Writing Mini Lesson: Third Grade

Materials: Fireflies by Julie Brickenloe, large piece of paper, markers

CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.W.3.3: Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
Objective: Students will be able to define and identify key elements in a story.
Yesterday in class, we read the story Fireflies by Julie Brickenloe. Turn and talk to a
partner to refresh their memory about the story. Have students turn and talk. They should be
able to summarize fairly accurately because it is a well-known story. Bring the students attention
back to the front and call on a student to share their summary. Now that we remember all about
the story, were going to take a closer look at it. What makes Fireflies a story? Who can tell me
what makes up a story? Students will discuss and form complete definitions of specific story
elements such as characters, setting, plot, etc. The goal for this activity is so students become
more familiar with common elements of a story and comfortable enough to use these to create
their own narrative. Now that we know what were looking for, who can tell me any of these
elements? Call on various students to fill in the other side of the chart with examples from
Fireflies. Have the children demonstrate what they learned about story elements by writing a
short story in their journals containing each of the key terms defined on the white paper. The
story should have one or more easily identifiable characters, an obvious setting, and a plot with a
clear problem and solution. Also, key words should be used to describe time, and some sort of
change with the characters, setting, or actions. Refer back to the chart made about the mentor

text Fireflies if they have any trouble remembering certain definitions or examples. Remind the
students they must write as much as they can and try to incorporate dialogue as previously
mentioned in class. Be sure to tell the students that this is an individual assignment so talking
should be minimal. Dismiss the children back to their seats in the previous groups to keep them
orderly.