Teacher: Jane Smith Subject/Topic: Writing – Date: March 3, 2026 Grade: 3rd

Writer's Craft

VIRTUAL LESSON PLAN

I. STANDARD AND OBJECTIVE

MSCCR Writing Standard (Grade 3): Objective:

W.3.3 – Write narratives to develop real or imagined experiences or Given a mentor text and a graphic organizer shared via Google Slides
events using effective technique, descriptive details, and clear event the student will compose a narrative paragraph using at least three
sequences. descriptive details and a clear beginning, middle, and end, scoring 3
out of 4 on the narrative writing rubric. (Bloom's: Create – DOK
Level 3)

*Enrichment Objective: Given the same prompt, the student will

compose a multi-paragraph narrative (2–3 paragraphs) using varied
sentence structure, vivid word choice, and transition words, earning a
4/4 on the rubric.

**Remedial Objective: Given a partially completed graphic

organizer and sentence starters on Google Slides, the student will
compose a narrative paragraph with at least two descriptive details,
scoring 2/4 on the rubric.

II. SPECIFIC I III. PROCEDURE A. Introduction/Motivation B. IV. V.

OBJECTIVES n Study/Learning Activities C. Culmination D. Follow-up MATERIALS/RESOU EVALUATION
d RCES related to
. objectives
#

Main Objective: 1 A. INTRODUCTION/MOTIVATION Virtual Platform: Formative:

Student will write a (Virtual via Zoom – 5 minutes) Zoom (for live video Teacher monitor
narrative paragraph instruction and screen graphic organize
with 3 descriptive sharing) completion and
2 Hook/Attention Grabber:
details and a clear paragraph draft
beginning, middle, and The teacher opens Zoom and shares their screen showing a via Zoom screen
Google Slide with a photo of a mysteriously wrapped birthday Google Tools:
end (BOT). 3 share.
gift. The teacher says: "Look at this photo — I found this on - Google Slides (mentor
my doorstep this morning with NO name on it! What do you text, graphic organizer,
*Enrichment: think is inside? How would YOU feel if this showed up at word bank) Summative:
Write a multi- YOUR door?" - Google Docs (student Student's
paragraph narrative writing) narrative
with vivid word choice paragraph scored
Purpose Statement: - Google Drive (shared
and transitions. on a 4-point
"Today, we are going to be WRITERS! I'm going to teach you links)
rubric:
how great authors use descriptive details to paint a picture in
**Remedial: • Descriptive
the reader's mind. By the end of our lesson, you will write your Instructional Materials: details (3+)
Write a narrative very own narrative paragraph about a surprise or exciting
- Photo of wrapped gift • Clear BOT
paragraph using moment."
(slide) structure
sentence starters and 2
descriptive details. - Mentor text paragraph • Word choice
Relevance/Connection:
- T-Chart graphic • Mechanics
"Have you ever read a book and felt like you were RIGHT organizer
there in the story? That's the power of descriptive writing.
- Descriptive Word Bank
Today you will learn that skill so YOUR readers can feel Exit Ticket
exactly what YOUR characters feel!" - Sentence starters for (Google Form):
remedial support Student rates the
- Narrative Writing confidence 1–3
B. STUDY/LEARNING ACTIVITIES
 Rubric and answers:
Explicit Teaching (I-Do) – 10 minutes: 'What is ONE
descriptive detai
The teacher shares a Google Slide with a short mentor text (3– Assessment:
you used?'
4 sentences) about opening a surprise gift. The teacher reads it - 4-point Narrative
aloud and uses the annotation tool to highlight each descriptive Writing Rubric (shared
detail in yellow and the beginning, middle, and end in different via Google Drive)
colors.
- Exit Ticket Google
Form
Teacher think-aloud: "Watch how I NOTICE the details the
author used. I see the word 'shiny gold ribbon' — that's a
visual detail. 'My hands trembled' — that's a feeling detail.
These details make ME feel like I'm there!"

The teacher then displays a T-Chart graphic organizer on a

shared Google Slide (labeled 'Before I Write / What I Want to
Say'). The teacher models filling in the organizer for a short
narrative about finding a lost puppy, thinking aloud each step.

Technology Integration: Google Slides, Zoom screen-share,

annotation tools. The shared Google Slides deck is the primary
instructional tool, allowing the student to view and interact
with content in real time.

Guided Practice (We-Do) – 10 minutes:

The teacher assigns the student their own editable copy of the
graphic organizer via Google Slides link shared in the Zoom
chat. The writing prompt is revealed on a new slide: "Think
about a time you received or gave a surprise. Describe what
happened."

The teacher and student fill in the graphic organizer

TOGETHER through screen sharing and the student typing in
their own slides. The teacher asks guiding questions:
- "What is the FIRST thing that happened? That's your
beginning."
- "What details do you remember seeing or feeling?"
- "How did the moment end? How did you feel?"

The teacher also shares a 'Word Bank' slide with descriptive

adjectives and verbs students can borrow for their writing
(e.g., shimmered, trembled, gleaming, hushed).

Independent Practice (You-Do) – 10 minutes:

Using their completed graphic organizer, the student writes
their narrative paragraph directly into a Google Doc shared
with the teacher. The teacher watches via Zoom screen-share
and uses private Zoom chat to offer encouragement or a hint if
the student is stuck.

Differentiated Instruction:
*Enrichment: The student is directed to a 'Challenge Slide'
asking them to expand into 2–3 paragraphs and use the word
bank for varied sentence structures.
**Remedial: The student uses a partially completed Google
Doc with sentence starters (e.g., 'First, I noticed... Then I felt...
 Finally...') already typed in to reduce barriers.

Technology Integration: Google Docs for writing, Zoom for

monitoring, private chat for scaffolding support.

II. SPECIFIC I III. PROCEDURE C. Culmination D. Follow-up IV. MATERIALS V.

OBJECTIVES n EVALUATION
d
.
#

(continued) C. CULMINATION – 5 minutes Culmination: Teacher scores

The teacher brings the student back to the original gift photo - Google Slides (gift completed
on the shared Google Slide and asks: photo, review sentences) Google Doc usin
4-point rubric
"Let's look back at what we learned today. What are the - Zoom chat
within 24 hrs.
THREE things we said every narrative needs?" (Beginning,
Middle, End)
Follow-Up:
Exit Ticket
- 4-point Narrative Google Form
"Can someone tell me — what makes a detail Writing Rubric (Google auto-collects
DESCRIPTIVE?" The student shares their answer. The teacher Doc/attached) responses for
reinforces: "Descriptive details help the reader SEE, HEAR,
- Google Form Exit quick review.
FEEL, or SMELL what happened."
Ticket
- Star Writer Challenge Rubric criteria:
The teacher reads one or two sentences from the student's Slide
paragraph aloud (with permission) and highlights a strong 1 – Descriptive
- Student Google Doc Details
descriptive detail: "Did you notice what they did here? Look at
(assessment artifact)
how this word SHOWS us the feeling instead of just 2 – Structure
TELLING us. That's GREAT writing!" (BOT)
3 – Word Choice
Quick review: Teacher posts a slide with 3 sentence examples 4 – Conventions
and asks the student to identify which one has the best
descriptive details. Student responds verbally or types in the
chat.

D. FOLLOW-UP (Assessment) – 5 minutes

Assessment Task:
The student's completed Google Doc narrative paragraph
serves as the formal assessment. The teacher evaluates it using
the shared 4-point Narrative Writing Rubric.

Clear Directions:
The teacher reviews the rubric criteria with the student on a
shared slide BEFORE they begin writing: "You will earn your
best score when you have at least THREE descriptive details
AND a clear beginning, middle, and end."

Evaluation Method:
Teacher uses the 4-point rubric (attached) to score the
paragraph in these categories: Descriptive Details (3 pts),
Structure/Organization (3 pts), Word Choice (1 pt),
Conventions (1 pt). Rubric is returned digitally via Google
Doc comments within 24 hours.
 Exit Ticket:
Google Form sent in Zoom chat. Student answers: (1) Rate
your confidence today: 1-not sure, 2-getting it, 3-I've got it! (2)
Write ONE descriptive detail you included in your paragraph.

Early Finisher Activity:

A 'Star Writer Challenge' Google Slide is included in the
shared deck for early finishers. Students choose a second
image from 3 options and write a 3–4 sentence descriptive
scene using the word bank.

Remediation Plan:
Students scoring below 2/4 on the rubric will receive a follow-
up Google Slides mini-lesson on descriptive details with
additional sentence starters and annotated mentor text
examples.

Enrichment Plan:
Students scoring 4/4 are challenged to revise their paragraph
by replacing two common words with more vivid vocabulary
from the word bank and expanding to a second paragraph.

MAIN IDEAS / CONCEPTUAL UNDERSTANDINGS / GOALS:

Writers use descriptive details (sensory language, showing vs. telling) to engage readers and communicate meaning.
A strong narrative has a clear beginning, middle, and end (BOT structure).
The Writer's Craft strand (Writing Rope) focuses on Task, Audience, and Purpose — in this lesson, students write a personal narrative (TASK)
for their teacher (AUDIENCE) to practice descriptive narrative writing (PURPOSE).
Virtual instruction via Zoom and Google tools replicates the interactive writing experience in a digital environment, with screen-sharing, share
documents, and real-time feedback substituting for face-to-face collaboration.

ATTACHMENTS:

1. 4-Point Narrative Writing Rubric (see below)

2. T-Chart Graphic Organizer (Google Slides – shared link)
3. Descriptive Word Bank (Google Slides – embedded in lesson deck)
4. Exit Ticket – Google Form (link shared in Zoom chat)
5. Star Writer Challenge Slide (Google Slides – embedded)
6. Partially Completed Google Doc with Sentence Starters (Remedial – shared link)

4-POINT NARRATIVE WRITING RUBRIC

Criteria 4 – Excellent 3 – Proficient 2 – Developing 1 – Beginning

Descriptive Details 4+ vivid details; strong 3 details; some sensory 2 details; few sensory 1 or no details; no
sensory language; shows language; mostly shows words; mostly tells sensory language
rather than tells

Structure (BOT) Clear beginning, middle, Clear BOT; mostly BOT present but unclear No clear structure
end; logical sequence; logical sequence or incomplete
smooth transitions
Word Choice Vivid, precise words; Some strong word Simple, repetitive word Very limited vocabulary
varied vocabulary choices choice

Conventions No errors in spelling, 1–2 minor errors; does 3–4 errors; some 5+ errors; difficult to
punctuation, not interfere with interference with understand
capitalization meaning meaning