Drexel Lesson Plan Template

Lesson Plan Format

Teacher: Rosanna Vitiello
Grade: 2nd
Content Area: Writing

1. Content and Standards: CCSS.ELA-LITERACY.W.2.3

Write narratives in which they recount a well-elaborated event or short sequence of events, include details
to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense
of closure.

2. Prerequisites: CCSS.ELA-LITERACY.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include some details
regarding what happened, use temporal words to signal event order, and provide some sense of closure.

3. Essential Questions: What makes a good ending to a story? How can we develop a strong ending?

4.Materials and Equipment: White board, Writing Paper, Notes

5.Instructional Objective*: Second grade students will be able to conclude their small moment
narratives with an engaging conclusion. Students will have a clear and concise conclusion at the end of
their writing that will make a reader understand that it is the end of their story.

6.Instructional Procedures:
Before (10-15 min): I will call the students to the front carpet. I will remind students that we have been
discussing the different parts of a small moment narrative. Yesterday we talked about “beefing up” the
middle of our stories. Using dialogue, who, what, where. We want to make sure we are adding details to
our stories. We need to remember that our endings are just as important as our beginning and middle. I
will read an ending to a story we have been reading. I will ask students what they thought about the
ending. Was it interesting? How did you know it was the end? Why was it good? What did the author do
to let the reader know it was the end? I will tell students it is important to wrap up the story by letting the
reader know it is the end. You can’t keep the reader “hanging!” There are different ways to end the story.
We want to remember to remind the reader about the main idea! We aren’t going to end the story with
something that has nothing to do with the story. There are many ways we can end a story. We don’t want
to abruptly end the story by saying THE END! We can rephrase the opening, reminding the reader about
the main idea by saying it in a different way: don’t use the same words! You can tell your feelings about
what happened, example: I loved my time with my grandma so much, I can’t wait to see her again. Tell
about a lesson learned: for example: next time I will be careful when walking on snow so I don’t fall
again. You could give hope about the future: example: something you hope will happen; I hope I can go
back to the beach next summer. Or give the reader an update about what happened: example now my
sister is 2 years old.
During (15 min): Student will continue to work on their small moment narratives. I will conference with
some students as the other students write. I will give them a compliment and give them ideas and notes on
what they can improve in their writing. We will set a goal together to work on in their future writing.
After (15 min): I will call the students back to the front rug and give them an example of one of the
student’s well written conclusions. I will ask the students what they noticed about the ending and what the
writer did well.
7.Assessment: Students will be observed for their writing stamina, and through conferences for their
development of their stories. Students will demonstrate proper development of a small moment story
through a clear introduction, body, and conclusion.

8.Differentiated Instruction: Certain students will be reminded to focus on their work and to reference
their writing folder worksheets to remind them of the different aspects of small moment narratives they
must include in their writing.