Lessons

Grade 2

Lesson

3

:

Writing a Narrative About Curiosity

Lesson
3
:

Writing a Narrative About Curiosity

Grade

Grade 2

UNIT

4

•

Curiosity

Last Updated:

May 26, 2025

Unit 4, Lesson 3, “Writing a Narrative About Curiosity,” reinforces the vocabulary word curiosity. Students will have the opportunity to write narratives about how they, or a character they create, have shown curiosity. Students will 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.

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SUGGESTED TIME:

20 minutes

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LEARNING OUTCOMES:

  • Demonstrate comprehension of the word curiosity 
  • Create a narrative that recounts a well-elaborated event or short sequence of events
  • Include details to describe actions, thoughts, and feelings
  • Use temporal words to signal event order
  • Provide a sense of closure
  • Demonstrate understanding of standard English sentence structure and grammar 

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REQUIRED MATERIALS:

  • Prohuman Grade 2 Unit 4 Worksheet 3: Writing a Narrative About Curiosity

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VOCABULARY:

  • Curiosity: I want to learn new things.

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ELA COMMON CORE STANDARDS MET

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CCSS.ELA-LITERACY.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.

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CCSS.ELA-LITERACY.L.2.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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CCSS.ELA-LITERACY.L.2.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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CCSS.ELA-LITERACY.L.2.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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CCSS.ELA-LITERACY.SL.2.6

Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

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CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET

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Intellectual Character A

Know, understand, and practice the character strengths of curiosity, carefulness, intellectual autonomy and humility, open-mindedness, and critical thinking

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Intellectual Character A1

Describe what it means to be curious

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Intellectual Character A3

Recognize different approaches to problem-solving

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Intellectual Character B

Apply and demonstrate the character strengths of curiosity, carefulness, intellectual autonomy and humility, open-mindedness, and critical thinking

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Intellectual Character B1

Demonstrate genuine curiosity related to learning something new

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Civic Character A

Know, understand, and practice the character strengths of fairness, respect, volunteering and contributing to the common good

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Civic Character B2

Demonstrate the ability to be respectful, courteous and polite

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Self-Management A3

Explain the different ways people respond to problems and challenges (e.g., ask for help, try harder, learn from mistakes)

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Social-Awareness A

Demonstrate the ability to empathize and take the perspective of others, including demonstrating awareness of cultural differences and respect for human dignity

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Social-Awareness A3

Demonstrate the ability to listen carefully and intentionally to others

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Social-Awareness A6

Be able to tell stories and listen to stories told by others

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Interpersonal/ Relationship Skills 7

Play games and appropriately participate in small group classroom activities

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Responsible and Ethical Decision-Making 1

Describe a rule or principle that everyone should strive to live by (e.g., be kind, be honest, try your best)

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LESSON PROCEDURE

Today we will write a narrative about curiosity, with a beginning, middle, and end.

  1. We read two stories about curiosity, one about the character Nikolai from The Three Questions, the other a true story about Kelvin Doe.
  2. Our stories should do four things. Let’s go through all four things with an example story. 
  3. First, the story should focus on either one event in detail, or a short sequence of events. I am going to write a story about a short sequence of events that explain how a character that I create, named Emma, showed curiosity. 
  4. Second, the story should include details to describe actions, thoughts, and feelings. Third, the story should use temporal words to signal event order.
    • Beginning: Emma had flown on an airplane with her family to Disney World, and she really wanted to understand how airplanes fly. 
    • Middle: Emma asked her mom to buy her a book about how airplanes fly. She read the book with excitement. Next, her dad showed her some videos about airplanes. She watched the videos many times, paying close attention. From the videos, she learned that airplanes fly by using specially designed wings, called airfoils, to lift the airplane and an engine to move it through the air. 
  5. Finally, the story should provide a sense of closure. 
    • End: After reading the book and watching the videos, Emma learned how airplanes work. She was very happy that she followed her curiosity and learned something new.
  6. Now you will write your own story on your worksheet.

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NOTE: Collect and keep the worksheet on the following page for the next day’s lesson in which students will share their stories with a partner.

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GRADE 2 UNIT 4 WORKSHEET 3: WRITING A NARRATIVE ABOUT CURIOSITY

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Curiosity: I want to learn new things.

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ACTIVITY: Write a story about how you—or a character you create—show curiosity.

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Beginning:

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Middle: 

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End: 

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Prohuman K-12 Curriculum © 2025 by Prohuman Foundation is licensed under CC BY-NC 4.0.
To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/

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