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The lesson sequence includes reviewing narrative elements, teaching show-not-tell through examples and non-examples, narrowing a topic focus using the “watermelon” model, modeling drafting steps from a student prompt, revising, editing, publishing, and using story starters to support ongoing practice.",{"@graph":63,"@context":122},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/narrative-writing-plans-for-launching-narrative-writing-w-43/564804/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/narrative-writing-plans-for-launching-narrative-writing-w-43/564804.png","ImageObject",442,249,{"name":88,"@type":89},"Sarah ","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-15","2026-10-12",true,{"@type":98,"interactionType":99,"userInteractionCount":9},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114,118],{"name":105,"@type":106,"acceptedAnswer":107},"How does the plan define narrative as a genre and what elements should students identify?","Question",{"text":108,"@type":109},"It defines narrative as telling a story (real or make-believe) about an event or experience. Students identify story problem and solution, beginning/middle/end, characters, setting, dialogue, sensory details, and an opening sentence.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What strategies are used to teach students sensory details and “show not tell”?",{"text":113,"@type":109},"Students use the same story (Shoemaker & Elves) to extract sensory details by highlighting and transferring them to sentence strips. A T-Chart distinguishes showing versus telling, with students writing examples and non-examples.",{"name":115,"@type":106,"acceptedAnswer":116},"How does the lesson teach narrowing the writing focus using the “watermelon” analogy?",{"text":117,"@type":109},"Students treat the whole watermelon as the broad topic, a slice as a smaller focus, and seeds as a specific moment. They practice generating increasingly focused statements and write them in their notebooks.",{"name":119,"@type":106,"acceptedAnswer":120},"What are the steps for modeling and revising a narrative from the given school-hallway prompt?",{"text":121,"@type":109},"Students analyze the prompt for topic and keywords, brainstorm on a circle map, fill a narrative map, draft an introductory paragraph emphasizing a hook, then draft beginning and middle paragraphs. They revise the introductory paragraph for show-not-tell, finish revising all paragraphs for show-not-tell, teach a concluding paragraph, and finally edit for conventions before illustrating/publishing or moving to a new prompt.","https://schema.org",{"og:url":78,"og:type":124,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":126,"canonical":78},"index,follow",{"doc_id":128,"site_id":56},564804,1792060413,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":88,"user_avatar":133,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":9,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":47,"language":139,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":61,"update_tm":143,"read_time":73},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","## 1.Define narrative as a genre\n\nPurpose:to tell a story(real or make believe)of an event or experience  \nActivity:Using a circle map,students will jot down notes about the elements of a narrative:  \na storyproblem,solutionbeginning,middle,endcharacterssettinguses your imaginationdialogueincludes sensory detailsopening sentence  \n## 2.Review narrative elements from circle map\n\na.Introduce Narrative prompt:story glove,anchor chart  \nb.Deconstruct“The Shoemaker and the Elves”with graphic organizer  \nc.Emphasize sequence of events,problem,and solution  \n## 3.Introduce/review Sensory Details\n\na.Using same story (Shoemaker &Elves),students will extract sensory detailexamples from the story by highlighting and will write them onto sentence strips  \nb.Show examples&non-examples of“show not tell”(T-Chart)Showing|Telling  \n## 4.Teach how to narrow the focus/topic\n\na.Using the“Watermelon”analogy,narrow the focus:  \nWatermelon is the broad topic,a slice is the smaller focus,the seeds are a moment  \nExample:  \nWatermelon-One day !went to the parkSlice—I went to the park to play with my friend.Seed-I met my friend at the park and played on the play structure.  \nb.Practice narrowing the focus with the students and have them write them intheir notebook.  \ni.Practice\"watermelon\"topics such as:  \n1.Itook a trip to Disneyland.  \n2.Last weekend,I celebrated my birthday.  \n3.I played with my brother.  \n5.Teach how to write an opening sentence/paragraph  \n   \na.Embed with introductory paragraph—the paragraph introduces in more detailthe characters and setting  \nb.Opening sentences can “hook”or“grab”the audience so they want to readmore.  \nc.Use Picasso examples from familiar stories.Pick out the character descriptions,settings,and “hook”(see list below)  \nd.Create an anchor chart/living chart with examples  \ne.Students will write definitions/examples  \nPicasso Examples from Anthology:  \nTreasures,Unit 1,pg.13(My Diary,From Here to There)Treasures,Unit 1,pg.108(Because of Winn-Dixie)Treasures,Unit 2,pg.140(My Brother,Martin)  \nTreasures,Unit 2,pg.165(Mighty Jackie,The Strikeout Queen)Treasures,Unit 2,pg.220(The Tale of Pecos Bill  \n6.Model a Narrative using This Prompt:  \n   \nPROMPT:Imagine that you're walking through the hallway at school when all of asudden you hear a strange sound coming from inside of your class.Upon entering theclassroom you see a strange animal sitting at your desk.Write a story using sensorydetails about what happens next.  \nStep1:Analyze the prompt:Topicaudience,key words  \nStep 2:Brainstorm on a circle map:whole class about character,setting,sequence of eventswith rising action,problem/solution.  \nStep 3:Fillin graphic organizer(Narrative Map)  \nStep 4:Begin drafting introductory paragraph with emphasis on hook/grabber  \nStep5:Read introductory paragraph out loud,begin drafting 2paragraph (beginning),andmaybe 3paragraph(middle)  \nStep 6:Read paragraphs worked on previously out loud,finish drafting final paragraphs(including resolution and concluding paragraph).Add any transition words to make the storyflow.  \nStep 7:Revise only introductory paragraph for\"show not tell”(demonstrate“show,not tell').If time,revise 2”d paragraph.  \nStep 8:Reread narrative draft.Review“Show not tell”.Review revisions from previous step onintroductory paragraph.Revise remaining paragraphs.  \nStep 9:Teach concluding paragraph using Picasso's(similar to how you introducedintroductory paragraphs.  \nStep 10:Finish revising for“show not tell”.  \nStep 11:Edit for conventions.  \nStep 12:Publish?Illustrate?If not,begin a new prompt with more guided practice.  \nLIST 81.STORY STARTERS  \nWriter's block happens to even the best writers.Use these to ignite students'imaginations andget them started.You can also use these as starters for a group writing project.Post a storystarter on newsprint or on the computer at the writing station.During the course of a day(orweek)each student reads the story so far and adds another sentence or paragraph.At theend of the ","cbCaiah7terHB0L8","https://ap.wps.com/l/cbCaiah7terHB0L8","pdf",1895727,"English","# Define narrative as a genre\n# Review narrative elements from circle map\n# Introduce/review sensory details\n# Teach how to narrow the focus/topic\n# Teach how to write an opening sentence/paragraph\n# Model a narrative using this prompt\n# List of story starters","[{\"question\":\"How does the plan define narrative as a genre and what elements should students identify?\",\"answer\":\"It defines narrative as telling a story (real or make-believe) about an event or experience. Students identify story problem and solution, beginning/middle/end, characters, setting, dialogue, sensory details, and an opening sentence.\"},{\"question\":\"What strategies are used to teach students sensory details and “show not tell”?\",\"answer\":\"Students use the same story (Shoemaker \\u0026 Elves) to extract sensory details by highlighting and transferring them to sentence strips. A T-Chart distinguishes showing versus telling, with students writing examples and non-examples.\"},{\"question\":\"How does the lesson teach narrowing the writing focus using the “watermelon” analogy?\",\"answer\":\"Students treat the whole watermelon as the broad topic, a slice as a smaller focus, and seeds as a specific moment. They practice generating increasingly focused statements and write them in their notebooks.\"},{\"question\":\"What are the steps for modeling and revising a narrative from the given school-hallway prompt?\",\"answer\":\"Students analyze the prompt for topic and keywords, brainstorm on a circle map, fill a narrative map, draft an introductory paragraph emphasizing a hook, then draft beginning and middle paragraphs. They revise the introductory paragraph for show-not-tell, finish revising all paragraphs for show-not-tell, teach a concluding paragraph, and finally edit for conventions before illustrating/publishing or moving to a new prompt.\"}]","Narrative Writing Plans for Launching Narrative Writing - W-4.3 | PDF",1791844266]