventions

Reference list for unit:

Ontario Ministry of Education. (2006). The Ontario curriculum grades 1-8: Language. Retrieved from ​http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf