Narrative Template 5th grade - LitInAction Home

Teacher Template

Narrative Template

5th grade

Beginning

Establish situation, introduce narrator/ characters

Sleeping Beauty Story Arc

Middle

End

Rising Action

or Falling Action

Beginning describes Sleeping Beauty's life and background/purpose of witch's spell. Prince meets Beauty and falls in love.

The witch finds Sleeping Beauty's hideout and plots for her to prick her finger. A deep slumber is put over the land. Meanwhile, the Prince has vowed to save the land and fight the witch/dragon. The two plot against each other.

The climax occurs when Prince wins the battle but the decision or falling action is when he wakes Sleeping Beauty with a kiss and we find out if good really won over evil. Resolution is marriage and happy ever after.

Narrative

The story arc to the left is just one example of story structure using the basic format of narrative elements. It is intended for elementary students to become familiar with this structure early through read alouds and modeling so that by the end of their elementary experience, they can produce this type of writing, with all of its basic elements and mechanics, confidently. Students will also begin to recognize when authors intertwine portions of narrative in other types of writing.

B e Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 5th grade should master the terms on the

story arc and develop interesting situations, characters, and events in their writing. Students should build events in an order that creates rising action and come to a climax. Read alouds

g should still be assisting students in developing particular story elements such as theme and mood but also continuing to focus on developing details of characters. For assistance with i planning a narrative, visit: . For assistance with organizing ideas chronologically, visit:

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M Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. Use a variety of transitional

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words, phrases, and clauses to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. As stated above,

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students should master story elements and understand that stories take place in some type of order, such as beginning, middle and end. Students are expected to add details to these elements by describing the actions of characters, their thoughts and feelings, and reactions to other story elements such as setting and other characters. Understanding the use of dialogue

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and how it develops the characters' feelings are the first steps in understanding mood. Modeling specific passages with these ideas in mind will allow students to create these ideas in their

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own writing. To understand the use of dialogue and sensory details, please visit: . For ideas on how to add similes

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as ways to describe details, please visit: . For a handout that assists with adding details, visit:



E n Provide a conclusion that follows from the narrated experiences or events. Students should end their stories according to the narrative arc. Providing examples of read alouds and oral

language opportunities allow students to understand the narrative arc structure. Visit the following site for an example on how to teach endings:

d or

R e With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command v of Language standards 1-3 up to and including grade 5 here). 5th grade students should be asked to look over their work from beginning to end and judge whether the final product meets

i the gRoealvsiand expectations of what the assignment was asking. Students should look for ideas in their writing that represents the knowledge, foundational skills, and language standards

s that the teacher has identified for them as a goal or expectation. . These should be phrased as clear targets that the teacher has set in student friendly language. Students should look for e temporal words such as first, next last and finally. For assistance with editing, visit:

5th Grade Language Standards L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.1.A: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. L.5.1.B: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. L.5.1.C: Use verb tense to convey various times, sequences, states, and conditions. L.5.1.D: Recognize and correct inappropriate shifts in verb tense.* L.5.1.E: Use correlative conjunctions (e.g., either/or, neither/nor). L.5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.2.A: Use punctuation to separate items in a series.* L.5.2.B: Use a comma to separate an introductory element from the rest of the sentence. L.5.2.C: Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true,

isn't it?), and to indicate direct address (e.g., Is that you, Steve?). L.5.2.D: Use underlining, quotation marks, or italics to indicate titles of works. L.5.2.E: Spell grade-appropriate words correctly, consulting references as needed. L.5.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.5.3.A: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. L.5.3.B: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. L.5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a

range of strategies. L.5.4.A: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. L.5.4.B: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). L.5.4.C: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or

clarify the precise meaning of key words and phrases. L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5.5.A: Interpret figurative language, including similes and metaphors, in context. L.5.5.B: Recognize and explain the meaning of common idioms, adages, and proverbs. L.5.5.C: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. L.5.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition,

and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

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