Introduction

Thank you for downloading this narrative writing sample packet. We hope it
provides you with a good sense of Empowering Writers' approach to narrative writing
instruction.
Your students may or may not be required to generative narrative writing, but they
do need to know the foundational skills authors use to write a narrative story.
Understanding how authors construct a narrative story or informational piece is the
key to reading comprehension and responding to text!

Teacher Background Pages, Reference Pages, Annotated Selections, and

Lessons Plans are all designated with a border of Apples. Student Pages are indicated
with a border of Pencils. For easy reference, all Student Reference Pages (SRP) are
located in the last section of the guide.

For ease of use, the Guide has been divided into tabbed skill sections.
Within each skill section you will find activities representing each of the lesson formats,
as well as related Literary Analysis Tasks (LAT) and Narrative Extension Tasks. (NET)
See more information on p. 6.

The Skill Sections are as follows:

Section 1: Recognizing Genre/Organization
Section 2: Entertaining Beginnings
Section 3: Elaborative Detail
Section 4: Building Suspense
Section 5: Main Event
Section 6: Extended Story Endings
Section 7: Prompts and Process Writing
Also, given the demands of the latest standards and testing trends, it is critical
for students to generate their writing in both the traditional pen and paper
mode as well as directly at the keyboard. It is important to note that the latest
research suggests that each modality stimulates the brain differently. Pen to paper is
often a slower, more multi-sensory process, which reinforces sound symbol connections
kinesthetically. At the same time, in order to be an effective communicator in the 21st
century students must also possess agile keyboard skills. Therefore we suggest that
students are given the opportunity to respond to written tasks in both modalities, at the
teacher’s discretion.

Throughout the guide, we’ve provided ideas for Making it Your Own, tailoring them to
the content you are teaching as well as the specific needs and interests of your students.
In addition, if students need more practice on a particular skill, be sure to utilize the
templates to create these opportunities.

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 Lesson 4: Annotating Narrative Stories

Objective:
Students read closely, analyze and annotate a narrative story in order to better recognize
the organizational structure, salient features, and literary elements.

Procedure:
1. Explain to the class that the best readers and writers learn to read closely with
“author’s eyes.” This allows them to really understand writers’ craft and recognize all
of the skills, techniques, and literary elements that authors use to build an effective,
entertaining story.

2. Project the story The Lost Treasure, pp. 62-63, and distribute a copy to each student.
Tell them that first time through they are to just listen as you read it aloud. This allows
students who may struggle with reading to get the gist of the story, enabling them to
better engage in the rest of the lesson. Read the story aloud to the class.

3. Next, explain that you are going to analyze and annotate the text. Have students refer
to SRP 6, and instruct them to follow along with you, marking in all of the salient
features of the story. As you do this on the whiteboard, have students do the same
on their hard copies. Refer to p. 37, Annotation and Analysis Process for Narrative
Stories to guide the lesson. Use the annotated teacher version, pp. 64-66 to direct your
discussion.
Student Reference Page

Annotation and Analysis Process for Narrative Stories

1. Label the title – what genre does the title hint at?

2. Circle the entertaining beginning, identify, label the technique.

3. Identify the purpose of the story action and main character’s

motivation.

4. Find elaborative detail describing the setting – mark and label

this.

5. Underline and label suspense, story tension, conflict.

6. Bracket the main event.

7. Underline and label the conclusion/solution or conclusion of

adventure.

8. Circle the extended story ending and label each technique.

9. Identify the theme. Have students highlight the parts of the story
that indicate theme.

10. Fill in summarizing framework. Allow ENTERTAINING

students to prompt you. BEGINNING
ELABORATIVE DETAIL
This is a story about __________. Story Critical Character, Setting, Object
SUSPENSE
The problem/experience was or anticipation leading to the main event

_________. THE MAIN EVENT

Show action in slow motion, frame by frame,
The problem ended/concluded when stretch it out! Include description and main
character’s thoughts and feelings!
__________. __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Action leading to SOLUTION

of problem or
CONCLUSION of adventure.
EXTENDED ENDING
Memor y, Decision,
Feeling,
Wish

SRP 6 7
©2019 Empowering Writers, LLC

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 Annotating Narrative Stories

4. Ask the students what they learned from this exercise. Did it change their view of how
authors create their stories? Do they think that recognizing these skills, techniques,
and elements will help them when they read? When they write? In what ways?

NOTE: An excellent homework assignment would be to have students bring home their
annotated version of the story and have them walk and talk their parents through
it, explaining as they go. This clarifies and reinforces the learning for students (and
impresses the parents!)

5. On another day, approach the story Jose’s Desert Adventure, pp. 67-68, in the same
way, using the Narrative Annotation and Analysis Teacher Reference Page as a guide.

6. Additional pieces for annotation are included to use at the teacher’s discretion, The
Best Birthday Celebration of All and The Magical Bike, pp. 71-78.

Turn and Talk: Discuss how the author’s use of skills on the Writing Diamond help to
craft the piece. Did the author write a story that reflected the shape of the diamond?

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 Annotated Page

/
Title : Character/Problem
Genre on
ining Soluti
enterntaning The Lost Treasure
begi
action
I dropped to my knees and peered under the bed. Pulling the sheets and
blankets off my bed, I frantically searched through the pile. I checked my
drawers and closet. Nothing! Boy was my grandfather going to be mad! He
trusted me with the ancient relic, the arrowhead he found in the desert
outside his pueblo where he grew up and I lost it! motivation

It was small and sharp with pointy edges in the shape of a triangle. The

elaborative detail:
Object
stone fit perfectly in my palm. When you looked closely, you could see flecks
of silver mixed in with the gray tone of the rock. Grandpa said it was used
back in the days when Native Americans tribes would hunt for food. I placed
it carefully on the shelf over my desk but now it was gone!
feelings
My lower lip began to quiver and I wiped at a tear from my eye. How
story questions
would I tell my grandfather? What would he say? Would he be disappointed?
I decided to keep up the search at least until he got here. suspense - conflict

I reached over and pulled my bed apart one more time. This time I shook
out the covers, crawled under and over them, but still found nothing. I
climbed under the bed. It was dark and there were some left over blocks
from one of my creations, a few pieces of cracker crumbs from snack, and
a marble. No arrowhead in sight! I sighed and turned toward the dresser.
dialogue
“Maybe it fell in here,” I silently whispered. The drawer held all of my
main event

treasures. I pushed aside my marble collection, a few baseball cards, the golf
ball I found outside and bits and pieces of my string ball. Still no arrowhead!

Just then I heard the front door open. My mom squealed and I heard her
welcome my grandpa in. I hung my head! Grandpa lived far away in the
desert. The last time he was here was at the holidays when he gave me the
arrowhead. No time like the present, I thought and turned the knob of my
bedroom door. thought

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 Annotated Page

description
Out of the corner of my eye, I noticed a glint of silver. Could it be, I
wondered. I quickly walked to the other side of the room and pushed the chair
away from the desk. I crouched down low to get a better look and saw the action
corner of something gray. Crawling under my desk, I reached out and scooped
the item into my hand. My heart fell! Just a rock from my rock collection!
main event cont.

Reluctantly I shuffled out of my room and down the stairs to see

feelings
Grandpa smiling that huge grin. I ran into his arms and sobbed, “I lost your
arrowhead!” He patted my back and glanced over at my mom. She rushed
over to me and spun me around. There on the fireplace mantle was the
arrowhead in a glass case. My mom found it under my bed when she cleaned

solution
my room and decided to have it mounted and preserved for me. I breathed a
sigh of relief and smiled. Grandpa and I picked it up and looked at it. It was
beautiful. The frame had some ancient carvings and the arrowhead sat on a
cushion of black velvet.
memory
I told Grandpa how frantic I was when I realized the arrowhead was
missing. He laughed when he saw my room turned upside down. This one-
decision
of-a kind relic deserved an honored place on my shelf. Treasures come in all
shapes and sizes and this one was truly special.
Extended
Ending
Theme: Take care of your treasures
Perseverance pays off

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 Teacher Reference Page

SUMMARIZING FRAMEWORK:

“I” first person

This story is about______________________________________________ .

I lost the
The problem/adventure/experience was that____________________
arrowhead my Grandpa gave me for safe keeping
_________________________________________________________________
_________________________________________________________________ .

The problem was solved, adventure/experience concluded when

my mom had taken it to be framed for display
_________________________________________________________________
_________________________________________________________________ .

Take care
What is the theme of the story? (answers may vary) ______________
of your treasures
_________________________________________________________________ .
(Go back and highlight the sections of the story that indicate the theme.)

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 Lesson 7: Turning Questions into Responses

Objective:
Students learn to repeat key elements of a response to text question in the beginning of
their response as a first step to responding in complete sentences.

Procedure:
1. Explain to students that one way to demonstrate what they’ve comprehended from
reading a text is to answer questions about it, both verbally and in writing. The
important thing is to respond in complete sentences. Tell them that an easy technique
for this task is to repeat the important parts of the question as they begin their
response.

2. Start an anchor chart by writing Literary Elements on the top of the chart as the title.
Add Character/Point of view as the first literary element. Then, as you present each
literary element over the course of several days, add each to the anchor chart. Keep this
chart handy as a reference tool in the classroom.

3. Distribute copies of Literary Elements, SRP 11 (Section 8).

Student Reference Page

LITERARY ELEMENTS
The “Building Blocks” of Story
Character/Point of View Setting
Readers see the story through Time and place, when and where
the 5 senses of the main point of the story takes place. (This sets
view charcter who is telling the the mood and tone.)
story.

Plot Motivation
Sequence of what happens in What the main character wants.
a story. (This drives the story action.)
beginning

middle

end

Conflict Theme
Challenge the main character Underlying controlling idea that
must overcome to get what he/ drives the story.
she wants.

©2019 Empowering Writers, LLC

SRP 11

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 Lesson 7: Turning Questions into Responses

4. Direct students’ attention to Character/Point of View on the Literary Elements page and
define this as the main character in a story. Explain that point of view means that the
story is told through the eyes of this main character.

5. Choose a story that students have previously annotated and analyzed from this guide to
serve as the source text. Project and reread the story with students.

6. Distribute copies of student p. 93, Turning Questions into Responses. Answer the first
question with student, “Who was the main point of view character?” Have students
practice verbally first, then model how to write the sentence on the board. Direct
students to write the sentence.

7. Introduce the sentence starters for main character. Model how to take the sentence you
wrote and use a sentence starter to “kick it up a notch” by adding some sentence variety.

OPTION: Ask students to recall an independent book they’ve recently read and identify
the main point of view character from that book. Then, have them write a sentence
about that character using another one of the sentence starters.

8. Now, direct students’ attention to Setting on SRP 11 – and write Setting on your anchor
chart for Literary Elements.

9. Discuss what the setting in a story is. Setting – a time and/or place that the story takes
place in. The setting sets the mood of the story. Remember the mood is how the setting
makes you feel.

10. Ask students to answer question 2 from Turning Questions into Responses p. 93, using
the story you previously reviewed in step 5 by verbally responding to the question and
then writing the answer. Revise these sentences using the appropriate sentence starters.

11. On subsequent days, approach each literary element in the same way. Direct student
attention to each element on the SRP 11, write the element on your anchor chart, and
answer the question both verbally and in writing about the story you read together on
the student page, Turning Questions into Responses p. 93. Revise each sentence using
the appropriate sentence starters. (Suggestion – introduce two literary elements each
day. The literary element, theme, will be explored in greater detail in Lesson 12 in this
section. If students struggle with identifying theme, be sure to give them the answer
and/or wait on this question until Lesson 12 has been completed.)

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 Student Page
Name____________________________________________
TURNING QUESTIONS INTO RESPONSES
An easy way to answer response to text questions is to turn the important parts of the
question into the beginning of your response. Look at the questions below, followed
by the beginning of a response. Using this technique ensures that your answers will
be written in complete sentences. Your teacher will select a story for you to reread.
Then, answer each of these questions about the story, by turning the question into the
beginning of your response.

1. Who was the main point of view character?

The main point of view character was_________________________
____________________________________________________________ .

2. What was the setting?

The setting was_____________________________________________
____________________________________________________________ .

beginning
3. What was the problem or adventure? (plot)
middle

end
The problem or adventure was________________________________
____________________________________________________________ .

4. What was the main character’s motivation?

(What did the main character want?)
The main character wanted__________________________________
____________________________________________________________ .

5. What caused the conflict in the story?

(Who or what is standing in the way of the main
character’s motivation?)
The conflict in the story was__________________________________
____________________________________________________________ .

6. What was the theme of the story?

The theme of the story was___________________________________
____________________________________________________________ .

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 Student Page

KICK IT UP A NOTCH!

To improve the writing, try varying the way each of above sentences begin. On another
sheet of paper, or at the keyboard, REVISE the complete sentences you created by using the
sentence starters below.

Character/Point of view:
The author introduces us to____________________, our main character.
We immediately meet (main character’s name)___________________,
the hero of the story.

Setting:
The story took place________.
The story was set_______________________.

Plot:
The plot centers around________.
As the story continues we find_______________________.

Motivation:
The protagonist, (main character’s name) wanted_____________________.
(Main character’s name) was trying to____________________________.

Conflict:
The author created tension when_______(conflict)_____________.
The problem began when_______________________________.

Theme:
The big idea of the story was________.
This story was all about_______________________.

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 Lesson 4: Literary Analysis Task - Beginnings

Procedure: LESSON AT A GLANCE:

1. Together as a class, read, analyze and annotate The Bake Whole Class Activity
Sale, pp. 157-159, according to SRP 6, pointing out the way • Read and annotate the story
the story follows the organizational structure of the Narrative for the literary elements.
Writing Diamond. • Project and discuss the task -
what needs to be included in
Student Reference Page the response. (the givens)
Annotation and Analysis Process for Narrative Stories
• Reread the story and mark
1. Label the title – what genre does the title hint at? the parts that identify the
2. Circle the entertaining beginning, identify, label the technique. techniques the author used
3. Identify the purpose of the story action and main character’s
motivation. to create an entertaining
4. Find elaborative detail describing the setting – mark and label
this.
beginning and where the
5. Underline and label suspense, story tension, conflict. main character’s motivation
6. Bracket the main event. and conflict show up.
7. Underline and label the conclusion/solution or conclusion of
adventure. (Highlight or underline)
8. Circle the extended story ending and label each technique.
• MODEL how to respond to
the first main idea in the task
9. Identify the theme. Have students highlight the parts of the story
that indicate theme.

10. Fill in summarizing framework. Allow

students to prompt you.
ENTERTAINING

ELABORATIVE DETAIL
BEGINNING - answer the questions “What
does it look like? Why is it
This is a story about __________. Story Critical Character, Setting, Object
SUSPENSE
The problem/experience was or anticipation leading to the main event

_________. THE MAIN EVENT

important?”
Show action in slow motion, frame by frame,
The problem ended/concluded when stretch it out! Include description and main
character’s thoughts and feelings!
__________. __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Action leading to SOLUTION

• Guide students through the

of problem or
CONCLUSION of adventure.
EXTENDED ENDING
Memor y, Decision,
Feeling,

writing process.
Wish

• MODEL and practice the

SRP 6 second main idea.
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Discuss the literary elements in the text, drawing verbal responses from the class, and/or
chart them. Have students refer to Literary Analysis Questions, SRP 10. Color code evidence
from the text to identify character, setting, motivation, and conflict. NOTE: You may set this
annotation and analysis aside to use again for the Narrative Extension Task, p. 167.

Student Reference Page

Literary Analysis Questions

Locate evidence from the text to identify character, setting, motivation, plot, conflict
and theme. Use the appropriate symbol on top of the evidence when you find it and label
it with the appropriate literary element. (Color code the evidence instead of using the
symbols.) Remember that in some stories there will be more than one piece of textual
evidence.

Main point of view character: Who was the main point of view
character?
Setting: Where and when did the story take place?
Plot: What was the problem or adventure?
Motivation: What did the main character(s) want?
Conflict: What kept the main character(s) from getting what he/she/
they wanted?

X Theme: What was the big idea of the story?

Use this summary every time you read a story.

This story is about________________________________________________ .

The problem/adventure/experience was_____________________________ .

The problem was solved, experience or adventure concluded when ____

_________________________________________________________________ .

The theme of the story was ________________________________________ .

Sentence Starters for Providing Evidence:

• The author shares _______.
• We see this as the main character _______.
• The text states, “_______“.
• The reader realizes this when _______.
• The theme is clearly shown when _______.
• In paragraph ____, the author writes _______.
• “_______,” writes the author to show _______.

SRP 10 ©2019 Empowering Writers, LLC

11

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 Lesson 4: Literary Analysis Task - Beginnings

2. Project the Literary Analysis Task: Beginnings, p. 163, read the assignment out loud,
and discuss with the class. Remind students that in the task there are elements to look
for – the givens are what everyone needs to address and the variables are the decisions
the writer needs to make.

You’ve read the story The Bake Sale. Write an essay identifying the
techniques the author uses to create an entertaining beginning and
explain why this is important for the reader. Explain what you learn
about the main character’s motivation and conflict. Provide evidence
from the text to support your ideas.

3. Ask the class to identify the givens, what they need to address. Highlight or color
code the key words in the task. Based on the task, guide students in filling out the
summarizing framework as a pre-writing tool.

Task:
Givens: Must identify the techniques used to create an entertaining beginning AND
what the reader learns about the main character’s motivation and conflict.
Variables: The specific evidence from the text each student chooses as proof of the
beginning techniques and specific evidence that points to motivation and conflict.

Ex. of Summarizing Framework

TOPIC: The Bake Sale
MAIN IDEA #1: Beginning Techniques
MAIN IDEA #2: Main Character’s Motivation and Conflict

4. Show students the informational/expository pillar to indicate the organizational

structure of this response. Students need to understand that the response is
informational/expository even though the source text is narrative.

5. Have the class discuss their ideas in response to the first main idea – What beginning
techniques does the author use to hook the reader? Underline or highlight the evidence
in the text as students respond.
Example responses: the author used sound and thought

6. Now ask students Why is it important to capture the reader’s attention this way? (You
are asking students to explain their answer.)
Example responses: The beginning sets up the rest of the story, we are introduced to the
main character Susie right away, brings us into the story world, we start to like her and
want her cookies to be perfect too.

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 Lesson 4: Literary Analysis Task - Beginnings

7. MODEL the use of sentence starters, p. 164, to turn their verbal responses into writing.
See sample Modeled Response on p. 165.

8. GUIDED PRACTICE: Direct students to p. 163, and have them write their first
paragraph. They can choose the details to provide evidence of the beginning techniques
and ask students to explain how the reader knows this. As students work, circulate,
offering guidance and encouragement. At any point you may stop and pick up again the
next day. The idea is not to overwhelm them, but to build their confidence.

9. Continue to Main Idea #2 and discuss how to find the evidence for the main character’s
motivation and conflict. Underline or highlight the evidence as students respond.

Ex. for Main Idea #2:

Ask: How do we know what the main character wants – the motivation, and what is
standing in the way – the conflict?
Possible Responses: Susie wants to bake the best cookies for the bake sale, she makes a
mistake when she bakes so she has to buy cookies instead

10. MODEL the paragraph. Then, direct students to write their second paragraph providing
evidence and explanation. Remember that this can be done on another day.
See sample Modeled Response on p. 165.

11. Remind students to use the sentence starters because these phrases help the writer to
smoothly and fluently express ideas and cite evidence.

12. Close the lesson by having students reiterate the steps necessary for a well-supported
written response.

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 Annotated Page

rience
ing : Personal Expe
Entertain : Genre
Begin , thgought
n in
Sou n d The Bake Sale

Splat! I cracked an egg and the firm, yellow yolk fell into my mixing bowl.
How I loved baking! My grandfather had not only shared his extra special
secret recipe for oatmeal raisin cookies with me, but shown me exactly how
to make them. From start to finish, I’d make them all by myself and they’d be
the hit of the bake sale.
“Are you sure about that Susie,” my friend Kate had asked, looking worried.
She thought that baking from “scratch,” (without using a store-bought mix)
was really tricky. But she didn’t know how often I’d helped my grandfather
whip up a batch of these tasty cookies, or how carefully he’d taught me the
rules of baking. I knew how important it was to sift and carefully measure

motivation
the flour. I understood why it was important to use softened, but not melted,
butter and, of course, I knew better than to crowd too much cookie dough
onto one cookie sheet. So my answer to Kate’s question was a definite “yes!” I
was sure I could make cookies for the bake sale all by myself and they’d turn
out delicious.
It was important that they turn out well because we were going to charge
money for them at the 3rd grade bake sale. Everybody in my class was
excited about contributing a goodie to sell at the bake sale, which was our
way of raising money to pay for a field trip to the zoo. Kate was bringing
brownies that she and her mother would make from a mix. My friend Theo
said he’d bring a berry pie and Willa’s mom had promised to make her
famous carrot cake with crunchy walnuts and a sweet pineapple filling.
We’d made signs with brightly colored markers reading Third Grade
Bake Sale, Saturday 9 AM, Park Lane Elementary School and posted them
up all over town. All the 3rd graders would meet our teacher that morning
description

where we’d set up picnic tables in the shade of the towering elm tree that
stood on the green lawn in front of our school. On the picnic tables, we’d set
up an irresistible display of pies, cakes and cookies, each carefully wrapped

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 Annotated Page

in clear plastic to protect their lusciousness. Just thinking about the selection
of treats, some crispy and chocolatey and others chewy and fruity, made my
sweet tooth smile!
So here it was Friday night and I was making my oatmeal raisin cookies.
My mom wanted to help, but I’d promised her that I was up to the job on
my own. The only thing I wasn’t allowed to do by myself was put the baking
sheets into the oven or take them out when they were done.
action
I started by making a creamy mixture of softened butter and sugar. Then,
I added the other ingredients. The last step was stirring in a cup of juicy
raisins.
It wasn’t long before the dough was thoroughly mixed and ready for the
action
oven. I put heaping spoonfuls of it onto the cookie sheet, carefully spaced so
that the cookies wouldn’t meld together as they baked, and called my mom to
put them in the oven.
The last thing I did was set the timer for exactly 10 minutes. I had to be
certain not to burn them! Then, I had to have a taste. I was in for the surprise

main event
of a lifetime when I licked the wooden spoon with which I’d been mixing the
dough. Instead of the sweetness I’d been expecting, my dough was bitter.
story question
What had gone wrong?
I was even more upset when the first batch came out of the oven, flat and dense.
“What did I do wrong?” I asked Mom.
She took a small bite of a still hot cookie. “I think I know,” she said,
quietly. “Did the recipe say baking powder or baking soda?”
conflict
There it was — my mistake. I’d added baking powder instead of baking soda.
That was the reason my cookies had a bitter taste and a heavy, rather than a
feelings
crumbly, texture. How could I have made such a dumb mistake? I felt like crying!
In the morning, Mom and I stopped at the bakery and bought a selection
action
of cookies to bring to the bake sale. I felt like such a failure when I saw Theo’s
pies and the cake Willa’s mom had baked. Even Kate’s brownies, which I
knew came from a boxed mix, looked delicious with messy swirls of frosting

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 Annotated Page

and rainbow sprinkles. My cookies looked perfect, but they were obviously
feelings
store-bought, and I felt ashamed of them and myself for making that dumb
mistake. Miserably, I added my contribution to the table of sweet treats.

main event cont.

“What happened?” Kate asked. When I told her, she just shrugged and
said “Oh well, Susie. You tried. The next batch of cookies you bake will
probably come out just right.”
dialogue
Theo agreed. “My grandmother did most of the work on my pies,” he
admitted. “It’s cool that you even tried to make cookies all by yourself.”
dialogue
“My mom says baking is kind of like a science experiment,” Willa said.
“Even a little tiny mistake makes a big difference.”
My friends made me feel much better and our bake sale turned out to be a

conclusion
smashing success. By lunchtime, every single sweet, even my store-bought cookies,
was sold and we had a nice amount of money to add to our field trip fund.
memory feelings
Looking back, I realized that being miserable about a batch of bitter cookies
decision
was like crying over spilled milk. It just made no sense. From now on, I decided
defining action
I was going to forgive myself for my mistakes. I’d take advice from more
experienced bakers and try again...and again and once again, until I got it just
right. If I kept trying, there was no doubt I’d master the science of baking and
the first people to taste my triumphs would be my kind and honest friends.
Theme: no use crying over spilled milk extended
practice makes perfect ending
everyone makes mistakes

SUMMARIZING FRAMEWORK:

Susie
This story is about______________________________________________ .

she wanted to
The problem/adventure/experience was that____________________
bake homemade cookies for the school bake sale but she
_________________________________________________________________
made a mistake
_________________________________________________________________ .

The problem was solved, adventure/experience concluded when

she realized it was ok to buy cookies but she would keep on baking .
_________________________________________________________________

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Name____________________________________________

LITERARY ANALYSIS TASK: BEGINNINGS

ENTERTAINING BEGINNING: The main character is introduced in the beginning of the

story. The main character is also called the point-of-view character.

You’ve read the story The Bake Sale. Write an essay identifying the
techniques the author uses to create an entertaining beginning and
explain why this is important for the reader. Explain what you learn
about the main character’s motivation and conflict. Provide evidence
from the text to support your ideas.

THINK ABOUT IT: Is this a narrative or informational/expository assignment?

Your teacher will walk you through the following STEPS:

1. Read, annotate, analyze, and summarize the story.

2. Fill in the following:

• Who is the main point of view character? __________________________________
• What is the setting? _______________________________________________________
• What is the main character’s motivation? (What does she/he want?) ___________
___________________________________________________________________________
• What is the conflict? (Who or what stands in the way of the main character’s
motivation?)________________________________________________________________
• Fill in the summarizing framework that outlines the plot.

This story is about __________________________________________________________ .

The problem/adventure experience ___________________________________________ .
The problem was solved, experience or adventure concluded when _______________ .

• What is the theme? _______________________________________________________

3. Think about the assignment:

What techniques does the author use to create an entertaining beginning?
Why is this important to the reader?
What do you learn about the main character’s motivation for the story?
What do you learn about the conflict the main character faces?

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 Student Page

4. Your teacher will MODEL this process with you. You may use the sentence starters to
help you cite examples in the source text.

Sentence Starters for Literary Analysis:

• The reader discovers that______.

• In the beginning of the story, the author _______.

• We see that ____.

• The author reveals ___________________.

• (Character’s name) influenced the story by__.

• In this story__________________.

• The reader understands this when_____.

• In the story, evidence suggests that____.

• It isn’t long before we discover___.

• Through the text we learn that____.

• In paragraph ______, we see that _____.

• We know this because _______.

• We see this when_______.

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 Sample Response

In the story The Bake Sale the author created an entertaining

beginning using two techniques. To begin the author used sound.
She writes: “Splat! I cracked an egg…” Then the author also
uses the thoughts of the main character. “How I loved baking!”
By starting off this way, the reader enters the story world right
away and we learn the purpose for the story action, there will
be a bake sale and the main character is going to bake some
co okies from scratch. The reader relates to Susie and wants the
co okies to turn out perfect to o.

In the story we see Susie’s motivation and conflict. Her

motivation is that she wanted to bake oatmeal raisin co okies all
by herself for the bake sale, just like her grandfather taught her.
The reader understands this when Susie answers her friend Kate,
“So my answer to Kate’s question was a definite yes!” I was sure
I could make co okies for the bake sale all by myself and they’d
turn out delicious.” The conflict shows up later in the story as
Susie realizes that she made a mistake while baking. Instead of
adding baking soda, she added baking powder and the co okies had
a bitter taste and heavy texture. She has to buy store bought
co okies instead. The motivation and the conflict together create an
entertaining story.

* NOTE: In this sample, we don't see an introduction or conclusion paragraph. As the year
unfolds, students will be guided into a more complete response, including introduction and
conclusion.

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 Lesson 10: Narrative Extension Task - Elaborative Detail

Objective:
Students apply their knowledge of techniques for creating an elaborative detail segment.

Procedure:
1. If they haven’t already, as a class, have students read, analyze and annotate Joining
the Créche, pp. 234-236, according to SRP 6, pointing out the way the story follows the
organizational structure of the Narrative Writing Diamond.

Student Reference Page

Annotation and Analysis Process for Narrative Stories

1. Label the title – what genre does the title hint at?

2. Circle the entertaining beginning, identify, label the technique.

3. Identify the purpose of the story action and main character’s

motivation.

4. Find elaborative detail describing the setting – mark and label

this.

5. Underline and label suspense, story tension, conflict.

6. Bracket the main event.

7. Underline and label the conclusion/solution or conclusion of

adventure.

8. Circle the extended story ending and label each technique.

9. Identify the theme. Have students highlight the parts of the story
that indicate theme.

10. Fill in summarizing framework. Allow ENTERTAINING

students to prompt you. BEGINNING
ELABORATIVE DETAIL
This is a story about __________. Story Critical Character, Setting, Object
SUSPENSE
The problem/experience was or anticipation leading to the main event

_________. THE MAIN EVENT

Show action in slow motion, frame by frame,
The problem ended/concluded when stretch it out! Include description and main
character’s thoughts and feelings!
__________. __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Action leading to SOLUTION

of problem or
CONCLUSION of adventure.
EXTENDED ENDING
Memor y, Decision,
Feeling,
Wish

SRP 6 ©2019 Empowering Writers, LLC

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Discuss the literary elements in the text using SRP 10, drawing verbal responses from the
class, and/or chart them. Color code evidence from the text to identify character, setting,
motivation, and conflict.

Student Reference Page

Literary Analysis Questions

Locate evidence from the text to identify character, setting, motivation, plot, conflict
and theme. Use the appropriate symbol on top of the evidence when you find it and label
it with the appropriate literary element. (Color code the evidence instead of using the
symbols.) Remember that in some stories there will be more than one piece of textual
evidence.

Main point of view character: Who was the main point of view
character?
Setting: Where and when did the story take place?
Plot: What was the problem or adventure?
Motivation: What did the main character(s) want?
Conflict: What kept the main character(s) from getting what he/she/
they wanted?

X Theme: What was the big idea of the story?

Use this summary every time you read a story.

This story is about________________________________________________ .

The problem/adventure/experience was_____________________________ .

The problem was solved, experience or adventure concluded when ____

_________________________________________________________________ .

The theme of the story was ________________________________________ .

Sentence Starters for Providing Evidence:

• The author shares _______.
• We see this as the main character _______.
• The text states, “_______“.
• The reader realizes this when _______.
• The theme is clearly shown when _______.
• In paragraph ____, the author writes _______.
• “_______,” writes the author to show _______.

SRP 10 ©2019 Empowering Writers, LLC

11

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 Lesson 10: Narrative Extension Task - Elaborative Detail

2. Distribute copies of Narrative Extension Task: Elaborative Detail, p. 245, read and discuss
the Narrative Extension Task with the class. Remind students that the givens are what
everyone needs to include and the variables are the decisions that writers get to make.

In the story Joining the Créche, the author described the setting as
“clear skies with a refreshing breeze.” This makes the reader feel that
Antarctica is an enjoyable environment. Write a new elaborative detail
segment about this setting, but now make the setting less enjoyable –
cold, dark and more dangerous.

Givens: setting - Antarctica

Variables: specific details for the elaborative detail segment.
Student Reference Page

Below you will find a generic list of detail generating questions that you may apply when
creating elaborative segments of settings.

MENU OF DETAIL GENERATING QUESTIONS - SETTINGS

QUESTIONS ABOUT A STORY CRITICAL SETTING:

• What was the temperature/weather like?

• What kinds of trees/plants grew there?

• How did the air feel?

• What kinds of animals were there?

• What kinds of buildings were there?

• What kind of objects were around?

• What kinds of sounds did you hear?

• How did you feel about being there?

• What did you smell?

Notice that none of these are yes/no questions! Detail generating questions must be
specific and must ask for particulars – not true/false/positive/negative! These are just
some suggestions. Not all of them are applicable all the time, nor are these the only
questions you can ask - you can think of other effective questions to add to this list.

SRP 18 ©2019 Empowering Writers, LLC

19

3. Review the techniques for writing an elaborative detail segment (p. 173). Have students
refer to SRP 18. Be sure to explain that the words an author uses to describe the
setting will set the mood for a story.
4. MODEL rewriting this setting using the detail-generating questions.
Ex.
Antarctica was a world of glaring, blinding whiteness. Looking up I noticed, the skies
were filled with white clouds and below, the dark sea was choppy with churning, white-
capped waves. Pale icebergs floated silently in the colorless, freezing water. Paulo lived
on a massive, snow-covered glacier where his fluffy gray feathers almost blended into the
landscape. There wasn’t a tree to hide behind or a single flower to bring a spot of color to the
bleached, barren landscape. I shivered just thinking about this frozen land.

Remind students that the elaborative detail segment should allow the reader to visualize the
scene. Then, move to GUIDED PRACTICE and circulate as students rewrite this segment.

5. Close the lesson by pointing out to students that there are many ways to write the new
elaborative detail segment of this setting.

Turn and Talk: How does description set the mood of the story?

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Name____________________________________________

NARRATIVE EXTENSION TASK: ELABORATIVE DETAIL -

SETTING

In the story Joining the Créche, the author described the setting as “clear
skies with a refreshing breeze.” This makes the reader feel that Antarctica
is an enjoyable environment. Write a new elaborative detail segment about
this setting, but now make the setting less enjoyable – cold, dark and more
dangerous.

THINK ABOUT IT: Based on the story Joining the Créche. How would the description change if
the mood were different?

Here are a list of possible detail-generating questions to use to write your

elaborative detail segment:

• What color was the sky?

• What kind/color clouds?
• How did the waves look? How did the water move?
• What was the land like? What kind of trees/plants grew there?
• What kind of icebergs?
• What kind of animals were there?
• What kind of smells were in the air?
• How did the day make you feel?
• Any others that you can think of...

SENTENCE STARTERS:

• The sky was____.

• Looking up I saw __________

• The sea __________.

• Icebergs, the color of ________.

• I noticed_______.

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 Lesson 5: Building Suspense

Objective:
Students learn the power of suspense, recognize three techniques for building suspense
(story questions, word referents, and the Magic of Three) and practice building suspense
using these techniques.

Procedure:
1. Read a sample of suspense from literature. Several examples can be found on p. 251.
Discuss and define the function and characteristics of suspense with the class.

2. Chart the 3 techniques for building suspense: story questions, word referents, the
Magic of Three. Use the examples, pp. 250-251, to illustrate each technique to the
class. Have students refer to SRP 19.

Student Reference Page

Menu for Suspense

Story Questions:
• What might your main character be wondering or
worrying?

Word Referents:
• Brainstorm a number of alternative ways to refer
to the character or object you plan to reveal. Then
ask the usual questions that apply to elaboration
- but, substitute the word referents for the named
character or object.

Magic of Three:
• Name a red flag word or phrase to grab the reader’s
attention.
• What might you hear/see/feel/sense that hints at
the revelation?
• What is your reaction to this hint?
• What do you discover? (Nothing, the first two
times.)

©2019 Empowering Writers, LLC

SRP 19

3. Choose one of the suspense exercises pp. 268-271, for modeling and guided practice.
Use the questions from SRP 19, to guide your modeling, along with SRP 20, The Magic
of Three Template.

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 Lesson 5: Building Suspense

Student Reference Page

THE MAGIC OF THREE TEMPLATE

Red Flag word/phrase________________, 1st. HINT: ____________________________

_____________________________________________________________________________

No discovery: ________________________________________________________________

Reaction: ____________________________________________________________________

Red Flag word/phrase________________, 2nd. HINT: ____________________________

No discovery: ________________________________________________________________

Reaction: ___________________________________________________________________

Red Flag word/phrase________________, 3rd. HINT: ____________________________

_____________________________________________________________________________

Revelation/Discovery: ________________________________________________________

RED FLAG WORDS AND PHRASES

Suddenly Just then All of a sudden
A moment later In the blink of an eye Without warning
The next thing I knew Instantly To my surprise

(add your own)

SRP 20 ©2019 Empowering Writers, LLC

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After choosing the exercise you’d like to model, gather the entire class, and ask the
questions that apply. Ask for a number of responses before charting a response that works.
(Again, generating a number of responses is helpful for students as they move into guided
practice.) It is always helpful to read through the modeled samples that follow. These will
give you an idea of how to formulate your questions and how you might translate student
responses into your modeled sample.

4. On another day, review the modeled sample that the class helped with, then, move to
GUIDED PRACTICE. Have students try the same example you modeled, circulate as
they work, offering advice and encouragement. Read any effective segments aloud.

5. After students feel comfortable with this, have them work through several other
exercises in this session independently. You can designate a particular technique, or
allow them to choose. Encourage them to apply the skill in process writing experiences.

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Name____________________________________________

BUILDING SUSPENSE (1)

REMEMBER: • O
 ne of the best ways to hold the reader’s interest is to add 3 or 4
suspenseful sentences building up to the main event.
• Raise story questions, use word referents, or the “Magic of Three.”

Read the revelation at the bottom of the page. Then, on the lines above the
revelation, put the main character (Mike) in the setting (zoo) and write at least 3 or
4 suspense building sentences that lead up to the revelation! Have fun with this!
ENTERTAIN! Stretch it out! Make the reader DYING to know what’s next!

Mike looked up and saw a giraffe.

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Name____________________________________________

BEFORE AND AFTER REVISION ACTIVITY (1) - MAIN EVENT


Read this summary of a main event. It rushes through
the most important part of the story way too quickly! It is
BORING!

I spent a spring morning walking through

the countryside. It was beautiful.

Revise this by writing a fully elaborated main event with a

balance of action, description, dialogue, thoughts and feelings
- and just for fun, a sound effect.

Be sure to:
• Show slow motion action. Ask: What did I do?
S-T-R-E-T-C-H I-T O-U-T!

• Include an exclamation. Ask: What did I exclaim?

• Show how the main character is feeling.

Ask: How did I feel?

• Include a description of the setting.

Ask: What did I see, hear, feel, smell?

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Name____________________________________________

EXTEND THIS ENDING! (1)

REMEMBER: S
 tory endings should sum up the story and show how the main
character has grown and changed. Extended endings often include:
• A memory - What do you remember most?
• A feeling - How did you feel after everything that happened?
• A decision - What did you decide to do after everything that happened?
• A wish or hope - What did you wish or hope for?
• A defining action - What did you do to show how you felt, or what you decided?

Read this story summary:

This is a story about a time I won the sand sculpture contest at the beach.
Now read the way the author ended the story. It is abrupt and unsatisfying.

I can’t believe I won! THE END

REVISE this story ending. Include the main character’s memories, feelings, decisions,
hopes, or wishes.

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