Week 1/2 Narrative Writing- Unusual Pet or Field Trip

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Day 1: Review narrative writing/Unusual Pet

W.3.3a Establish a situation and introduce a narrator and/or characters organize an event
sequence that unfolds naturally.
Whole class discussion
What is the purpose of narrative writing?
Is it real or fake?
Share a short example of a narrative piece
What did you notice?
How does it compare to other forms of writing?
Gather students on the carpet
Ask them to ttyp about a pet they currently have or would like to have
Write down the students animals after they share them out on the chart paper
Quiz-Quiz-Pass activity
Gather back on the carpet
What is an unusual pet to have?
What makes this pet unusual?
Read mentor text
Can I Keep Him? by Stephen Kellogg
Have students think of an unusual pet they want to write about
In table groups have them talk about
Where/how they would get the pet
What would they do with it
Would it cause any problems
Complete an exit slip
Write down your unusual animal and put it in the parking lot
Day 2: Unusual Pet Prewriting/GO
W.3.3a Establish a situation and introduce a narrator and/or characters organize an event
sequence that unfolds naturally.
Pick an unusual pet to write about
Model/complete the graphic organizer for the pet in front of the class
What questions do you have
Students fill out their own graphic organizer at their desk
Walk around and offer support
Day 3: Dream Field Trip
W.3.3a Establish a situation and introduce a narrator and/or characters organize an event
sequence that unfolds naturally.
Ask them to ttyp about a the best field trip they ever went on
Where was the field trip?
What did you do?
Why was it so great?
Write down the students field trips after they share them out on the chart paper
Ask students to now ttyp about unrealistic field trips or imaginary field trips they would like to go
on and why
write down ideas on the chart paper

Read mentor text

The Day Jimmys Boa Ate the Wash by Trinka Hakes Noble
Have students think of an unusual pet they want to write about
In table groups have them talk about
Where/how would you get there
What would they do while they were there
Three events/problems that would happen on the field trip
Complete an exit slip
Write down your destination for your field trip
Day 4: Field Trip Prewriting/GO
W.3.3a Establish a situation and introduce a narrator and/or characters organize an event
sequence that unfolds naturally.
6. Pick a field trip to write about
7. Model/complete the first section of the graphic organizer for the trip in front of the class
8. What questions do you have
9. Students fill out their own graphic organizer at their desk
10. Walk around and offer support
Day 5/6: Unusual Pet OR Field Trip Rough Draft
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences
and events or show the response of characters to situations.
W.3.3c Use temporal words and phrases to signal event order
W.3.3d Provide a sense of closure.
1. Allow students to pick one of their topics to compete for their imagined narrative
a. Students will need to complete both graphic organizers regardless
2. In groups students share their graphic organizers
3. Make any changes or add anything you desire
4. Demonstrate how to turn the graphic organizer into a rough draft
a. pick on topic and stick with it for the rest of the unit
5. Have students complete their first rough draft
6. Allow them to share out with a partner
7. Talk about being a respectful responder
Day 7/8: Unusual Pet or Field Trip Revise and Edit
W.3.4 With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose.
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.
1. Read the rough draft out loud to the students
2. TTYP ways you can make this draft better
a. Do I have all of my details
b. Does the story flow? How can I fix it?
c. What can I add?
d. What can I take out?
e. Are there transitions?
f. WHat does the format of my writing look like?
g. Am I on topic for the entire paper?
3. Listen to student suggestions and correct the rough draft (MODEL)
4. Introduce the revision checklist
a. Go over the draft (MODEL)

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Have students use the checklist to go over their own work

Have students switch what a partner to work on peer editing
What does it mean to be respectful?
Look for spelling, punctuation, and grammar errors
Start conferences with students about their writing
1 minute
whats going well
what do you want to work on
what are you noticing about narrative writing
Day 8/9: Unusual Pet or Field Trip Publishing
W.3.3 Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
Have students write their story on a clean piece of paper
Students cannot start writing until they have had one peer edit and conferenced with the teacher
Students need to use their best handwriting
Once the student has completed their final draft they can draw a picture of their unusual animal
or destination
Call it a cover page and make them add a title/by
Day 10: Unusual Pet or Field Trip Compare and contrast
Have the students in group of two (predetermined)
Students will share their stories (orally)
Students will complete the compare and contrast sheet for their two animals (MODEL)
Students share out similarities and differences on the carpet
Complete and exit slip
What do you like about it?
What questions do you still have?
What are some characteristics of narrative writing?