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1. GRADE 2
UNIT 2: DAY 5 OF 12
Core Standard 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
words to signal event order, and provide a sense of closure.
Core Standard W.2.5: With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.
Core Standard L.2.1: Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
Core Standard L.2.2: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Note: The teaching and practicing of this core is on going. It will, however, no longer be listed in
Unit 2.
 Chart paper
 Markers
 Anticipatory Set (Day 5: 5 minutes)
 Modeling (Day 5: 20 minutes)
 Check for Understanding (Day 5: 5 minutes)
 Independent Practice (Day 5: 15 minutes)
 Closure (Day 5: 5 minutes)
NARRATIVE WRITING: BME

2. GRADE 2
UNIT 2: DAY 5 OF 12
Anticipatory Set (Day 5: 5 minutes)
Choose a piece to add on to. Engage your students by asking if they remember the piece about
______. Tell them that you really like that piece of writing, but there is more to the story to make it
even better. Therefore, you are going to do some revising to add details.
Modeling (Day 5: 20 minutes)
1. Model writing a new date at the top of page under the previous date.
2. Model rereading your piece of writing, and thinking about what to add on and where
to add it.
3. After rereading, use a blue marker and revise to add more details to improve the piece
and make it more interesting. You might invite students to ask you some questions
about your piece. You can use the answers to these questions as the details you
decide to add.
4. While writing, use the “think aloud” strategy to emphasize: correct use of capitals and
punctuation, complete sentences with subject and predicate, correct use of regular
and irregular past tense verbs.
Checking for Understanding (Day 5: 5 minutes)
Check the status of the class by asking some students to come up and be “Writing
Detectives.”
Choose students to:
1. Circle the verbs that show action.
2. Underline the ending punctuation.
3. Circle a past tense verb.
4. Put a slash mark between the subject (the who or the what) and the predicate
(the action or description).
Note: “Writing Detective” is an activity that emphasizes and reviews the focus skills. It is a
good idea to encourage the entire class to participate by following the directions with
their finger and pointing at the piece while the chosen students use the marking tools.
Give the students a few minutes to look back in their writer’s notebook and find a piece
of writing that they can add on to. Tell them to choose a piece that does not tell the
whole story, or one for which they have remembered some more details.
Choose 3-5 students to share an idea they would like to add to an old piece.

3. GRADE 2
UNIT 2: DAY 5 OF 12
Independent Practice (Day 5: 15 minutes)
Today is Focus Skill Writing using Review Focus Skills (RFSs): capitalization and punctuation,
correct verb tense, and revising.
Ask students take their chosen piece of writing and revise it by adding details. They should use
a blue pen for revising.
Remind them to re-read as they revise to be sure that their verbs are in the right tense, their
sentences make sense, and that they have used correct capitals and punctuation in any
added sentences.
Note: For the first seven days of this unit, the students will work on Focus Skill Writing. Only do
roving conferences, not formal conferencing for at least the first several days. This will allow you
time to reinforce the writing rules, check that expectations are being met, and be a
cheerleader for hesitant writers. Be sure and check with as many students as possible
Closure (Day 5: 5 minutes)
Note: Closure is a time for students to share their writing. As often as possible, find time at the
end of the writing lesson for sharing. Sharing can, actually, happen at any time during the
day if you can find an extra few minutes.
Ask students to turn to a partner and read what they wrote today. Or, choose 2 or 3 students
to read their piece to the class.