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Revised: 10/6/2016

SYRACUSE CITY SCHOOL DISTRICT

Grade 05 Unit 01 Writing Unit

Personal Narrative Writing Unit

29 Instructional Days

Writing Standards: W.5.3, W.5.4, W.5.5

Language Standards:L.5.3,L.5.4,L.5.5

Unit Description:

In this unit, fifth grade students practice writing narratives about “small moments” that draw upon their life experiences. In the first half of the

unit, students develop knowledge of “What Good Writers Do” by studying the work of mentor authors and the Narrative Writing Rubric. In

addition to read aloud/think aloud lessons about mentor texts, teachers also conduct mini-lessons on topics like brainstorming, narrowing ideas,

using transitions to sequence a story, and using dialogue and precise word choice to show, not tell, the reader what is happening in the story.

Throughout the unit, students should practice “sacred writing time,” uninterrupted silent writing time, for 10-15 minutes each day. This time allows

students to practice getting their ideas on the page quickly and helps to build stamina. Students may use this time to write about self-

generated topics or respond to a prompt/topic presented by the teacher.

In the second half of the unit, students choose one of the topics from earlier in the unit to take through the entire writing process. Students plan,

draft, revise, edit, publish, and share their work. Teachers support students’ development by continuing to share examples of effective writing

from mentor text and modeling mini-lessons on how to draft, revise, and edit writing. Throughout the writing process, students have opportunities

to reflect and evaluate their own writing and collaborate with peers to receive and offer feedback on one another’s writing.

At the end of the unit, students complete a timed writing assignment which requires that they craft a narrative story in response to a provided

prompt. Student performance on the post-assessment should be compared to the pre-assessment given at the beginning of the unit, which

used the same prompt.

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WRITING STANDARDS

Writing Standards:

W.5.3 Write narratives to develop real or imagined experiences or events

using effective technique, descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a

narrator and/or characters; organize an event sequence that unfolds

naturally.

b. Use narrative techniques, such as dialogue, description and events

or show the responses of characters to situations.

c. Use a variety of transitional words, phrases, and clauses to manage

the sequence of events.

d. Use concrete words or phrases and sensory details to convey

experiences and events precisely.

e. Provide a conclusion that follows from the narrated experiences or

events.

W5.4: Produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and audience. (Grade

specific expectations for writing types are defined in standards 1-3)

a. Produce text (print or non-print) that explores a variety of cultures and

perspectives.

W.5.5: With Guidance and support from peers and adults, develop and

strengthen writing as needed by planning, revising, editing, rewriting, or trying

a new approach. (Editing for conventions should demonstrate command of

Language standards 1-3 up to and including grade 5.)

Language Standards: L.5.2

Demonstrate command of the conventions of standard English

Capitalization, punctuation, and spelling when writing.

a. Use punctuation to separate items in a series.

b. Use a comma to separate an introductory element form the

rest of the sentence.

c. Use a comma to set off the words yes and no (e.g., Yes,

thank you), to set off a tag question from the rest of the

sentences (e.g., It’s true, isn’t it?) and to indicate direct

address (e.g., Is that you, Steve?)

d. Use underlining, quotation marks, or italics to indicate titles of

works.

e. Spell grade-appropriate words correctly, consulting

references as needed.

Writing Rubric

Link to standards-based Personal Narrative Writing Rubric

Writing Assessment

Pre-Assessment: Writers respond to writing prompt and write continuously for 15 minutes.

Writing Unit Rubric will be used to score students writing.

This same prompt will be used to assess student growth at the end of this unit.

Post Assessment: Use same writing prompt and rubric to score.

Writing Prompt:

Did you ever have one plan in mind but your friends persuaded you to change it and do something their way? Peer pressure is something that we

all face. Sometimes peer pressure causes us to go against our better judgment and the result is negative. At other times, peer pressure can have a

positive effect, leading us to personal satisfaction or to achievement. Think about the times that you have been influenced by peer pressure.

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Directions for Writing

Decide on one specific incident in which you experienced peer pressure that you could share with your classmates. As you bring the episode to

mind, be sure to:

Tell your readers who was involved and where the incident happened.

Recall and describe your original plan, how you were influenced to change it, and what the results were.

Make this a “good story” with action, details, and sensory images to enable your readers to relive this experience with you.

Tell what you learned and how you feel about this incident now.

Picture Books for Mentor Text / Read Aloud Treasures Resources for Personal Narrative Writing

How to Write Your Life Story by Ralph Fletcher

Marshfield Dreams; When I Was A Kid by Ralph Fletcher

Show; Don't Tell: Secrets of Writing by Josephine Nobisso

Of Thee I Sing by Barack Obama

All the Places to Love by Patricia MacLachlan

Owl Moon by Jane Yolen

Cloudy with a Chance of Meatballs by Judi & Ron Barrett

Amelia's Notebook by Marissa Moss

Everything to Spend the Night by Ann Whitford Paul

Alexander’s No Good,Very Bad Day by Judith Viorst

Boy's Life by Robert McCammon

Teacher Resource book pg. 43

Features of a Personal Narrative p. 164

Treasures Unit I Writing Personal Narrative pages 131a-h

Writer’s Checklist for Personal Narrative

Writing Transparencies 1-10 for Personal Narrative

Unit 1Week 1 pg. 31a-b.; pgs. 57a-b U1W2;

Writing Transparency #1 Focus on a Single Moment

Teacher Resource book: Sample of Developing One Theme p. 181

Grade 5 Unit 1 Teacher’s Manual pg. 131B

Teacher’s Resource book pg. 193 Adding Details to Text

Teacher Resource book pg. 188-189

Teacher Resource book pg. 193 Adding Details to Text

Unit 1 Week 4 pgs. 93a-b

Teacher’s Resource book pg. 191 Showing Emotions

Teacher Resource book p. 197 Strong Introductions

Teacher resource book p. 201 Introductions/Conclusions

Teacher’s Resource Book pg. 193 Adding details to text

Teacher Resource book: Strong Words, Transition Words & Phrases pgs.

202 and 206.

Big Ideas Essential Questions

Writers compose narratives from an experience or event which

can be crafted as real or imagined.

Writers use technique, details, and sequences to effectively

communicate a story.

Writers use grade-level appropriate conventions of standard

English.

How do good writers tell about real experiences and events to

entertain readers?

o Good writers focus their ideas on “small episodes” that they can

fully develop for the reader.

o Good writers use dialogue and precise language to develop the

plot and create a vivid picture for the reader.

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o Good writers vary their sentence length and structure, and use

different transitions to organize their story in a logical way.

Vocabulary Anchor Charts

Ideas: the main message;

Organization: the internal structure of the piece;

Voice: the personal tone and flavor of the author's message;

Word Choice: the vocabulary a writer chooses to convey

meaning;

Sentence Fluency: the rhythm and flow of the language;

Conventions: the mechanical correctness; and

Presentation: how the writing actually looks on the page.

6+1 Traits of Writing Charts

Narrative Text Structure: Plot

Transition Words

Standard/

Outcome

Teaching Points

(Lesson Objectives) Checks for Understanding Scaffolds & Supports Instructional Resources & Tools

Pre -

Assessment

Writers will participate in pre

assessment writing prompt.

Students plan and write for

30 minutes in response to the

pre-assessment prompt.

Personal Narrative Writing

Rubric

Additional Personal Narrative

Prompts for use throughout the

unit for homework, warm-up,

timed writing practice, or for

journaling / sacred writing time.

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Standard/

Outcome

Teaching Points

(Lesson Objectives) Checks for Understanding Scaffolds & Supports Instructional Resources & Tools

Generating /

Brainstorm

1.1 Writers identify the

qualities and characteristics

of strong narrative writing

by studying the works of

mentor authors and/or

other students.

Student partner read the

entire Personal Narrative

Writing Rubric and identify 3

points from the rubric that

were exhibited in a mentor

text. Share out with

group/team.

Questions Good Writers Ask:

What do I like about this

text?

What trait (or writer’s craft)

drew me in as a reader?

Interventions:

Mentor Text: “Statue” (or

other chapter) from

Marshfield Dreams: When I

Was A Kid by Ralph

Fletcher

Treasures Writing

Transparencies 1-10 for

Personal Narrative

Teaching Narrative Writing

Demonstration lessons and resources

Mentor Texts, pg. 21-35 - sample

student personal narratives

about important people/places

in their lives. In English &

Spanish!

Ralph Fletcher on Using Mentor

Texts to Teach Writing (podcast)

Student Narrative Checklist

Treasures Resources:

Teacher Resource book pg. 43

Features of a Personal Narrative

p. 164

1.2 Writers focus their writing

by distinguishing between a

small episode and a big

topic when brainstorming

about ideas or experiences

they might write about.

Use T-chart graphic organizer

to identify Watermelon (Big

Event/Topic) and Seed

(Small Episode) Ideas.

Interventions:

Students brainstorm writing

ideas with a partner and

work to narrow “big ideas”

into ideas about single

events, taking turns sharing

out and evaluating

ideas. They might ask, “Is

this a topic, or watermelon

idea, with many seeds –

events, people, or places?”

OR “Is this a seed idea? Is it

about one small event or

specific person or place?”

Extensions:

Idea Web (Big idea/topic

to smaller topics and

episodes)

“The 6+1 Traits of Writing” by

Ruth Culham Seed & Watermelon Game - A

big topic is a “watermelon,” but

a small episode can be called

a “seed.” (Ex: “My dog, Buster”

vs “The first time I saw Buster at

the pound…”)

Three-Column Chart Identify

three different big

“watermelon” topics about

which students can brainstorm

“seed” ideas

Treasures Resources: Treasures

U1W1 pg. 31a-b.; pgs. 57a-b

U1W2;

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Standard/

Outcome

Teaching Points

(Lesson Objectives) Checks for Understanding Scaffolds & Supports Instructional Resources & Tools

Generating /

Brainstorm

Generating /

Brainstorm

Treasures Writing Transparency

#1 Focus on a Single Moment

1.3a Writers generate topics

and get their thoughts

down on paper in order to

reflect on their writing and

decide if they have

enough to write an

interesting, detailed story

about the topic.

Write about a special

person by remembering

one special event or time

with that person.

Completed planning

graphic organizer (box and

bullet chart or Idea Web)

Student Writing: Students

should choose one seed

idea to write about for at

least 10 minutes,

uninterrupted.

Interventions:

Students generate a list of

possible special people

before they generate

ideas:

o Parent (s)

o Godparent (s)

o Aunts and Uncles

o Cousin

o Friend

o Neighbor

o Grandparent(s)

o Teacher

o Coach

o Tutor

Students use a simplified

idea web to brainstorm

seed ideas about a single

special person.

Students use box and bullet

chart or Idea Web to brainstorm

special people and events with

that person.

Treasures Resources: Treasures

Teacher Resource book:

Sample of Developing One

Theme p. 181

Special Time With a Special

Person

1.3b Writers generate topics

and get their thoughts

down on paper in order to

reflect on their writing and

decide if they have

enough to write an

interesting, detailed story

about the topic.

Write about a time when

you felt a very strong

emotion, like fear, anger,

sadness, or joy.

Completed planning

graphic organizer (box and

bullet chart or idea web)

Student writing (Students

should choose one seed

idea -person and event- to

write about for at least 10

minutes, uninterrupted.)

Interventions:

Students may need to

generate a list of possible

emotions before they

generate ideas:

o Excitement

o Fear

o Sadness

o Frustration

o Anger

o Embarrassment

o Joy

o Surprise

Students use a simplified

idea web to brainstorm

Teachers read aloud mentor

text to model examples of

personal narratives that show a

time when someone felts a

strong emotion. Suggested

texts:

When Sophie Gets Angry --

Really, Really Angry . . .by

Molly Bang

Alexander’s No Good, Very

Bad Day by Judith Viorst

Students use box and bullet

chart or Idea Web to brainstorm

special people and events with

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Standard/

Outcome

Teaching Points

(Lesson Objectives) Checks for Understanding Scaffolds & Supports Instructional Resources & Tools

seed ideas about a single

special person.

that person.

Planning &

Drafting

1.4 Writers plan to write

about an event or topic by

creating a time line of

events within the story.

(Students should choose

one of the “seed ideas”

they brainstormed in

teaching points

1.2,1.3a,1.3b.)

Completed Story Timeline or

Story Mountain graphic

organizer.

Questions Good Writers Ask:

“What happened first, next,

then, and last?”

Intervention:

Draw It Out Students can

sketch out main events in

the story (BME) to prepare to

complete the Story Timeline

graphic organizer.

Extension:

Roller Coaster Ride planning

graphic organizer (allows for

more events/planning)

Narrative Text Structure: Plot

anchor chart

Story Timeline graphic organizer

(pdf)

Story Mountain (pdf)

Learn Zillion: Organizing a

Personal Narrative

1.5 Writers consider word

choice when writing in

order to help show, rather

than tell, what is happening

in the story.

Exit Ticket:

Rewrite the following telling

sentences to make them

showing sentences.

She was sad when she lost

her dog.

The cake was delicious.

Intervention:

Caught in Moment mini-

lesson

Extension

Creating Showing Riddles

Choose one of the following

telling sentences to rewrite

into a showing paragraph.

o The garden was beautiful.

o It was a stormy night.

o It was an exciting day.

Word Choice Lessons &

Resources, including

suggestions for Mentor Texts

Show, Don't Tell mini-lesson

Show Don’t Tell: Secrets of

Writing by Josephine Nobissos

Show, Don’t Tell, Secrets of

Writing graphic organizer

Treasures Resources: Treasures

Unit 1Week 3 , pgs. 71a-f.

1.6 Writers “show, not tell”

about events and

characters in their story by

using thoughts and

dialogue to show what is

Interventions:

Quotation Marks anchor

chart / reference guide

Extensions:

Lesson Plan –using dialogue to

develop characters &

brainstorming ideas for writing

using “The Author on My Street”

by Lisa Broadie Cook

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Standard/

Outcome

Teaching Points

(Lesson Objectives) Checks for Understanding Scaffolds & Supports Instructional Resources & Tools

Planning &

Drafting

Planning &

Drafting

happening. Something is missing! Write a

“scene” between two

characters that depicts a

conversation in which they

discuss a missing item. Use

the dialogue to develop the

characters and hint at

what’s missing. By end, the

reader should be able to

give details about the

characters and identify the

mystery missing object.

Rules of Dialogue

Planning Dialogue Worksheet

Treasures Resources: Treasures

Teacher’s Resource book pg.

193 Adding Details to Text

1.7 Writers “show, not tell

about events and

characters by using

descriptive, sensory details

to show what is happening.

Interventions:

Using Sensory Details

graphic organizer

Treasures Teacher Resource

book pg. 188-189; pg. 193

Adding Details to Text

Recommended Mentor Text:

“The Funeral.” Marshfield

Dreams; When I Was A Kid by

Ralph Fletcher

Use Detailed Descriptions in

Personal Narratives Learnzillion

Showing Relevant Details Lesson

1.8 Writers use a variety of

transitional words, phrases,

and clauses to organize the

events in their story for the

reader.

Students identify areas

where they used/added

transition words with post-it

flags or by circling with a

colored pencil.

Interventions:

Transition Words List (by use)

Draft Using a Narrative Plan &

Transition Words Learnzillion

Transition Words anchor chart

1.9 Writers draft their

narrative by referring to

their plans (graphic

organizer) and getting their

ideas down on the page.

Student draft – compare

with planning and offer

feedback to students based

on how well they used their

plan to draft their narrative.

Narrative Text Structure: Plot

anchor chart

Treasures Resources: Treasures

pg. 131B

Revising

1.10 Writers revise narratives

to replace bland telling

words and statements with

vivid showing words and

statements by evaluating

their word choice and using

precise verbs and

Students highlight at least

one “telling” sentence that

they revised with verbs and

adjectives that better

“show” the reader what is

happening.

Interventions:

Practice replacing vague

vocabulary with precise

language

Self-Reflection of Rough Draft.

Show Don’t Tell

Revising Writing to Show Not Tell

Learnzillion Video

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Standard/

Outcome

Teaching Points

(Lesson Objectives) Checks for Understanding Scaffolds & Supports Instructional Resources & Tools

Revising

adjectives whenever

possible.

Word-Choice Post-Its – Self

Evaluation

Treasures Resources:

Treasures Unit 1

Week 4, pgs. 93a-b

Treasures Teacher’s Resource

book pg. 191 Showing

Emotions

1.11 Writers create strong

openings for narratives by

starting with a detailed

statement to paint the

story’s backdrop in the

mind, diving into the action,

or dialogue, or inner-

thinking.

Students create 2-3 different

leads as openers and

practice reading each one

to see which lead fits best

with their narrative:

1. Setting

2. Action

3. Dialogue

Students choose one that

they will use for their personal

narrative.

Interventions:

Students review different

hooks with teacher and

identify one that best fits

with the style and structure

of their narrative. Students

focus on crafting one solid

opening paragraph using

that style of hook.

Extensions:

Novel Openings handout - 23

interesting sentences from

real novels for students to

read and discuss

"Little Red Riding Hooks"

Handout -eight techniques to

create attention grabbing

introductions

Fishing for Readers: Identifying

& Writing Effective Opening

Hooks lesson plan & resources

Treasures Resources:

Treasures Teacher Resource

book p. 197 Strong Introductions

1.12 Writers create strong

ending/conclusion for

narrative by rereading draft

and marking places that

seem especially important.

Students will reread draft

and mark places that seem

especially

important. Students draft

new conclusion that relates

to these “most important”

parts of their story.

Questions Good Writers Ask:

When writing a conclusion-

What is the most important

message I have conveyed?

What does this say about me

(or the person/event)?

Extensions:

Going Beyond: And They All

Lived Happily Ever After

In Conclusions: Tips to Create a

Memorable Ending to Your

Essay

Treasures Resources:

Treasures Teacher resource

book p. 201 Introductions/

Conclusions

1.13 Writers improve their

writing by sharing their

writing with others and

getting feedback about

Students use Organization

Post-Its and Idea

Development Post-Its to work

with partners to identify

Questions Good Writers Ask:

What is missing?

Would adding dialogue/inner

Teaching Group/Peer Revisions

Lesson & Group/Peer Revision

Guidelines, p. 49-52

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Standard/

Outcome

Teaching Points

(Lesson Objectives) Checks for Understanding Scaffolds & Supports Instructional Resources & Tools

Revising

sections that are distracting

or that may need more

elaboration.

places in writing that need

elaboration.

thinking/action/setting/

details help make this part

more interesting or easy to

understand for the reader?

Are there any parts that

distract from my story that I

can take out?

Intervention:

Treasures Teacher Resource

book: Strong Words, Transition

Words & Phrases pgs. 202

and 206.

Peer Critique Protocol -

EngageNY

Add Details About Characters

in Narrative Writing Learnzillion

Adding Dialogue to Personal

Narrative Learnzillion

1.14 Writers make their

writing interesting by

varying the length and

beginning of each

sentence.

Students work individually or

with partners to use

Sentence Fluency Post-Its to

identify ways to improve

fluency throughout their

story.

Intervention:

Targeted practice of

sentence fluency skills

Teaching Sentence Fluency –

Lessons, resources, and

suggested mentor texts

Editing &

Publishing

1.15 Writers edit drafts

looking for correct

capitalization, punctuation,

and spelling

Students complete Self/Peer

Editing Checklist and

identify areas (citing

paragraph/line numbers on

checklist or using post-it flags

on hard copy of draft) where

they edited for correct

capitalization, punctuation

or spelling.

Intervention:

Mini Lesson on punctuation,

commas, spelling.

Detailed Editing Checklist

w/Examples of Correct

Usage

Intervention/Extention:

Community of Editors Lesson

and resources for having

students support one

another in editing

Teaching Conventions – Using

Commas & Punctuating

Dialogue lessons with mentor

text suggestions

Self/Peer Editing Checklist

High Frequency Bookmark

1.16 Writers prepare their

writing for publication by

inviting other writers to read

and edit their piece for

errors in capitalization,

punctuation, and spelling.

Students work as partners to

identify places in writing that

need elaboration.

Students

Self/Peer Editing Checklist

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Standard/

Outcome

Teaching Points

(Lesson Objectives) Checks for Understanding Scaffolds & Supports Instructional Resources & Tools

Editing &

Publishing

1.17 Writers polish and

recopy final drafts

Final drafts of student writing

should be evaluated with

the Personal Narrative

Writing Unit Rubric.

1.18 Writers share their

published work with others.

Students with longer pieces

may identify a particular section

of their writing to practice and

share.

Author’s Chair

Writing Gallery

Author’s Tea/Celebration

Post

Assessment

Post Assessment:

Writers respond to post-

assessment writing prompt,

writing continuously for 20 -

30 minutes.

Students respond to Post

Assessment Prompt and are

graded based on the

Personal Narrative Writing

Unit Rubric.

Graphic Organizer or planning

sheet

Grade 5 Suggested Unit 1 Writing Pacing Guide

This Writing unit is designed to allow teachers to choose picture books or shorter texts to use throughout the first half of the unit to model mentor texts and teach writing mini-lessons. In the second half of the unit, students take an idea through all the steps of the writing process. Teachers continue to teach skills-based mini-lessons and students have opportunities to work independently and with peers to revise and edit their writing.

Days 1-5

Pre-Assessment: On-Demand Writing Prompt

1.1 Studying Mentor Texts: Understanding Qualities and Characteristics of Good Narrative Writing & Unpacking the Unit Rubric

1.1 Studying Mentor Texts: Understanding Qualities and Characteristics of Good Narrative Writing & Unpacking the Unit Rubric

1.1 Studying Mentor Texts: Understanding Qualities and Characteristics of Good Narrative Writing & Unpacking the Unit Rubric

1.2 Focusing on a “Small Episode” – Seed vs. Watermelon

Days 6-10

1.3a Brainstorming “Small Episodes” About A Special Time with a Special Person

1.3b Brainstorming “Small Episodes” About a Time You Felt a Strong Emotion

1.4 Planning to Write 1.5 Using Word Choice to “Show, Not Tell”

1.6 Using Character Thoughts and Dialogue to “Show, Not Tell”

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Days 11-15

1.7 Using Sensory Details to “Show, Not Tell”

1.8 Transition Words 1.9 Writing a First Draft 1.9 Writing a First Draft 1.10 Revising – Showing vs. Telling

Days 16-20

1.11 Hooking the Reader

1.11 Crafting/Revising My Opening

1.12 Effective Conclusions 1.12 Crafting/Revising My Conclusion

1.13 Peer Revisions/Critique

Days 21-25

1.13 Peer Revisions/Critique

1.14 Sentence Fluency 1.15 Learning to Edit 1.15 Self-Editing Writing 1.16 Peer Editing

Days 26-29

1.17 Final Draft 1.17 Final Draft Post Assessment: Repeat On-Demand Writing Prompt

1.18 Author Celebration End of Unit