W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal transition words to signal event order, and provide a sense of closure.
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Step 1: Lesson Standards & Learning Goals
Vertical Progressions
Vertical Progressions
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal transition words to signal event order, and provide a sense of closure.
W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal transition words to signal event order, and provide a sense of closure.
a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
b. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
b. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
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W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal transition words to signal event order, and provide some sense of closure. a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write. b. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal transition words to signal event order, and provide some sense of closure. a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write. b. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
c. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
d. Use temporal transition words and phrases to signal event order.
e. Provide a sense of closure.
f. With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose.
Students will be able to...
Students will be able to...
Choose an event or short sequence of events
Determine the sequence events
Determine elaboration needed for recounting the event or short sequence of events
Write narratives in which they recount a well-elaborated event or short sequence of events
Select details to describe actions
Select details to describe thoughts
Select details to describe feelings
Determine when some sense of closure needed
Write narratives in which they include details to: Describe actions
Describe thoughts
Describe feeling
Provide a sense of closure
Demonstrates grade-level proficiency with an increasingly complex topic, and/or task
Write narratives to develop real or imagined experiences or events
Use effective technique
Use descriptive details
Use clear event sequences
Vocabulary
Vocabulary
closure – a resolution at the end of an event or literary work
closure – a resolution at the end of an event or literary work
describe, description, descriptive details – to explain something in words; the details necessary to give a full and precise account
describe, description, descriptive details – to explain something in words; the details necessary to give a full and precise account
editing – the process by which an author improves a text by correcting errors in grammar and/or conventions, (e.g., grammatical, structural, etc.), verifying precision of language, eliminating redundancy, and more
event – a thing that happens; an occurrence recount – to give an account of an event or an experience in chronological order (a skill between retelling and summarizing)
revision/revising – the process of rereading something that has been produced and making changes in order to clarify meaning, improve cohesion, evaluate the effectiveness of information and evidence, etc.; distinguished from editing which is largely related to correcting errors
sequence/sequence of events – a particular (e.g., chronological, logical, etc.) way in which events, ideas, etc. follow each other
strengthen – to increase the rhetorical and/or argumentative impact of a written or spoken work by revising for concision, clarity, and cohesion; providing better and/or more evidence as support for claims and value statements; eliminating wordiness, redundancy, and confusion, etc.
temporal transition words/phrases – words and phrases that are used to indicate a shift from one topic, idea, point, step, etc. to another where the timing of events is important (e.g., first, next, last; previously; etc.)
Step 2: Assessment
Assessment Text Box
Assessment Text Box
Step 3: Lesson Instructions
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