Narrative Text Teacher Resources
Find Narrative Text educational ideas and activities
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Developing the Beginning, Middle and End of a Story
Third graders develop writing skills. In this beginning, middle and end of a story lesson, 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.
Saguaro - Cactus Hotel
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.
Writing Simple Stories
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.
Beginning, Middle and Ending
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
Writing Process- Narrative Writing
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.
SEQUENCING A STORY WITH PICTURES: TEXT AND TALK
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.
Beginning, Middle, and End
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.
Beginning, Middle, and End
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.
Fabulous, Fractured Fables
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.
Dance and Writing
Fourth graders use dance moves to perform narratives. In this dramatic performing lesson, 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.
What is a Philanthropist?
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.
Listening Comprehension: Retell Main Events of a Story
Story retell is a very important skill. Little learners use a story map and a previously heard story to walk through the retell and story sequencing process. They complete this activity as a whole class and then on their own.
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.
TELL THE SEQUENCE IN AN ORAL REPORT
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.
Harmony and Expression in Writing Form
How do you write an interesting beginning, middle, and end of a story? With this lesson, young writers look to other stories as examples. Then, they use some of the attached graphic organizers to help them create their own story. Note: Some graphic organizers might be too complicated; ensure that they are well explained and modeled for all writers.
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.
Sixth graders will be able to write in their journals at the end of each class how they felt about the chapters read that day. They will be able to list what happened in the story from beginning, middle, to end.
Describing Paintings: Calm or Stormy
Young writers use nouns, verbs, and adjectives to describe details in two paintings. One depicts a sunny landscape, and the other shows a cloudier view. They write a narrative inspired by the paintings, paying attention to transitional words or phrases and sensory details. They will then use color and line to create their own calm or stormy landscape.
Where Do We Begin?
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.