Stage 1- Desired Results
Transfer:
Students will be able to independently use their learning to…
  1. Demonstrate independence in reading complex texts, and writing and speaking about them.
  2. Build a strong base of knowledge through content rich texts.
  3. Obtain, synthesize, and report findings clearly and effectively in response to task and purpose.
  4. Construct viable arguments and critique the reasoning of others.
  5. Read, write, and speak grounded in evidence.
  6. Use technology and digital media strategically and capably.
  7. Come to understand other perspectives and cultures through reading, listening, and collaborations.
Standards:
  • 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.
  • W.1.5-With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details strengthen writing as needed.
  • W.1.6 -With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • L.1.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • L.1.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • L.1.5-With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
  • L.K.2.a-Capitalize the first word in a sentence and the pronoun I.
Essential Questions

Overarching:
  • What inspires authors?

Topical:
  • How do author gather their ideas for stories?
  • How do writers collaborate and communicate about their work?
  • How can authors convey images, emotions, ideas, and their stories?
Big Ideas
Becoming a Writing Community

Enduring Understandings

Overarching:
  • Authors gather inspiration by their experiences in the world around them.

Topical:
  • Authors reflect on their most meaningful and memorable experiences and relationships.
  • Authors share their writing, listen and learn from other writers.
  • Authors convey their ideas through descriptive details and word choice.
Students will know…
  • elements of a personal narrative.
  • strategies for generating ideas for writing.
  • organization of a personal narrative.
  • the writing process including generating ideas, drafting, editing and revising.
  • strategies for drafting, editing and revising.
  • Routines and procedures for writer’s workshop, editing, revising, and publishing.
Students will be skilled at …
  • Writing a personal narrative that uses strategies for organization and word choice.
  • Generating list of ideas for writing.
  • Organizing their personal narrative using appropriate sequence.
  • Incorporating their personal reaction, the “inside story”
  • Engaging in the writing community through collaboration and communication with their peers.
  • Demonstrating expertise and knowledge of personal narrative and the writing community by sharing with their peers.
  • Modeling for peers effective routines.
  • Rereading and doing some revising to clarify meaning
  • Rereading and editing their own writing.
Stage 2- Assessment Evidence
Performance Tasks: Students will revise, edit, and publish one of the drafts from their writing folder.

Formative:
  • Students are able to generate lists of ideas for writing.
  • Students are able to generate drafts of stories.
  • Conference log and notes

Summative: Final piece of writing serves as summative.

Student Self-Assessment: After celebrating and completing their first writing piece for the year, ask student to identify their strengths and areas of need. Ask students to set goals for the year for writing. Keep the goal setting sheets to revisit and update through the school year.
Stage 3- Learning Plan
In first grade the personal narrative text type is referred to as “Small Moments” (from Small Moments: Personal Narrative Writing by Lucy Calkins and Abby Oxenhorn). The lessons in Personal Narrative have been organized in two parts. Lessons 1-18are an introduction to small moments and Lessons 19-34 focus on mechanics(conventions) and revision. The mechanics lessons can and should be retaught as needed throughout the year.

The goal for narrative writing is to recount several appropriately sequenced events, include some details regarding what happened, use words to signal event order, and provide some sense of closure. Students will revise, edit, and publish a Small Moment. At the end of the unit there is a celebration. You, as the teacher,can determine the format of the final product as well as the celebration. Celebrations need not be elaborate, but are a very important part of the writing process.


NOTE REGARDING WRITING PARTNERSHIPS: We recommend that you create writer partners for students and change them throughout the year. We have found that assigning a partner for each unit is helpful for the students to work cooperatively to develop and enhance one another’s writing. This is avery helpful management tool in addition to being valuable for the students.

Note: Students should be in the habit of bringing their writing folders to the meeting area when it is time for the minilesson. As the year progresses, sometimes they will also need to bring a pencil or a special editing and revision pen. [TIP: Have students sit on their folders.]

Note: At the end of Part 1 of this unit (after Lesson 18), do not send all of the children’s writing home. They will need writing pieces at the beginning of Part 2 (Lessons 19-34).

Lesson 1: Understanding a Small Moment
Lesson 2: Discovering One Small Moment
Lesson 3: Adding Words to a Small Moment
Lesson 4: Brainstorming Ideas
Lesson 5: Establishing Writing Partners
Lesson 6: Oral Planning and Stretching Across Pages
Lesson 7: Sketching Instead of Drawing
Lesson 8: Small Moment Checklist
Lesson 9: Planning Details
Lesson 10: Inside vs. Outside Story 1
Lesson 11: Inside vs. Outside Story 2
Lesson 12: Telling Your Story Across Your Fingers
Lesson 13: Introducing Tell-A-Story Words
Lesson 14: Using Tell-A-Story Words
Lesson 15: Story Endings
Lesson 16: Preparing forPublication
Lesson 17: Celebrating Small Moments
Lesson 18: Introduction to Mechanics
Lesson 19: Introduction to Readable Writing
Lesson 20: Revisiting Complete Sentences
Lesson 21: Reread and touch each word (optional)
Lesson 22: Reread to Add Carets & MissingWords
Lesson 23: Why do we use punctuation?
Lesson 24: Capitalizing Proper Nouns:Names and Places
Lesson 25: Using Periods
Lesson 26: Exclamation Points
Lesson 27: WordSplashes
Lesson 28: Descriptive Language: Vigorous Verbs
Lesson 29: Revising with a Partner
Lesson 30: Strong Endings
Lesson 31: Using an Editing Checklist
Lesson 32: Celebrating as Authors

Full Lessons:
Resources
Digital:
To incorporate the Standard W.1.6, to "use a variety of digital tools to produce and publish writing," throughout the year you may choose to:
  • Take digital photographs of shared experiences.
    • Create a PowerPoint of writing with voice recordings.
    • Use story-making applications from iPads or other tablets.
    • Type final projects.
    • Share writing over school announcement system.
    • Have students project the written pieces using a document camera.

Examples of Student Work: