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- Students will be able to retell a narrative and identify the beginning, middle, and end of a story.
- Introduce students to the idea of narrative by defining it as a record of interconnected events, or a story.
- Ask your students to pay attention to what happens in the beginning, middle, and end of the story that they are about to hear since they will have to retell it later.
- Use familiar read-alouds to further define a narrative.
- Have students turn and talk to a partner in their home language (L1) or English to define narrative in their own words.
- Define the terms beginning, middle, and end with the class.
- Have students turn and talk to share the beginning, middle, and ending of one of the familiar read-alouds in your classroom.
Explicit Instruction/Teacher modeling(10 minutes)
- Either read a copy of the traditional story of Goldilocks and the Three Bears dramatically or watch the interactive story by Education.com.
- Go back over the story when you are finished, pointing out the beginning, middle, and end of the narrative.
- Provide students with their own copy of the read-aloud.
- Read or watch the story in students home language (L1) if possible.
- Prompt students to identify the beginning, middle, and end of the story by reviewing what happened in the story after you finish reading.
- Have students turn and talk to share one important thing that happened in the beginning, middle, and end. Then share aloud as a group.
Guided Practice(20 minutes)
- Provide props to small groups of students to act out the story.
- Remind students of the rules for small group discussions by creating a poster titled "Group Work."
- Work together
- Take turns
- Use quiet voices
- Students should continue their conversation through multiple exchanges as they work together to retell the story. They can take turns sharing details one at a time.
- Model how to act out a part of the story using prompts and narration.
- Group students together who speak the same home language (L1), or group beginning ELs with supportive peers with more developed English-language skills.
- Group the class into three sections and have each section practice acting out the beginning, middle, or end.
- Encourage some students to narrate while others act. Have students trade roles.
Independent working time(10 minutes)
- Give students drawing paper and crayons or colored pencils.
- Split the class into three groups. These groups will be assigned to draw the beginning, middle, or end of the story.
- Remind students to follow the Group Work rules as they create their posters.
- Prewrite beginning/middle/end on the board for students to utilize as they work.
- Invite students to verbally retell the beginning, middle, and end to you or another student in their home language (L1).
- Hand out individual copies of the book for support.
- Have students trade their finished work with a partner and practice verbally explaining the beginning, middle, or end that they drew or wrote about.
- Students can label their picture or write a sentence describing their picture.
- Students can work with a partner and collaborate on a picture.
You may want to take digital pictures of their creations and put together a slide show which can be displayed on an interactive whiteboard. Label their creations with the terms "beginning," "middle," and "end."
- Observe students to see if they struggle to remember what happened in the story.
- Assess their picture to see if they drew the correct portion of the story.
- Monitor student conversations to make sure they help each other retell the story, take turns retelling, and continue the conversation.
- When students verbally share the beginning, middle, or end of the story, take note if they are able to retell easily or need support.
- Collect student work samples to assess if they were able to capture the appropriate part of the story sequence.
- As students turn and talk to a partner, check if they are able to accurately verbalize the story sequence.
Review and closing(10 minutes)
- Have the students display their drawings.
- Ask everyone with a beginning picture to stand up, followed by the middle pictures, and finally the end pictures.
- Have students walk around the classroom and look at each other's pictures.
- When pictures are displayed, invite students to turn and talk to a partner to share what they see in the picture, using the sentence frame, "I see____ in the beginning/middle/end."
- Invite students to share aloud what they notice in their peers' work, using the sentence starter, "I notice ____."