Graphic Organizers for

Teaching Narratives
 Bookworm
1. TITLE

B
TA
Author

TAB
2. SETTING

B
TA
3. CHARACTERS

TAB
5. EVENTS
B
TA

4. A PROBLEM
AND

TAB
SOLUTION
Beginning Middle End

When First How did you

Who Next feel?
Where Then
Last
 Story Map Using Story Grammar
Title

Setting

Characters

Problem

Events

Solution
 Story Map
Title: _______________________________________
Characters: Setting:

Problem:

Events:
First,

Next,

Then,

Last,

Solution:

My thoughts:
Story Map Showing Attempts and Outcomes
Title

Setting

Characters

Goal

Problem

Attempts Outcomes

Solution
 A Garden of Good Books
READ A GOOD BOOK.
FILL IN EACH PART OF THE FLOWER
M
ai
n
ing Ch
et t ar
S ac
te
rs

1. Cut out the flower

2. Fold the petals
Title
3. Add a green stem
and leaves Author y?
W or
hy e st
d h
id
yo i nt
u e d
lik n
ei p pe
t? t ha
ha
W

Now add your flower o the flower garden board

 “Happy” Story Face example

gs

Angel
ely
iceber

y
atl
sno

ov
it e

Ne
L
h t
y
odl ec
Perf

ld
w o Main

o
G

c
Setting: characters:

North Pole? Tacky

Antarctica the Hunters

Problem:

Hunters came to capture the

penguins.
1 Solution:
Tacky greeted
The hunters left
the hunters Events
rudely.

4
2
3 Tacky and his
Tacky companions
Tacky did a
marched sang dreadfully
splashy
sloppily.
canonball.
 “Sad” Story Face example

es

Zabala
n

tre
brow
s
as

m
r a
ab

tu
pal
g b
le a

Zi
rt t w
lit Main Ig
s e
de Setting: characters:
dry
Sebgugugu
Africa Unanana
Rwanda Imana

Problem:
Sebgugugu could not find
enough food to feed his family.

Events

4
3 Sebgugugu
Sebgugugu 5
2 chopped the
widened Sebgugugu
Sebgugugu vine. the crack. shot Igwababa
killed Gitale the crow
1 the cow. Solution :
Sebgugugu did The god of
not listen to his Rwanda took
wife everything
away.
 Setting: Story Map
Literacy Through Litrature
Mand
Pearl’s house
y
Grass

Pond
Pearl’s
school

School bus
 Story Map Using Events
Events Before the Story is Told

Story Events

Events After the Story is Told

Plot Relationships Chart
Improving Reading: Strategies and Resources

Plot Relationships Chart

Somebody Wanted But So
 Plot Development
10
9 Sylvester
Parents
8
7
6
Tension

5
4
3
2 v
c
1
0
0 1 2 3 4 5 6 7 8 9 10 11 12 ? ? ?
Time
Incident summary: Sylvester and the Magic Pebble by William Steiz
1. Collect rocks 6. Becomes rock 11. Fall (Autumn)
2. Find extra ordinary one 7. Cannot return 12. Winter, wolf howls
3. Rock is magic 8. Parents worry
4. Sets out for home 9. Parents seek Sylvester ? Father locks people in safe
Sequencing/Summary
Movie Title: ________________________________ Director: _________________

Story Board
Write the events of the film on the board. Record them in the correct order.

1 2 3

4 5 6
Prediction Chart
Improving Reading: Strategies and Resources
Thinking Chart
What has What will happen Why do I think
happened? next? so?
 On the Road to the Future
What happened when? Write the events in the correct order on the time line.

TOPIC:

T
PAS

FUTUR
E

Time Line/Story Map

 Character Map
Title of the Story_______________________________________
Character: ________________________________
What he or she thought: ____________________________
____________________________

How he or she felt:

What he or she did:
________________
________________
________________
________________
________________
________________

Where he or she went: _____________________________________

How he or she changed: ____________________________________
 Character Chart
Choose a character from the book (or your own story). Then complete the chart.

Character’s name

hi ng
O n e t te r d i d
c
cha ra
tion
Descrip
of the
te r
Charac

g d
h i n r di
t te
One thing ne r a c
O a
One thing character did ch
character
did
 Comparing Characters
Compare and contrast two characters. How are they different?
Write your answer in the outer part of the circles. How are they the
same? Write your answer in the parts of the circles that overlap.

me:
a

Ch
r n
cte

ar
ac
a
ar

ert
Ch

na
m
e:
Venn Diagram
 Compare and Contrast
Choose two or three things to compare and contrast. What is different? Write it in
the outer part of the bubbles. What is the same? Write it in the parts of the bubble
that overlap.
Character Development

Character:
very somewhat neither/both somewhat very

good evil
kind unkind
honest dishonest

gentle violent
brave cowardly
Character Profile: Hero
Heroes
You must decide if (main character) is going to be the hero of
(a movie/TV program ). Below are listed some of the qualities of a storybook
hero. Decide if you think (main character ) has these qualities. You must state
something from the story to support your decision.
a hero Support
Young
Intelligent
tall and muscular
invincible (unbeatable)
Strong
Wise
Brave
rides a horse
carries a weapon
is set a task
has to leave home
must face grave danger
has a servant or helper
Character Chart
Getting to Know My Character Chart
Story: _______________________________________________
Character: ____________________________________________

Facts about my character My character’s actions

My character’s conversations My character’s thoughts

 Character Web
Fictional Stories

Says Feels

1. ________________
1. ________________
2. ________________
2. ________________
3. ________________ Character
3. ________________

Acts Appearance

1. ________________ 1. ________________
2. ________________ 2. ________________
3. ________________ 3. ________________
 Character Map
The character map strategy helps students gain insight about qualities that characters in both
fiction and nonfiction may possess. This activity provides an excellent basis for classroom
discussion because it requires students to form and support opinions. A general character
map and directions follow

example example
Quality

example example

Name of Quality
Quality
Character

example Directions example

1. Students write or draw a character they wish to study in the central square.
2. In the rectangles, students list adjectives or qualities that describe the character.
3. In the ovals, students write examples that support the adjectives or qualities.
4. Through discussions students may confirm, add to, refine, or change their initial
responses.
 Literary Sociogram

relationsh
relationsh

ip
ip

sh
sh
re

on
on
lat

ati
ati
io

i
i

p
p
ns

rel
rel
hi

sh i p sh i p
p

relationsh t i on t i on
i p rela rela
main character main character
rela rela
t ion t ion
n s hi p s hi p s hi p
rel atio

re
re
ip

relationship
lat
relationship
lat
sh

io
io
on

ns
ns
ati

h
h

ip
ip
rel

= minor character
action action action
Character

action action action

Character
 Story Map
Story Map Showing Character Change
Turning Point

Character at the Events that Caused Character at End of Story

Beginning of Story Change
 Observation Diary
Watch something change over time. Record the changes here.

___ Date: ________

e: _ ____
Dat

___
e: _ ____
Dat
Date: ________
Valuing: Balance Scale
Nadia

Hide father and Admit father

brother’s and brother are
death. dead.
CHEAT NOT CHEAT
weight Weight
Everyone should look after __________ She will be punished, if she’s _________
themselves. caught.

Her mother was sick and needed __________ Its wrong to cheat. _________
soup.
Everyone else was suffering. _________
The little extra would not be __________
missed. _________________________ _________

Others were probably cheating. __________ _________________________ _________

Total: ========= Total: =========

What is your decision? _____________________________________________
Your final reason? _________________________________________________
What’s In My Mind

d St rider.
m o m an s e d by
sh i s f u
Love t i s con
u
s dad b .
o v e s h i
n sh i p h i mself.
L e latio all to
i r r d e r
the t s Stri
a n
w er.
Leigh eds Strid
e
He n
GATHER YOUR THOUGHTS
A. QUICKWRITE. Now think of an animal you could write about. Do a 1-minute quickwrite
about an animal that is now or once was important to you.
1 – minute Quickwrite

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________

B. DEVELOP YOUR IDEA. Use the questions in the web diagram below to develop a
paragraph about the special animal.
What does it look like? How does it act?

Animal:

What makes it special? Why do you like it?

 C. PLAN. Study the example and then complete the graphic organizer to help you
plan your paragraph.
1. Write 1 sentence that sums up why this animal is so important to you.
2. Then list 3 details that support your main idea.
3. Write a closing sentence that sums up why the animal is special to you.
Example
Subject: Panda
Main Idea: Panda is important to me because he keeps me company when I’m feeling
alone
Detail: He’s always Detail: He sleeps with Detail: He never argues
there after school me during storm with me or makes me feel
left out
Conclusion: If it weren’t for Panda, I’d feel lonely sometimes.

Subject
Main Idea

Detail Detail Detail

Conclusion:
Now write your paragraph about the animal.
1. Start with your main idea sentence.
2. Then offer 3 details that will help your readers get to know the animal. End with a
closing sentence.
3. Use the Writers’ Checklist to help you revise.

_________________________________________________________________
Writers’
_________________________________________________________________ Checklis
_________________________________________________________________ Sentence t
 Did
a l l y o ur s
_________________________________________ be g i n w s e nte nc e s
_________________________________________________________________ i t h c a p i ta l
l e tte r s ?
E X AMP L
_________________________________________________________________
clear that E: It was
Dennis lo
Oscar. ved
_________________________________________________________________
 Did
t he y a l l
_________________________________________________________________
correct end wi
punctua th the
_________________________________________________________________
E X AMP L
E: What a n?
ti o
talking ab
_________________________________________________________________ re you
 Did o u t?
e v er y s e
_________________________________________________________________
express ntence
a compl
_________________________________________________________________
thought
? E X AM P
e te
Danny an
_________________________________________________________________ LE
d his fath S:
checking. er
________________________________________________________________
D
(incomple
te)
anny and
his father
checked
the turtle
(complete bowl.
)
 Story Frame
Complete this Story Frame for ______________. Share and discuss what
you wrote with a partner.
The STORY TAKES PLACE IN

______________ IS A CHARACTER IN THE STORY WHO

______________ IS ANOTHER CHARACTER WHO

A PROBLEM OCCURS WHEN

AFTER THAT

THE PROBLEM IS SOLVED WHEN

THE STORY ENDS WITH

GATHER YOUR THOUGHTS

A. RECALL PLOT- Think about the plot of ________________. Then list, in

order, the 4 most important things that happened in the story.
1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
4. _________________________________________________

B. PLAN- Now think of a time when someone taught you right from wrong.
Complete the sentences below to help you plan a paragraph about the
experience.
When I was years old, I When my
found out, he/she

and
Later, he/she
I Felt
The whole thing was resolved when I

Afterwards, I decided
WRITE
Now write a narrative paragraph about the time someone taught you right
from wrong.
1. Write in the first-person (I said, we thought).
2. Use your notes from the previous page to keep your narrative brief and to
the point.
3. Use the Writers’ Checklist to help you revise.

Writers’
_________________________________________________________________ C
Sentence hecklist
_________________________________________________________________
 Did Fragmen
yo u u s e
on ly comp ts
_________________________________________________________________
sentence
si l ete
complet n your writing?
_________________________________________ subject
e sentence
and a ve c o n ta i ns
A
rb and e a
_________________________________________________________________
a compl
ete thou
gh t
xpresses
fragmen
_________________________________________________________________t, on the . A sentence
look and other ha
s ou n d l i nd, may
k
_________________________________________________________________
b u t i
can fix a
t is someh e a s e
ow incom tence,
n
se p lete
_________________________________________________________________
adding a ntence fragmen . You
subject t
o or a ver by
_________________________________________________________________
u t w o r d s,
fragmen or combining t
b , taking
t with an he
_________________________________________________________________
EXAMPL ot
E: Standi her sentence.
(fragmen n g on the
_________________________________________________________________
t)
on the co The boy was sta
corner.
rner. (co nding
_________________________________________________________________
Because m
Mrs .Jon plete sentence)
helped t es
he boy. ( was kind, she
_________________________________________________________________
sentence c omplete
)
_____
WRAP-UP
What did ____________________ mean to you?
Che c klist
E AD ERs’ G
_________________________________________________________________
R IN
MEAN e th i n g
_________________________________________________________________
u l e a rn s o m
yo
_________________________________________________________________ ?
 Did the reading r make an
from o
_________________________________________ a f f e c t you
it
 Did ssion?
_________________________________________________________________
impre
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_____
 GaTHER YOUR THOUGHTS
A. RECALL THE PLOT - Use this storyboard to show the 6 main events in the plot of
“Pandora.” What happens first? What happens next? Draw a picture and write a brief
caption in each frame

1. 2. 3.

4. 5. 6.

B. CONTINUE THE PLOT - Recall what happens at the end of “Pandora.” Pandora has
fainted, and the evil creatures have flown away. Think about what happens when Pandora
wakes up again. Brainstorm ideas about what she might do, where she might go, and how
she might feel.

What Pandora Might Where Pandora Might How Pandora Might

Do ... Go ... Feel ...
 Write
Write a tale that continues the story of Pandora.
1. Tell what happens when Pandora wakes up again.
2. Use Evslin’s characters or invent a few of your own. Be creative. Give your tale a
title.
3. Use the Writers’ Checklist to revise your tale.
Title: ______________________________________
After more than an hour, Pandora began to stir. She opened her eyes and ...

W RI T E
RS’ Che
_________________________________________________________________ cklist
 Did V E RB
_________________________________________________________________
you avo
verb te id m
ns e s ? P i x i n g
_________________________________________________________________
v e r bs s re
_________________________________________ h o w a c s ent t ens e
ha ppe n tion tha
ing now t is
_________________________________________________________________
l o o k. P
a s t t e ns
: s l ee p,
e a t,
s h
_________________________________________________________________
o w a c ti e v e r b s
happen on that has
_________________________________________________________________
slept, a
ed i n t h
e
te, look past:
_________________________________________________________________
verb te ed
n s e s c a . Mi x i n g
reader
_________________________________________________________________ nc
about w onfuse a
ha ppe n ha t
_________________________________________________________________
s when
.
_________________________________________________________________
_________________
 WrAP - UP
What did you like best about “Pandora”? Why?

READERS’ Checklist
ENJOYMENT
_________________________________________________________________
 Did you like the
_________________________________________________________________
reading?
_________________________________________________________________
 Was the reading
_________________________________________ experience
_________________________________________________________________
pleasurable?
 Would you want to
_________________________________________________________________
reread the piece or
_________________________________________________________________
recommend it to
_________________________________________________________________
someone?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________________
 GATHER YOUR THOUGHTS
Holes is a young boy’s account of what happened when he was sent to reform school for a crime
he didn’t commit.
A. CONNECT - Think of a time you were punished for somethng you didn’t do. What happened?
Write 1-2 sentences describing the event.
_________________________________________________________________
_________________________________________________________________
_______________________________________________
B. GATHER DETAILS- Now list 3 details that will help you write a journal entry about what
happened.
Example:

SUBJECT FOR JOURNAL ENTRY the day my friend broke my dad’s camera
DETAIL #playing
1 around in the garage
sweeping up and hiding the pieces
DETAIL # 2
DETAIL #getting
3 grounded

SUBJECT FOR JOURNAL ENTRY

________________________________________________________________
________________________________________________________________
________________________________________________________________
DETAIL #1
________________________________________________________________
DETAIL #2
________________________________________________________________
____________________________
DETAIL #3
 WRITE
WRITERs’ Checklist
Now write a journal entry. EASILY CONFUSED
1. Remember to use plenty of details. WORDS
2. Write in the first-person (I said, we thought)
 Did you correctly use the words
3. Use the Writers’ Checklist to help you revise.
it’s and its? It’s is a contraction
for it is. Its is the possesive form
_________________________________________________________________
date: of it. EXAMPLES: It’s the funniest
_________________________________________________________________
Dear Journal, book I’ve read . Its cover makes
me laugh.
_________________________________________________________________
 Did you correctly use the words
_________________________________________ their, there, and they’re? Their
_________________________________________________________________
is a possesive pronoun used to
_________________________________________________________________
indicate ownership. Use there to
_______________________________________________point out a location and they’re
as the contraction for they are.
EXAMPLES: Holes is their book.
They’re upset because we left the
WRAP – UP book there.

What did “-----------” mean to you?

_________________________________________________________________
READERs’ Checklist
_________________________________________________________________
MEANING
_________________________________________________________________
 Did you learn something from
_________________________________________ the reading?
___________________________________________________________
 Did it affect you or make an
impression?
• ANTICIPATION
Look at the title and at the drawing that accompanies the story. What can
you infer from the two? What is a ____________? What do you think the
story is about?

• RIGHT or WRONG – TRUE or FALSE

Students are given a list of statements about the text and must decide
whether they are true or false
a. All the statements given are either right or wrong. The
answers can be found in the text and the students must write/tell whether
they are right or wrong. They are then told to justify their answers by
quoting a few words from the text when it is possible, or by briefly giving
their reasons in their own words. They can also rewrite and correct the
statements that are false.

• FIND the REASON

a. The students are provided with a list of sentences or phrases from the text,
describing an action, an event or quoting a character. They must briefly
explain why this happened that way.
b. A list of adjectives or some of the words spoken by the characters were
given. The students find out who/what they refer to and on what occasion
and why they were applied to that person/event/action/etc.
 Adjective Who Where Why Etc.

Who When Why Meaning

Words spoken
by a character
“I must not only
punish, but
punish with
impunity

• One-sided conversation

A one-sided conversation between a friend/mother/police/etc. and the

major/minor character is given. The friend/mother/police/etc. is asking him/her
a lot of questions about what happened. Some of the questions are very general
while others more detailed.
 OTHER STRATEGIES
• Draw/Picture vivid images read.
• Respond to the sounds, sights and emotions conjured by the words in the
text.
• Imagine scenes, actions and characters.
• Imagine/Respond to the scenarios, tone and atmosphere.
• Create alternative endings.
• Identify with a particular character.
• Elicit a network of feelings.
• Make a connections with their personal lives and other texts they have
read.
• Imagine oneself in the character’s place or story events.
• Question, hypothesize about a story.
• Do parallel reading.
• Extend the story or create a new one.
 WH-QUESTIONS: The Bermuda Triangle
Flight 19 was flying in the Bermuda Triangle, a dangerous area of the Atlantic
Ocean. Christopher Columbus wrote about the Bermuda Triangle in 1492. Read
the notes from his journal. Write wh-questions about the boldfaced words. Use
where, who, what, or when.

1. At that time, I was sailing west from Europe.

___Where were you sailing?____________________________________
2. My men and I were looking for a new way to the Indies.
________________________________________________________
3. On October 11, we were traveling in good weather.
________________________________________________________
4. Then we came into a terrible place. Strange things were happening.
________________________________________________________
5. Bright lights were flashing in the sky.
________________________________________________________
6. White water was bubbling in the sea.
_________________________________________________________
7. I noticed my compass. The needle was jumping around.
_________________________________________________________
 Simple Past Versus Past Progressive:
Mystery in My Living Room

Read the sentences below. Check ( / ) the sentences that describe completed actions.

1. Last night, I stayed up late. ___/____

2. I was watching a murder mystery on TV. _______
3. I Watched the movie for about an hour. _______
4. Halfway though the movie, I was falling asleep. ______
5. So I went to bed. ______
6. I closed my eyes and fell asleep. _______
7. Suddenly, big scary monsters were running after me. ______
8. They were laughing and showing their long teeth. ______
9. I Woke up and ran into my parents’ bedroom. ______
10. They said, “ No more mystery movies for you!” ______
SIMPLE PAST VERSUS PAST PROGRESSIVE:
Explaining the Mystery of Flight 19
Here are some different explanations for the disappearance of Flight 19.
Complete the sentences with the verbs from the box. Use the simple past and the
past progressive.
1. From the Navy:
be /have hit disappear make

Flight 19 _had____ a bad compass. Some of the pilots ________ new and
a b

Nervous. On that day, they _______ their first sea flight. They probably
c

_________ a storm and _________ into the ocean.

d e

2. From the movie Close Encounters of the Third Kind:

take happen visit

It _______ like this. At that time, some aliens from outer space ________
a b

The Atlantic Ocean. Their UFOs _______ the five planes back to the alien planet.
c
 A Comparison of Learning Activities and Performance Tasks
Learning Activity
Designed to develop knowledge and/or
skills that support an enduring
understanding
Focused, informative activity directed
toward the acquisition of particular
elements of knowledge or clearly
identified skills
May be used on only one or two of the
facets of understanding
Can be accomplished by students who
have the prerequisite knowledge and skill,
who are engaged in the learning activity,
and who receive appropriate instruction
Students demonstrate comprehension of
knowledge or application of the skill
Usually assessed at the knowledge, skill,
and/or application levels
Assessments are focused on factual
information, concepts, or discrete skills
Assessments are usually clearly structured,
Performance Tasks
Designed to assess the enduring
understanding(s) that provided the frame
for the unit
Complex, culminating activity based on
integration of knowledge, skills and
understandings gained during the unit
Based on the six facets of understanding
Only students who have developed the
desired level of understanding will be
successful
Students thoughtfully apply their
understanding with flexibility, insight and
good judgment
Usually assesses at the analysis, synthesis,
and/or evaluation levels
Assessments involve complex, authentic
challenges frequently faced by adults in
the real world
Assessments involve the use of judgment
 Examples of Products/Performances
Examples of Output
Written Products/Performance
Oral Products/Performance
Visual Products/Performance
Advertisements, biography, book report,
brochure, collection, essay, experimental
record, magazine article, newspaper article,
position paper, script, web site
Audiotape, debate, interview, oral presentation,
puppet show, radio script, skit songs, speech,
teach a lesson
Advertisement, banner, cartoon, collage, data
display, diagram, diorama, drawing, filmstrips,
flyer, game