Jamie Williams

1st grade writing

50 minutes
Day 1 of Day 5 for writers workshop
Writing a Fictional Narrative
Objectives: W.1.3 Write narratives in which (students) 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. 1.4: With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
Introduction: Day 1 Brainstorm/Prewrite
Step 1: Teacher will read aloud the fable, The Luckiest Leprechaun by Justine
Korman. Students will respond to comprehension questions about the book recalling
the main character, setting, sequence of the story along with the plot and solution
as it is read. Student then will be able to an AR quiz on the book at the computers or
iPad to earn points towards their reading goal set up previous in the year.
Step 2: Mini- lesson: Teacher will introduce story planning as a whole group using a
story planning graphic organizer. Teacher and students review the following
components: characters, setting, events, problem/solutions. Also discuss that
stories have a beginning, middle, and an ending. See example of graphic organizer
Step 3: Teacher will brainstorm with the students on a chart paper what are some
descriptions of a character on how they might look and how they might act. The
teacher will record the students responses on a chart paper using a T-chart.
Step 4: The teacher and students will record together the name of their character,
looks like, the size of their character, and describing words of their clothes they are
wearing.
Step 5: The teacher and students will record together the setting of the story,
describe how the setting looks, and when the story takes place.
Step 6: Students will work in small groups to finish completing the graphic
organizer.
Step 7: Students will share with a partner their graphic organizer about their
character and setting.
Closing: Teacher will choose two students to share their graphic organizers in the
authors chair. Students will be able to identify others characters and settings.
Teacher will review with students the different components of a fictional narrative:
characters, setting, events, problem/solutions. Also discuss that stories have a
beginning, middle, and an ending.
See graphic organizer below
Materials:
The book, The Luckiest Leprechaun by Justine Korman
1 copy per student story planning graphic organizer
Writing materials
Computer
Chart paper
Writing tools

Day 2: Drafting
Step 1: Mini- lesson: Teacher will review story planning as a whole group using a
story planning graphic organizer from Day 1. Teacher will go back to the book, The
Luckiest Leprechaun by Justine Korman, model how to find the setting and
characters in the pages from the book. Next the teacher will model how to find the
events in the book. Teacher and students review the following components:
characters, setting, events, problem/solutions. Teacher will target the skill of finding
a character and setting on chart paper or projector with your own writing. Remind
students to try this in their writing.
Step 2: Teacher will brainstorm with the students on a chart paper what are some
descriptions of one or more events when working on organization, but a good start
for writing is to plan three different events for the character. After pointing out the
three events briefly discuss them. The teacher will record the students responses
on a chart paper using a T-chart.
Step 3: The teacher and students will record together on the graphic organizer three
events that will happen in their fictional narrative.
Step 4: Students will work in small groups to finish completing the graphic
organizer. Students will write down in the graphic organizer the three events that
will take place in their story. Students will record a beginning, middle, and end to
the story.
Step 5: Students will share with a partner their graphic organizer about their three
events of the fictional narrative.
Closing: Teacher will choose two students to share their graphic organizers in the
authors chair. Students will be able to identify others characters, setting, and
events in the story. Teacher will review with students the different components of a
fictional narrative: characters, setting, events, problem/solutions. Also discuss that
stories have a beginning, middle, and an ending.
See graphic organizer below
Day 3: Continuing Drafting
Step 1: Mini- lesson: Teacher will review story planning as a whole group using a
story planning graphic organizer from Day 1. Teacher and students will think of
some significant problems, issues, or adventures that we can use in our pretend
stories. Teacher and students will brainstorm some ideas and add them to a
Problem/Solution chart.
Step 2: The teacher and students will record together on the graphic organizer the
problem/solution that will happen in their made up stories.
Step 3: Students will work in small groups to finish completing the graphic
organizer. Students will record a problem in the story and a solution. See student
example
Step 4: Students will use their graphic organizers to start their writing on a clean
piece of paper by organizing the different steps into their story.
Step 5: Teacher will be calling two students to a small group to conference on their
writing. Teacher will focus on revising their work as it is in the process. Teacher is
conferencing with the students to see if they included the previous parts in their
story beginning with the sequence of events along with problem and solution.
Closing: Teacher will choose two students to share their rough draft of their story in
the authors chair. Students will be able to identify others characters, setting,
events, problem and solution in the story. Teacher will review with students the
different components of a fictional narrative: characters, setting, events,
problem/solutions.

See graphic organizer below

Day 4: Revise
Step 1: Mini-lesson: Teacher will use a students work that needs a more fully-
developed solution. With the students permission, share their work on the
promethium board. Students are able to give feedback with suggestions for a
solution to solve the problem completely. Record the results on a Problem/Solution
chart that is displayed in the classroom to serve as a reference for future fiction
writing.
Step 2: Students are working independently on their fiction story.
Step 3: Students then may use the paper, Two Stars and a Wish to revise with their
neighbor (if not in a conferencing group with the teacher). Students will decide who
will read their story first, the other student will listen. The second student will state
two stars (positive statement about the other students paper such as I liked the
part _______, Your story has_______) then finish off the revision by stating a wish I
wish you would add more detail to_____, I wish the story had_____ to help me better
understand it.)
Step 4: Students will repeat Step 3 changing roles.
Step 5: Students then will use the editing tool to check their work or their peers
work before publishing. See I Edit My Writing Checklist:
Closing: Teacher will choose two students to share their rough draft of their story in
the authors chair. Students will share the response from their partner of two stars
and a wish.
Day 5: Editing
Step 1: Mini-lesson: Teacher will use a students work with permission on how to edit
their paper using the skill of correct punctuation marks and capital letters. Teacher
will model how to use two different pen colors to check these skills. A green
marker/crayon will be used to circle the letter that needs to be capitalized along
with three lines underneath the letter. Teacher will chant: Green means Go! Then
using a red marker/crayon circle the correct punctuation mark at the end of a
sentence. Teacher will chant: Red means STOP!
Step 2: Students then will partner up with a neighbor using their own story, a green
and red marker to help edit their papers. Student will then use the sheet: I Edit My
Writing checklist to make sure they have used all the components on the page.
Step 3: Students then can fix their mistakes or check and see if their writing is ready
to be published.
Closing: Teacher will continue conferencing with students on their editing skills.
See student sample below
Day 6: Publish
Step 1: Mini-lesson: Teacher will model the process to publish a story. Teacher will
lay out the pages of our story in sequential order. Several examples of publication
are displayed for students to see.
Step 2: Students may then collaborate which publish they might choose.
Step 3: Students then may recopy their work from journals onto template pages.
The goal is to have the book written so it is easily readable with uniform letter
shapes and spaces. Teacher can walk students through this process but let them be
independent. They copy the rough draft from their journal that was edited together.
Closing: Students will share their completed story with the class. Students will pick a
cheer or chant for the author as a celebration in completing their story.

See template and example below