Focus Question: How can we use the writing process to create a narrative?
Part 1
Begin the lesson by reviewing characterization, setting, problem/solution, plot and dialogue. Ask students if they can give examples of each from a favorite class book.
“Today, we are going to begin writing our own narrative by including all of these parts of a narrative that we have learned about. The narrative can be about almost anything.” (Give students some parameters for what they cannot write about: violence, etc.) “Let’s begin by working on a narrative together. When writing, it helps to make a plan of what we’d like to write about. Let’s take a look at our Graphic Organizer and see if we can work together to write a good story.” Work with students to complete the story map (LW-2-1-1_Narrative Story Map.doc). This modeling will help prepare them for completing their own maps next.
“Planning what you will write is called ‘prewriting.’ Prewriting helps writers be organized and thoughtful. Now that we have a plan for our class story, I am going to give you a chance to begin your own story. I will give each of you your own Narrative Story Map to fill out. You may work with a friend to get started. If you get stuck, let me know, and I will help you think of an idea.”
Students often struggle with thinking of an idea. To help with this, use the Setting and Character cards (LW-2-1-3_Setting and Character Cards.doc) to inspire students. Cut up the strips and put them in their respective containers—setting or character. If students get stuck, work with them to come up with an idea, or have them draw from the resource container to get them going again. Sometimes a student will pick a strip and not want to use it because it “doesn’t feel right.” Allow a student in that situation to continue choosing strips until one seems to fit.
Once students have completed their maps, be sure to collect them so that they don’t get lost.
Part 2
Share a story with students to get them thinking creatively. A suggested text is The Secret in the Matchbox by Val Willis. The illustrations are great and will inspire students.
After reading the story, be sure to review the narrative elements and how dialogue impacted the story.
“Now we are going to work together to use our Narrative Story Map to write a class narrative. Remember, narratives have a beginning, middle, and an end. How should we begin our story?” Keep the shared writing simple. Use the Narrative Story Map. Guide students to use the elements to write a beginning of the story. Show them that in this part, they want to introduce the characters, provide a setting, and set up a problem. Dialogue is also important to include because it engages the reader. “This stage of the writing is called drafting; you write a first draft of your story.” (For example, It was a cold and snowy morning. Wendy sighed as she looked out her front room window and thought about spending another day inside. “Mom,” she called, “do you think I can go outside today?” “In this example, there is a setting, character, dialogue, and a possible problem.”)
Once the beginning has been composed, say, “Now we need to think of what happens in the middle. Let’s look back at our story map to help us with this part.” Refer back to what students suggested during Part 1 of this lesson. Remind students that in this part of the story, we learn a little more about the character, and see how the character tries to work through the problem. (For example, Wendy looked longingly at the snow and wished she could go outside and try out her new sled. Her mom replied, “I don’t want you to go alone. See if your big sister Amy will go with you.” “Notice that in this example we learn more about the problem and the characters.”) Encourage students to think of things the character(s) might say and how the dialogue adds to the story.
“Now that we have a beginning and middle, it is time for us to write the end. Let’s take a look at what we’ve written so far.” Take a minute to review the first two parts of the story. “Look back at our story map. What do we have left that we wanted to include?” Let students take a minute to think of the ending, then pair them and have them share with each other. Then ask them to share with the class. Be sure to refer back to the story map and remind students it is there to help them stay focused. Choose together. (An ending to the sample story might be something like, Amy, overhearing the conversation between her mom and sister, said, “I would love to get outside and try my new sled too! Let’s get dressed and go!” Wendy shouted, “Hooray!” and the two girls spent the afternoon going up and down the hill by their house. “This ending shows a solution to the problem.”)
Congratulate students for their hard work and for working together on the class narrative. “Now that we’ve had some practice writing a narrative together, you are going to work on writing the story that you started with your own map yesterday. Use your map to write your narrative.” Give each student a copy of the Story Paper (LW-2-1-3_Story Paper.doc) to write on.
Let students work on their narrative. Remind them that they don’t need to worry about illustrations right now; the important thing is to get their ideas on paper. Encourage them to work independently. Be sure to walk around the room to provide support to students who need it.
Part 3
The focus of today’s lesson will be on illustrations and how they often help the reader understand a narrative. In a large group, read How I Spent My Summer Vacation by Mark Teague or any book by Jan Brett will work well. Just be sure to use a story that has strong illustrations that greatly complement the text.
After reading the story, go back to the class narrative. “What could we draw in this first box that would help the reader really understand what our story is about?” In the sample story provided, a suggested illustration might be a little girl looking out a snowy window in her front room. Follow this same process with the other two picture boxes. You might want to do a rough sketch in each box to help students visualize this part.
“Now it is your turn to be an illustrator. This is an important job because it helps the reader understand the narrative. I will give each of you your paper from yesterday. Your job today is to add ideas for illustrations. Just create sketches or simple drawings. You can draw and color your best versions in your final copy.”
At the end of the lesson say, “Now we have a guide to help us with our final product. We will start that process tomorrow when we make revisions.”
Part 4
In this section, students will have the opportunity to revise and edit both the class narrative and their own narrative. Begin the lesson by reading the class narrative. “How do you feel about our work so far? In this step, we can revise what we have written. Is there anything we could add or subtract that might make the story more interesting to our readers?” Take suggestions and make notes in the margins. Go through the Revising Checklist: Narrative Writing as a class (LW-2-1-3_Revising Checklist Narrative Writing.docx). Read each question and have students justify how they know it is complete.
“It is your turn to make revisions to your own narrative. First, you will look at your narrative and mark your own revisions. How do you feel about your work so far? Is there anything you could add or subtract that might make your story more interesting to your readers? Make notes in the margins for what you would like to add or subtract. Work through the Revising Checklist.” Hand out a copy for each student.
“Find a partner. Your partner will now read your narrative and also make revision suggestions on your Revising Checklist.
“Now that we have thought carefully about revisions and marked them, we need to look for any other edits such as missing or unnecessary capital letters, grammar mistakes, spelling mistakes, or punctuation errors that need to be made in our class story. We will use this Editing Checklist to guide us.” (LW-2-1-3_Editing Checklist - Narrative Writing.doc). Work through the checklist as a class.
“You and your partner have finished talking about revisions, so next you will mark any other edits that need to be made. This Editing Checklist will remind you to check capital letters, grammar, spelling, and punctuation. Complete it for your own narrative first, and then switch with your partner.” Provide the Editing Checklist. Please note that this is a difficult process for students, and it will likely take more than one day. Collect the work from the day for the next lesson.
Part 5
“Now it is time to write a final draft. This part of the writing process is called the publishing stage.” Model writing a final draft by using the shared writing document that has the revisions that the class created in the previous lesson. “In our last meeting, we marked revisions to our narrative to make it better.” Point out these revisions to students. “Our next step is to add those things in our final draft. Instead of using one paper for the beginning, middle, and end, I am going to use one page for the beginning, one for the middle, and one for the end.” Show students the Story Paper.
Start with the beginning box of the shared writing. “Our first sentences read . When we were doing our revisions, we thought that maybe we should add . That seems like a good idea because . Let’s add it.” Rewrite the sentence on the single sheet of Story Paper, incorporating the revision. Read it to the class to make sure it is acceptable.
Follow in this manner with the middle and end, using a separate sheet of Story Paper for each part.
“Now it is your turn to make revisions to your story. Using the Editing Checklist that you and your partner completed yesterday, rewrite each part of your story. Add the things you feel make your narrative better, and take away things you don’t like. If you need help, check back with your partner. If s/he is unsure how to help, then you may see me.”
Give each student one Story Paper to get started. Let students know that when they are ready, they may get the next one on their own. Hand out their work from the previous lesson including the Editing Checklist. Let them know that this is independent work. They may only check back with their editor for clarification of the edits suggested.
After students finish writing, they may go back and add full illustrations based on their previous sketches.
This will take more than one class period for students to finish. Recommend that “early birds” may want to go back and reread their writing to look for errors or omissions.
Extension:
- Author’s chair. Have each child share his/her story with the class. Stress to students how proud they should be of their work.
- Have students use technology (word processing) to publish their stories. They can type each section of their story. They can paste the words onto different pages, illustrate the story, and create a book they can share with other students.
- Students who are having difficulty understanding the writing process can be taught in a small-group or one-on-one situation.. Sometimes students have trouble coming up with the ideas, and this interferes with their ability to show what they know about the writing process. Try giving them ideas or options and having them write a narrative from your prompt. Students will need to go through the writing process many times before they master it.
