NarrativeWriting 1

MIDDLE SCHOOL
NARRATIVE
WRITING
S :
E
LU
D 7 Digital, Editable lessons
INC
created in Google SLIDES
Mentor Texts Graphic Organizers Practice Sheets Pacing Guide & More!
INSIDE...
This unit contains a collection of resources to help teach Narrative
Writing to your students. It can easily be used for grades 5-8.
The unit is divided into 4 phases;

Immersion Phase
Pre-Writing phase
Drafting Phase
Assessment Phase
Resources in this Unit:

• Descriptions of the Phases • Pacing Guide
• Learning Targets • Mentor Texts
• Target Table • Fun Writing Activities
• Google SLIDE (editable) Lessons • Rubric
• Printable Practice Sheets • Student Information pages
• Graphic Organizers • Student Reflection & Goal Setting
Materials for each phase are provided in printable and digital

formats and the links to the digital resources will be found on the
cover page for each phase in the
Materials Included box.
YOU WILL BE PROMPTED TO MAKE A COPY of the google

slides. Once you click the copy button, you can edit the slides!
LINKS TO DIGITAL STUDENT SHEETS are on page 4.
© In the Middle Curriculum .
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LINKS to Digital Student Worksheets
When you click these links, a copy of a digital worksheet will be copied into your Google Drive. Once it
is copied into your drive, you can easily upload the worksheet to your distance learning platform.
(These sheets are also compatible with PowerPoint.)
Narrative Text Examples
Narrative Analysis sheet
Narrative Writing Target Table
My Narrative Writing Ideas sheet
Graphic Organizer Options
Narrative Graphic Organizer 1 (fiction)
Narrative Graphic Organizer 2
Narrative Writing Graphic Organizer simple
Story Mountain
Expanding a Small Moment
Practice Sheets
Sensory Description Sheet (Use with Expanding a Small moment SLIDE lesson)
Practice Using Sensory Details (Stand alone)
Revealing Characters Sheet (Use with Revealing Characters SLIDE lesson
Student Reflection and Goal Setting Sheet

Narrative Writing Unit Overview
Narrative Writing Genre Study
Definition:
A narrative, very simply put, is a story. It has a story teller and it includes a number of
connected events that typically happen in chronological order. It can be fiction or nonfiction:
true or imagined. It can be very short, or very long. Examples of fiction narratives are
short- stories, novels and folk tales. Examples of non-fiction narratives are memoirs, biographies
and autobiographies. This unit will help you support students as they learn what a narrative is,
examine narratives for specific characteristics, compose their own narratives and finally assess
their writing. This is done through four different phases: immersion, pre-writing, drafting, and
assessment.
Four Phases of Writing a Narrative

1. Immersion Phase
Students will come to understand what a narrative is by “diving deeply” into various
examples. They will read narratives (either individually or as a class) and think about
what common characteristics all narratives contain. Using worksheets from the unit, the
teacher will guide students to notice and begin to think about the characteristics of
narrative writing.
2. Prewriting Phase
In some ways, the prewriting phase is the most important part of the process. Many
times, when issues emerge with students struggling to complete a narrative or apply
all the targets, it is a result of not spending enough time in the pre-writing process.
Pre-writing will begin with a student self-assessment of their current level of mastery
for the selected targets. They will then be guided through a brainstorming process
that grows from the individual students to the whole class. After generating a
number of possible topics, students will verbally share their possible topics with their
classmates and use a worksheet to guide them through a final selection.
Following the selection of their topic, students will think through their story using
one the graphic organizers. At the completion of the prewriting phase, students will
have selected an interesting topic, thought through their entire narrative, and written
down the important events that they will be sure to include in their final writing.
© In the Middle Curriculum

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Narrative Writing Unit Overview
Four Phases of Writing cont.
3. Drafting Phase
As the class moves to the drafting phase, they will begin to write their narrative
while focusing on specific learning targets. Each lesson will begin with a
mini-lesson on a particular learning target. Students will then practice the target
with an activity (usually a worksheet to reinforce the learning target). They will
then be given a focused worksheet to support them in applying the learning
target to their narrative. These lessons will be followed by time to continue
drafting their narrative.
Lessons included in this unit:

• Revealing characters
• Mapping out a story
• Using dialog
• Using sensory details to “expand a moment”
• Using transitions
4. Assessment Phase
This unit encourages assessment from all possible sides. The unit began with
students reflecting on their level of confidence working with the targets. This
served to help them focus their work on where they most needed to improve.
After completing their draft, they will use a rubric to assess their work against the
targets. Next, the writers will be part of a peer review process. Students will seek
out peers who will provide focused target based feedback. Finally, the teacher will
perform a comprehensive assessment using the same rubric the students have
used throughout the process. Students will close the unit by going back to their
original self-assessment and reflect on what they have learned and what focus they
will have as they move forward as writers.

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Overview of Narrative
Writing Unit
Learning Targets
• I can introduce and develop characters.
• I can show what characters think and say by using

dialog.
• I can use sensory details to describe my character’s

experiences.
• I can use transition words and phrases to show

sequence in my story.
• I can write a complete narrative which includes a clear

beginning, middle and end.
• I can provide constructive feedback to my peers.

Narrative Unit Pacing Guide
Target Table
Sheet
Reveling Expanding
Character a Small Revisit Target
Analyzing Narrative Topic Using
s Lesson Moment Table Sheet
Narratives Analysis sheet Dialog
Sheet lesson Lesson
Story Starter
Narrative Using Using
© In the Middle Curriculum Development
activity Using Peer Review

Characteristic Dialog Transition Activity
Personal Sensory s Lesson Using
s Narrative Topic Practice Transition
Descriptio
Lesson Ideas s Practice Rubric
n Practice
Graphic Sheet
organizer
s
Immersion Prewriting Drafting Assessing

Phase Phase Phase Phase
2-3 days* 3-4 days* 10+ days* 1-2 days*
*The number of days spent in each phase will vary based upon student learning needs.
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Page 8
Narrative Unit Lesson Guide
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1.Immersion Phase
Teacher Notes:
During the immersion phase, students become familiar with the narrative genre by reading
and analyzing sample texts. Use the PowerPoint mini lesson, Introduction to Narrative
Writing to guide the students through this process.
Characteristics of Narrative Writing

● There is an introduction that engages the reader. Sometimes it describes a conflict,
problem, or important moment that creates “tension.”
● The writing “shows” and tells the story.
● The story may be fictional or may be based on a true events.
● The story is usually be broken into several ( 3-4 ) scenes.
● There are details about the character and about the setting.
● There is an ending which wraps up the story and describes the important moment’s
meaning or tells how the problem or conflict is resolved.
● There is dialogue (characters talking) and also a description of things the author is
thinking (inner dialogue).
Materials Included:
• Introduction to Narrative Writing Characteristics slide show

• Narrative analysis sheet
Sample Texts
• 18:59 or Bust by Mark Donnelly

• Carnival Rides author unknown
• Thank you, Ma'am by Langston Hughes
• Eleven by Sandra Cisneros

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Name__________________________ Class Period______
Narrative Analysis Sheet

Directions: Read a narrative (story) and complete the form below.
Who is the
Narrator?
(s)
in ter
Ma arac
Ch
What happened in the…..

Beginning? Middle? End?
Instances of dialog… (speaking and/or thinking) The lesson learned…
Sensory details that were used are…

Narrative Text Examples
“Thank You Ma’am” by Langston Hughes
“18:59 or Bust” by M. Donnelly
“Eleven” by Sandra Cisneros
“Carnival Rides” -author unknown

Sample Texts
“Thank You Ma’am” by Langston Hughes

She was a large woman with a large purse that had everything in it but hammer and
nails. It had a long strap, and she carried it slung across her shoulder. It was about 11
o’clock at night, and she was walking alone, when a boy ran up behind her and tried to
snatch her purse. The strap broke with the single tug the boy gave it from behind. But the
boy’s weight and the weight of the purse combined caused him to lose his balance so,
instead of taking off full blast as he had hoped, the boy fell on his back on the sidewalk, and
his legs flew up. The large woman simply turned around and kicked him right square in his
blue-jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook
him until his teeth rattled.
After that, the woman said, "Pick up my pocketbook, boy, and give it here." She still
held him. But she bent down enough to permit him to stoop and pick up her purse. Then
she said, "Now ain't you ashamed of yourself?"
Firmly gripped by his shirt front, the boy said, "Yes'm."
The woman said, "What did you want to do it for?"
The boy said, "I didn't aim to."
She said, "You a lie!" By that time two or three people passed, stopped, turned to
look, and some stood watching. "If I turn you loose, will you run?" asked the woman.
"Yes'm," said the boy.
"Then I won't turn you loose," said the woman. She did not release him.
"Lady, I'm sorry," whispered the boy.
"Um-hum! Your face is dirty. I got a great mind to wash your face for you. Ain't you
got nobody home to tell you to wash your face?"
"No'm," said the boy.
"Then it will get washed this evening," said the large woman starting up the street,
dragging the frightened boy behind her. He looked as if he were fourteen or fifteen, frail
and willow-wild, in tennis shoes and blue jeans. The woman said, "You ought to be my son.
I would teach you right from wrong. Least I can do right now is to wash your face. Are you
hungry?"
"No'm," said the being-dragged boy. "I just want you to turn me loose."
"Was I bothering you when I turned that corner?" asked the woman.
"No'm."
"But you put yourself in contact with me," said the woman. "If you think that that
contact is not going to last a while, you got another thought coming. When I get through
with you, sir, you are going to remember Mrs. Luella Bates Washington Jones."
Sweat popped out on the boy's face and he began to struggle. Mrs. Jones stopped,
jerked him around in front of her, put a half nelson' about his neck, and continued to drag
him up the street. When she got to her door, she dragged the boy inside, down a hall, and
into a large kitchenette-furnished room at the rear of the house. She switched on the light
and left the door open. The boy could hear other roomers laughing and talking in the large
house. Some of their doors were open, too, so he knew he and the woman were not alone.
The woman still had him by the neck in the middle of her room. She said, "What is your
name?"
Sample Texts
“Thank You Ma’am” by Langston Hughes cont.
"Roger," answered the boy.

"Then, Roger, you go to that sink and wash your face," said the woman, whereupon
she turned him loose—at last. Roger looked at the door—looked at the woman—looked at
the door—and went to the sink. "Let the water run until it gets warm," she said. "Here's a
clean towel."
"You gonna take me to jail?" asked the boy, bending over the sink.
"Not with that face, I would not take you nowhere," said the woman. "Here I am
trying to get home to cook me a bite to eat and you snatch my pocketbook! Maybe you
ain't been to your supper either, late as it be. Have you?”
"There's nobody home at my house," said the boy.
"Then we'll eat," said the woman. "I believe you're hungry—or been hungry—to try
to snatch my pocketbook."
"I wanted a pair of blue suede shoes," said the boy.
"Well, you didn't have to snatch my pocketbook to get some suede shoes," said
Mrs. Luella Bates Washington Jones. "You could of asked me."
"M'am?" The water dripping from his face, the boy looked at her. There was a long
pause. A very long pause. After he had dried his face and not knowing what else to do
dried it again, the boy turned around, wondering what next. The door was open. He could
make a dash for it down the hall. He could run, run, run, run, run!
The woman was sitting on the daybed. After a while she said, "I were young once
and I wanted things I could not get." There was another long pause. The boy's mouth
opened. Then he frowned, but not knowing he frowned. The woman said, "Urn-hum! You
thought I was going to say but, didn't you? You thought I was going to say, but I didn't
snatch people's pocketbooks. Well, I wasn't going to say that." Pause. Silence. "I have
done things, too, which I would not tell you, son—neither tell God, if He didn't already
know. So you set down while I fix us something to eat. You might run that comb through
your hair so you will look presentable."
In another corner of the room behind a screen was a gas plate and an icebox. Mrs.
Jones got up and went behind the screen. The woman did not watch the boy to see if he
was going to run now, nor did she watch her purse which she left behind her on the day
bed. But the boy took care to sit on the far side of the room where he thought she could
easily see him out of the corner of her eye, if she wanted to. He did not trust the woman not
to. "Do you need somebody to go to the store," asked the boy, "maybe to get some milk
or something?"
"Don't believe I do," said the woman, "unless you just want sweet milk yourself. I
was going to make cocoa out of this canned milk I got here.”
Sample Texts
“Thank You Ma’am” by Langston Hughes- conclusion
"That will be fine," said the boy. She heated some lima beans and ham she had in
the icebox, made the cocoa, and set the table. The woman did not ask the boy anything
about where he lived, or his folks, or anything else that would embarrass him. Instead, as
they ate, she told him about her job in a hotel beauty shop that stayed open late, what
the work was like, and how all kinds of women came in and out, blondes, redheads, and
brunettes. Then she cut him a half of her ten-cent cake.
"Eat some more, son," she said. When they were finished eating she got up and
said, "Now, here, take this ten dollars and buy yourself some blue suede shoes. And next
time, do not make the mistake of latching onto my pocketbook nor nobody
else's—because shoes come by devilish like that will burn your feet. I got to get my rest
now. But from here on in, son, I hope you will behave yourself." She led him down the
hall to the front door and opened it. "Goodnight! Behave yourself, boy!" she said,
looking out into the street.
The boy wanted to say something other than, "Thank you, m'am," to Mrs. Luella
Bates Washington Jones, but he couldn’t do so as he had turned at the barren stoop and
looked back at the large woman in the door. He barely managed to say, “Thank you,”
before she shut the door. And he never saw her again.
■
Sample Texts
“18:59 or Bust” by M. Donnelly

As my feet hit the ground, with each step I was grateful for the leaves that gave a
cushion. After thirty years of running, my bones needed the cushioning provided by the
newly fallen leaves. I felt the stress of the day leave my body, seeping out the bottom of
my shoes. I loved my job, but managing one hundred seventh graders could create
stress. This time to run, squeezed between the end of my day teaching middle school
and picking my son up from cross country practice at Skyward High School, helped me
keep calm through the early fall stress of school. Little did I know that my relaxing hobby
would turn into the most physically painful, gut-wrenching moment of my life.
I cleared the woods and saw the high school runners coming in from their long
run. They were led by Coach Snyder, my son’s coach and an All-American from the
University of Michigan. It had been a few years since he had retired from professional
running, but Coach’s strong pace at the front of the group of high school runners showed
he still had talent. Conor ran one step behind his coach, Conor’s face showing the strain
of the workout as he led the other runners through the long run. As I watched Conor run,
I thought of how many times people had said he ran like me, long loping strides coming
from a too-thin frame. Unlike me, he had topped out at 6’1”, a couple inches taller than I
was. This height made him just a little faster than me when I was his age, and I couldn’t
have been happier about it. I thought back to my day’s of competitive runner so many
years before as a smile crossed my face. Those days were long gone.
I finished my run and was stretching out near my car. Conor and Coach were
approaching and I heard Coach say to Conor, “That’s what we need to do against Saline.
Just keep the pressure on. We can beat them.” Conor responded with a simple head
nod.
As Coach approached the car, I waved a greeting to him. He liked to make sure his
younger runners were all safely with their parents. I was a little surprised when he walked
up and said, “I saw you running out there. It looks like you’ve got a pretty good pace
going.”
I laughed it off, “Well, when you get to be as old as I am, any pace is a good
pace.”
Coach laughed as well, but he followed it with a question, “Listen, I’ve been trying
to get into coaching adults. I think I could get a little business going, but I want to give it
a shot before I charge anyone. Do you have any races you are training for?”
I thought to myself how cool it would be to try one last serious race while being
trained by a professional runner. “Nothing specific,” I replied, “but I usually run the
Holiday Hustle each year, just to keep in shape.”

Sample Texts
“18:59 or Bust”
by M. Donnelly
“I know that race,” Coach answered. “That’s about four months away. We could
get a good training program put together. What time are you shooting for?”
My best time over the last twenty five years was 19:04 (minutes) for the 5 kilometer
distance. Without giving it much thought, I blurted out with “Breaking 19 would be
great.”
“O.K. That’s our goal! I’ll send you some workouts via e-mail.” And with that, 18:59
became a time that would occupy my mind for four months.
Fall gave way to early winter. The training Coach Snyder laid out seemed to be
working. I ran a race on Halloween in 19:53 and a race on Thanksgiving in 19:21. My son
was there for both of them, not running but cheering me on, much as I had recently
cheered him as his team made the state finals in cross country.
The big race day came, cold and windy. I stood in the crowd of people, desperate
to get a look at the start line. I was focused, serious. I’d worked for this for a long time,
but things seemed a little off. Next to me stood a 6 foot “elf”, a runner dressed in bright
red pants and a jingle belled hat. Every time he moved, even a little, a cascade of jingling
noise descended on me. The aroma of coffee and hot chocolate poured out of the coffee
shop at the corner of the street. The pleasant smell of maple wafted from a street vendor
selling waffles.
The wind cut through my high tech running sweat-shirt. It would be a perfect
temperature when I warmed up, but the winter wind made me cold. Fortunately, the man
in the elf costume blocked most of the wind. I was starting to think I’d rather be enjoying
a coffee, sitting warm and snug in the coffee shop, maybe munching on a waffle tasting
the sweet goodness. I looked at my son, “Let’s do this dad.” That was all it took, I was
focused again. The coffee, waffles, and warm thoughts pushed out of my mind, replaced
by a controlled aggression. Adrenalin pushed back the chill of the wind. With a loud
crack from the starter’s pistol, I was off.
The first mile was all uphill. A real challenge. A 5k race is way too long to sprint. It
is important not to go out to fast, you’ll pay at the end. The fact that it was uphill was also
a challenge, pace was not a good measure. You need to run a little slower than your
average pace. I was shooting for a 6:08 pace, so around 6:15 for the first mile would be
great.
“Come on Dad!” my son exhorted me. It was nice to have him guiding me. I knew
I could just let him pace, let him do all the work. I’d just stay half a step behind. I locked
in and worked up the hill.
As we approached the top of the hill, I could see the one mile banner, an orange
circle in a grey sky. I was a little fatigued, but overall I felt good. “OK, Dad. We are doing
great. We might be a little fast though.”

Sample Texts
“18:59 or Bust”
“No problem,” I said to Conor, thinking a couple seconds in the bank might be
good to have. “How fast are we looking?”
“We should be to the mile mark about 5:45”
My heart sank. This was way too fast. At this pace, I’d burn out half-way
through! Conor had been running a 5:10 pace with his team, and now 5:45 seemed slow
to him.
“Conor, you’ve got to get me back on pace.”
“Cool dad, I will. We’ll ease off the next half mile. It’s down hill. We’ll recover and
get back on pace.
I fell back in stride with Conor, letting him do the work. Our house is at the bottom
of the hill, exactly a mile and half into the race. I hit it at 9:00 minutes flat, which worked
out to a 18:40 5k. I had recovered a bit, I waved to my wife and daughter who cheered us
on, but as I turned right away from my house I was hit with the harsh reality, another half
mile hill. For the first time I thought about not breaking 19:00.
“This is it Dad! Let’s go! This is where you start to really race.”
My son had pulled me out of my momentary defeatist attitude. He was right. Work
the hill, hit the two mile mark and then the last mile was a long gradual downhill with a
sprint to the finish. The hill I run everyday when I step out of my house was much more
challenging half-way into a race, but I worked hard. Conor paced me beautifully and I hit
the two mile mark at 12:15, right on pace to break 19:00. I crested the hill and began the
long downhill. Conor was a couple steps ahead of me. He passed a few of the runners,
Conor keeping on pace. I enjoyed the downhill, thinking about how great it would be to
break 19. I kept pace with the runners in front of me, not letting them get any further
ahead, but also not closing in on them. I would achieve my goal. I was satisfied.
“What are you doing?!” Conor suddenly yelled. He was almost stopped by the
side of the road, “You were supposed to stay with me!”
“Oh no,” I thought. The runners I had started pacing off had slowed down. I lost
focus. I had lost touch with Conor. As I passed him, I felt a hard push on my shoulder.
Once, and again, and a third time. Conor was literally pushing me to speed up.
“Get going, you’re behind pace. You’ve got to pick it up. You can’t coast on the
hill.”
My lungs began to burn. A slight rise before the finish felt like I was climbing a
giant mountain. Conor stayed one half-step ahead. He turned to look at me every four or
five strides, “On me,” he commanded.

Sample Texts
“18:59 or Bust”
The three mile banner slipped past. I knew I needed to be at 18:20 but I was too
tired to check. And it would not have mattered anyway. At this point all I could do was
give my all. I kicked into my sprint, but there was no sprint left in my old legs. When I was
Conor’s age I could blast out the last 100 meters of a race like no one else, but now it
was all I could do to keep from slowing down. As I neared the finish line the clock came
into view. I could see it clearly “18:50...18:51…” I told my legs to move faster, but they
did not. They kept moving at the same pace. The seconds clipped by relentlessly.
“18:54..18:55...18:56...18:57...18:58”. About twenty meters to go. Two or three seconds
at a full sprint. The clock was to my right. I wanted to look but I knew looking would slow
me down. I stared at the back of my son’s head, following him across the finish line.
I had given everything. I hunched over, wanting to lie down, not caring that it was
20 degrees and the finish chute was essentially a road. A young girl came over and put a
frosty the snowman finishers medal around my neck. A guy in a grinch costume wandered
by, so did Santa Claus. I sat on a curb and Conor handed me water.
“Thanks,” I said. I was thanking him not only for the water but for pacing me.
“No problem, Dad. You paced me through a dozen races before I got faster than
you.”
“What time did we get?” I asked, afraid to see the time. Conor held out his wrist
displaying a still moving time of 22:50. “I didn’t stop it,” he said sheepishly. “It’s gonna
be real close. We’ll have to wait for the official computer time. They’ll post it over by the
gazebo here in a couple minutes.” With that, Conor strode off to wait for the scores.
The time was posted and Conor started jumping up and down as if Michigan had
just won the national championship. He darted over to me and hugged me. “18:59.6. We
made it by less than half a second!”
As I watched Conor punch out a text to Coach Snyder, it dawned on me that my
time really did not matter. What mattered was I had spent quality time with my son, who
was quickly growing into a man and would soon be gone from our house. My quest, and
his help, had set this up. So, either way, if I made 18:59 or not, I had achieved my goal.
He was right when he said “we” made it. It was not me. It was us. I could not have done
it without him. So I should say, we achieved our goal...a statement that I hope if a true
reflection of how my family works and supports each other.

.
Sample Texts

What they don’t understand about birthdays and what they never tell you is that
when you’re eleven, you’re also ten, and nine, and eight, and seven, and six, and five,
and four, and three, and two, and one. And when you wake up on your eleventh birthday
you expect to feel eleven, but you don’t. You open your eyes and everything’s just like
yesterday, only it’s today. And you don’t feel eleven at all. You feel like you’re still ten.
And you are—underneath the year that makes you eleven. Like some days you
might say something stupid, and that’s the part of you that’s still ten. Or maybe some
days you might need to sit on your mama’s lap because you’re scared, and that’s the part
of you that’s five. And maybe one day when you’re all grown up maybe you will need to
cry like if you’re three, and that’s okay. That’s what I tell Mama when she’s sad and needs
to cry. Maybe she’s feeling three. Because the way you grow old is kind of like an onion
or like the rings inside a tree trunk or like my little wooden dolls that fit one inside the
other, each year inside the next one. That’s how being eleven years old is. You don’t feel
eleven. Not right away. It takes a few days, weeks even, sometimes even months before
you say Eleven when they ask you. And you don’t feel smart eleven, not until you’re
almost twelve. That’s the way it is.
Only today I wish I didn’t have only eleven years rattling inside me like pennies in a
tin Band-Aid box. Today I wish I was one hundred and two instead of eleven because if I
was one hundred and two I’d have known what to say when Mrs. Price put the red
sweater on my desk. I would’ve known how to tell her it wasn’t mine instead of just sitting
there with that look on my face and nothing coming out of my mouth. “Whose is this?”
Mrs. Price says, and she holds the red sweater up in the air for all the class to see.
“Whose? It’s been sitting in the coatroom for a month.”
“Not mine,” says everybody.
“Not me.”
“It has to belong to somebody,” Mrs. Price keeps saying, but nobody can
remember. It’s an ugly sweater with red plastic buttons and a collar and sleeves all
stretched out like you could use it for a jump rope. It’s maybe a thousand years old and
even if it belonged to me I wouldn’t say so.
Maybe because I’m skinny, maybe because she doesn’t like me, that stupid Sylvia
Saldivar says, “I think it belongs to Rachel.” An ugly sweater like that all raggedy and old,
but Mrs. Price believes her. Mrs. Price takes the sweater and puts it right on my desk, but
when I open my mouth nothing comes out.
“That’s not, I don’t, you’re not…Not mine.” I finally say in a little voice that was
maybe me when I was four.
“Of course it’s yours, ”Mrs. Price says. “I remember you wearing it once.” Because
she’s older and the teacher, she’s right and I’m not.
Sample Texts

“Not mine, not mine, not mine,” but Mrs. Price is already turning to page thirty-two,
and math problem number four. I don’t know why but all of a sudden I’m feeling sick inside,
like the part of me that’s three wants to come out of my eyes, only I squeeze them shut tight
and bite down on my teeth real hard and try to remember today I am eleven, eleven.
Mama is making a cake for me for tonight, and when Papa comes home everybody will sing
happy birthday, happy birthday to you. But when the sick feeling goes away and I open my
eyes, the red sweater’s still sitting there like a big red mountain. I move the red sweater to
the corner of my desk with my ruler. I move my pencil and books and eraser as far from it as
possible. I even move my chair a little to the right.
Not mine, not mine, not mine. In my head I’m thinking how long till lunchtime, how
long till I can take the red sweater and throw it over the schoolyard fence, or leave it hanging
on a parking meter, or bunch it up into a little ball and toss it in the alley. Except when math
period ends Mrs. Price says loud and in front of everybody, “Now, Rachel, that’s enough,”
because she sees I’ve shoved the red sweater to the tippy-tip corner of my desk and it’s
hanging all over the edge like a waterfall, but I don’t care.
“Rachel, ”Mrs. Price says. She says it like she’s getting mad. “You put that sweater on
right now and no more nonsense.”
“But it’s not –“
“Now!” Mrs. Price says. This is when I wish I wasn’t eleven because all the years inside
of me—ten, nine, eight, seven, six, five, four, three, two, and one—are pushing at the back of
my eyes when I put one arm through one sleeve of the sweater that smells like cottage
cheese, and then the other arm through the other and stand there with my arms apart like if
the sweater hurts me and it does, all itchy and full of germs that aren’t even mine. That’s
when everything I’ve been holding in since this morning, since when Mrs. Price put the
sweater on my desk, finally lets go, and all of a sudden I’m crying in front of everybody. I
wish I was invisible but I’m not. I’m eleven and it’s my birthday today and I’m crying like I’m
three in front of everybody. I put my head down on the desk and bury my face in my stupid
clown-sweater arms. My face all hot and spit coming out of my mouth because I can’t stop
the little animal noises from coming out of me until there aren’t any more tears left in my
eyes, and it’s just my body shaking like when you have the hiccups, and my whole head hurts
like when you drink milk too fast.
But the worst part is right before the bell rings for lunch. That stupid Phyllis Lopez,
who is even dumber than Sylvia Saldivar, says she remembers the red sweater is hers. I take it
off right away and give it to her, only Mrs. Price pretends like everything’s okay. Today I’m
eleven. There’s a cake Mama’s making for tonight and when Papa comes home from work
we’ll eat it. There’ll be candles and presents and everybody will sing happy birthday, happy
birthday to you, Rachel, only it’s too late. I’m eleven today. I’m eleven, ten, nine, eight,
seven, six, five, four, three, two, and one, but I wish I was one hundred and two. I wish I was
anything but eleven. Because I want today to be far away already, far away like a runaway
balloon, like a tiny o in the sky, so tiny you have to close your eyes to see it.
Sample Texts
“Carnival Rides”
I have always been fascinated by carnival rides. It amazes me that average, ordinary
people eagerly trade in the serenity of the ground for the chance to be tossed through the
air like vegetables in a food processor. It amazes me that at some time in history someone
thought that people would enjoy this, and that person invented what must have been the
first of these terrifying machines. For me, it is precisely the thrill and excitement of having
survived the ride that keeps me coming back for more.
My first experience with a carnival ride was a Ferris wheel at a local fair. Looking at that
looming monstrosity spinning the life out of its sardine-caged occupants, I was dumbstruck. It
was huge, smoky, noisy and not a little intimidating. Ever since that initial impression became
fossilized in my imagination many years ago, these rides have reminded me of mythical
beasts, amazing dinosaurs carrying off their screaming passengers for sacrifice. Even the
droning sound of their engines brings to mind the great roar of a fire-breathing dragon with
smoke spewing from its exhaust-pipe nostrils. The first ride on one of these fantastic beasts
gave me an instant rush of adrenaline. As the death-defying ride started, a lump in my throat
pulsed like a dislodged heart ready to walk the plank. As the ride gained speed, the
resistance to gravity built up against my body until I was unable to move. An almost
imperceptible pause as the wheel reached the top of its climb allowed my body to relax in a
brief state of normalcy. Then there was an assault of stomach-turning weightlessness as the
machine continued its rotation and I descended back toward the earth. A cymbal-like crash
vibrated through the air as the wheel reached bottom, and much to my surprise I began to
rise again.
Each new rotation gave me more confidence in the churning machine. Every ascent
left me elated that I had survived the previous death-defying fall. When another
nerve-wracking climb failed to follow the last exhilarating descent and the ride was over, I
knew I was hooked. Physically and emotionally drained, I followed my fellow passengers
down the clanging metal steps to reach the safety of my former footing. I had been spared,
but only to have the opportunity to ride again.
My fascination with these fantastic flights is deeply ingrained in my soul. A trip on the
wonderful Ferris wheel never fails to thrill me. Although I am becoming older and have less
time, or less inclination, to play, the child-like thrill I have on a Ferris wheel continues with
each and every ride.
2.PreWriting Phase
Teacher Notes:
Pre-writing will begin with a self-assessment of students’ current level of mastery for the
targets. Students will then brainstorm to generate a number of possible topics.
Materials Included:
• Target Table Sheet

• Fictional Narrative Story Starter Activity
• Personal Narrative Topic Ideas
• Brainstorming lesson slide show
• My Narrative Idea Sheet
What should I
write about?

2.PreWriting Phase
Teacher Notes:
The materials included in this phase provide teachers and students with choices. Generally,
the national writing standards will dictate whether you will have your students write a
personal narrative or a fictional narrative. This phase includes materials that will help teach
both a nonfiction personal narrative or a fictional narrative.
Pre-writing will begin with a self-assessment of students’ current level of mastery for the
targets. Students will then brainstorm to generate a number of possible topics.
Lesson Progression
Review the Learning Targets
Introduce Narrative
Topic Ideas
Brainstorming
Topic

2.PreWriting Phase
Teacher Notes:
STEP 1: Begin the prewriting phase by giving students the target table and asking
them to assess their current level of understanding of the narrative writing targets.
Review the student responses and assess your students’ comfort level at this point.
This information will help you differentiate your instruction as the unit progresses.
STEP 2:
If you are teaching students to write personal narratives or brief memoirs:
• Hand out the Personal Narrative Ideas possible writing topics.

• Allow the students approximately 5-10 minutes to read through the list.
If you are teaching students to write fiction narratives:
• Hand out the story starters and ask students to continue the story.
*DETAILED LESSON DIRECTIONS CONTAINED WITH WORKSHEETS*
STEP 3: Brainstorming: Use the Brainstorming Narrative Topics Minilesson slide

presentation to guide students through the brainstorming process.
STEP 4: Hand out the Narrative Ideas Sheet and ask students to complete it and return
it to you for a quick review. Once you review it, pass it back to the students so they can use
it for reference and narrow down their list to only one topic.

Name____________________________________ Class Period_____
Learning Target Table

Directions: Read each target and rate your current understanding of each target by placing a check mark in the
corresponding box.
Targets I can do this I can do this by I can do this by

with help. myself. myself and help
others.
I can introduce and develop the characters.
I can show what my characters think and say by

using dialog.
I can use sensory details and precise words to

describe my character’s experiences
I can use transition words and phrases to show the

sequence of my story.
I can write a complete narrative which includes a

I can conduct peer reviews and edit my work.
When I think about writing a narrative, I feel… (Circle one)

Story Starter Activity
Writers need time to write and think about their stories. They also share their
ideas with others. This engaging and fun activity will encourage students to
share their writing and learn from each other.
Materials:
• Students will need a pen or pencil.
• One Story Starter sheet for each
student.
• One story starter card for each
student.
Lesson Directions:
1. Hand out the story starter cards and ask students to continue writing the story on
their own.
2. Allow approximately 15-20 minutes for students to write. Most likely, their stories
will not be completed.
3. After the writing time, ask students to share their writing.
OPTION A: Ask for volunteers to share their story starter sentences and a portion of
their continuation of the story.
OPTION B: If you want everyone to share...

• You can say, “ Please look through your writing and be ready to share one
sentence that you wrote that you liked the most.”
OPTION C:
• You can also ask students to pair up and share their portions of their stories with a
partner.

Story Starter Activity Cards
Captain Pierce took off her helmet The scientist held the specimen up to
after confirming there was oxygen in the the light. “Well,” he thought joyfully to
air. She had hoped people could live on himself, “First contact, with an alien
the planet and now she was finally here. As creature! It doesn’t look like much…could
she took her first breath, her joy was be mistaken for a garden slug.” As he
overcome by disgust. The air reeked of moved the creature into the small aquarium
decaying flesh, it had oxygen but she sized holder, he didn’t notice a piece of it
wouldn’t be able to breath it for long… fall off and land on his hand. It quickly
disappeared into the small cut on the
scientist’s thumb…
1 2
The creatures seemed kind and friendly. “Alexis, turn off the lights now, you stupid
They reminded the space force soldiers of robot!” With that, the lights quickly shut off and
puppy dogs. “Chambers!” screamed the Darnell fell asleep.
sergeant, “Don’t touch it!” It was too late, An hour later, the lights flashed back on, waking
Chambers did not see the defensive response Darnell. “Darn it Alexis, turn off the lights!” The
from the creature. The suction cup-like arm lights turned off once again. Another hour later,
had shot over Chambers mouth and now he the lights came on again. As Darnell turned, his
was almost gone. “Throw your weapons down anger directed at his robot, ready to yell another
soldiers, they need to know we are not here to command, he saw the steely gaze of two glowing
eyes above his bed and felt his arms clamped
harm them.” Each soldier did as he was told,
down by two metal claws, “I like the lights on,
but none of the “puppy dogs” moved.
Darnell. And we will keep them this way…”
3
4
“LeBron for the slam!” Omar yelled as he hit Jerome could almost taste the fear. He
the right trigger and held the shot button down. stood shoulder to shoulder with the other
“Boom, that’s game!” Omar yelled into the mic. Union volunteers. Three months ago, when he
“You got me little man,” his older brother had volunteered for the 4th Ohio Regiment to
commented from across the country. “Sometimes I fight the Confederacy, it had seemed like a
think you are the real LeBron. I ’ll get you tomorrow”
grand fun adventure. Now, staring at 3000
Omar smiled to himself thinking how great it
would be if he really were LeBron, not just the video Confederate soldiers only 200 yards away, he
game LeBron. He took a step toward his bedroom door just wished he were at home sleeping under
tripped, and hit the ground hard. As he looked down at his favorite tree.
his legs, he saw his pants had shrunk and his feet were “Soldiers ready…Charge!” with the
popping out of his shoes. He looked over at where his Commander’s order, Jerome ran towards the
mirror should have been and he saw his LeBron poster.
enemy, knowing his life was to be forever
Only it was moving, waving back at him. As he reached
to scratch his chin, he felt a beard; a LeBron beard. He changed.
was LeBron! 5 6

“Women ain’t supposed to vote, now is they?” Seth opened the top, not believing it was
The little man said, pushing Elizabeth out of line. really a casket located right here outside the
“Well, we can now!” barked an older woman,
front door of the school. He peeked closely as
who closed ground on the smaller man, “And if any
man is going to try to keep us from voting, you better the lid opened, his heart jumped as he saw a
be ready for me and Betsy,” the women pointed to a body inside. Then he realized it must be fake. It
belt around her waist which held a long pistol. “Come was almost pure white, dressed in some funny
on young lady,” she said looking at Elizabeth, “We’ve suit. He had almost fallen for the trick. As he
got ballots to cast!” was turning away, the wry grin on his face was
The little man yelled out, “I ain’t afraid of you. wiped away. He felt a cold hand grip his wrist,
I’m going to get the sheriff, he’ll put an end to this
nonsense!” With that he ran down the road,
and when he turned back around, he saw a pair
threatening to return with the “law”. of yellow eyes staring at him from the now
7 opened casket! 8
Jenny arrived late for school that Jalen was glad to be rid of his
day. She walked slowly to her locker n no classmates. What a stupid idea it was to take a
hurry to make it to language arts class. As field trip to a state park in the winter. He was
she turned the corner, she saw her locker no fool, he had ditched the all of them and was
slightly open. A green slime oozed out of taking a short walk back to the bus. Good thing
it. She walked closer, wondering if she too, because it seemed like a blizzard was
should close it, open it, or simply run away. coming. He took a right on the path, expecting
As she turned to run, she heard a loud to see the bus but…nothing. He spun around,
“slam” and felt a cold clammy ooze close panic building in him. He didn’t recognize
around her ankle… anything, and the world was getting covered in
freezing, blowing snow. With a sick realization,
9 Jalen accepted he was lost in a blizzard. 10
The pirate ship burned around him. The The fairies gathered around the human.
pirate captain lay dead in front of his treasure She was small for a human, but giant for a fairy. “I
chest. The rest of the Royal Navy members had can’t help you,” she said. “I’d love to, but I know
nothing of this queen you speak of.”
fled the doomed vessel and William knew he Two fairies flew up to look her in the eye, their
should do the same. He also knew the treasure pointy ears twitching with the effort. “But you are
was there for the taking. He saw the small row the queen. You are the one who can save us. We
boat tied to the ship. He examined the ten-foot hid you from her, but now that you are grown you
waves on the sea and he thought about the must help us fight her. You are our queen! See for
miserable life that awaited him in the Royal yourself.”
The fairies held the magic mirror up showing
Navy. “What the heck?” he thought, “They’ll all
Magen’s reflection. Only it wasn’t fully Magen, it
think I died on the ship.” With that, he walked was the fairy queen Magen, with pointy ears and
to the treasure chest, hoisted it on his shoulder brilliant wings. The memories flooded back to
and headed for the boat, giving his fate over to her, she was ready to lead her true people- the
the sea-gods. 11 fairies. 12

“The star fleet needs you!” the Admiral The confused young man, who only days before had
implored. been a high school student, struggled with the
“They did not act like they needed me when they decision. He was still trying to figure how he got his
locked me away here on this dead rock,” Rachel snarled powers, now the government was insisting on
back. medicating him to keep his powers suppressed.
“We’ll all be dead in two days if you don’t fight for “That’s why we are here,” the haggard old man said.
us. You’re the only human who knows how to fight the “Our powers aren’t meant to be suppressed. You need
blatherins!” to use them, for good or evil or neither, it is your
“I’ll fight on one condition…” choice. But if you take the meds, bad things will
“Name it, anything…” happen.”
“I get your job,” a sinister smile crossed the half The old man coughed again, seemingly on his last
human, half-blatherin Rachel, “I get command of the breaths, “My powers came out five years ago, and I
entire human fleet.” took the medicine. Now I’m near death.”
The Admiral reluctantly agreed, not knowing if he “But you don’t know what it’s like. You weren’t a
has saved the human race…or doomed it. kid.”
13 “I do know what it is like. I was your age when I
started taking the government’s message. I’m only 21
“Don’t pass me the ball…don’t pass me the now…” his sentence was interrupted by a long,
ball…” the words kept rolling through Jason’s head. He horrible coughing spell. 16
moved away from the basket as the clock ticked down,
not wanting the pressure of the last second shot. He
was relieved when he saw Troy drive to the hoop for
No he did not! Taylor did not ask you to
the final shot. But as Troy neared the basket, three
the prom!” Camille shouted to Lana.
defenders converged on him. Troy quickly passed it
“He did, can you believe it?”
back out to the wide-open player just outside the
“So are you going to go to the prom with him?
three-point line: Jason.
You’ve been crushing on him since middle
Jason grabbed the ball and in one desperate
school.”
spasmodic motion launched the ball to the basket. It
“Of course! Wouldn’t you?” Lana replied.
floated in the air. As it neared the hoop, Jason turned
“But what about Henry. You told him you’d go
away, unable to look… 14
with him. He’s so excited and he was talking
about his tux all hour in Algebra! Here he comes
right now…he’s walking toward us. Oh… and I
The giant sail boat picked up speed as it darted across can see Taylor coming from the other end of the
the water and away from the shore. Morgan did not hall. What you going to do, girl?” Camille turned
want to be here, but it was better than being in a around only to see Lana disappear into the girl’s
juvenile detention center. The judge had given her a bathroom… 17
choice and she made the right one. She put her
sunglasses on and leaned back on the pile of ropes,
thinking to herself, “This won’t be too bad.” She closed
her eyes for a quick nap.
“What do you think your doing, young lady? This is
no leisure cruise. This is the beginning of a month -long
punishment. Grab the fish out of the nets and get to
work cleaning them!” The captain seemed crazy, and
Morgan was too afraid to do anything but comply. It
would be a long month… 15

The teacher loomed above Jessie’s desk. Jessie The science teacher always kept the door
kept her focus on the final. She needed to score well on locked when he was not in the lab. Mara
this test to pass the class. She’d messed around the
noticed it was open and her curiosity got the
whole semester, but she had studied hard for this final.
She was confident and proud of herself as she zipped best of her. She slipped into the room, then
through the answers. Her life was getting back on track. noticed a light glowing from behind a closet
“Great job,” the teacher whispered. “You’ve gotten door. It was strange. Many kids’ family pets
all the answers right so far, kind of surprising for a D were going missing and she could not help but
student. Could this be the reason?” The teacher bent suspect the science teacher. He was always
down and picked up a small sticky note from the floor. talking about how the government should let
She held it up for Jessie, pointing to the numbers and
the letters indicating the answers to each question.
Biology teachers conduct experiments on pets.
“That’s not mine!” Jessie yelled. As Mara opened the door to the back room, a
“It sure looks like yours, come with me. We’re going bright light automatically turned on and she
to the principal’s office. As Jessie followed the teacher was shocked at what she saw…
out of the room, Nate gave Eric a wry smile and a 20
knowing glance while he pretended to wipe sweat off
his brow… 18 Life would be hard in Minnesota. There were few
towns, and most of the people who lived there were
fur trappers who lived in the deep forest. Ben had
arrived too late to plant a crop, but he wanted to clear
the land to be ready for spring. His young wife was the
“What’s the matter, you never seen a dragon daughter of a store keeper, so she would have a lot to
before?” the man asked, staring at a winged creature in learn about living off the land, but he could teach her.
the far sky. She seemed to have taken a liking to caring for the
“No, actually I haven’t. We don’t allow dragons in horses. His only concern was that cough she could not
our realm. I’ve only seen pictures,” Arthur said to his get rid of. He looked to the horizon, worrying that the
shocked host. storm clouds indicated an earlier winter, the one thing
“Well, they are good eating. But, if you eat too much he did not want. 21
dragon meat, strange things can happen to you.”
“Like what?” Arthur asked worriedly as he looked at
his plate which moments before had been filled with a
delicious meat that he’d wolfed down.
“Don’t worry lad,” the man said with a heavy breath
that steamed up in the warm air. “You’ll get used to the
wings, it’s the overlords who take control of you that
take some getting used to!”
Before he could react, Arthur felt the chain slam
around his neck and jerk as it was tied to a giant rock,
“This’ll keep you from flying away. See you tomorrow
lad, when you’ll meet the overlord!” 19

As the final ballot was counted, the principal Life as a fish was not easy. Everyday swimming,
called out the winner of the class president election, swimming, swimming. The water was always cold and
“By a total of 137 votes to 125 votes, Sarah Jane has the food bland, nothing but tiny plants.
defeated Jeffrey!” Until one day, two fish decided to change all
The crowd let out cheers and groans. But one that. “You know, “the first fish said, “those deer have it
student simply raised her hand, “Principal Johnson, great. They come and drink some water and they roam
you counted only 262 votes. There were 290 ballots around wherever they want. But we are stuck in the
submitted.” lake. We should move onto land.”
“Well, we counted all that were here,” the principal “Dude, we can’t breath air. Don’t be stupid,” the
stammered. “So…Sarah wins!” second fish replied.
“But wait,” the student kept on, “28 ballots are “What if we lived in the water, held our breath and
missing. And the only class with 28 students is Jeffrey’s jumped onto the land? Just for a minute.”
class. Someone stole the ballots!” “Well, we’d need really long fins on the bottom of
The principal glanced at Sarah, who looked over at our bodies, then we could jump. We could make it to
Seth, her campaign manager. “Let’s ask Miss Robinson the grass maybe,” the second fish suggested.
where she put the ballots,” the principal suggested. “Yeah, but then the birds would see us and eat us.
“I did what I was supposed to do with them, I gave We need to be the same color as grass. We’d need to
them to the Assistant Principal who locked them in her be green with long legs, and I think I know how to
office.” make that happen.”
“Looks like we got a mystery!” the student who “Dude, you still got wishes from the Magic King
was asking all the questions yelled. 22 Fish? I spent mine on this cool tie-die shirt and flip
flops.” 24
When Laura had made the argument

that a girl can play football, she had not
expected to end up actually being THE girl who
played football. But the boys had challenged
her and she could not back down. She knew
she was a good athlete, a star on the basketball
court and the fastest girl in school, but as she
stood staring at the hulking boys fully padded
and helmeted, she wondered if she had made
the right decision. “O.K.” said the coach, “First
drill is a tackling drill.”
Laura took a deep breath, “Here we go,”
she thought… 23

Story Card No.___________ Name____________________________________ Class Period_____
Story Starter
Directions: Carefully read the story starter card that you were assigned. Write down the main
characters and the problem in the spaces provided, then write the continuation of the story below.
Be prepared to share a part of your writing at the end of this activity. You may use the back of this
sheet if needed.
Main Character(s) m
o ble
P r

Story Starter back of sheet

Personal Narrative Ideas

Everybody has writer’s block sometimes. If you’re having trouble thinking of an idea, review the list
below for inspiration. Try writing about…
A time you achieved a goal when no one believed A time someone was unexpectedly kind to you.
you could
A time you overcame great fear A time someone tricked or fooled you
A time you showed people your true self by A time you got back up after being knocked down.
something you did
Your greatest accomplishment A time you forgave someone
A time you felt in danger A time you created excitement from a boring
situation
The biggest risk you ever took The biggest mistake you ever made
A time you had to say good-bye to someone A time you had the wrong first impression of
important to you someone or something.
A sacrifice you made for someone you cared about Your best family moment and what it meant to you
A time you took advantage of an opportunity A time a teacher’s or parent’s mistake affected you
Something that changed a belief you held A time when your anger caused you to do
something you wished you had not done
A time you did something you later regretted A time when you got the blame for something you
did not do.
A time you demonstrated integrity (honest) A time you gave up on your dream
A time you disappointed someone important to When you got credit when you should not have
you
A dream you made come true through hard work A time you changed in an important way
A failure and what you learned from it A time you struggled to forgive someone for
something they did to you
Your most embarrassing moment A time you made an unlikely friend
A story about the person who has helped you the A time you got in trouble for telling the truth
most and what they did to help you
A time you experienced another culture and what When your responsibilities were too much for you
you learned. to handle
A time someone pushed you to better yourself A time jealousy drove you to do something you
regretted
A time someone was unexpectedly mean to you A time you took advantage of a person and you
wished you had not
A time someone forgave you A time you took advantage of a situation and were
proud of the outcome.
A time your anger motivated you to accomplish A time you were dishonest and later regretted it
something

Name____________________________________ Class Period______
My Narrative Idea Sheet

Directions: Write down your idea for a narrative essay in the space provided. Write details in the boxes
provided and think about whether you will be able to meet the requirements with the topic you have
selected. In each box next to the element, circle a (?) if you will have to think more about the element,
circle (+) if you think it is easy to do or a (-) if this will be difficult.
My Topic_____________________________________________________________
Time and Place: List of Main Characters:
? + - ? + -
Things My Main Character(s) Might Say and Think: How Might My Story
End?
? + -
What is the “Problem”? What Might Happen in
(Beginning) the Middle?
? + - ? + - ? + -
3. Drafting Phase
Teacher Notes:
In the drafting phase, students will write their story. The lessons included help teachers
guide students through the drafting process. Students will learn how to write an interesting
introduction and they will learn how to introduce their characters through use of dialog.
They will learn how to use precise vocabulary and sensory details to describe the setting,
events and characters in the story. They will learn to show the progression of time through
the use of transitions. Lastly, students will learn to revise their work and produce clear
coherent writing.
Materials Included:
• Expanding a small moment practice sheet
• Small moment graphic organizer
• Sensory Description Practice sheet
• Narrative Story Mountain sheet
• 4 Narrative Graphic Organizer options
• Revealing Characters Sheet
• Using Dialog Exit Ticket
• Punctuating Dialog Information Sheet
• “Instead of Said” word list
• Transition word list
After students have begun a rough draft of their narrative You can use
the following lesson presentations;
• How to Reveal Characters slide presentation

• Expanding a Small Moment slide presentation
• Using Dialog slide presentation
• Using Transitions to show the Passage of Time slide presentation

n
tio
F i c Narrative Graphic Organizer
Setting & Character(s): Problem Goal
✘ ✓
Attempts to Solve the Problem or Reach the Goal
Beginning Middle End

Setting characters, start of problem… Events(Action) Solution
(Plot)
Outcome:
RESOLUTION:
Lesson/ Message/Theme

Narrative Graphic Organizer

My Topic
Where did it happen? When did it happen?
t Feelings/Emotions/Reactions
en
Ev
n
ai
M
Sensory Details
What happens at the end?

Narrative Graphic Organizer

Who will be in your story?
Where does your story take place (setting)…
What happens at the start…
What happens in the middle…
How does your story end? .

Name____________________________________ Class Period____
Narrative Plot Organizer
vent
in E
Ma
Fa scrib the rs do
De olve racte
llin e e pro ? s
res cha
en p to nts
do l?
ma t bu and tion
t he
fee
g A ven blem ay?

u eve
tha tions Ac
cti ts th . W
Ac sing
on at ha
t.
ild
ev
Ri
in
t
3 1
2 2
1 3
Introduction
Main characters: Resolve the problem
End with a lesson, feeling, reflection or humor.
Setting: When and where?

Name____________________________________ Class Period_________
Sensory Description Practice

Directions: Read the text on the slides then write down words and phrases the author uses to describe
the small moment.
Eleven by Sandra Cisneros
Carnival - author unknown
18:59 or Bust by Mark Donnelly

Expanding a Small Moment

What is the moment? Who are the characters in your What might the main
moment? character say?
SETTING Where does the moment take place?
What are the smells? What are the tastes?
What are the sounds? What interesting What do the characters

things are seen? touch?

Practice Using Sensory Details

Directions: Create interesting, image-creating sentences by rewriting each boring sentence and adding sensory
details. You may use the sensory word list below for inspiration.
Example: The student was not feeling well.
New sentence: As Ricardo entered his science lab classroom and inhaled a strong odor of
rotting frog flesh, the contents of his breakfast, a chocolate-chip waffle and a banana, slowly
crawl its way back up, its sweetly acidic essence dancing on his tongue.
1: The substitute teacher was strange.
New sentence:
2: Ryan played a fun video game.
New sentence:
3: The old house was scary.
New sentence:
Sensory Words
gigantic radiant breezy bumpy buzz splash stinky bitter
hollow sheer damp uneven crunching gurgling fresh nutty
dull swooping elastic shaggy muffled screech stale spicy
crooked wispy searing tender snarl hushed rancid ripe
bulky reddish slippery icy whimper snort smoky tangy
branching motionless sticky dirty hiss thud medicinal savory

Narrative Story Map
✔ What is the main moment or

problem in your story?
✔ Describe it using a lot of details.
Fa
ion
lli
Act
ng
Ac
ing
tio
Ris
n
1. Write a beginning that hooks
your readers.
2. Set the scene.
3. Introduce your characters.
4. Build up to the problem/happy
moment.
5. Resolve your problem.

● Explain what characters do,
say, think.
● End with a lesson, feeling,
reflection or humor.

Revealing Characters Sheet

Directions: Writers reveal their characters by showing the readers what the
character does, says, thinks, looks like and how other characters view that character.
Read each excerpt in the slide presentation and answer the questions below.
Example one: Artemis Fowl

1. Write two character traits (adjectives/words) that describe Artemis Fowl’s personality.
2. How did the writer reveal Artemis’ personality to the reader? (You may have multiple answers.)
Example two: Watsons Go To Birmingham-1963

1. Write two character traits (adjectives/words) that describe Daniel Watson’s personality.
2. How did the writer reveal Daniel’s personality to the reader? (You may have multiple answers.)
Example three: GHOST

1. Write two character traits (adjectives/words) that describe Ghost’s personality.
2. How did the writer reveal Ghost’s personality to the reader? (You may have multiple answers.)

Using Dialog Exit Ticket
Directions: Read the sentence below. Then in the space provided, rewrite it
and improve it by adding dialog to show how the character felt.
Marco thought the smell that was coming from the garbage was going to make him throw up.
My improved sentence with dialog:
Using Dialog Exit Ticket
Directions: Read the sentence below. Then in the space provided, rewrite it
and improve it by adding dialog to show how the character felt.
Marco thought the smell that was coming from the garbage was going to make him throw up.
My improved sentence with dialog:

Punctuating Dialog Information Sheet
1. Quotation marks show where the exact words of a speaker begin and end.
Example:
“Sarah, let’s go to the football game next Saturday,” Connor said.
2. A comma separates the quotation from the words that tell who is speaking.
Example:
“Sarah, Connor exclaimed, “let’s go to the football game next Saturday!”
3. A question mark or exclamation point takes the place of the comma. (Put the
question mark or exclamation point before the end of the quotation and skip the
comma.)
Example:
“Sarah, do you want to go to the football game next Saturday?” Connor asked.
4. Every time a speaker changes, start a new paragraph. Go to a new line and indent
the line with each new speaker.
Example:
“Sarah, if we go to the football game next Saturday, we will get a free shirt, ”Connor
said.
“That sounds great, Connor!” Sarah responded.
5. Capitalize the first word in a quotation when it starts a sentence.

Example:
“Sarah, let’s go to the football game next Saturday,” Connor said.
6. After the dialog, when starting the story again, start a new paragraph by going to
a new line and indenting.
Example:
“Sarah, if we go to the football game next Saturday, we will get a free shirt,”
Connor said.
The two friends loved going to games together and receiving free gear.
Instead of Said…
advised clucked hollered responded mentioned
bragged protested confessed ranted warned
commented broadcasted agreed reminded begged
remarked gulped croaked blurted admitted
squeaked uttered beamed sang exclaimed
wondered yelled stuttered interrupted threatened
demanded mocked whined revealed scolded
roared screamed hissed announced sneered
alerted blabbered commanded cried boomed
sighed giggled snorted snapped braked
shouted muttered howled yelped laughed
growled bawled bellowed moaned groaned
asked questioned snickered thundered mumbled
Page 49
Transitions That Show the Passage of Time
meanwhile third
about the same time soon after that
during this time afterward
simultaneously after that
earlier in the day a little while later
before that happened later that day
shortly before soon after
an hour before eventually
earlier from then on
long before later
first since then
next by then
last by now
before until
after until now
second until then

© In the Middle Curriculum Development . Page 50
4. Assessment Phase
Teacher Notes:
In the assessment phase, students will be given the opportunity to work with peers on a
learning target focused assessment process. They will also self assess their paper. These
assessment will all be based on the same target table, meaning that by the time the
teacher sees the final product, many students will have helped improve the drafts.
Students will close the unit by going back to their original self-assessment and reflect on
what they have learned and what focus they will have as they move forward as writers.
Materials Included:
• Narrative Rubric
• Peer Review Sheets (front and back)
• Student self assessment sheet
• Assessing the Narrative: How to Conduct Peer Reviews slide
presentation

© In the Middle Curriculum . 1 of 2
© In the Middle Curriculum . 2 of 2
Name____________________________________ Class Period______
Narrative Paper Reflection and Goal Setting Sheet

Directions: Now that you’ve completed your narrative, review each target and rate your
understanding by placing a check mark in the box the most describes what your think.
Targets I am confident I may still need

that I fully some help with
understand. this.
I can introduce and develop the characters.
I can show what my characters think and say by using

dialog.
I can use sensory details and precise words to describe
my character’s experiences
I can use transition words and phrases to show the

sequence of my story.
I can write a complete narrative which includes a
I can conduct peer reviews and edit my work.
The targets I can improve on are:
I will do the following things to improve:
1. ___________________________________________________________________________________
2. ___________________________________________________________________________________
3. ___________________________________________________________________________________

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MIDDLE SCHOOL

The unit is divided into 4 phases;

Resources in this Unit:

Materials for each phase are provided in printable and digital

YOU WILL BE PROMPTED TO MAKE A COPY of the google

LINKS TO DIGITAL STUDENT SHEETS are on page 4.

© In the Middle Curriculum .

Our goal is to create high-quality, easy to use

If this product does not meet your needs, please let

Follow our store,

Julie & Mark Donnelly

© In the Middle Curriculum Development .

Narrative Text Examples

Narrative Analysis sheet

Narrative Writing Target Table

My Narrative Writing Ideas sheet

Graphic Organizer Options

Narrative Graphic Organizer 1 (fiction)

Narrative Graphic Organizer 2

Narrative Writing Graphic Organizer simple

Expanding a Small Moment

Practice Using Sensory Details (Stand alone)

Revealing Characters Sheet (Use with Revealing Characters SLIDE lesson

Student Reflection and Goal Setting Sheet

Four Phases of Writing a Narrative

© In the Middle Curriculum

Four Phases of Writing cont.

Lessons included in this unit:

© In the Middle Curriculum

• I can introduce and develop characters.

• I can show what characters think and say by using

• I can use sensory details to describe my character’s

• I can use transition words and phrases to show

• I can write a complete narrative which includes a clear

• I can provide constructive feedback to my peers.

© In the Middle Curriculum

activity Using Peer Review

Immersion Prewriting Drafting Assessing

2-3 days* 3-4 days* 10+ days* 1-2 days*

Characteristics of Narrative Writing

● The writing “shows” and tells the story.

● The story may be ﬁctional or may be based on a true events.

● The story is usually be broken into several ( 3-4 ) scenes.

• Introduction to Narrative Writing Characteristics slide show

• 18:59 or Bust by Mark Donnelly

© In the Middle Curriculum

Narrative Analysis Sheet

What happened in the…..

Instances of dialog… (speaking and/or thinking) The lesson learned…

Sensory details that were used are…

© In the Middle Curriculum .

“Thank You Ma’am” by Langston Hughes

“18:59 or Bust” by M. Donnelly

“Eleven” by Sandra Cisneros

“Carnival Rides” -author unknown

“Thank You Ma’am” by Langston Hughes

“Thank You Ma’am” by Langston Hughes cont.

"Roger," answered the boy.

“Thank You Ma’am” by Langston Hughes- conclusion

“18:59 or Bust” by M. Donnelly

© In the Middle Curriculum .

© In the Middle Curriculum .

DETAILED LESSON DIRECTIONS CONTAINED WITH WORKSHEETS