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1.  Title:  Name the stage and give lesson number
2.  Name the skill
3.  Describe teacher modeling
4. List students actions

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Brainstorming
Teacher:  Defines personal narratives, lists 4-6 ideas of from her own life
Students: Think about events or experiences to share. Share a few with the class. List ideas in their writer's notebooks. Star 1-2 favorites.

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Visually and orally planning stories
Teacher:  Models closing her eyes and picturing her story in her mind.
Students: Picture their stories in their mind. Then tell a neighbor their story aloud. Students continue writing their story from yesterday or can start a new one.

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Elements of Personal Narrative

Teacher: Models important elements of a personal narrative such as characters, settings, events, and personal reaction.

Students: Engage with one another about their narrative and share with the class.

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Using the personal narrative elements chart to plan.
Teacher: models what to put in each section of the chart.
Students: Fill out personal narrative chart.

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Skill: Using a personal narrative chart to write a story.
Teacher Model: Brings chart up from the day before. Tells the students the steps for using the chart. Models how to use the ideas from the chart to write the story.
Students Action: They maintain engaged by repeating the steps back to the teacher. Then they use their own chart to do their writing.

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Stage: Revising
Skill: Strengthen writing by revising and editing ones work
Teaching Model: Teacher reads aloud and shows where writers have wondered off topic. After this they edit as a class.
Students Actions: Shares with a writing partner their pieces, and checks to make sure they are both on topic.

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Zooming In
Skill: The ability to focus their writing by looking at the most important part and adding/deleting details to describe actions, thoughts, or feelings.
Teaching Model: Read two prewritten versions of a personal narrative. The first version does not include details. The teacher notes one event in the story which the author can focus on. Then, she reads the second version of the narrative with the included details focusing on one important event. She asks the class to compare the versions.
Students actions: For guided practice they will read their narratives to a partner and see if they focused on the most important part of their story. For independent practice, the students will actually revise their writing to focus on the important topic they selected.

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Revision
Skill: focus on a topic and strengthen revision by revising and editing
Teacher: Models by reading her narrative to the students and explains what she can change or add to make the narrative more detailed.
Students: Using the skills they just learned in order to revise the photocopied writing piece using a blue revision pen.

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Revising
Skill:  Adding details
Model how to find sensory details in mentor texts like Owl Moon.
Students:  Share a detail they heard from a selected section that was read aloud by the teacher
Add sensory details to their own writing.

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Editing
Skill:  Using capitalization for proper nouns
Use mentor texts to show how authors capitalize proper nouns.
Use a chart to categorize these nouns into names of holidays, geographic places, and product names

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Revising
Skill:  Creating a strong ending
Teacher: Models creating a strong ending by sharing a moral or lesson

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Revising
Skill:  Creating a strong ending
Teacher: Models Zooming In with mentor text: Coming on Home Soon

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Introducing tell a story words

Teacher: Re-read book Luke Goes to Bat, and have the students listen to the different words the author uses instead of "and then". Create a word chart as a class adding the new words.

Students: Will be adding tell a story words to their writing and then share with each other.

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Transitional words to use instead of ‘then.’
Teacher: shows old student example, and prompts class to revise  and add unique transition words
Student: Looking for the word "then" in their own work and switch it out.

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Skill: Editing your paper for grammatical errors
Teacher Model: Tells the students all of the errors to be looking out for. Models how to edit by using a prompt.
Students Action: First they edit the prompt given to them by the teacher with their neighbor. Then they edit their own narrative.

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Stage: Editing
Skill: Demonstrate proper use of capitalization
Teacher Model: Teacher reads aloud a narrative while accurately demonstrating editing capitalization.
Students Action: Students pick one page of their writing to go over with a writing partner.

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Skill: Learn and identify spelling patterns, and consult reference materials as needed to correct spelling errors.
Teacher Model: Read student model aloud and fix grammatical errors together; explaining the reasoning behind its spelling.
Student actions: Continue looking over writing samples, correcting spelling errors as they go. As well as working on their personal narrative, checking spelling and other grammatical issues.

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Publishing
Skill: Sharing their work with their peers
Teacher: Everyone comes to the carpet and opens the book to the page they marked with a sticky note, and they will share what is special to them.
Student: Shares their entire personal narrative to the group while enjoying juice.