Austin ISD Updated July 2015

Grade level: Third Grade Writing Lesson Name: First 20 Days of Writing - Week 3 Grading Period: 1st 9 Weeks, Arc 3 Estimated timeframe: Dual Language – Spanish Language Arts, 9 days (Sept.8-18), 30-35 min. daily Monolingual – 4 days (Sept.8-11), 60 min. daily Note: There are 5 days of lessons in this week’s plans. You may modify the lessons to condense the academic skills and the Reading Workshop routines and procedures into 4 days of lessons for a 4-day week.

Lesson Components Lesson Objectives: Students will listen to a story read aloud to define the parts of a personal narrative. They will choose a topic and narrow the topic to one small moment. Writers will use a graphic organizer to plan the sequence of their personal narrative and write their first draft.

Students will continue to discuss and practice Writing Workshop expectations and routines, including drafting procedures and giving specific and positive feedback to writing partners. Language Objectives: The students will listen to a read aloud story to determine the parts of a personal narrative. They will converse with partners about topics and story ideas. They will write the important parts to plan their stories and write a first draft. Writers will listen carefully as a partner reads his writing, and they will give oral feedback that is specific and positive.

Prior Learning: Students can generate ideas for writing by drawing, sharing ideas and listing key ideas.

Standards(Texas Essential Knowledge and Skills): 3.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

3.19 Writing. Students write about their own experiences. 3.19A Write about important personal experiences

3.29 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. 3.29A listen attentively to speakers, ask relevant questions, and make pertinent comments

3.31 Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. 3.31A Participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others

College and Career Readiness: Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author’s purpose. Recognize the importance of revision as the key to effective writing. Each draft should refine key ideas and organize them more logically and fluidly, use language more precisely and effectively, and draw the reader to the author’s purpose.

Develop effective speaking styles for both group and one-on-one situations. 1. Participate actively and effectively in one-on-one oral communication situations. 2. Participate actively and effectively in group discussions. 3. Listen effectively in informal and formal situations.

1. Listen critically and respond appropriately to presentations. 2. Listen actively and effectively in one-on-one communication situations. 3. Listen actively and effectively in group discussions.

Austin ISD Updated July 2015

Essential Questions: What types of experiences would make an effective personal narrative?

How do writers focus in on one personal experience to create a narrative?

How is the writing cycle useful in writing personal narratives?

Enduring Understandings: A personal narrative is a story the writer knows well and has a special meaning to the writer. The topic has a

narrow focus on one small moment in time. The writer expresses the story in a way that shows its importance in the writer’s life.

Writers can use a series of questions to help them narrow the focus of their stories. These questions help them decide on a topic they care about, one that is interesting or exciting and has a part that keeps ‘tugging’ at them. The writer should also be able to verbalize why this experience is particularly important to them.

The writing cycle provides a structure for the writer to help him move forward with the development of the writing. It may be considered a series of steps, however, not all writers move through these steps in the same timing. Writers generally move forward through the process, but sometimes they move back and forth, making progress and backing up to rethink decisions they made previously. Because it is a creative process, it is unique to each writer and each writing.

Vocabulary Essential: small moment, pre-writing, drafting, lead, conclusion, criteria, active listening, peer sharing

Supporting: Writing Workshop, Writer’s Notebook

Lesson Preparation

To prepare for Read Alouds, pre-read the selected books and plan appropriate stopping points for think alouds. See lesson plan for instructional focus. Read Aloud Texts: A Birthday Basket for Tia by Pat Mora Amazing Grace by Mary Hoffman ( Also in Vol. 1 Treaures) Whistle for Willie by Ezra Jack Keats I Lost My Bear by Jules Feiffer The Wednesday Surprise by Eve Bunting Brave Irene by William Steig Mr. Lincoln’s Way by Patricia Polacco All the Places to Love by Patricia MacLachlan

Teacher artifacts for personal narrative for the Engage lesson

The following link is a video modeling the Artifacts Drama Based Instruction strategy with a 2nd grade classroom (Engage Lesson):

http://www.utexas.edu/cofa/dbi/content/artifact

Writer’s Journal, Writing Folder for teacher to model with

Blank Chart Paper

Writing Conference Log

Narrow a Topic Graphic Organizer

Prewriting Graphic Organizer

Notebook paper for drafting Anchors of Support

Writing Workshop Schedule:

Whole Group Mini Lesson - 10-15 minutes

Practice with a Partner or Independent Writing - 40-45 minutes

Whole Group Closing and Share - 5 minutes

Austin ISD Updated July 2015

Turn and Talk Expectations

Independent Writing Expectations

We should also be:

Writing in our Writer’s

Notebooks

Drafting

Conferring

Peer Sharing

Revising

Austin ISD Updated July 2015

Listening Expectations for Partners

Personal Narrative Criteria

Good Personal Narratives:

Begin with an introduction or lead that tells

the characters and setting

Recount or retell the happenings or events in

the middle or body

Has an ending or conclusion that tells why

this experience was important to the writer.

Narrow a Topic “Zoom In” on One Moment

Choose a favorite topic. These questions may help:

• What do I especially care or know about this topic?

• Which part seems particularly interesting and exciting?

• Is there one part that keeps ‘tugging’ at me?

• What happened (exact details)?

• Why is this memory important?

Austin ISD Updated July 2015

Drafting Criteria

Differentiation

strategies

Special Education: Provide written objectives, TEKS, essential questions, and academic vocabulary for the day. Extend process time through quick writes, think-pair-share, or structured wait time. Offer sentence stems. Break down steps and/or simplify directions.

English Language Learners: Define the terms on the anchor chart and/or provide picture clues to match the vocabulary. Allow for cooperative learning opportunities. Sentence stems to help with generating questions

Extension for Learning: Have students submit their published pieces to various contests found

here: http://teacher.scholastic.com/writeit/fiction/publish/competition.htm or have them publish

their writing on a class blog.

21st Century Skills

CREATIVITY AND INNOVATION Think Creatively • Use a wide range of idea creation techniques (such as brainstorming) • Create new and worthwhile ideas (both incremental and radical concepts) • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts Work Creatively with Others • Develop, implement and communicate new ideas to others effectively • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work Have students use either Inspiration or Evernote to pre-write their personal narratives. Inspiration is a district purchased program provided on all district computers. A link to Evernote can be found here: https://evernote.com/

English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.

Lesson Cycle

Engage You will use a Drama Based Instruction strategy: Artifacts - to introduce personal narrative writing. Beforehand, decide on a personal narrative topic from your Teacher’s Writer’s Notebook and find a few objects that connect to that story.

View the video of this strategy in the Lesson Preparation section of this lesson plan.

1. Ask students to form a seated circle. If the classroom does not have space for a seated circle, try for a desk circle (with objects in the middle of the circle, perhaps also on a desk). And if that is not possible, gather the objects on a table or large desk (or group of desks) and have students stand around the objects. As a last resort, students can remain seated in their rows, and objects can be placed on a desk at the front of the room. If this is the only

Writing a First Draft

Review the prewriting planner sketches and details

Make a movie in your head.

Indent the first line.

Skip Lines!

Use the senses! Write what you see, hear, feel, taste or smell.

Reread to make sure it makes sense.

Austin ISD Updated July 2015

option, make sure to walk around and through the desks, in order to best connect with the students.

2. Say, "So here in front of us we have a pretty large assortment of objects. Let’s start with this one. (Pick an object from the center) Now I might know this is a ______, but today, we’re not going to think about what this object actually is, we’re going to think about all of the things it could possibly be. So for example, this is not a ________ it’s a ___________. Or this is a ________. Does anyone else have an idea of what this could be?” (Take a few suggestions, and act them out a bit – modeling how to actually use the object to show others what it could be.)

3. Use the Drama Based Instruction questioning strategy to make connections with the objects: - Describe: What are the physical characteristics of this object? (The shape, the color,

the texture etc.) - Analyze: What do you think this object can tell us about the person who owns it? What

might be some words to describe this person/what this person is like? - Relate: Why do you think this person chose this object to be a part of their personal

narrative/help them write their personal narrative? What key part of their personality do you think this object represents/what story does it hold (what might the story behind this object be?

4. Explain to students that these artifacts are personal items related to a topic that you pre-wrote about in your Writer’s Notebook from Week 1, and they will help you in your writing this week

5. Another suggestion could be that each student, once they have decided on a personal narrative topic, can bring in a small artifact to inspire their writing over the next two weeks.

Lesson stages

Day 1 - Introducing the Personal Narrative

SE Focus Lesson: Remind the students of the Writing Workshop anchor chart which outlines the parts of the Writing Workshop and review the Expectations of the Whole Group Mini Lesson.

1. Tell your students, “You have done some great work in your Writer’s Notebook to get ready to write. In your journal you have listed some important ideas, memories and events. Now we are going to learn how to use some of these ideas to write a personal narrative. But first, we are going to learn how personal narratives are organized. The book I am going to read to you today, is a type of nonfiction text called a personal narrative or memoir. Unlike a biography that lists many events in a person’s life, in a personal narrative the author focuses on one important incident.” Choose a personal narrative from the suggested texts in the Lesson Preparation section.

2. Create an anchor chart with a personal narrative definition, like the example shown below: 3. Say, “While I am reading, I want you to be thinking about the opening description of

characters and setting, the middle happenings, and the end explanation of why this memory is important to the author.”

Austin ISD Updated July 2015

ACTIVITY 1 Review Turn and Talk expectations from the previous week.

1. Following the read aloud, students review with one another the structure of a personal narrative.

2. Say, ““Turn and talk with your partner. Name the different elements or structure of a personal narrative. Don’t forget to use the anchor chart to remind you of each element.”

3. Have students volunteer their responses either to another pair or whole class. Note: Throughout all five days, the teacher will be actively monitoring student pairs, clarifying instructions, checking for understanding and scaffolding as necessary. This is a student-centered learning time with partners and groups of students doing the talking and writing. ACTIVITY 2 – Independent Writing Review your expectations for independent writing time from last week.

1. Have students choose a topic that they may want to write their personal narrative about this week from one of their Prewriting lists created in Week 1.

2. The students will complete a Quick Write about their topic in their Writer’s Notebook. 3. While conferencing with students this week, be aware of common struggles you are

noticing among your class. You may want to group these kids together for targeted, small group instruction in lieu of doing Writing Conferences one day a week.

Continue conferring with students about their reading and writing. During these conferences, students share their thinking and writing in brief one-on-one sessions with the teacher. The teacher listens to the student explain what he has done and offers advice to help the writer. The conference log attached at the end is a sample of record-keeping for writing conferences. Peer Sharing Review your expectations for sharing writing time from last week. During Peer Sharing today, pair your students and have them read their personal narrative Quick Writes to each other. While they are listening to their partner’s story, see if the writing is beginning to have the structures from the “Good Personal Narratives” anchor. Whole Group Closure Have student volunteers share what they heard from their partner’s writing. What personal narrative elements did they notice?

Personal Narratives:

Begin with an introduction or lead that tells the

characters and setting

Recount or retell the happenings or events in

the middle or body

Has an ending or conclusion that tells why this

experience was important to the writer.

Austin ISD Updated July 2015

Day 2 - Choosing an Idea for a Personal Narrative Review the Expectations of the Whole Group Mini Lesson. Prior to this lesson, you will need to have a topic chosen from your prewriting lists and a Quick Write written in your teacher Writer’s Notebook. Make sure it connects with the artifacts you used in the Engage portion of this lesson. SE Focus Lesson

1. Connect to yesterday’s learning: “Yesterday we enjoyed the personal narrative, (title from yesterday’s read aloud.)” Share an anecdote from the text to help the students remember. Today you will begin planning the writing of your own personal narratives. You will review the ideas in your Writer’s Notebook and decide which idea would make an interesting personal narrative. You may want to share a small everyday happening or an important event.” Introduce students to the ‘Narrow a Topic’ anchor chart. Explain to students that good writers write about small moments in their life and these make the best stories! Instead of writing about the whole birthday party listing everything that happens, good writers write about their favorite moment of the day.

2. Share how this anchor chart can guide the students into choosing that one small moment.

3. Next model how you chose your small moment topic. Say, “You have learned it is

important to think carefully when choosing a topic. I’ll show you how I choose a topic and ‘narrow in’ on one specific small moment for my personal narrative.”

4. Say, “First, I will reread my Quick List, Heart Map and Quick Writes to remind me of some of my ideas. I am looking for a topic that is really important to me. For this personal narrative, I think I’ll write about my pets. I’ve had a few pets; and now we have a cat and a dog. Sadie is a ‘long time’ family dog, and I really love her. I have lots of different memories---too many memories for one story. Watch me as I continue through the anchor chart to narrow this big topic. I think I’ll write about our walks together. We have many walking routes. Our favorite is Zilker Park. Now, I’ll dig a little deeper, to one special walk at Zilker Park. I remember one very funny time when my dog, Sadie, jumped into a mud pit. See how I started with a big idea, then narrowed it down to one smaller memory.

5. Display the following graphic organizer:

Narrow a Topic “Zoom In” on One Moment

Choose a favorite topic. These questions may help:

• What do I especially care or know about this topic?

• Which part seems particularly interesting and exciting?

• Is there one part that keeps ‘tugging’ at me?

• What happened (exact details)?

• Why is this memory important?

Austin ISD Updated July 2015

Narrow A Topic to a Small Moment

Add these details to the graphic organizer as you model your think aloud in step 6: Pets - my dog-walks -Zilker Park-mud pit (leave the starburst part blank for now)

6. “Now, just to make sure I remember enough details, I’ll continue through the questions on the ‘Narrow a Topic ’ chart. - The exciting part is finding Sadie covered in mud. She looked so silly covered in that

gooey mess. - The ‘tugging’ part I’ll always remember is that Sadie wasn’t afraid--she loved the mud! - I see details like a movie in my mind. She rolled and jumped through that mud hole.

And she barked a happy bark. But, how unhappy she was to take a bath! I can see her covered with bubbles. I can smell the stinky odor of her wet fur. I can see the brown, grimy bath water.

- My curious puppy found herself in a big mess! I think this will be a good memory to write about because I want to share the excitement and laughter Sadie brings to our family.”

7. At the bottom of the graphic organizer (the starburst), add the detail about why this is important to you “What Sadie brings to our family”

ACTIVITY 1 Remember to review Turn and Talk expectations from the previous week. Have students work with their partners to Turn and Talk about their small moment topic say, “Writers, in a few minutes you will be choosing your own writing topic. Before you begin, turn to your partner to review the step-by-step directions on the ‘Choosing An Idea’ anchor chart.” Have the partners also share a few ideas of what they want to write about to each other. Actively monitor student pairs, clarifying instructions, checking for understanding and scaffolding as necessary. ACTIVITY 2 – Independent Writing Review your expectations for independent writing time from last week.

1. Have the students complete their own “Narrow a Topic to a Small Moment” graphic organizer independently. The graphic organizer can be found at the end of this lesson plan.

Austin ISD Updated July 2015

2. You may decide to have struggling readers/writers sit at a table with you while all of you write.

Note: Throughout all five days, the teacher will be conferring with students about their reading and writing. During these conferences, students share their thinking and writing in brief one-on-one sessions with the teacher. The teacher listens to the student explain what he has done and offers advice to help the writer. The conference log attached at the end is a sample of record-keeping for writing conferences. Peer Sharing Have students take turns reading aloud their narrow a topic graphic organizer to the small group (pair of pairs or table group). Or you may use the Inside/Outside Circle from last week. Whole Group Closure Have student volunteers name one thing that stood out to them while they were listening to their peers read aloud their graphic organizer.

Day 3 - Using a Graphic Organizer to Plan Writing SE Focus Lesson

1. Connect to yesterday’s lesson: “All of you are ready with a small moment or special memory. I can see you are eager to write your story. But, most experienced writers don’t just plunge into the writing yet. Instead, before they start, writers make a plan. Making a plan helps them decide exactly what parts to include and in what order to tell them.”

2. “Today, I want to share a plan I’ve made for a story and show you how I made it. I am excited to write a story about a time my dog fell into a mud pit.”

3. Attached to this lesson are 3 different graphic organizers to use with your students. Choose the one that best fits the needs of your students. If you use the first one with transition words, leave that part blank for now. Using transition words will be a focus lesson in Week 4.

4. Model each part of the graphic organizer explicitly. Completely fill out the graphic organizer, thinking aloud about your story.

ACTIVITY 1 Remember to review Turn and Talk expectations from the previous week. Have students work with their partners to Turn and Talk about their pre-writing and planning. “I’d like you to make a plan for your draft. Close your eyes and picture your important memory. What are the important parts---or scenes---of the experience?” “Turn and Talk: Partners, use your planner to guide your thinking. Share the 3 important events of your story.

• Event 1: How does the story begin? • Event 2: What is the most exciting part or the ‘heartbeat’? • Event 3: How does the story end?”

ACTIVITY 2 - Independent Writing Review your expectations for Independent Writing time from last week.

5. Students will now complete the pre-writing graphic organizer independently. Explain to students that writing is process that comes in stages. The stage of writing that they are in today is Pre-Writing.

6. Although they are working independently on their own stories, if they have a question or need help, they can ask their partner for help.

Austin ISD Updated July 2015

7. Hold conferences with individual students or groups of students as needed. 8. Have students put their prewriting in a Writing Folder

Peer Sharing Have students work with a different partner today to Peer Share their plans for their personal narratives. Remind students to be good listeners, and use the ‘Listening Expectations’ anchor chart to model and review these expectations. Whole Group Closure Have student volunteers name one thing that stood out to them while they were listening to their peers read aloud their writing.

Day 4 - Drafting the Personal Narrative SE Focus Lesson

1. Make a connection with yesterday’s lesson: “This is an exciting day in Writing Workshop. You have worked thoughtfully to select a small moment, and to choose and sketch and plan important events. Now it’s time to put all that good thinking and planning together and draft a personal memory for your readers to enjoy.”

2. Explain to your students that today they are ready for the second stage of writing: drafting. Say, “Before you start, let’s review the writing procedures you will always follow when drafting your writing. Today I will show you how I use the drafting procedures. I want you to watch carefully the steps I take as I prepare to write.” Teacher models. “My paper is positioned correctly with the holes on the left side. I can write on the front and the back of the paper. I’ll begin by writing my name and the date at the top, left side, of my paper. Now I’ll write the page number at the top left side of the paper. Lastly, I need to remember to skip lines.” (You don’t have to follow these specific procedures, choose what’s best for your class and for you.)

3. Create an anchor like the example below for students to refer to:

4. Explicitly model writing a draft by writing your own draft with the prewriting planner from the previous day.

5. Use this time to infuse grammar lessons with your sentences. Point out the noun, verb and adjectives you are using and why you chose them. Draw attention to where the sentence begins and where it ends and how you know this. If needed, plan on incorporating grammar mini-lessons into your writing block, or with small groups.

Writing a First Draft

Review the prewriting planner sketches and details

Make a movie in your head.

Indent the first line.

Skip Lines!

Use the senses! Write what you see, hear, feel, taste or smell.

Reread to make sure it makes sense.

Austin ISD Updated July 2015

ACTIVITY 2 - Independent Writing Today during Independent Writing, have students begin drafting their personal narrative. Hold conferences with individual students or groups of students as needed. Have students put their prewriting and drafting in a Writing Folder Peer Sharing Pair students or group them in small groups. Let students share what they have written so far in their personal narrative drafts.

Day 5 – Giving Feedback to Writers

Note: This lesson was taught briefly in Week 1. However, because peer sharing is such an important part of the Writing Workshop, we feel it is worth your time to review your expectations again for how writers give feedback to each other, this time with an emphasis on the type of feedback they give. In advance of this lesson, ask a student to be your partner so you can model what peer sharing looks like. Explain to this student privately that you will be showing the class what a ‘bad partner’ looks like, and you want this student to help you act out a bad peer sharing session. SE Focus Lesson

1. Explain that sharing time has a greater purpose than just reading what they wrote that day. When students share, listeners get to hear different ideas for writing topics. They get to hear the way other writers chose to organize their ideas and the word choices they made. The student who reads his/her writing has the opportunity to find out what effect their writing has on the listener and whether the listener understands each part of their writing. The writer has the opportunity to get feedback from listeners, while the listener has the opportunity to give valuable advice.

2. Review your ‘Expectations for Peer Sharing’ anchor chart from Week 1.

* Note: You will change the type of feedback listeners give to their peers over the course of the year, as your writers learn more about what to listen for in good writing. At the beginning of the year, a good way to build positive energy and create a safe place for writers to share is to have writers begin by saying what they like about the writing.

3. Ask a student to be your partner so you can model a peer sharing for the class. (See the note at the beginning of this lesson to decide which student to choose for this lesson.) As

Expectations for Sharing Your Writing

Take your notebook and pencil. Move quickly to your partner and find a place

to work.

Sit facing each other.

Decide who will read first and begin immediately.

If you are the listener, look at the reader and listen carefully.

The reader will read his/her writing twice.

After reading, listeners say what they like about the writing.*

Be specific when giving feedback.

Switch jobs. The listener becomes the reader and the reader now listens and

gives feedback.

Austin ISD Updated July 2015

the student reads his/her writing, pretend to be the listening partner. Show the class what not to do during a peer sharing (i.e., look around the room, wiggle around a lot, start flipping pages in your notebook, ask, “Are you done yet?”) Ask students to identify what was wrong with this example of a peer sharing.

4. Then ask a student to show the class what a good listener does during a peer sharing. Afterward, ask students to explain why each item in the ‘Expectations for Sharing Your Writing’ list is important in order for both partners to have a productive peer sharing.

5. Show some examples of specific feedback.

6. Now show some examples of non-specific feedback:

7. Ask your students what they notice about the difference between these two lists. Add to the Non-Specific Feedback chart: “Non-specific feedback doesn’t say anything. It doesn’t help the writer.”

ACTIVITY 1

8. Tell your writers that they will now practice giving specific and positive feedback. 9. Read your personal narrative draft aloud to the class, the first time so they can hear what

happens in the story. Read the draft again, this time so listeners can think about the type of feedback they will give.

10. Ask the students to Turn and Talk to their partner about the feedback they can give to you. Remind them to tell exactly what they like about the writing and why they like it.

11. You may decide to add another type of feedback: one thing they have a question about. Examples include: Why something happened in the story, What a character was thinking or feeling, What something looked like (an important object or event), etc.

Ask a few writers to share their feedback with the whole class. Be sure to redirect any comments that sound non-specific or silly.

Examples of Specific Feedback

I like the way you described your grandpa. It makes me feel like I

know him too.

I like the ending. It was different than I expected.

I like the part where you and your sister were fighting. I fight with

my brother too, so it made your story sound real to me.

Notice: These statements tell exactly what they like about the writing

and explain why they like it.

Examples of Non-Specific Feedback

I like your story. It’s good.

I like your topic. I want to write about that too.

I like the part where you fell. It made me laugh.

Notice:

Austin ISD Updated July 2015

ACTIVITY 2 Peer Sharing 12. Writers will read their own personal narrative drafts to their partners twice. 13. Listening partners will provide feedback that is specific and positive, telling exactly what

they like about the writing and why they like it. 14. If your writers are ready, have them tell one thing they have a question about. 15. Remind students that listeners do not talk while the reader reads. Listeners listen and

think. The reader needs to read loud enough and clearly for all group members to hear. All listeners are kind with their words because they know how difficult it is to share their writing.

16. Circulate around the room while writers practice your expectations for sharing. Praise students who work especially hard to meet your expectations.

Whole Group Closure After sharing, ask volunteers to share with the whole group the comments listeners gave them after they read. Add good examples of specific feedback to your chart.

Closure Activity

To end this week, show students the video “Authors Kate DiCamillo and Katherine Paterson discuss the Writing Process” and have students discuss and comment on what the authors discuss. A link to the video can be found here: https://www.youtube.com/watch?v=GprltUiL-YQ

Check for Understanding (Evaluation)

Formative: Teacher observations with Turn and Talk activities and giving specific feedback during peer sharing (Day 5). Monitor independent writing for completion and/or writing on topic. Summative: Assess the students’ understanding of the planning of the personal narrative found in the student Pre-Writing graphic organizer.

Austin ISD Updated July 2015

Narrow a Topic to a Small Moment

Austin ISD Updated July 2015

Austin ISD Updated July 2015

Austin ISD Updated July 2015

Austin ISD Updated July 2015

Personal Narrative Planner

Middle

Event 1 Event 2

Event 3 End (Personal reaction why the

memory is important)

Lead or Introduction: background information, characters, setting

Austin ISD Updated July 2015

Austin ISD Updated July 2015

__________________ Writer’s Conference Log

Date Writing Stage Genre or Topic Observations Goals

__ Prewriting

__ Drafting

__ Revising

__Editing

__ Publishing

__ Prewriting

__ Drafting

__ Revising

__Editing

__ Publishing

__ Prewriting

__ Drafting

__ Revising

__Editing

__ Publishing