Narrative Writing Content Module

July 2013

1
Table of Contents
Plot the Course ............................................................................................................... 3
Time for Take Off ............................................................................................................ 5
Floating on Air ................................................................................................................. 7
Effective Writing PowerPoint ........................................... Error! Bookmark not defined.
Narrative Writing PowerPoint .......................................... Error! Bookmark not defined.
Sharing the Sky ............................................................................................................. 37
Prepare for Landing....................................................................................................... 40
Narrative Writing Assessment ......................................... Error! Bookmark not defined.
Narrative Writing Assessment Key .................................. Error! Bookmark not defined.
General Education ELA Lesson Plan: Narrative Writing................................................ 43
General Education ELA Lesson Plan: Narrative Writing................................................ 45

Narrative Writing Content Module, July 2013 2

Plot the Course
The rationale
The ability to communicate effectively is a necessary lifelong skill.
In fact, “writing skill is a predictor of academic success and a
basic requirement for participation in civic life and in the global
economy” (Graham & Perin, 2007, p.3). According to Graham and
Perin, “all students need to become proficient and flexible writers”
(2007, p.7). However, writing instruction has typically been
neglected (National Commission on Writing, 2003, p.9). With the
recent adoption of the Florida Standards, there is a renewed emphasis on writing
instruction. The Florida Standards specify three main types of writing: narrative,
informational, and argumentative. This module will focus specifically on narrative
writing.

Module Goal
The goal of this module is to provide detailed information on narrative writing to
teachers of students with disabilities at the elementary and middle school level. This
module aims to provide teachers with a general overview of these concepts as well as
teaching suggestions so that a teacher can begin to plan instruction for these concepts.
Additionally, this module provides instructors with potential adaptations and
modifications to consider when designing materials and instruction for students with
severe disabilities.

Narrative Writing Content Module, July 2013 3

Module Objectives
After viewing the content module, teachers will:

1. Develop understanding of essential principles of effective writing instruction that

encourages both the writing process and narrative writing products.
2. Be familiar with narrative writing features and instructional strategies to teach
students to effectively develop narrative writing skills.

This module is organized using the following sections: Time for Take Off, Floating on
Air, and Prepare for Landing. Key vocabulary is provided in the “Time for Take Off”
section of the module. Connections to the Florida Standards and PowerPoint
presentations containing information and instructional suggestions for teaching about
narrative writing are shared in the “Floating on Air” component. In “Prepare for Landing,”
strategies to review, reinforce, and apply narrative writing to real world connections are
provided.

Narrative Writing Content Module, July 2013 4

Time for Take Off
Understanding the vocabulary used with narrative writing
is important for both teachers and students in planning
and implementing writing lessons. As a teacher, knowing
and using the terms not only ensures your instruction
stays true to the content, but also will help with
collaborating with other writing teachers or literacy
experts. When choosing which vocabulary to teach, it is most important that the teacher
selects the most salient, important, or most frequently used vocabulary for each lesson.

Below you will find a list of vocabulary related to this module. It may or may not be
necessary to provide instruction for all terms as students may have learned them
previously. If you are a secondary teacher and are not confident your students have
been taught these vocabulary terms, you may want to review and teach those unknown
terms during the focus and review section of your lesson plan.

While providing vocabulary instruction, you may consider including pictures or objects to
make the instruction more concrete for students with disabilities (See Ideas to support
vocabulary learning below).

Vocabulary

 Narrative text structure – includes the following components to organize

narrative text using story grammar.
o narrative – tells a story
o characters – person/persons in a story
o setting – place where the story happens
o plot – sequence of events involving characters in conflict situations
o point of view – perspective from which the story is told
o theme – moral or big idea of the story
o dialogue – conversation between two or more people
o main event – most significant part of the story
o details – supporting information to elaborate on plot, characters,
setting, etc.
o suspense – story tension that keeps the reader engaged

Narrative Writing Content Module, July 2013 5

Idea to support vocabulary learning
Use visual representations or actions to explain the various text structures and their
terms. For example, the following images may be shared to teach the word ‘setting’.

Narrative Writing Content Module, July 2013 6

Floating on Air

Before you can begin teaching your students about

narrative writing, it is important that you first have a deep
understanding of the information. Some of the concepts
may be familiar to you. Below is a list containing Standard
W.3 and SL.4 from the Florida Standards for grades K-8. You will also find a series of
PowerPoint presentations containing information, examples, and instructional
suggestions below the chart.

ELA Florida Standard W.3 and SL.4: Narrative Writing - Grades K-8
LAFS.K.W.1.3 Use a combination of drawing, dictating, and writing to narrate a single event
or several loosely linked events, tell about the events in the order in which
they occurred, and provide a reaction to what happened.
LAFS.K.SL.2.4 Describe familiar people, places, things, and events and, with prompting and
support, provide additional detail.
LAFS.1.W.1.3 Write narratives in which they recount two or more appropriately sequenced
events, include some details regarding what happened, use temporal words
to signal event order, and provide some sense of closure.
LAFS.1.SL.2.4 Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
LAFS.2.W.1.3 Write narratives in which they recount a well-elaborated event or short
sequence of events, include details to describe actions, thoughts, and
feelings, use temporal words to signal event order, and provide a sense of
closure.
LAFS.2.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
LAFS.3.W.1.3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
LAFS.3.SL.2.4 Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.
LAFS.4.W.1.3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
LAFS.4.SL.2.4 Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details
to support main ideas or themes; speak clearly at an understandable pace.
LAFS.5.W.1.3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
LAFS.5.SL.2.4 Report on a topic or text or present an opinion, sequencing ideas logically
and using appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace..
LAFS.6.W.1.3 Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences.

Narrative Writing Content Module, July 2013 7

 LAFS.6.SL.2.4 Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation.
LAFS.7.W.1.3 Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences.
LAFS.7.SL.2.4 Present claims and findings, emphasizing salient points in a focused,
coherent manner with pertinent descriptions, facts, details, and examples;
use appropriate eye contact, adequate volume, and clear pronunciation.
LAFS.8.W.1.3 Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences.
LAFS.8.SL.2.4 Present claims and findings, emphasizing salient points in a focused,
coherent manner with relevant evidence, sound valid reasoning, and well-
chosen details; use appropriate eye contact, adequate volume, and clear
pronunciation.

Check for understanding. Click on the PowerPoints below.

Effective Writing Instruction PowerPoint

https://skydrive.live.com/view.aspx?cid=8CCFD53B6E28BB4C&resid=8CCFD53B6
E28BB4C%21323&app=PowerPoint&wdo=1%7C

Narrative Writing PowerPoint

https://skydrive.live.com/view.aspx?cid=8CCFD53B6E28BB4C&resid=8CCFD53B6
E28BB4C%21322&app=PowerPoint&wdo=1%7C

Great! Now that you have viewed the PowerPoint presentation, the next section will
provide some ideas to consider when planning for Universal Design for Learning.

Narrative Writing Content Module, July 2013 8

 Sharing the Sky
UNIVERSAL DESIGN FOR LEARNING
Visual Impairment or
Deaf/Blind
Representation Engage in oral story telling;
Use a talking device such
as an avatar; use large font
to type story; use online
tools to create story boards
and graphic organizers
(i.e., Toontastic,
Readwritethink.org); use
picture cards and graphic
organizers to sort key
aspects of the story
elements (i.e., character,
setting, etc.); create digital
storytelling (MovieMaker,
iMovie).
Expression Student selects story
element from limited
options (i.e., offer 2-3
character choices); use
voice output devices for
student to select various
story elements; teach
tangible symbols for
various components of
Narrative Writing Content Module, July 2013
Physical Impairment:
Little/ No Hand Use
Student scans an array of
possible options and uses a
switch to select various story
elements to construct basic
elements of a narrative; use
computer representation of
story elements that can be
manipulated with switch;
place key aspects of story
elements on a slant board or
eye gaze board; create an
exercise in the classroom that
the student can walk or ride in
wheelchair to tell/create a
story.
Uses a switch to indicate
story elements from a limited
selection; uses an eye gaze
board to select various story
elements; uses a blink
response to select story
elements from a limited
selection; phrase questions
so that they require a “yes/no”
Lacks Basic Concepts Motivational/ Attention
Issues
Offer scaffolding to assist Use motivating objects to
students with storytelling. tell stories (i.e., puppets or
Use graphic organizers student’s favorite
and story starters. Offer character, object, etc.).
images and illustrations as Incorporate technology
story starter ideas. Read including computer
text with basic story representations, videos,
structure to show animations, and talking
examples to students. avatar. Allow students to
After reading, encourage self-select writing paper,
students to complete a tools, and topics for
backwards plan to writing.
highlight key story
elements.
Student selects pre-made Have students tell stories
cards with story elements using drawings, interactive
versus writing them; computer programs,
selection of story element acting out with props, etc.
is done after a model;
student answers “yes/no”
questions.
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 Visual Impairment or Physical Impairment: Lacks Basic Concepts Motivational/ Attention
Deaf/Blind Little/ No Hand Use Issues
story elements (i.e. response, these can easily be
characters, setting, etc.) answered using an eye gaze,
head turn, two switches, etc.
Engagement Teach students to use their Use a computer with AT Student uses websites Create games in which
hands to scan objects; use where the student can click to and listening centers that students interact with
talking avatars or prompts select various story elements; read aloud text. Uses partners to retell stories
to elicit student stories; use story element cards that puppets and objects to and create new ones.
allow students to select are large enough to retell stories or create their Create stories and text
their writing materials (i.e., accommodate the own. Provide students that involve the students
paper, writing utensils) and movements that the student is with real experiences and their interests and
online websites to generate able to make; pair student before writing or experiences.
stories; encourage with another student without a storytelling (i.e., go to the
students to develop stories physical impairment and have zoo, make ice-cream,
with elements that are them work together to attend a play, etc.)
familiar and reinforcing to tell/write a story.
students.

Narrative Writing Content Module, July 2013 38

 Concept Map

Characters Setting
Theme
Problem Solution

Narrative Writing Content Module, July 2013 39

Prepare for Landing

Below you will find ideas for linking narrative writing to

real-world applications, the college and career readiness
skills addressed by teaching these concepts, module
assessments for teachers, sample general education
lesson plans incorporating Universal Design for Learning framework, blog for teachers
to share their ideas, and a place to upload and share lesson plans from teachers who
completed this module.

One way to help assist in a special educator’s development within this curricular area is
through collaboration with other teachers in your building. Often these skills are
practiced outside of an ELA classroom in other curricular areas as well as during
everyday tasks. Some activities with real world connection include:

 Associate narrative writing skills learned in class to wide reading and real world
texts by teaching students to read as writers to notice author’s craft. This allows
the students to apply the learning to real reading experiences. This supports
students understanding of the relevance of content and will increase
comprehension and writing skills.
 Encourage students to engage in oral storytelling through circle time, class
meetings, discussions, retellings of literature and readers theaters.
 Encourage students to self-select topics to write about based on interest and
prior knowledge. Explain that authors often write about the territories with which
they are most familiar. This will increase motivation and engagement in the
writing process.

In addition to the real-world applications of these concepts, skills taught within this
content module also promote the following college and career readiness skills.

Communicative competence
Students will increase their vocabulary to include concepts related to “narrative writing.”
Specifically, they will be learning concepts such as: “characters,” “setting,” and “plot.”

Fluency in reading, writing, and math

Students will have opportunities to enhance their writing skills and comprehension as
their awareness of narrative writing increase. By having stronger knowledge about
narrative writing, students will be able to develop focused, well-organized, and detailed
pieces of writing. They will also enhance their reading abilities as reading and writing
are reciprocal processes.

Age appropriate social skills

Students will engage in peer groups to discover and discuss narrative texts and share
their narrative writing.

Narrative Writing Content Module, July 2013 40

Independent work behaviors
Students will engage in independent writing. They will have an increased understanding
of narrative writing through opportunities to engage in authentic writing experiences.

Skills in accessing support systems

At times, students will need to ask for assistance to complete activities related to
“narrative writing” which will give them practice in accessing supports. Students will gain
practice asking for help with narrative writing as needed. They can ask a peer to
complete the physical movements of the tasks they are not able to do themselves. Be
sure to teach students to ask versus having items or supports automatically given to
them.

In addition to collaborating with other educational professionals in your building, the

following list of resources may also help provide special educators with ideas for
activities or support a more thorough understanding of the concepts presented in this
content module.

Additional Resources
Empowering Writers (2013). Retrieved June 23, 2013 from
http://empoweringwriters.com/improving-student-writing/comprehensive-teacher-
resources/narrative-writing-resources/. This site provides a framework for instruction to
ensure consistency across grade levels.

National Writing Project (2013). Retrieved June 23, 2013 from http://www.nwp.org/. The
National Writing Project provides articles, lessons, support and professional
development in the area of improving writing and learning across the nation’s schools.

Read and Write with Rebecca (2012). Retrieved June 20, 2013 from
http://www.readandwritewithrebecca.com/. Rebecca Shoniker offers resources for
teachers, coaches, and parents of readers and writers of all ages.

Read Write Think (2013). Retrieved June 23, 2013 from

http://www.readwritethink.org/search/?resource_type=6&sort_order=relevance&q=narra
tive+writing&srchgo.x=0&srchgo.y=0&old_q=&srchwhere=full-site. Read Write Think
offers narrative writing support for all grade levels.

Thinking Maps Incorporated (2010). Retrieved June 23, 2013 from

http://thinkingmaps.com/pdfdocs/NarrativeWritingpreviewpacket.pdf. Thinking Maps are
a resource that aids students in their drafting. This link focuses on “Write from the
Beginning and Beyond” for narrative writing in the K-8 classrooms.

References
Calkins, L, Ehrenworth, M., &Lehman, C. (2012). Pathways to the common core:
Accelerating achievement. Portsmouth, NH: Heinemann.

Narrative Writing Content Module, July 2013 41

Carroll, J. A., &. Wilson, E. E. (2008). Acts of teaching: How to teach writing.
Portsmouth, NH: Heinemann.

Common Core State Standards Initiative. (2010). Common Core State Standards:
Preparing America’s students for college and career. Retrieved January 2, 2013
from http://www.corestandards.org/assets/Appendix_C.pdf

Gallagher, C. W. & Lee, A. (2008). Teaching writing that matters. New York, NY:
Scholastic.

This text offers tools and projects that motivate adolescent writers.

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of
adolescents in middle and high schools – A report to Carnegie Corporation of
New York. Washington, DC: Alliance for Excellent Education.

The National Commission on Writing in America’s Schools and Colleges. (2013, April).
The neglected “R”: The need for a writing revolution: The College Board.
http://www.collegeboard.com/prod_downloads/writingcom/neglectedr.pdf

Calkins, Lucy (2013). Retrieved June 23, 2013 from

http://www.heinemann.com/shared/onlineresources/E04717/Grade2/Gr2_WitePath_Lea
rnProgr_Narrative.pdf. This Units of Study for Teaching Writing link provides a rubric for
Narrative Writing, Second Grade, in the areas of structure, development and language
convections.

Calkins, Lucy (2013). Retrieved June 23, 2013 from

http://www.heinemann.com/shared/onlineresources/E04717/Grade3/Gr3_WritePath_Le
arnPror_Narrative.pdf. This Units of Study for Teaching Writing link provides a rubric for
Narrative Writing, Third Grade, in the areas of structure, development and language
convections.

Calkins, Lucy (2013). Retrieved June 23, 2013 from

http://www.heinemann.com/shared/onlineresources/E04717/Grade2/Gr2_SampBend_N
arrative.pdf. Lessons from the Masters has provided a four session unit of study on
Studying the Masters of Inspiration and Ideas. This link is specifically for second grade.

National Writing Project (2013). Retrieved June 20, 2013 from

http://www.nwp.org/cs/public/print/resource/1284. A teacher gives advice on “Narrative
Writing Works Magic in the ELD Classroom.”

The Reading and Writing Project (2010). Retrieved June 23, 2013 from
http://readingandwritingproject.com/.

Scholastic (2013). Retrieved June 20, 2013 from

http://teacher.scholastic.com/professional/teachwriting/. Scholastic offers lesson ideas
on writing.Sample General Education lesson plans

Narrative Writing Content Module, July 2013 42

General Education ELA Lesson Plan: Narrative Writing
Source: www.readingandwritingproject.com

Standard: CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined

experiences or events using effective technique, well-chosen details and well-structured
event sequences.

Learning Outcome: Students develop focused narratives by writing about a small

episode, something that happened in 20 min. or less. It is important to zoom in on one
small story and to tell the parts of the story that matter, leaving out the parts that do not.

Materials:
 Writers Notebooks
 Pencils
 Chart Paper
 Teacher Writing as a model (optional)

Activities:
 Focus and Review: Review previous learning such as brainstorming strategies
and ideas they learned. Explain that they will select one of those ideas to develop
into a narrative story.
 Teacher Modeling/Direct Instruction: Explain to students that we want to write a
seed story, we don’t write all about a giant watermelon topic. When we write a
seed story, we zoom in so you tell the most important parts of the story. Draw a
large watermelon on the board with small seeds inside. Explain that after we
think of a place, for example, we think about big watermelon topics like, “A day at
the beach” (label the top of the watermelon). Explain that in order to get a really
good story, it helps to choose a particular, smaller subject or seed idea. Label the
seeds with things that happened at the beach (i.e., collected sand dollars, swam
in the ocean, etc.)
 Guided Practice: Set the children up to practice the strategy with support.
Remind them to ask themselves just before they begin to write whether or not the
topic is a big watermelon idea or a little seed topic. Practice by giving students
several topics and ask them to determine whether it’s a watermelon topic or a
seed topic by using their hands to show larger or small (model this first).
 Independent Practice: Ask students to look over the entries in their writers
notebooks with their partners and label them either watermelon or seed story.
Allow students to begin writing about a seed story if time allows.

Narrative Writing Content Module, July 2013 43

 Activity: Create a universally designed version of the above lesson

UDL Planning My ideas

Representation - adaptations in materials
(e.g., adapt for sensory impairments)

Expression - how will student show

learning (e.g., use of assistive technology;
alternative project)

Engagement - how will student participate

in the activity

Narrative Writing Content Module, July 2013 44

General Education ELA Lesson Plan: Narrative Writing
Source: www.readingandwritingproject.com

Standard: CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined

experiences or events using effective technique, well-chosen details and well-structured
event sequences.

Learning Outcome: Students brainstorm ideas for personal narratives by thinking of

places that matter and the memories that reside there.

Materials:
1. Children’s books such as Donald Crews’ Shortcut or Mama’s Place; Cynthia
Rylant’s When I Was Young in the Mountains or When the Relatives Came
2. chart paper
3. writers notebooks
4. pencils

Activities:
 Focus and Review: Review with students the definition of narrative writing.
Discuss how they will be working on their own narrative writing and today you will
teach them a strategy for brainstorming ideas to get started.
 Teacher Modeling/Direct Instruction: Explain to students that good writers often
think about what they already know and have experienced as ideas to write
about. Explain that today you will teach them that good writers brainstorm places
that matter to them and the stories that reside there. Next read one of the books
listed above or another title of your selection and think aloud about how the
author most likely considered the role of place when writing this story. Model for
students how you consider a special place of your own. Using chart paper list the
place at the top and then brainstorm and record ideas that come to mind when
considering that place.
 Guided Practice: Set children up to try the strategy. Have them work together in
groups to brainstorm a place they care about as a group (i.e., the playground).
Ask students to think about a story that happened on the playground and give a
thumbs us when they’ve come up with something. Then have them turn and talk
to tell the story/memory to their partner or table buddy. Share a couple stories
whole group before releasing the students for independent writing.
 Independent Practice: Before sending students off to work on their own writing,
remind them that they will find their own process. Some of them will be
brainstorming ideas while others will have an idea and will go off to begin writing
about it. The goal is to be thinking and writing during the entire independent
writing time. (Tip – You may want to set a timer so students can be aware of their
writing stamina and set goals accordingly).

Narrative Writing Content Module, July 2013 45

 Activity: Create a universally designed version of the above lesson
UDL Planning
Representation - adaptations in materials
(e.g., adapt for sensory impairments)
Expression - how will student show
learning (e.g., use of assistive technology;
alternative project)
Engagement - how will student participate
in the activity
Narrative Writing Content Module, July 2013
My ideas
Rather than having students brainstorm
ideas in an open way with full choice
which could potentially be overwhelming
for some, provide them with story starters
(images and sentences) to scaffold the
brainstorming process; they could also
draw pictures or orally tell their ideas.
Students will successfully sort story
element cards in a graphic organizer; An
extension would be to have students
create their own picture card to represent
their own story and place within a graphic
organizer or template including
characters, setting, problem, solution,
theme.
Student can work in pairs during
independent practice; student can use
technology (e.g., iPad) to practice
drawing, writing, and thinking about ideas
for writing. They can also work together to
orally retell familiar stories and then tell
their own stories. Some students will need
to simply use the peer time to brainstorm
ideas before actually telling the story.
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