Writing at Advent: Personal Narratives and Third Grade’s Publishing Party!

My life flashed before my eyes, and the next thing I knew my mom’s foot was on my nose.

We saw a wild deer pack run across the open field beside us! I was happy to see a deer, because I had never seen one.

So I hopped onto the couch with the blanket and used a couch cushion as a pillow and slowly fell asleep.

The excitement in Advent’s Third Grade classrooms was palpable. As family members listened, students read aloud the personal narratives they had conceptualized, drafted, edited, typed, and illustrated. 

They wrote about hikes and vacations, about the day they got their pets, about rollercoaster adventures and epic sleepovers. Along the way, students not only developed their writing skills, but also practiced working in small groups to give and receive feedback.

The path to creating their unique story began with an exploration of what personal narrative is. Teachers Ms. Boswell, Ms. Kiernan and Ms. Meader asked students what they thought a personal narrative might be. Their responses included “something about your life,” “something that happened to you,” and “details about yourself,” – all great answers!

Students were asked to choose a moment from their life that either means something to them, had an impact on them (positive or negative), shaped them into the person they are today, stands out in their memory for a certain reason, captures them at their happiest/saddest/most excited, etc., or taught them a lesson.

After that, students read former Third Graders' pieces to help identify what their own narrative might be about. They read stories about dramatic moments, funny moments, scary moments, moments where they pushed themselves, and first-time moments. Third Graders then brainstormed their own ideas, selected their moment, then planted the seed of their idea. 

Students worked with teachers one-on-one, with peers, and independently, which allows everyone to be seen, and their work to be conferenced. As students got deeper into their drafts, teachers created small group feedback rotations. Students read another student's draft, gave written feedback (Strengths and Areas For Improvement), and also received feedback from a peer. They then applied the feedback they were given into the next iteration of their narrative. 

The students understood that, at this stage of their schooling career, writing and storytelling require details and description. This often means that they have to revise many times, helping to develop patience and perseverance – two valuable life skills. Their diligence, creativity, and final products were amazing to see and listen to – we are so proud of them!