Lucy Writing- Narrative Unit

Crafting True

Stories

Lesson 1:

Starting the Writing Workshop

Writers make New Year resolutions!

•  Writers set goals for themselves to write in ways they imagine.

•  Writers work hard to reach their goals.

Rebecca’s Notebook

What Third-Grade Notebook Writers…

Do: Don’t:

Group Work with writing samples

•  A, B, C, and D’s get into groups. •  Read the 3rd grade writing sample.

•  Jot down on post-its what third grade writers DO and DON’T do.

•  When you are finished, join me back on the carpet.

Narrative Writing Goals

•  Let’s look at the 3rd grade narrative goals for this year!

- Writing a beginning that introduced the characters and setting. -  Telling my story in order using transition words

-  Choosing an action, talk, or feeling that would make a good ending.

-  Using paragraphs to separate what happened first from what happened later

-  Working to show what happened to my characters

-  Describing feelings and actions to bring your story to life.

Making your OWN Resolutions!

•  On the first page of your writer’s notebook, I want

you to list your writing resolutions for our narrative unit.

•  Keep in mind both what third-graders do and don’t do from the samples.

•  Think to yourself… “What do I need to work on or get better at in writing?”

Homework: Writer’s Notebooks

•  Tonight, at home, I want you to decorate the

cover of your writer’s notebook. This is a way to personalize your notebook. Make it special, because it will hold your writing and it will hold your stories. You can glue or tape pictures or drawings. You can include stickers and stamps. This is your notebook so make it represent YOU!

Dear  3W  students  and  parents,      Today  we  kicked  off  our  writer’s  workshop!  We  made  goals  for  our  new  year  as  a  third  grade  writer.  Tonight  you  have  a  very  special  project!  I  would  like  you  to  decorate  your  writer’s  notebook.  You  can  paste  a  collage  of  pictures,  draw  pictures  to  paste  on,  or  print  off  pictures  from  the  internet.  You  may  also  use  sDckers!  I  want  you  to  cover  the  front  of  your  notebook  in  your  own  special  way!  Please  make  sure  your  name  is  visible  on  the  cover.  This  is  a  way  for  you  to  personalize  your  notebooks  and  make  it  your  own.  This  notebook  is  special  because  it  will  hold  all  of  your  wriDng,  your  stories,  and  all  your  wriDng  adventures.  If  you  don’t  have  the  supplies  to  glue  or  print.  Please  let  me  know  and  we  can  find  a  Dme  to  complete  it  at  school.  

   AIer  finishing  the  notebook,  discuss  possible  stories  you  would  want  to  put  in  your  writer’s  notebook.  What  fun  or  important  events  would  you  want  to  write  about  and  share  with  the  class?      Please  return  your  writer’s  notebooks  to  class  tomorrow!  Happy  craIing!      Love,      Miss  Wolgy    

Lesson 1a:

Finding Ideas & Writing Up a Storm

Share your notebooks!

Share your true story idea!

Writers Get Stuck

•  Sometimes as writers we get stuck and that’s okay!

•  Today, I am going to teach you one strategy you can use whenever you’re having trouble coming up with an idea

for a true story.

Finding Ideas for True Stories

•  The first strategy I want to teach you to use whenever you’re having trouble coming up with an idea for a true story is

I Remember.

Strategy 1

Finding Ideas for True Stories

•  “I remember”

• 

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I Remember…

I Remember…in your notebook!

1.  Write a list of I remembers on the first blank page in your writer’s notebook.

2.  Share your “I remembers” with your partner until the timer goes off!

3.  Take 3 more minutes to write a few more “I remembers”.

Pick and Develop!

•  Pick one of your I remembers from the list.

•  Thumbs up when you have one.

•  Open your writer’s notebook and start writing your first

true story.

Wrap up!

Today and every day when you write. I want you to remember, any time you get stuck you can always use the “I remember” strategy to help you get started.  

Lesson 1b:

Finding More Ideas & Mapping It Out

Your First True Story

•  Celebration

•  Let me admire your writing •  Give yourself a compliment •  Give others a compliment  

Writer’s Don’t Have Just One Strategy

•  The second strategy I want to teach you to use whenever you are having trouble coming up with an idea for a true story is making a map of

a familiar place.

Strategy 2

Mapping It Out

Finding Ideas for True Stories

•  “I remember”

•  Mapping It Out

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Mapping it Out…in your notebooks

1.  Think of your house. Draw a picture of the inside of your house.

2.  Sketch different things in your house that you have a good memory about.

3.  Sketch events that have happened in your house.

4.  When the time goes off, turn to a partner and share your house full of memories!

Pick and Develop!

•  Pick one of the sketches you made in the map of your house.

•  Thumbs up when you have one.

•  Open your writer’s notebook and start writing another true story!

Wrap up!

Today and every day when you write. I want you to remember, any time you get stuck you can always use the mapping it out strategy to help you get started.  

Lesson 2:

Finding Even More Strategies

Writers are like Athletes

•  Look at your writing from yesterday

•  Count how many lines you wrote

•  Goals for today

•  Turn to a partner and talk about tricks you might use to push yourself today

Writer’s Don’t Have Just One Strategy

•  The third strategy I want to teach you to use whenever you are having trouble coming up with an idea for a true story is think of a person that is important to you.

Strategy 3

Finding Ideas for True Stories

•  The “I remember” list

•  Mapping It Out

•  Think of a person that matters to you

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• 

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A person/pet that matters to me

My  mom  

My  dad            

A person/pet that matter to you…in your notebooks

1.  Think of people or pets that are

important to you that you would want to write down.

2.  Now list the people/pets in your notebook.

3.  Under each event tell a few memorable moments you have had with them.

Pick and Develop!

•  Pick one of the people or

pets you listed in your notebook

•  Thumbs up when you have one.

•  Open your writer’s notebook and start writing. Remember to push yourself today!

Wrap up!

Today and every day when you write. I want you to remember, any time you get stuck you can always use the think of a person or pet that matters to you strategy to help you get started.  

Lesson 3:

Drawing on a Repertoire of Strategies

Writers share their goals and writing!

•  Let’s look at your goals again!

•  Now go to your writing. Did you work hard to meet your goals?

•  Share your goals with a partner.

•  Talk about how you’re doing meeting your goals.

ü  What did you do well? ü  What do you need to do better?

Let’s take a peek!

•  The “I remember” list

•  Mapping It Out

•  Think of a person that matters to you

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• 

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Writer’s Don’t Have Just One Strategy

•  The last strategy I want to teach you to use whenever you are having trouble coming up with an idea for a true story is think of a place that is important to you.

Strategy 4

Finding Ideas for True Stories

•  The “I remember” list

•  Mapping It Out

•  Think of a person that matters to you

•  Think of a place that matters to you

• 

• 

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A place that matters to me

Go Every

Day/Week

Visited in STL

Vacationed

A place that matter to you… in your notebooks

1.  Think of places that are important to you that you would want to write down.

Hint: ü  Where do you go every day? ü What have you visited in St. Louis? ü  Where do you vacation with your

family?

2. Now list the places in your notebook.

3. Pick one from each box and sketch it!

Pick and Develop!

•  Pick one of the places you listed

in your notebook.

•  Thumbs up when you have one.

•  Do you think the rest of you can zoom to your places and write up a storm?

•  Write fast and furiously, more than yesterday! Go!

Wrap up!

From this day forward, I want you to remember that whenever you are sitting in front of an empty page, feeling stuck over what to write about, you can use any of the strategies on our list.  

Share Here are some of the challenges I have noticed during writer’s workshop:

Share I have some solutions:

Lesson 4:

Writers Use a Storyteller’s Voice. They Tell Stories, Not

Summaries.

Storyteller vs. Reporter Voice A-

Yesterday we couldn’t go outside so we stayed inside and listened to a read aloud instead. But we didn’t hear much and were distracted with dragonflies flying around the room. We continued to listen to the read aloud.

Storyteller vs. Reporter Voice B-

“Listen up, “ our teacher said, as she opened Because of Winn Dixie and began to read. We were so quiet we could probably have heard ants crawling along the floor. Then our teacher lowered the book. We were about to say, “NO! Read it!” But she was looking at a blue of wings that flew between us. What was that? Sam called, “Dragonflies!” And soon enough, we saw them. Now three dragonflies hovered over our heads.

Storyteller vs. Reporter •  Which felt more like a storyteller’s voice?

“Listen up, “ our teacher said, as she opened Because of Winn Dixie and began to read. We were so quiet we could probably have heard ants crawling along the floor. Then our teacher lowered the book. We were about to say, “NO! Read it!” But she was looking at a blue of wings that flew between us. What was that? Sam called, “Dragonflies!” And soon enough, we saw them. Now three dragonflies hovered over our heads.

Yesterday we couldn’t go outside so we stayed inside and listened to a read aloud instead. But we didn’t hear much and were distracted with dragonflies flying around the room. We continued to listen to the read aloud  

A B

Storyteller vs. Reporter If you are writing a report, you won’t use a storytelling voice. If you’re writing a true story, a personal narrative (the kind of writing we are doing right now) you need to make sure you are using a storytelling voice, so the reader can experience what actually happened.

But...

Strong Storytelling Voices •  Today I want to teach you that to make your

storytelling voices stronger, you try to make a mental movie of what happened and tell it in small detail, bit by bit, so that your reader can almost see, hear, and feel everything.

Come On, Rain!

How was Karen Hesse a good storyteller?

•  She didn’t just give us information

•  She asked herself, “What was exactly happening?”

•  She wrote the exact actions that the people in the story did.

•  She wrote the exact words the people in the story said.

Research my story!

•  Did I show or tell what happened?

•  Did I recall what happened like there was a movie in my mind?

•  Can you picture my story?

You try it!

•  Remember when we…

•  I want you to try to be a storyteller. I want you to story-tell what happened, step by step. Story-tell the movie you see in your mind.

•  Turn and talk

•  I heard…

You’re a Storyteller… starting NOW!

•  From now on, whenever you are writing a story,

don’t just talk about what happened.

•  Say exactly what happened first, next, and next by adding descriptive details and dialogue.

•  Use your storytelling voice just like Karen Hesse.

•  Reread your story-find places where you need to be a better storyteller.

Share

Lesson 5:

Taking Stock Pausing to Ask, “How Am I Doing?

Check, Set, Go!

When people want to get better at something – anything – they check on their progress and set goals for next steps. Today I want to teach you that when a person wants to get better at something – at anything ask yourself, •  “How have I grown?” •  “What can I do in the future to get better? Then we can work hard toward getting better.

Narrative Check-list (a way to keep track of your progress)

You try it! •  Get out your notebooks

•  Look at your last piece of writing or best piece

•  Read the first item on the checklist. Then read your writing. Note where you’ve done it. If you haven’t that could be a new goal for you.

•  Go to the next item on the checklist. Reread your writing again for that item. Note where you’ve done it. If you haven’t then that could be a new goal also.

•  Repeat with all items on the checklist.

Wrap Up! Today we have learned to assess and set goals. Remember to ask yourself, “How have I grown?” Going forward you are going to want to think about what you can do to meet your goals.

Share

What is your plan? What new goals did you set? Turn and talk!

Lesson 6:

Editing as We Go Making Sure Others Can

Read Our Writing

Things you know by heart

•  Turn and talk! Go! •  What words to you know by heart?

•  Did you know that half the words kids write are the same thirty-six words?

•  Sometimes we just don’t do it…in our writer’s notebook!

Writing Words Correctly… as we go!

We need need to invent way to remind us to spell correctly the words one almost knows by heart. We need to add to our goals:

I am going to take a second to spell correctly the words I

almost know by heart.

Strategies to help us

•  Think about ways you can remind yourself to correctly spell words you know.

•  Turn and talk •  How will you remind each other and check on

each other so this actually happens?

•  Turn and talk

•  Share

Wrap Up!

Do you think it would be a good idea to spend every minute of today thinking about spelling?

NO WAY!! As writers that is just one of our jobs to do while you are writing. You should always ask yourself while you are writing, What do I need to do next? Should I add on or change that entry? It is always ok to pause and you write and ask, “Does that look right?”

Share

•  After collecting stories for awhile, writers reread them and finds one that for some reason snags their attention.

•  Then writer’s rewrite that story.

•  Put a star by the entry you that you would want to publish

•  Congrats on your seed idea!

Lesson 7:

Rehearsing Storytelling and Leads

Pick a Seed Story

•  After collecting stories for awhile, writers reread them and finds one that for some reason snags their attention.

•  Then writer’s rewrite that story.

•  Put a star by the entry you that you would want to publish

•  Congrats on your seed idea!

Connection

•  Turn and talk to a partner. •  Tell them about the story you chose. •  Switch

•  When we story-tell a story

before we write it, we remember a lot more stuff!

•  Most writers don’t just pick

an idea and then BINGO!, write the book.

•  Just as a choir rehearses for a concert, writers rehearse for writing.

•  One of the best ways they

rehearse a story is to story-tell their story– and to do so repeatedly in lots of different ways.

Rehearse, Then Write!

Watch Me!

•  Robert Munsch said he NEVER wrote a story until he told it at least 100 times!

•  Watch me as I rehearse my story out loud.

•  Hmm…How did it start? ( I always ask myself that question)

Your turn!

•  I want you to rehearse your story just like I did

•  Tap the different pages of your notebook to tell your bit by bit.

•  Help your partner be able to create a movie in their mind

Sketch it out!

•  Sketch your story in order

•  Then rehearse your story on your own, touching each picture as you come to that part of the story.

•  Do it again and again and again!

•  Today, you are stretching and storytelling– not writing

To Write a True Story

•  Find story ideas that are important to you

•  Make a mental movie of what happened

•  Include dialogue and detailed actions

•  Remember your narrative writing goals

•  Rehearse for your writing by storytelling the story repeatedly

Bit   Bit  

Bit   Bit  

Lesson 8:

Writing Discovery Drafts

Fast and Furious

Today you’ll write fast and furious, writing the same

story as yesterday but better

To Write a True Story

•  Find story ideas that are important to you

•  Make a mental movie of what happened

•  Include dialogue and detailed actions

•  Remember your narrative writing goals

•  Rehearse for your writing by storytelling the story repeatedly

•  Write a flash draft, writing fast and furious, eyes on the mental movie

Your First Draft

Remember: -  Retell your story bit-by-bit -  Include your EXACT actions -  Keep your eyes on the story -  Really imagine the story

Let’s Get Writing!!

Lesson 9:

Revising by Studying What Others Authors Have Done

Come On Rain

How can I make my writing as good as Karen Hesse in Come On, Rain?

Inquiry

We are going to investigate the question:

What does Karen Hesse do to make

Come On, Rain! so powerful and meaningful?

Reading Excerpts from Come On, Rain!

Ask yourself:

•  What did she do?

•  What did I notice?

•  Why did she choose that word?

What Hesse Did to Make Her Storytelling Voice SO GOOD?

u  She put in exact words of what people said Ø  DIALOGUE Ø  “Is there thunder?” Mamma asks. “No

thunder,” I say  u  She wrote how people talk

Ø  Breathe, murmur, whisper Ø  Other words than said

u  She used descriptive details Ø  ice-chilled glass

What Hesse Did to Make Her Storytelling Voice SO GOOD

u  She told the story bit by bit Ø  Mama sinks onto a kitchen chair and

sweeps off her hat. Sweat trickles down her neck and wets the front of her dress and under her arms. Mamma presses the ice-chilled glass against her skin.

Do you think you could do this in your own stories?

Let’s try it!

Lesson 10:

Storytellers Develop the Heart of the Story

SomeDmes  runners  are  so  focused  on  their  pace  they    forget  their  surroundings.    Kinda  like  wriDng  yesterday!    

You  were  wriDng  FAST  and  FURIOUSLY!    

                 SomeDmes  runners  we  need  to  

 S…L…O…W  DOWN!  So  they  don’t  miss  important  parts  –  Just  like  writers!  

Storytellers are like Runners

BUT

Revising

Revision is NOT about fixing errors!

ü  It is about adding more to the

heart of the story. ü  It is about making changes to

make your story better.

Let’s look at our

3rd grade check list!

Telling the story bit by bit

Are you? Reread your story and see if you are telling your story bit by bit

Use the check-list. How are you doing?

Yes? Starting to? Not yet?

Overall Rubric

Rate yourself! Where are you on the rubric?

1? 2 ? 3? 4?

What do you need to work on?

Tell your partner!

Read My Writing

•  What did I do well?

•  What part do I need to tell bit by bit?

Box it! and Make it better!

Lesson 11:

Paragraphing to Support Sequencing, Dialogue, and

Elaboration.

Paragraphing Matter

We don’t want readers eyes to FLY by our words that we write. We need to organize our writing.

-Bookshelf vs. Pile of Books

When to Start a New Paragraph

When there is a new subtopic

When time has moved forward

When a new person is speaking

Let’s Look at Our Sketch!

Each bit is a new subtopic.

Each bit would be a

perfect time to start a new paragraph.

Let’s Look at Our Sketch!

Each bit is a new subtopic.

Each bit would be a

perfect time to start a new paragraph.

Finger Space

* Remember a new paragraph is a finger space away from the line.

Reading My Writing

-Where did I make a new paragraph?

turn and talk

-Are there places I need to make a new paragraph?

turn and talk

Let’s Write!

Writers, today I want you to remember to look for places a new paragraph might help your reader.

Use this mark in your writing to remind yourself to put a new paragraph there.

Lesson 11a:

Transitions

What are Transitions?

1.  Moving  from  one  idea  to  another  

2.  Showing  that  Dme  passes  

Transitions Matter

Good writers use transition words to help move the reader from one thought to another, from one idea to another.

Goldilocks and the Three Bears

Listen to the story. What is missing?

Goldilocks and the Three Bears Again

Listen to the story again. What sounds better? Why?

3rd Grade Check-List

I told my story in order using phrases such as:

a little later or

after that

Transition Rubric

Narrative Writing

Transition Rubric

ExpertI put my pages in

order.

I also used words such as and then,

and so,

I told the story in order by using words such as

when, then, and after.

I wrote my story in order by uses

phrases such as a little later and

after that.

I showed how much time went by with words and phrases

that mark time such as just then and

suddenly ( to show when things happened

quickly) or after a while and a litter later (to show when a little

time has passed).

-

1 2 3 4

Transition Anchor Chart

- When time passes/changes - A new event in the story -  More information about a topic

-  Introduce a contrasting idea

Bridging Ideas with Transition Words

Remember, good writers include transition words to help readers go from one idea to another. Using words like a little later or after awhile help readers become alert to what is going to happen next!

Transition Words

Lesson 11b:

Trying Out Different Leads

What is a Lead? What is a lead? The first sentence(s) of your story.

What is the purpose of a lead? To HOOK your reader, to grab their attention, to make them want to keep reading!

Different Types of Leads

There are 3 different types of leads:

- Action

- Talk

- Sound Effect

Action Lead This lead gets the reader quickly involved in the story by starting with an exciting event or some kind of action.

Action Lead Boring Better

I lost my slipper at the ball.

My head turned toward the clock. It was almost midnight. I scrambled down the stairs as fast as I could. That’s when it happened. My slipper was lost forever.

Talking Lead

This lead begins with dialogue. This builds your character from the beginning

Talking Lead Boring Better

The slipper fit my foot perfectly.

“I can’t believe it! It fits perfectly,” I said to the Prince with a smile.

Sound Effect Lead

This lead begins with sound words. This creates a dramatic effect that makes your reader want to find out what the sound is.

Sound Effect Lead Boring Better

My Fairy Godmother made me a beautiful gown.

Woosh! All of a sudden my old, raggedy dress turned into a beautiful gown.

3rd Grade Checklist

- In the beginning, I told who my characters were and what the setting was in my story. - I told the beginning of my story using an action or talk

Narrative Writing

Lead Rubric

ExpertI tried to make a beginning of my

story.

I thought about how to write a good

beginning and chose a way to

start my story.

I chose:- an action-talk-setting

I wrote a beginning in which I helped readers

know who my characters were.

In the beginning, I also wrote what the setting

was in my story.

I also included:-an action-talk

I wrote a beginning in which I not only showed what was

happening and where, but I also gave some clues to what would

later become a problem for my main character.

I also included:-an action-talk-setting

1 2 3 4

Let’s Look at My Writing

-Do I tell who the characters are in the beginning? -Do I tell you the setting? -Do I begin my story with an action, talk or sound to hook my readers?

Let’s Look at Examples

-Do they begin their story with an action, talk or sound to hook their readers? -Do they tell who the characters are in the beginning? -Do they tell you the setting?

You Try It!

1. Action- 2. Talk- 3. Sound Effect- starting off with sound words

My head turned toward the clock. It was almost midnight. I scrambled down the stairs as fast as I could. That’s when it happened. My slipper was lost forever.

“I can’t believe it! It fits perfectly,” I said to the Prince with a smile.

Woosh! All of a sudden my old, raggedy dress turned into a beautiful gown.

Lesson 11c:

Dialogue and Quotation Marks

What are Quotation Marks?

1.  They  are  used  to  show  someone’s  EXACT  words.  

2.  They  go  before  and  a,er  a  person’s  words  

Why Dialogue Matters

We use dialogue in our writing…

- to add detail - to re-live a scene - to show our characters interacting

Quotation Mark Videos

Comma  and  QuotaDons  

QuotaDon  Marks  

Comma  QuotaDon  Rap  

3rd Grade Checklist

-  I used dialogue correctly using commas and quotation marks.

-  Look at your writing. What would you rate it?

Let’s Look at My Writing

What did you notice about my dialogue?

Let’s Look at Examples

Did they use dialogue?

What did you notice about their dialogue?

You Try It!

Remember:

Dad asked, “Please, put your coat away.”

QuotaDon  Marks  BEFORE  and  AFTER  someone’s  exact  words  Comma  

You Try It!

Remember:

“Please, put your coat away,” Dad asked.

QuotaDon  Marks  BEFORE  and  AFTER  someone’s  exact  words  

Comma