Focus Question: What are the four main parts of a narrative?
Part 1
“Today we are going to learn some words to help us talk about our favorite stories. The first word is narrative. A narrative tells a story that entertains us and sometimes teaches us a lesson or moral. Can anyone think of some narrative stories that we’ve read?” Allow students to respond with story titles. When they are responding, make sure to point out how each story follows the definition. If a student names a story that is not a narrative, gently explain why it does not meet the criteria.
Next, explain the parts of a narrative while pointing out the words on the story map (LW-2-1-1_Narrative Story Map.doc). You may want to make a class viewing copy or put it on the board so that it is larger and easier for students to see. “Narrative stories have four main parts. The first is characterization. You know that characters are who the story is about. Characterization is how the author shows the reader who the characters are and what their personalities are. The next part of a narrative is the setting. The setting tells the reader where and when the story is taking place. Often, stories take place in lots of settings. Another part, plot, tells us about what happens during the story. Then the problem in a story helps us to understand what the characters want, and the solution tells us about how they get what they want or solve the problem. Characterization, setting, plot, and problem and solution are many big words to remember. Let’s read a story to practice finding these things.
“As I read this story, look at the story map to see if you can decide what goes in each part.” Read a familiar text such as Goldilocks and the Three Bears.
“Now we’re going to fill out our map. Let’s start with the characters in the story. Who can name a character?” Continue this way until the characters have been listed in the characters and characterization circle: Goldilocks, Papa Bear, Mama Bear, and Baby Bear. “Can we add characterization by listing what we know about their personalities?” (Goldilocks is curious and doesn’t have respect for others’ things, etc.)
“What is the setting of the story?” Remind students that there is often more than one setting. In this case, the setting begins with a house in the woods, then moves to specific rooms in the house. Fill in the setting circle on the story map.
“Let’s talk about what happened at the beginning of the story—at the beginning of the plot. What happens at the beginning?” (A little girl decides to go on a walk in the woods. At the same time, three bears decide to take a walk in the woods because their breakfast is too hot.)
“Now let’s talk about the middle of the story. What happened in the middle?” (Goldilocks finds the three bears’ house and discovers that no one is home. She goes into the house. She sees food on the table and decides to try it. One bowl is too hot, one too cold, and one is “just right,” and she eats it all. [Side discussion of what “just right” means.] Then, Goldilocks sees some chairs and sits in each. One chair is too hard, one is too soft, and one is “just right” but when she sits in it, the chair breaks. Question students: “Why do you think the chair breaks?” Next, Goldilocks climbs the stairs and finds three beds. She lies down on each. One bed is too hard, one is too soft, and one is “just right,” and she falls asleep.)
“Now we are at the end of the story. What happened at the end of the story?” (While Goldilocks is sleeping, the three bears return home. They find someone has tasted their food and eaten all of Baby Bear’s porridge. Then they see someone has been sitting in their chairs, and that Baby Bear’s chair is broken. Next, they walk upstairs, see someone has been in their beds, and find Goldilocks asleep in Baby Bear’s bed. Just then, Goldilocks wakes up, sees the bears, and runs away.)
Stand back and review the story map, conducting a quick review of what has been completed so far. “We are almost finished! The last part of our map is about the main problem of the story and the solution to the problem. Was there a problem in the story?” (Yes) “Was there just one problem?” (The bears have a problem. Goldilocks has many problems.) “Describe what the bears’ problem was.” (Their food is too hot.) “How did they solve their problem?” (They go on a walk.) “Describe Goldilocks’s problems.” (She is hungry. She tastes each bowl of food until she finds one that is “just right,” and eats it all. She wants to sit in a cozy chair. She tries them all, finds one that is “just right,” and breaks Baby Bear’s chair. She is tired. She tries the beds and falls asleep in Baby Bear’s bed.) What about the bears, do they have new problems?” (Baby Bear’s food is gone, Baby Bear’s chair is broken, and a girl is sleeping in Baby Bear’s bed.) “Does the story tell us about the solution to the bears’ new problems?” (No) “How might they solve their problems?” Brainstorm some ideas. “Is there a lesson or moral to this story?” (Have respect for others’ things, lock the door when you leave the house, etc.)
“Now we are going to do some independent writing about the story we just read.”
Hand out the Graphic Organizer (LW-2-1-1_Graphic Organizer.doc). Have students draw pictures of the beginning, middle, and end of the story in the respective sections. Beneath each picture, have students write one or two sentences to tell what is happening.
Part 2
Begin this part of the lesson by conducting a quick review of what makes a narrative and the narrative elements (tells a story, might teach a lesson or moral, has characters and characterization, setting, plot, and a problem with a solution). Remind students that plot has a beginning, middle, and end. Use the Narrative Story Map from Part 1 to serve as a visual guide for the review.
The next part of the lesson involves reading a narrative. The suggested story is Alexander and the Terrible, Horrible No Good, Very Bad Day by Judith Viorst. “Today we are going to read a new story and fill out our story map. Then we are going to find a friend and tell the story to him or her.”
Read the story to the class. When finished, follow the same pattern as in Part 1 to fill out the Narrative Story Map. Write down the information that students provide. Review it quickly, and then put it out of sight.
Assign partners or give students a minute to find a partner. Show the class a blank copy of the Narrative Story Map. “Next we are going to see if we can use our memories and retell the story to our partner using all of the parts of the story map. Each partner will be responsible for deciding whether his/her partner told the story completely.” Allow time for both partners to retell the story. Walk around and observe student conversations to check for understanding. At the end of the time, take an informal poll to determine whether students met the goal.
Part 3
Review narrative vocabulary by playing Narrative Three-In-A-Row. Show students how to fold a sheet of paper so that it has six squares. They may decide which square they want to be “Free,” and the rest of the squares should be filled with these terms (one term per square): narrative, story map, moral/lesson, characters, setting, plot, problem, and solution. Create strips that have the definitions of these terms, and then pull them out of a container and read the meaning. Students put a marker on the square for that term.
“Now that we’ve had a chance to review our vocabulary, let’s practice using those words on a new story.” Read a new story. A suggested narrative text is Piggybook by Anthony Browne.
After reading the story, let students have a short discussion about the narrative elements without filling out a class story map. Then hand each student a copy of the Narrative Story Map. Have students complete the map by working independently. This document may serve as an assessment.
Extension:
- Students can read additional familiar texts, or you may have students read to each other from familiar texts and then complete additional story maps. This can be used as a center activity.
- Students who are having difficulty understanding the parts of a narrative can be taught in a small-group or one-on-one situation.
