Narrative Text Teacher Resources

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Third graders develop writing skills. In this beginning, middle and end of a story instructional activity, 3rd graders understand how the sequence of events develops the story. Students work in small groups and act out parts of a story they write. Students focus of the main character and their importance in the story.
Whether you need to supplement your narrative writing unit or you'd like to start from scratch, a thorough unit plan can be a helpful way to guide learners through personal narratives. The plan has complete learning goals and instructions, as well as graphic organizers for kids to plan out their writing. Use all 69 pages in your planning, or select the parts you'd like to use to fill in any unit gaps.
Graphic organizers are a wonderful tool for young writers to use to help them get their thoughts in order for a piece of writing. Here, learners are coached on what a piece of narrative writing is, and how they must have a distinct beginning, middle, and end. Examples are read, then a photograph is displayed on a screen. Everyone makes up a story based on the image. They use a worksheet, embedded in the plan, which has them list ideas for their beginning, middle, and end of the story. Tip: Having some parent helpers present for the writing activity will help it go much more smoothly.
First graders experience the idea of beginning, middle, and end in a variety of situations including literary and musical. They identify the beginning, middle and end of Where the Wild Things Are
First graders identify the beginning, middle, and ending of a story and describe the plot, setting, and the characters. As a class they read a picture story and identify the beginning, middle, and end. Students then draw a picture of an alternate ending to the story.
Students examine the beginning, middle, and end of a familiar story. In this literacy lesson, students listen to a song while identifying the beginning, middle, and end. They listen to Maurice Sendek's, Where the Wild Things Are, while identifying the beginning; they are introduced to the middle, and discuss the end. They review the three parts of the story.
Elementary schoolers develop an awareness of the literary form known as the fable. They explore how authors write fables to pass along moral lessons. After reading and discussing many famous fables embedded in the plan, learners attempt to write their own fable that has a clear beginning, middle, and end, as well as a moral. The fables are meant to be written for a 21st century audience, and address a societal issue prevalent in today's society.
Fourth graders use dance moves to perform narratives. In this dramatic performing activity, 4th graders use strong and soft movements to show what character's voice is portraying. Students also use movement to show the feelings in the beginning, middle and end of a story.
Explore sequencing with first and second graders. As a group, they listen to the story Berlioz the Bear by Jan Brett, and then generate important events from the story as the teacher writes them on the board. They also get to cut out a three-part bear pattern and write beginning, middle, and end events from the story on each part.
Elementary schoolers listen to a read aloud of Brenda Z. Guiberson's, Cactus Hotel before acting the story out using the proper sequence of events. Using a graphic organizer, they determine the beginning, middle, and end of the story. Finally, as an assessment they write a summary, poem or narrative from the cacti' point of view.
First graders are read a variety of stories and asked to identify the beginning, middle and end. As a class, they discuss the importance of writing well and how it can improve one's spoken word as well. Individually, they write their own story making sure to use descriptive words and identify the beginning, middle and end.
Students observe three boxes drawn on the board to organize a story's beginning, middle, and end. They listen to the story Zigzag and identify a beginning, middle and end to organize their thoughts sequentially to improve recall.
Second graders write adaptations to literature by writing a new ending for The Tortoise and the Hare. Students use the CD ROM Living Book The Tortoise and the Hare to enhance studying. Students use an organizational format that reflects a beginning, middle, and end to produce an original text Students present an oral presentation of his or her fable to the class and the teacher.
Students explore artistic techniques by analyzing numerous images. In this visual arts instructional activity, students discuss storytelling through visuals and identify the beginning, middle and end of a story. Students create their own visual stories by drawing three cohesive images in a specific order.
What does a philanthropist do? Help your class explore philanthropy using character development and literacy ideas. Learners will define and give examples of philanthropy, listen to The Lion and the Mouse, discuss how the characters help each other, and create a flip book focused on the events from the beginning, middle, and end of the story. At the end, have partners practice retelling the story to each other. Further extension activities are listed to help you celebrate National Philanthropy Day as a class.
Analyzing the sequence of actions in dramatic stories leads to deeper comprehension of story structure. The class identifies the main actions in each section of a story and develops frozen tableau's for the identified actions of the story. Great for kinesthetic learners!
Second graders survey a favorite story he/she has read or heard read aloud. They use the graphic organizer to draw illustrations that show the beginning, middle and end of the story. They tell the title of the story, whether it is "real" or "make believe," and how he/she determined that.
Third graders create a graphic organizer. They draw illustrations that show the beginning, middle and end of a trip they took to visit a friend or a relative. They write age-appropriate text to accompany each drawing. They tell his/her story to an audience using the details in the picture.
Primary learners grasp sequence of events by discussing morning routines and reviewing the story of Little Red Riding Hood. They explore the necessity of correct order of events. As a class, create a story with a beginning, middle, and end based on a picture. Assess with a simple re-sequencing exercise; extend by having trios tell original three-sentence stories out of sequence and have the rest of the class re-order them so they make sense.
Get your first graders up and moving with this creative plan. Each pair receives a poster with a picture on it. First they identify the word associated with the picture, then they use three clothespins to divide the word into its beginning, middle, and ending sounds. There's also a fun extension activity included! 

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