Composing Basic Structure Imaginative Narrative Writing Day 1 Prompt: Tell about a time when a giant visited your classroom. WFTB manual p. 232 Teacher

Composing Basic Structure Imaginative Narrative Writing

Day 1

Prompt: Tell about a time when a giant visited your classroom.

WFTB manual p. 232

Teacher models filling in the Elements as

she talks about her plan.

giant

teacher

classroom

giant disrupts

class

get order back in class gives giant

work to do

call principal

put G. in listening center

Teacher lets G.

teach class

Students fill in the Elements for their plan.

students


Day 1…continued•Teacher models constructing sequence of attempts to solve the problem or events of the situation. The last box should tell how the problem was solved or how the situation ended.

•Students construct their Flow Maps.

•Students write their opening

sentences.

Teacher give G. math work

Teacher calls the principal

Teacher puts G. in listening

center

Teacher lets G. teach

class

•Teacher models opening sentence.

Miss Brown’s class had just begun their math assignment when all of a sudden the floor began to shake like an earthquake. Into the room stomped a nine foot tall giant dressed like a woodcutter.


Day 1…continued

Teacher models telling more about

each of the events.

division problems so scared he couldn’t speak earphones too

small

tells about being a Giant

Students add details to each event.





center


class

Kept breaking pencils

Work was too hard

runs back to his office

calls his boss and quits

broke chair

sprawled on floor

so tall can see things far away

breaks lots of things


Day 2

division problems so scared he couldn’t speak

earphones too small






center


class


Work was too hard runs back to his

officecalls his boss

and quits

broke chair

sprawled on floor



Teacher adds transitions.

The first thing After that ThenWhen nothing else worked

Students add their transitions.

Teacher adds a closing.

We learned a lot about giants that day. I also learned not to be afraid of someone just because he looks different.

Students add their closing.

Orally rehearse the FLEE Map


Day 3 Taking it off the Map

division problems so scared he couldn’t speak

earphones too small






center


class


Work was too hard runs back to his

officecalls his boss

and quits

broke chair

sprawled on floor



The first thing After that ThenWhen nothing else worked


Teacher checks and circles each part of

FLEE Map.

Students check and circle each part of

FLEE Map.

Day 3 Taking it Off the Map


When nothing else worked, Miss Brown decided to invite the giant to teach our class. He talked for about 30 minutes and told us what it was like to be a giant in a regular sized world. He said that he liked being able to see things far away that other people could not see. He also told us about all the chairs and other things he kept breaking because he was so large.

After that my teacher figured she needed some help with the situation so she called for the principal, Mr. smith, to come to our classroom. When Mr., smith walked in our door he was so overcome with fear that he could not even speak. He turned around in his tracks and raced back to his office. When he got here he grabbed his telephone and called his boss to say that he was resigning.

Then Miss Brown knew that she was going to have to handle the situation herself, so she guided the giant over to the listening center so he would be occupied while the rest of the class did their work. I could see right away that this was not going to work because the earphones were much too small for the giant’s large head. As he sat down in the chair to listen, it broke into a million pieces. The poor giant was sprawled out on the floor with a look of embarrassment on his face.

The first thing our teacher did was to treat the giant just like all the other kids in the class. She gently handed him a math worksheet with division problems and invited him to have a seat in the class. A puzzled look came over the giant’s face and the teacher immediately knew that the work was going to be too difficult for him. When he did try to do the math problems, his pencil kept breaking like a toothpick in his large hand.


Teacher and

students take the story off the map

one paragraph at a time.

Day 3 Taking it Off the Map


When nothing else worked, Miss Brown decided to invite the giant to teach our class. He talked for about 30 minutes and told us what it was like to be a giant in a regular sized world. He said that he liked being able to see things far away that other people could not see. He also told us about all the chairs and other things he kept breaking because he was so large.

After that my teacher figured she needed some help with the situation so she called for the principal, Mr. smith, to come to our classroom. When Mr., smith walked in our door he was so overcome with fear that he could not even speak. He turned around in his tracks and raced back to his office. When he got here he grabbed his telephone and called his boss to say that he was resigning.

Then Miss Brown knew that she was going to have to handle the situation herself, so she guided the giant over to the listening center so he would be occupied while the rest of the class did their work. I could see right away that this was not going to work because the earphones were much too small for the giant’s large head. As he sat down in the chair to listen, it broke into a million pieces. The poor giant was sprawled out on the floor with a look of embarrassment on his face.

The first thing our teacher did was to treat the giant just like all the other kids in the class. She gently handed him a math worksheet with division problems and invited him to have a seat in the class. A puzzled look came over the giant’s face and the teacher immediately knew that the work was going to be too difficult for him. When he did try to do the math problems, his pencil kept breaking like a toothpick in his large hand.


Teacher and

students take the story off the map

one paragraph at a time.

The colored lines create a visual picture of a short beginning and ending but a much longer middle.

What were you doing?

What were those around you doing?

What were you thinking?

How did you feel?

Describe the scene.

Media Questions

(body signs)

Zoom and step-by-step replay

Let’s look at a

ZOOM with a

Location focus.

FictionalNarrative

#1 By understanding the elements of

Fictional Narrative

characters

setting

problem/ situation

goal

attempts to solve problem/ encounters and

events

Resolution/Ending

WFTB manual p. 424 tree map

WFTB manual p. 424

Fictional Narrative

Fictional Narrative Organizational Structure

Beginning Middle EndCharacters

Setting

Problem/Situation

Character Reaction to

Problem/Situation

Goal—what the character decides to do about the

Problem

Character/s trying to solve the problem or

deal with the situation

How problem is resolved/solved

(or the outcome)

Closure with reflection,

summary, question—wrap-up of the

whole storyThis is where most of the elaboration takes place. #2

By knowing the

structure of Fictional NarrativeWFTB manual p. 425

#3 By using quality literature for discussion and mini-

lessons!

Let’s look at this piece of

Fictional Narrative…

The Cow Who Wouldn’t Come Down

ESSENTIALS of Imaginative/Fictional Narrative

Humor Drama Suspense/Tension/

Anticipation

But she couldn’t help thinking…it seemed that

Gertrude was spending a lot of time around the

farm machinery.

Gertrude circled above Matilda, circling closer and closer and closer. Around and around she flew until finally she made a sudden zoom up for the clouds.

Straight up she climbed. Way up she climbed!

Gertrude perched in a tree and tried

to sound like a bird. “Murp! Murp!”

Poor Miss Rosemary. It was plain to see

she was getting nowhere. She

pulled her chin and knitted her brow.

Somehow she must bring that silly, contrary cow down.

But her fishing line became entangled in some overhead

branches. She missed Gertrude

entirely.

Types of Fictional Narrative

Problemto be solved

IntriguingAdventure

Which type is The Cow Who Wouldn’t Come

Down?

Setting it up/goal

attempt attempt attempt solve

Introduction

event event event

closing closing

Reverse Map of The Cow Who Wouldn’t Come Down

Problem

Dealingw/prob

Fishingrod

Rope Roof

Attempt Attempt

solution

Closing

Attempt

Fakecow

Attempt

Beginning

M i d d l e

End

ORGANIZATIONAL STRUCTURE

Fictional Narrative

Elements Essentials

Humor

Drama

Suspense/Tension/ Anticipation

Organization

Problem-Solution

Intriguing Adventure

Handout

Who were the characters?

Where did it take place?

Was there a problem in

this story? What

was it?

How was the problem solved?

What part did you think was funny/ scary/ surprising?

How did the character

try to solve the

problem?

Use your knowledge of the Elements,

Essentials, and

Structure (FLEE Map) of Fictional

Narrative to guide your

questions when working with

students.

Documents

Composing Basic Structure Imaginative Narrative Writing Day 1 Prompt: Tell about a time when a giant visited your classroom. WFTB manual p. 232 Teacher