Narrative Writing
Strategy
Tabitha Barber
Anslie Becton
Chelsea Hewett
Lindsey Womble
Learning Outcomes
• English
– LO A: Students will compile their ideas to produce a
narrative, graphic organizer highlighting a day in the
life an organism living in a Georgia habitat.
• Science
– LO B: Students will differentiate between Georgia
habitats and their inhabitants.
LO: Students will compile their ideas to produce a
narrative, graphic organizer highlighting a day in
the life of an organism living in a Georgia habitat.
Essential Question
• English
– EQ: How does creating a graphic organizer
assist me in developing a narrative piece?
• Science
– EQ: How does where an organism lives
influence how it lives?
Structure of Narratives: Beginning
1. Character(s) are introduced.
2. Setting is described: Where & when story takes place.
a. Place
b. Time of day
c. Weather
d. Season
e. Time period
3. Problem or conflict is established.
a. Conflict between characters
b. Conflict between a character and nature
c. Conflict within a character
d. Conflict between a character and society
4. Readers become interested in the story.
Structure of Narratives: Middle
1.
The middle is the longest part.
2.
Problem gets worse or the conflict becomes greater.
3.
Events have character(s) trying to solve the problem or conflict.
4.
More information is provided about the characters.
a. Appearance: How characters look
b. Action: What characters do
c. Reactions: How other characters react to that character
d. Dialogue: What characters say
e. Monologue: What characters think
5. Roadblocks hinder the characters as they try to solve the problem or conflict.
6. Readers become engaged with the story and empathize with the characters.
7. High point in the action of the story is when characters are about to solve the problem or
when the conflict is resolved. It separates the middle and end of the story.
Structure of Narratives: End
1. Character(s) solves problem or conflict is resolved.
2. The roadblocks presented during the middle of the story are overcome.
3. Loose ends are tied up. We know what happens with each character.
4. Readers feel a release of emotions that were built up in the middle of the story.
Teaching
•
What is author’s purpose?
- To entertain, persuade, and inform.
•
Who will be the author of the narrative piece you are
writing?
- You will be the author.
•
What is a narrative?
- Tells a story
- Includes a plot and setting
-Written in 1st person
-Uses words like (I, me, he, or she)
Teaching
• You will create a Story Map today.
• Purpose of a Story Map
- Help organize notes
- Warm-up
- Practice before draft
- Gather ideas
• What to do you think a Story Map would look like?
Modeling
• 5 parts in a story map
- Characters, problem, setting, plot, ending or
conclusion
• 6 questions that help add detail to narrative a
piece
- Who, what, when, where, why, and how.
• Look at my model
- What expectations might I have for your
Story Map?
- How does my model meet those
expectations?
Assessment
• Create a Story Map highlighting a day in the
life of an organism living in a Georgia habitat.
• Use the list of animals and Georgia habitats
to assist you in the completion of the Story
Map.
• Raise your hand when you have completed the
Story Map.
Expectations
• Complete the given Story Map
• Expectations:
-No sentences
-Spelling and punctuation are not needed
-Use only words and clauses
• Include:
-Main ideas
- Supporting details
Georgia Habitats & Animals
• Mountains
–
–
–
–
Bear
Deer
Bobcat
Trout
–
–
–
–
Crab
Sea Gull
Raccoon
Sea Turtle
–
–
–
–
Alligator
Rabbit
Otter
Frog
• Coastal
• Swamp/Marsh
References
Barber, T. (2012). Narrative and graphic organizer assessment. Unpublished Independent Practice, Valdosta State
University, Valdosta, GA.
Becton, A., Womble, L. (2012). Writing strategy PowerPoint. Unpublished PowerPoint, Valdosta
State University, Valdosta, GA.
Cook J. (2012, January). How to teach with graphic organizers. Retrieved from
http://www.ehow.com/how_6241003_teach-graphic-organizers.html
Goldstein, A., & Carr, P.G. (1996, April). Can students benefit from process writing?
NAEfacts, 1(3), Washington, DC: National Center for Education Statistics. Retrieved April 4, 2012, from
nces.ed.gov/pub96/web/96845.asp
Pearson Custom Education: Developing literacy: LITR 3130. New York: Pearson Learning
Solutions, p. 105 - 112.
Root, T. (n.d.). Story map without details. Retrieved May 22, 2007, from Dr. Tonja Root’s Web site:
http://coefaculty.valdosta.edu/troot/eced4300/Graphic%20Organizers.htm
Root, T. (2005, September). Structure of narratives: Fifth grade. Retrieved February 1, 2008, from Dr. Tonja Root’s
ECED 4300 Website, http://www.valdosta.edu/~troot/eced4300/revising_&_editing.htm
Womble, L. (2012). Narrative and graphic organizer true/false practice. Unpublished
Guided Practice, Valdosta State University, Valdosta, GA.