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Plainfield Public Schools English Language Arts

Curriculum Unit

Grade 3 Unit of Study 3

Pacing 5-7 weeks Unit

Overview In this unit students will focus on reading fables. They will study the elements of a fable and determine the moral. By the end of the unit, students should have a better understanding of how to determine the moral by analyzing key details from the text. Students will also study idioms found in fables and determine the literal and nonliteral meanings. Finally, students will write a sequel, using dialogue, to a fable they have read. This narrative piece satisfies a core requirement of the district student writing portfolio (W.3.3).

UNIT 3 STANDARDS

PRIORITY STANDARDS Reading Literature

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

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Writing W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d Provide a conclusion. W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

SUPPORTING STANDARDS Reading Informational Text

RI.3.2 Determine the main idea of a text, recount the key details and explain how they support the main idea. RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topics or subject area. RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Writing

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2b Develop the topic with facts, definitions, and details. W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. W.3.7 Conduct short research projects that build knowledge about a topic.

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W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Reading Foundations

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.3c Decode multi-syllable words. RF.3.3d Read grade-appropriate irregularly spelled words. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. RF.3.4a Read grade-level text with purpose and understanding. RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Language

L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.2a Capitalize appropriate words in titles. L.3.2b Use commas in addresses. L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.3.3a Choose words and phrases for effect. L.3.3b Recognize and observe differences between the conventions of spoken and written standard English. L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

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L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

Speaking and Listening

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

“UNWRAPPED” District Power Standards

DISTRICT POWER STANDARDS Reading Literature

RL.3.2 RECOUNT stories, including fables, folktales, and myths from diverse cultures; DETERMINE the central message/theme, lesson, or moral and EXPLAIN how it is revealed through key details in the text. RL.3.4 DETERMINE the meaning of words and phrases as they are used in a text, DISTINGUISING literal from nonliteral language.

Writing

W.3.3b USE dialogue and descriptions of actions, thoughts, and feelings to DEVELOP experiences and events or SHOW the response of characters to situations.

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“Unwrapped” Skills (students need to be able to do)

“Unwrapped” Concepts (students need to know)

DOK Levels

POWER STANDARD: RL. 3.2 RECOUNT DETERMINE EXPLAIN

stories including:

• fables • folktales • myths

central message/theme, lesson, or moral

how it is revealed through key details in the text.

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3

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Students Know:

• Stories come from various cultures and time periods, and they are an important part of literature.

• Stories can teach us a lesson or send us a message that relates life and the world around us.

• A moral is a lesson that can be inferred from a story. • A fable is a short story that contains a moral or a lesson to learn. • A folktale is a story that has been handed down orally over generations. • A myth is a story that contains sacred accounts of supernatural beings that can

be used to illustrate cultural beliefs. • To recount means to retell it.

Students Can:

• Analyze text to determine the central message/theme, lesson, or moral of a piece of literary text.

• Use explicit and implicit details from the text to explain how the message/theme, lesson, or moral is communicated.

POWER STANDARD: RL.3.4

DETERMINE USED

meaning of words and phrases in a text

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DISTINGUISHING literal from nonliteral language 3

Students Know:

• Literal language refers to language that does not deviate from its common defined usage.

• Nonliteral language is language that requires the reader to interpret meaning that is not explicitly stated.

• A phrase is a sequence of words with meaning. • Context clues are the words or phrases surrounding an unknown word that can

provide hints about the meaning of the word. Students Can:

• Determine the meaning of literal words and phrases within a text. • Determine the meaning of nonliteral words and phrases within a text. • Distinguish between literal and nonliteral language. • Use context clues to determine the meaning of words and phrases within a text. • Use prior knowledge to determine the meaning of words and phrases within a

text.

POWER STANDARD: W.3.3b

USE DEVELOP SHOW

dialogue and descriptions • of actions • thoughts • feelings

experiences and events response of characters to situations

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Students Know:

• Dialogue is the words that are spoken by characters in a story. Students Can:

• Determine the actions, thoughts, and feelings that should be included in a story to help the plot develop.

• Determine when to add dialogue, thoughts, or actions.

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• Determine descriptive details of character thoughts, actions and feelings.

Unit Vocabulary Terms “Unwrapped” Power Standards

Concepts Supporting Standards Concepts and

Other Unit-Specific Terms

• Fables • Myths • folktales • moral • cultures • central ideas • central message • lesson • idioms • literal • nonliteral • character traits • moral • key details and ideas • linking words • concluding statement • Aesop • troupe • ensemble • details • closure • event sequence • narrative • main idea

• conventions • capitalization • punctuation • titles • commas • figurative meanings

Essential Questions Corresponding Big Ideas

1. How can use of dialogue improve a story? 2. How can we determine the moral or lesson of a story?

1. Dialogue can be used to deepen our understanding of characters in a story and how they interact with each other. 2. You can determine the moral of the story by asking what the character learned in this story.

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3. What are some things we can add to a story to make it more interesting to the reader?

3. We can use descriptive details, dialogue and descriptions of actions, thoughts, and feelings to make our story more interesting to the reader.

Unit Assessments

Pre-Assessment Plainfield Public Schools Unit Assessment

Post-Assessment

Unit Assessment

Essential Questions Post-Assessment

Scoring Guides and Answer Keys

See Unit Assessment Planner

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Engaging Scenario

You just heard some exciting news! A new acting troupe called Aesop's Acting Ensemble is coming to your school. They are holding auditions to select a new actor for their company. You always dreamed of a chance to work in show business and this is your big chance! You will need to become an expert in Aesop’s Fables. If selected, you will be interviewed on your understanding of Aesop’s Fables. Good luck!

Performance Task Synopses TASK 1

• Identifying Fables – working in groups, students will read an assortment of fables and identify the elements of a fable.

TASK 2

• Character Analysis – working independently, students complete a character analysis chart in order to determine the moral of the story.

TASK 3 • Literal and Nonliteral Interpretations – students will select a saying or idiom from

a teacher provided list and determine the literal and nonliteral meaning of the phrase.

TASK 4

• Write a Narrative - after reading a fable, students will compose a dialogue between the main character(s) or the character and themselves.

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Performance Task # 1 In Detail

Power Standards:

RL.3.2

Supporting Standards:

W.3.2b, RF.3.3,RF.3.3d, RF.3.4, RF.3.4a,c,L.3.2, SL.3.4

Note to Teacher: Lessons identifying elements of fables should be presented prior to having students complete this task. This task can be completed with guided reading groups if preferred. See resource page at end of unit for links on fables.

On chart paper, prepare a graphic such as the one below for each of your groups. (Having students work in groups facilitates differentiation of students.)

Characters Problem

Title of Fable

Solution

Moral/ Lesson

Task 1 Detailed: Identifying Fables – Complete graphic organizer provided by your teacher about a fable. You may include pictures in your graphic organizer.

• Think about some of the information you learned about fables. How do you know if a story is a fable? What do you look for to determine if it is a fable? Turn and talk to your partner to share your understanding of fables.

• You will be reading recording key details in the text that identify it as a fable. • After you have finished reading your fable and completing your graphic organizer,

you will share your learning with your class.

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Performance Task # 1 Scoring Guide

4 3

2

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� All “Proficient” criteria met plus:

Contributes to group presentation without teacher support.

� Used key details � Accurately

identified elements of a fable

� Summarized findings by completing graphic organizer including illustrations.

� Demonstrated command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

� Contributes to group presentation with teacher support.

� Meets _4_ of the “Proficient” criteria

� Meets fewer than _4_ of the “Proficient” criteria

� Task to be repeated after re-teaching

� Comments:

Key

4 = Exceeding the Standards

3= Meeting the Standards

2= Approaching the Standards

1= Below Standard

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Interdisciplinary Connections and Related Power Standards

Specific to Task #1

21st Century Learning Skills Specific to Task #1

Art 1.3.5.D.1

Check all those that apply for each task:

√ Teamwork and Collaboration ❑ Initiative and Leadership

❑ Curiosity and Imagination

❑ Innovation and Creativity √ Critical thinking and Problem Solving ❑ Flexibility and Adaptability √ Effective Oral and Written Communication √ Accessing and Analyzing Information ❑ Other

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Performance Task # 2 In Detail

Power Standards:

RL.3.2 W.3.3b

Supporting Standards: W.3.8, RF.3.4a-c, L.3.2, L.3.2a, L.3.3, SL.3.2, SL3.4

Note to teacher: When distributing the fables make sure the moral is removed from the end of the story. This task will ask students to use clues and key details to determine the moral. This activity may be repeated with various fables. You may want to model with the entire class prior to having the students complete this independently or with partners. Task 2 Detailed: You will complete a character analysis chart in order to determine the moral of the story. Remember the moral of a story refers to the central message. As the reader, you will pay careful attention to the events in the story and words and actions of the character or characters to determine what lesson or moral needs to be learned.

• Make a chart with 4 columns using the following headings:

Characters Can be

animals, people or things.)

Actions/Words(dialogue) What this says about the character

Moral

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• Make a large concept web on a piece of paper. At the top of the paper write the title of the fable you read. Draw a character in the middle of the web and write key words on each stem that describe the character. You may use words or phrases from the story. At the bottom of the page write the moral.

Sample:

Title

Moral of the story:

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Performance Task # 2 Scoring Guide

4 3

2

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� All “Proficient” criteria met plus:

Completed task independently without teacher support.

� Used key details � Determined the

moral. � Completed chart

and concept web by including actions, thoughts, and feelings of character

� Demonstrated command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

� Meets _3_ of the “Proficient” criteria

� Meets fewer than _3_ of the “Proficient” criteria

� Task to be repeated after re-teaching

� Comments:

Key

4 = Exceeding the Standards

3= Meeting the Standards

2= Approaching the Standards

1= Below Standard

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Interdisciplinary Connections and Related Power Standards

Specific to Task #2

21st Century Learning Skills Specific to Task #2

Art 1.3.5D.1

Check all those that apply for each task:

❑ Teamwork and Collaboration

❑ Initiative and Leadership √ Curiosity and Imagination ❑ Innovation and Creativity √ Critical thinking and Problem Solving ❑ Flexibility and Adaptability √ Effective Oral and Written Communication √ Accessing and Analyzing Information ❑ Other

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Performance Task # 3 In Detail

Power Standards:

RL.3.2 RL.3.4

Supporting Standards:

L.3.3a L.3.5 SL.3.2

Note to teacher: Explain to students that fables are the source of many popular idioms and sayings. Using a saying such as “Its raining cats and dogs.”, model for students a drawing in which the literal and/or nonliteral meaning of the phrase. You may want to provide students with a list of sayings to choose from such as:

• His bark is worse than his bite. • Beggars can’t be choosers. • Don’t look a gift horse in the mouth. • One rotten apple spoils the whole barrel. • Don’t put all your eggs in one basket. • Two wrongs don’t make a right.

TASK 3 DETAILED:

Many of our sayings come from fables, like “slow and steady wins the race.” Research some other proverbs, idioms, or expressions or select a saying from the list provided by your teacher. Draw a picture of the literal interpretation and write a sentence explaining the nonliteral meaning. Be sure to use correct capitalization, punctuation, and spelling when writing. When you are finished share your work with your class. If time allows, use the internet to research the origin of the saying you selected.

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Sample: It’s raining cats and dogs.

Literal interpretation:

Nonliteral meaning - It’s raining really hard.

Sentence- It’s raining cats and dogs, so our ballgame was cancelled.

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Performance Task # 3 Scoring Guide

4 3

2

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� All “Proficient” criteria plus:

� Determined the meaning of words and phrases as they are used in a text, distinguishing literal meaning.

� Identified the nonliteral language of idiom.

� Determined the central message, lesson, or moral.

� Demonstrated command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

� Meets 3 of the “Proficient” criteria

� Meets fewer than 3 of the “Proficient” criteria

� Task to be repeated after re-teaching

� Comments:

Key 4 = Exceeding the Standards 3= Meeting the Standards 2= Approaching the Standards 1= Below Standard

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Interdisciplinary Connections and

Related Power Standards Specific to Task #3

21st Century Learning Skills Specific to Task #3

Art 1.3.5.D.1

Check all those that apply for each task:

√ Teamwork and Collaboration ❑ Initiative and Leadership

❑ Curiosity and Imagination √ Innovation and Creativity ❑ Critical thinking and Problem Solving

❑ Flexibility and Adaptability √ Effective Oral and Written Communication ❑ Accessing and Analyzing Information

❑ Other

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Performance Task # 4

In Detail Power Standards:

W.3.3b

Supporting Standards: W.3.8, RF.3.4a-c, L.3.2, L.3.2a, L.3.3, SL.3.2, SL3.4 Note to teacher: Using a fable of your choice, model to students, how to use the following questions to come up with a conversation between two characters from for the story. (Or a character from the story and yourself.) The conversation should be a continuation of the story, or a conversation that would take place after the lesson was learned. (Feel free to add questions that you feel would help with this task.)

• How did the main character(s) feel at the beginning of the story? • How did the main character(s) feel at the end of the story? • What was the problem and how was it solved? • What was the moral of lesson learned from the story?

TASK 4 Detailed: Write a Narrative-

• Using the fable you read in Task 1, or another fable, working independently or with a partner, answer the following questions about the story: • How did the main character(s) feel at the beginning of the story? • How did the main character(s) feel at the end of the story? • What was the problem and how was it solved? • What was the moral of lesson learned from the story?

• Use the answers to the questions above to write a dialogue of a conversation the characters in your fable might have. In your dialogue, one character explains to the other, the moral or lesson learned and the actions they should take going forward. Remember to: Use dialogue. Describe actions, thoughts, and feelings. Show how the character(s) responded to the situation. Use proper capitalization, punctuation and spelling.

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Performance Task # 4 Scoring Guide

4 3

2

1

� All “Proficient” criteria plus: Student completes task independently.

� Wrote a narrative � Used dialogue. � Described

thoughts, actions, or feelings.

� Showed responses to situations.

� Demonstrated command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

� Meets 4_of the “Proficient” criteria

�

� Meets fewer than _4 of the “Proficient” criteria

� Task to be repeated after re-teaching

� Comments:

Key

4 = Exceeding the Standards

3= Meeting the Standards

2= Approaching the Standards

1= Below Standard

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Research-Based Effective Teaching Strategies

21st Century Learning Skills

Check all those that apply to the unit: √ Identifying Similarities and Differences √ Summarizing and Note Taking √ Reinforcing Effort, Providing Recognition ❑ Homework and Practice √ Nonlinguistic Representations √ Cooperative Learning ❑ Setting Objectives, Providing Feedback

❑ Generating and Testing Hypotheses √ Cues, Questions, and Advance Organizers ❑ Interdisciplinary Non-Fiction Writing

Check all those that apply to the unit:

√ Teamwork and Collaboration ❑ Initiative and Leadership √ Curiosity and Imagination √ Innovation and Creativity ❑ Critical thinking and Problem Solving

❑ Flexibility and Adaptability √ Effective Oral and Written Communication ❑ Accessing and Analyzing Information

❑ Other

Interdisciplinary Connections and Related Power Standards

Specific to Task #4

21st Century Learning Skills Specific to Task #4

Supporting Standards: L.3.3a L.3.5 SL.3.2

Check all those that apply for each task:

√ Teamwork and Collaboration ❑ Initiative and Leadership

❑ Curiosity and Imagination √ Innovation and Creativity ❑ Critical thinking and Problem Solving

❑ Flexibility and Adaptability √ Effective Oral and Written Communication ❑ Accessing and Analyzing Information

❑ Other

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RESOURCES

Physical Technology Based

Wonders Resources:

Aesop’s fables

Literature Anthology

Unit 6 The Wind and the Sun 504-505

Identifying Fables

Literature Anthology

Unit 1 Jennie and the Wolf 32-33

Unit 6 The Wind and the Sun 504-505 Lucy Calkins-Narrative If…Then…Curriculum Pages 7-78 Once Upon a Time -use selected lessons and modify to Fables

http://www.scholastic.com/content/collateral_resources/pdf/r/reading_bestpractices_comprehension_genrechart.pdf (Characteristics of fables- Page 3 of document. Teach prior to Task 1. You might want to make an anchor chart of these characteristics) http://www.aesopfables.com/ (Online resource for Aesop’s Fables-printable stories) http://www.umass.edu/aesop/fables.php (online fables, some with sound) http://greece.mrdonn.org/aesop.html (Background on Aesop-go to the bottom of the page for kid-friendly Power Point -Task 1) Sample reenactments of Fables http://youtu.be/XtnyD2uG8yo http://www.itascaschools.com/benson/mediacenter/readerstheater/aesops/Aesops_Fables.htm (Story board reenactment) Reading a-z has several lesson extensions on Fables. http://gec.kmu.edu.tw/~lc/ecorner/eBook/Teaching%20With%20Aesop's%20Fables.pdf (lesson plans with black line masters to extend the theme-printable stories for Task 3 and 4) Online interactive fables for computer center: http://kidcrosswords.com/kidreader/aesops_fables/aesops_fables_table.htm http://www.ereadingworksheets.com/reading-worksheets/understanding-theme.pdf

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(Fables with the moral missing so children can interpret their own moral) http://www.flickr.com/photos/22282401@N02/5865046086/ (sample idiom chart for fables) http://www.readwritethink.org/files/resources/interactives/idioms/ (online lessons on idioms) http://idiomsbykids.com/taylor/mrtaylor/class20022003/idioms/idioms2003/idioms2/slideshow/curiosity%20killed%20the%20cat.htm (Slide show for TASK 3) http://www.eslcafe.com/idioms/id-list.html (a-z list of Idioms for Task 3) http://idiomsbykids.com/taylor/mrtaylor/stories/meaningspicturessentencelist.html (Idioms with the meaning and sample drawings of literal interpretations-TASK 3)

Suggested Lessons to Support Tasks

RL.3.2

To have students determine the central ideas, message, or main topic of the text:

• Make talking about the central or main message (literature) and main topic (informational) a routine part of what you do when you read aloud to students or confer with them.

• Think aloud about how you determine the author’s central message and main topic, and point out the details – words, sentences, and illustrations – that helped you reason and infer.

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To have students analyze the development of the central message:

• Help students to recognize that focusing on the elements of story grammar (i.e., character, setting, problem, main events, and resolution) is one of the most effective ways to determine how a story is developing.

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• Give students regular practice in thinking and talking about the main character in a story they’re reading on their own. For example, they might think about the problem that character has, how other characters support the main character or stand in his or her way, and how the main character eventually solves the problem or resolves the conflict.

To have students retell or recount stories, including fables and folktales:

• As you read aloud, introduce students to different types of stories, such as realistic stories, adventure stories, graphic novels, folktales, and fantasy stories. Give students opportunities to discuss them and then compare and chart the attributes of the different types.

• After a story has been read a couple of times, demonstrate how to retell/recount it. First, explain that a retell/recount involves an opening statement, followed by key events listed in sequential or chronological order, and a conclusion. Have students practice retelling/recounting stories orally by working with partners and then sharing with the class.

To have students identify the focus of a specific paragraph within a multi-paragraph text:

• Teach students what a topic sentence is and how it most often comes at the beginning or end of a paragraph.

• Give students practice in locating topic sentences and identifying the details that

support them. Project a paragraph on a whiteboard, think through with students’ help what the topic sentence might be, and then underline or annotate the key details.

To help your English language learners, try this:

• Make certain that students understand the academic vocabulary you’re using, such as

the terms main character, problem, and resolution.

• Have students work in small groups to practice retelling stories orally. Use pictures as props to help students’ retellings. Encourage students to act out the stories.

RL.3.4

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To have students identify and determine the figurative meanings of words and phrases:

• Keep a basket of books that contain rich vocabulary and figurative language to read aloud and for students to read on their own. Helen Lester’s and Margie Palatini’s picture books are among those you’ll want to include.

• Provide each student with a copy of a poem or song containing figurative language or project the text on a whiteboard. Read the text several times and allow students time to discuss what it means. Help students identify figurative words and phrases and help them recognize how they help create a picture in a reader’s mind. Note that any attention given to figurate language (similes, metaphors, alliteration, idioms, and onomatopoeia) in grades K-2 should be done with a light and playful touch.

• Give students opportunities to illustrate idiomatic figures of speech, such as “butterflies in my stomach” and “a fish out of water.” The resulting illustrations might be compiled into a book.

To have students describe how words and phrases supply rhythm and meaning in a story, poem, or song:

• Have students look back through a text that has been read aloud or shared to identify words and phrases they find interesting or pleasurable, and ask them to explain why. They might say that they like the way a word sounds or that they’ve never heard it before. We want students to learn to love words and enjoy distinguishing shades of meaning.

• Post a running list of onomatopoeic words (words like whoosh, clang, click, burp) since onomatopoeia shows up frequently in children’s books. These kinds of words are fun, and children can easily incorporate them into their own writing to give it voice.

• Help students recognize that when we want to highly exaggerate or emphasize something, we often use hyperbole. For example, the phrase “I’ve told you a million times not to do that” means I’ve told you repeatedly.

• Select alliterative poems and rhymes, such as Peter Piper picked a peck of pickled peppers” to read with students. Help them see how repeating the same sounds at the beginnings of words is similar to rhyming words at the ends of lines of poetry.

To help your English language learners, try this:

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• Meet with a small group of students for interactive read-aloud or shared reading to allow them to talk about words whose meanings they don’t know and for you to help them in an intimate setting.

• Facilitate conversation about words students love or find interesting. Create a chart on which to record these words.

W.3.3

To have students narrate a single event (for several loosely linked events):

• Explain to students that they will be writing stories about things that happened to them or something they make up. If it’s several weeks into the school year, you’re likely to find some examples of personal narratives in students’ writing folders. Select a couple of students to share their narratives with the class. Then review with students several fictional stories that you’ve already read aloud to illustrate that stories in books are make-believe, as opposed to their classmates’ stories, which really happened. Students need to understand the difference.

• Tell students that they are going to get to choose between writing about something that actually happened to them and making up a story using their imagination. Let each student tell what his or her story will be about before they start writing, and let kindergarten and first-grade students know that they might want to start by drawing a picture and then writing.

• Use prompts or storyboards to help students move from one part of their event to the next: One time _____________. Next _____________. Then __________. Lastly __________. To make a storyboard, divide a blank sheet of paper into quadrants. At the top left-hand corner of each section, write one of the prompts in sequential order – First, Next, Then, and Lastly.

To have students use temporal words to signal event order:

• As you share big books or enlarged texts, call students’ attention to the temporal words – such as first, next, then, last, after, before, and during – that help move the story

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along. Highlight these words with sticky notes, and then write them on a chart to remind students to include them in their written narratives.

To have students provide a sense of closure:

• Explain that readers like to know that the event they’re reading about is coming to an end. Therefore, the writer needs to tell the reader how things turned out or how a problem was resolved. When you read narrative nonfiction (e.g., biographies, memoirs) and fiction books aloud, invite students to comment on the ending sentence or two. What do they notice about how the author ended the piece?

• Have students mark the beginnings and endings of their pieces with highlighter or sticky notes. If a student finds she has only a beginning and middle, this recognition should prompt her to add an ending.

To have students narrate two or more appropriately sequenced events, or a well- elaborated event or short sequence of events, in the order in which they occurred:

• Have each student select one real person from his or her life to write about. Explain that it should be someone the student finds interesting, funny, or provocative – someone who’s “a real character.” Give students time to consider who they might like to write about and share their reasoning with a partner. Do a brief brainstorming of character-revealing ideas: looks, clothing style, way of walking, favorite sayings, quirky habits, and so on. Then take the following steps:

1. Have students draw their characters, thinking all along about what the characters are like and some of the characteristic ways they have behaved in different situations.

2. Give each student an 8 ½-by-11-inch sheet of paper with two rectangular boxes on it, each taking up almost half of the page; the first box should be titled “One time” and the second “Another time”. Have students draw in the two boxes the situations they will later describe in words. (Note that up to this point, students have only been illustrating their characters and scenes from their soon-to-be-written narratives.)

3. Give each student two pieces of lined paper and have them write about both events

they just drew. The description of the first event should begin with “One time…” and

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the second with “Another time…,” and the writing should elaborate on the events in which the main character “showed his or her true colors.”

4. After students have written their descriptions of these two events, have them write

introductory and ending sentences or paragraphs. 5. Have students read their narratives out loud. As they read, call attention to the

words the student authors use to illustrate their characters’ most salient characteristics.

To help your English language learners, try this:

• Working in small groups, give students time and opportunities to tell and draw their stories before they write them. They can illustrate each part on a separate sheet of paper, write along the top or bottom what’s happening, and rearrange the sections if the original event order does not accurately reflect what happened.

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