Ashleigh Fuchs

Eng 333
12/9/2014

Mentor Text Writing Assignment Sequence

Overview
This project is a summary of lesson plans that will allow third grade students to create a
narrative writing that fits the English Language Arts Common core State Standards for their
grade level. These assignments will give children the flexibility to choose their own topic.
However, I will use mentor texts, discussion and revision to help students write their narrative.
Some mentor texts that I will use include: E.B. Whites Charlottes Webb, William Steigs Abels
Island, Louise Erdrichs The Birchbark House and Bobby Baseball, by Robert Kimmel Smith.
This entire sequence may take up to a month.
Objective
Student will be able to write a short narrative, using two or more craft elements while writing
with clear chronological sequences. This objective is important to me because I want my
students to explore some of the craft elements that I learned this semester. Simple techniques
such as alliteration, can make a paper fun to read, and write. I feel that it is important for
students to write narratives to help them understand sequence of events, expand their
imaginations and enjoyment for reading and writing. According to Ruth Culhams book, The
Writing Thief, Narratives use a chronological sequence of events and allows children to be more

creative in word choice then other forms of writing. Overall, ,y goal is that each student uses the
writing traits mentioned in The Writing Thief: Ideas, Organization, Voice, Word Choice,
Conventions and Presentation.
Standards:
English Language Arts/Literacy K5
1. Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
a.

Establish a situation and introduce a narrator and/or characters; organize an event

sequence that unfolds naturally.

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences
and events or show the response of characters to situations.
c.

Use temporal words and phrases to signal event order.

d. Provide a sense of closure

2. With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing. (Editing for conventions should demonstrate
command of Language standards 13 up to and including grade 3)
Required Materials and Resources:
Mentor Texts:

Charlottes Webb by E.B. White

Abels Island by William Steig
The Birchbark House by Louise Erdrich
Bobby Baseball, by Robert Kimmel Smith.

Journals
Pencils
Erasers
Markers
Drawing Paper
Copies of paragraphs from the Mentor Texts.
Highlighters
Procedure:
I will start this lesson by introducing narratives to students. We will talk as a whole group about
what a narrative is and how you can identify that a book is a narrative. We will talk about
chronological order, characters, setting and word choice. During the first week, I will have
students write short narratives in their journal about things that they have done with family and
friends. However, I will be flexible to those students who are already wanting to write short
fictional narratives in their journals. I will go over my mentor texts, using one for each day. I
will explain the stories chronological order, while teaching the children what that means. Then, I
will read selected passages with the children. They will have printouts of the passages and we
will highlight and discuss certain craft elements or word choices that stand out to the students.
My lesson will not focus so much on grammar but we will go over some simple punctuation such
as explanation marks, periods and question marks. We may even go over the use of commas and
quotation marks depending on the level of each student.

The second week, I will introduce to the students that they will be writing their own narratives.
The first, and sometimes the hardest, part will be choosing a topic. I want to be flexible with
what topic the student can choose so that they can write something that they are passionate
about. They will use brainstorming webs to come up with topics in their journals. I will also
like the children to draw pictures of some of the characters they would likely see in their
narrative. We will continue to review the topic of setting, characters, chronological order and
word choice. I will have the children use brainstorming webs and/or pictures to brainstorm what
these things may look like in their story.
The third week, my students will be ready to write their narratives. This will be a rough draft.
Each day we will focus on a certain part of the narrative such as the beginning, middle and end.
I will not focus as much on the climax of a narratives plot until later in the school year. We will
work together and they will work individually or in pairs since I believe peers may help the
student with ideas. I encourage the students to use drawings as I feel that may help them with
their writing. My goal is that each student uses at least two craft elements in their writing. I will
remind them and give several examples throughout this entire lesson.
The final week will be revisions. First, I would like the students to revise their papers in pairs.
Then, I would like to meet with each student and read their paper. I will offer advice and give
them an opportunity to add detail. When their entire draft is revised, the students will have the
opportunity to re-write or type their story.

Example Paper:
Susie Goes to the Zoo
Wake up dear, whispers Susies mom softly. Susie gently rubs her eyes as the sparkling sun
shines on her face through her bedroom window. Wake up, repeated her mom. Today we are
doing something special. Today I am taking you to the zoo! Susies eyes widen with
excitement. Susie has never been to the zoo.
Susie got out of bed with a smile and was quick to get dressed. The smell of hickory smoked
bacon and fresh farm eggs filled her room. Her mom always made the best breakfast. Susie and
her mom talked about how exciting the day would be while filling their bellies. Do you think
Ill see a Tiger? asked Susie. Will there be monkeys or Penguins? Susie asked with
excitement. Of course sweetie, now lets go! Replied her mom.
Susie and her mom arrived at the zoo in the late morning. The trees that surrounded the entrance
swayed from the light wind. This is going to be the best day ever. Thought Susie. During
their stroll through the zoo, Susie saw pink flamingos, giant elephants, zebras, tigers and more!
She was so intrigued by the sites that she could barely speak. Look Mom! A giraffe is eating a
leaf from the tree! Susie shouted in astonishment. Across from the giraffes, sat big brown
bears. Bears! shouted Susie, a little frightened. Its okay said her mom. They cant get
out. There were so many animals that Susie had only seen in books or on television. Wow
Mom, this has been so much fun! But, my legs are starting to hurt and I am exhausted. Said
Susie. Im glad you had fun, honey. Its about time we get home for lunch. Mom said.
During the car ride home, Susie thought about all the animals she saw at the zoo. She recalled
the big, brown bears, the wobbly penguins and the giraffe eating the leaves off a tree. She could

not wait to tell all her friends at school about her experience. Thanks mom. This was the best
day ever. I will never forget my first trip to the Zoo. Susie said softly. Youre welcome. Said
her mom. But, Susie was fast asleep in the back seat of the car.
Reflection
During this assignment, I learned a lot about teaching children how to write. I realized that every
student learns differently and I may need to adjust my lesson for individual students. Also, I
realized that I cannot put a specific time on a lesson. This will improve as I get to know my
students and what levels they are at. Overall, this was a very fun assignment and I used a lot of
critical thinking to accomplish how I would put a lesson like this together without having any
experience in a third grade classroom.