Lesson
3
:

Writing a Narrative About Fairness

Grade

Grade 2

UNIT

7

Fairness

Last Updated:

May 26, 2025

Unit 7, Lesson 3, “Writing a Narrative About Fairness,” reinforces the vocabulary word fairness. Students will write narratives about how they, or a character they create, have shown fairness. 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.

SUGGESTED TIME:

20 minutes

LEARNING OUTCOMES:

  • Demonstrate comprehension of the word fairness 
  • 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 

REQUIRED MATERIALS:

  • Prohuman Grade 2 Unit 7 Worksheet 3: Writing a Narrative About Fairness

VOCABULARY:

  • Fairness: I treat everyone the same. If someone has been left out, I bring them in.

ELA COMMON CORE STANDARDS MET

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.

CCSS.ELA-LITERACY.L.2.1

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

CCSS.ELA-LITERACY..L.2.2

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

CCSS.ELA-LITERACY.L.2.3

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

CCSS.ELA-LITERACY.SL.2.6

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

CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET

Civic Character A

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

Civic Character B

Apply and demonstrate the character strengths of fairness, respect, volunteering and contributing to the common good

Civic Character B1

Demonstrate the ability to share, take turns and follow rules (of a game, at home or school)

Civic Character B2

Demonstrate the ability to be respectful, courteous and polite

Self-Awareness A2

Identify personal strengths (e.g., honesty, curiosity, listening)

Self-Management A3

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

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

Social-Awareness A1

Demonstrate the ability to understand what another person is feeling (e.g., happy, sad, disappointed, confused, angry)

Social-Awareness A3

Demonstrate the ability to listen carefully and intentionally to others

Social-Awareness A6

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

Interpersonal/ Relationship Skills 1

Initiate and engage in conversation and social interactions with classmates, peers, and adults

Interpersonal/ Relationship Skills 7

Play games and appropriately participate in small group classroom activities

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)

LESSON PROCEDURE

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

  1. We read two stories about fairness, one about the character Grace from Grace for President, the other a true story about Nkosi Johnson.
  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 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 Ricardo, showed fairness. 
  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: Ricardo felt that his friends were not being fair on the playground. There were three candy bars and three friends—Ricardo, Javier, and Lucien—but one of the friends, Javier, wanted to take all three candy bars. Ricardo felt that each friend should have one candy bar. 
    • Middle: Ricardo said nicely to Javier that it is good to be fair to others. He asked him, “Javier, would you please give one candy bar to Lucien and one to me? Then we will all have one each.”

Finally, the story should provide a sense of closure. 

  • End: Javier said that he really liked the candy bars, but he wanted to be fair. He gave one candy bar to Lucien and one to Ricardo. The friends were happy that Javier had shown fairness and that they all enjoyed a candy bar.
  1. Now you will write your own story on your worksheet.

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.

GRADE 2 UNIT 7 WORKSHEET 3: WRITING A NARRATIVE ABOUT FAIRNESS

Fairness: I treat everyone the same. If someone has been left out, I bring them in.

ACTIVITY: Write a story about how you, or a character you create, show fairness.

Beginning:

Middle: 

End: 

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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