Graphic Organizers

for Teaching
Narratives
 1. TITLE

B
TA
Author

TAB
2. SETTING

B
TA
3. CHARACTERS

TAB
5. EVENTS
B
TA

4. A PROBLEM
AND

TAB
SOLUTION
Beginning Middle End

When First How did you

Who Next feel?
Where Then
Last
Title
Title

Setting
Setting

Characters
Characters

Problem
Problem

Events

Solution
Solution
Title: _______________________________________
Characters: Setting:

Problem:

Events:
First,

Next,

Then,

Last,

Solution:

My thoughts:
Title
Title

Setting
Setting

Characters
Characters

Goal
Goal

Problem
Problem

Attempts Outcomes

Solution
Solution
 M
ai
n
in g Ch
t t ar
Se ac
t er
s
1. Cut out the flower
2. Fold the petals
Title
3. Add a green stem
and leaves Author y?
W or
hy e st
d h
id
yo i nt
u e d
lik p en
ei p
t? t ha
ha
W

Now add your flower o the flower garden board

 s

Angel
g

ely
iceber

y
atl
sno

ov
ite

Ne
L
h ect
y
odl

d
w Main Perf

l
o

co
G
Setting: characters:

North Pole? Tacky

Antarctica the Hunters

Problem:

Hunters came to capture the

penguins.
1 Solution:
Tacky greeted
The hunters left
the hunters Events
rudely.

4
2
3 Tacky and his
Tacky companions
Tacky did a
marched sang dreadfully
splashy
sloppily.
canonball.
 es

Zabala
n

tre
brow
s
as

m
r a
ab

tu
pal
g b
le wa

Zi
rt t
lit Main Ig
s e
de Setting: characters:
dry
Sebgugugu
Africa Unanana
Rwanda Imana

Problem:
Sebgugugu could not find
enough food to feed his family.

Events

4
3 Sebgugugu
Sebgugugu 5
2 chopped the
widened Sebgugugu
Sebgugugu vine. the crack. shot Igwababa
killed Gitale the crow
1 the cow. Solution :
Sebgugugu did The god of
not listen to his Rwanda took
wife everything
away.
 Man
Pearl’s
dy
house Grass

Pon
d Pearl’s
school

School bus
Events Before the Story is Told

Story Events

Events After the Story is Told

Improving Reading: Strategies and
Resources

Plot Relationships Chart

Somebod Wanted But So
y
 10
9
8
7
6
Tension

5
4
3
2 v
c
1
0
0 1 2 3 4 5 6 7 8 9 10 11 12 ? ? ?
Time
Incident summary: Sylvester and the Magic Pebble by William Steiz
1. Collect rocks 6. Becomes rock 11. Fall (Autumn)
2. Find extra ordinary one 7. Cannot return 12. Winter, wolf howls
3. Rock is magic 8. Parents worry
4. Sets out for home 9. Parents seek Sylvester ? Father locks people in safe
5. Meets lion 10. Become despondent ? All happy together
Movie Title: ________________________________ Director: _________________

Write the events of the film on the board. Record them in the correct order.

1 2 3

4 5 6
Improving Reading: Strategies and Resources
Thinking Chart
What has What will Why do I
happened? happen next? think so?
 What happened when? Write the events in the correct order on
the time line.
TOPIC:

T
PAS

FUTUR
E

Time Line/Story
Map
 Title of the Story_______________________________________
Character: ________________________________
What he or she thought: ____________________________
____________________________

How he or she felt:

What he or she did:
________________
________________
________________
________________
________________
________________

Where he or she went: _____________________________________

How he or she changed: ____________________________________
Choose a character from the book (or your own story). Then
complete the chart.
Character’s
name

g
n e thin
O
a r a cter
ch
e s criptio did
D
e
n of th er
ct
Chara

ing r
th c te
One thing e
n a
O har
One character c id
thing did d
character
did
 Compare and contrast two characters. How are they
different? Write your answer in the outer part of the
circles. How are they the same? Write your answer in
the parts of the circles that overlap.

:
ame

Ch
rn
cte

a
ra
a
ar

c
ter
Ch

na
m
e:
Venn
Choose two or three things to compare and contrast. What is
different? Write it in the outer part of the bubbles. What is the
same? Write it in the parts of the bubble that overlap.
Character:
very somewhat neither/both somewhat very

good evil
kind unkind
honest dishonest

gentle violent
brave cowardly
 Heroes
You must decide if (main character) is going to be the hero of
(a movie/TV program ). Below are listed some of the qualities of a storybook
hero. Decide if you think (main character ) has these qualities. You must state
something from the story to support your decision.
a hero Support
Young
Intelligent
tall and muscular
invincible (unbeatable)
Strong
Wise
Brave
rides a horse
carries a weapon
is set a task
has to leave home
must face grave danger
has a servant or helper
Getting to Know My Character Chart
Story: _______________________________________________
Character: ____________________________________________

Facts about my My character’s actions

character

My character’s My character’s
conversations thoughts
 Says Feels

1. ________________
1. ________________
2. ________________
2. ________________
3. ________________ Character
3. ________________

Acts Appearance

1. ________________ 1. ________________
2. ________________ 2. ________________
3. ________________ 3. ________________
 The character map strategy helps students gain insight about qualities
that characters in both fiction and nonfiction may possess. This activity
provides an excellent basis for classroom discussion because it requires
students to form and support opinions. A general character map and
directions follow
example example
Quality

example example

Name of Quality
Quality
Character

example Directions example

1.Students write or draw a character they wish to study in the central
square.
2.In the rectangles, students list adjectives or qualities that describe the
character.
3.In the ovals, students write examples that support the adjectives or
 relationsh
relationsh

p
p

shi
shi
re

on
on
la

ati
ati
tio

ip
ip
ns

rel
rel
hi

s hi p s hi p
p

relationsh t i on ti on
ip rela rela
main character main character
rela rela
tion t ion
n sh i p shi p ship
rel atio

re
re
ip

relationship
relationship

la
la
nsh

tio
tio

ns
ns
o
ati

hi
hi

p
p
rel

= minor character
 Story Map Showing Character Change
Turning Point

Character at the Events that Caused Character at End of

Beginning of Story Change Story
Watch something change over time. Record the changes
here.

_ __ ___ Date: ________

ate : __
D

___
: __ ___
Date
Date: ________
 Nadia

Hide father Admit

and father and
brother’s brother are
death.
CHEAT dead.
NOT CHEAT
weight Weight
Everyone should look __________ She will be punished, if _________
after themselves. she’s caught.

Her mother was sick and __________ Its wrong to cheat. _________
needed soup.
Everyone else was _________
The little extra would not __________ suffering.
be missed. _________
_________________________
Others were probably __________ _________
cheating. _________________________

======
What is your decision? _____________________________________________ ======
===
Your final reason? _________________________________________________ ===
Total: Total:
 m and
o
s his m is
Love r. ad but
Strsidheis d their
e o
Lov sed by e r all t r.
u
conf onsn htip .Strid tride
s S
re lg ti wa
ah needs
Le i e
s elf. H
him
A. QUICKWRITE. Now think of an animal you could write about. Do a 1-minute quickwrite
about an animal that is now or once was important to you.
1 – minute
Quickwrite
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________

B. DEVELOP YOUR IDEA. Use the questions in the web diagram below to develop a
paragraph about the special animal.
What does it look How does it act?
like?
Animal:

What makes it Why do you like it?

special?
 C. PLAN. Study the example and then complete the graphic organizer to help you
plan your paragraph.
1. Write 1 sentence that sums up why this animal is so important to you.
2. Then list 3 details that support your main idea.
3. Write a closing sentence that sums up why the animal is special to you.
Example
Subject:
Panda
Main Idea: Panda is important to me because he keeps me company
when I’m feeling alone
Detail: He’s Detail: He sleeps Detail: He never
always there with me during argues with me or
after school storm makes me feel left
out
Conclusion: If it weren’t for Panda, I’d feel lonely sometimes.

Subject
Main Idea

Detai Detail Detail

l

Conclusion:
Now write your paragraph about the animal.
1.Start with your main idea sentence.
2.Then offer 3 details that will help your readers get to know the animal. End with a closing
sentence.
3.Use the Writers’ Checklist to help you revise.

_________________________________________________________________
Writers
_________________________________________________________________ ’ Check
Senten
_________________________________________________________________ list
Did
a
ces
_________________________________________ senten
l l your
ces be
_________________________________________________________________
with c
apital
gin
EXAMPL
_________________________________________________________________ letters
E: It was ?
Dennis lo clear that
_________________________________________________________________
Did
ved Osca
r.
they a
_________________________________________________________________
with th ll end
e corr
_________________________________________________________________
punctu
ation? t
ec
What are E
you talkin XAMPLE:
_________________________________________________________________
Did g about?
every
_________________________________________________________________
expres senten
s a co ce
_________________________________________________________________
though
t? EXAM
mplet
e
D an
_________________________________________________________________
ny and h P L E S:
(incomple is father checking.
________________________________________________________________
fathe
te) Danny
and his
r checke
(complete d the turtle bowl.
)
 Story
Frame Complete this Story Frame for ______________. Share and
discuss what you wrote with a partner.
The STORY TAKES PLACE IN

______________ IS A CHARACTER IN THE STORY WHO

______________ IS ANOTHER CHARACTER WHO

A PROBLEM OCCURS WHEN

AFTER THAT

THE PROBLEM IS SOLVED WHEN

THE STORY ENDS WITH

GATHER YOUR
THOUGHTS
A. RECALL PLOT- Think about the plot of ________________. Then list, in
order, the 4 most important things that happened in the story.

B. PLAN- Now think of a time when someone taught you right from wrong.
Complete the sentences below to help you plan a paragraph about the
experience.
When I was years old, I When my
found out, he/she

and
Later, he/she
I Felt
The whole thing was resolved when I

Afterwards, I decided
WRITE
Now write a narrative paragraph about the time someone taught you right
from wrong.
1.Write in the first-person (I said, we thought).
2.Use your notes from the previous page to keep your narrative brief and to the
point.
3.Use the Writers’ Checklist to help you revise.
Writers
_________________________________________________________________ ’ Check
Senten list
_________________________________________________________________
Did c e Fragme
senten
you us
e only c nts
_________________________________________________________________
A com
ces in
y
omple
te
plete s our writing?
_________________________________________ contai e
ns a s ntence
verb a ub
nd exp ject and a
_________________________________________________________________
compl resses
et a
senten e thought. A
_________________________________________________________________
ce frag
other m
and, m ent, on the
_________________________________________________________________
h
sound ay loo
like a k and
_________________________________________________________________
it is so
m
senten
ce
You ca ehow incom , but
_________________________________________________________________
fragm
n fix a s p lete.
ent by entence
_________________________________________________________________
subjec
t or a
adding
a
out wo verb,
_________________________________________________________________
rd
the fra s, or combi ng
ta ki
gment ning
_________________________________________________________________
senten w
ce. EX ith another
the corn AMPLE:
er.
_________________________________________________________________ Standing
standing (fragment) The on
on the c boy was
_____ sentence orner. (c
) Becau omplete
she help se Mrs .J
ed the b ones wa
sentence o y. (comp s kind,
) lete
WRAP-UP
What did ____________________ mean to you?
ec k l is t
E R s’ C h
_________________________________________________________________
D
REA ING
MEANarn
_________________________________________________________________
le
D i d you rom the
_________________________________________________________________
 f
e thing
_________________________________________ so ng?
m
o u or
d i ct y
rea t affe ression?
_________________________________________________________________
i
D id p
e a n im
_________________________________________________________________
ma k
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_____
 GaTHER YOUR THOUGHTS
A. RECALL THE PLOT - Use this storyboard to show the 6 main events in the plot of
“Pandora.” What happens first? What happens next? Draw a picture and write a brief
caption in each frame

1. 2. 3.

4. 5. 6.

B. CONTINUE THE PLOT - Recall what happens at the end of “Pandora.” Pandora has
fainted, and the evil creatures have flown away. Think about what happens when Pandora
wakes up again. Brainstorm ideas about what she might do, where she might go, and how
she might feel.

What Pandora Might Where Pandora Might How Pandora Might

Do ... Go ... Feel ...
 Write
Write a tale that continues the story of Pandora.
1.Tell what happens when Pandora wakes up again.
2.Use Evslin’s characters or invent a few of your own. Be creative. Give your tale a title.
3.Use the Writers’ Checklist to revise your tale.

Title: ______________________________________
After more than an hour, Pandora began to stir. She opened
her eyes and ...
WRITE
RS’ Ch
_________________________________________________________________ ecklist
 Did V E RB
_________________________________________________________________
you a
mixin v
g verb oid
_________________________________________________________________
Prese t
_________________________________________ nt ten enses?
show s e verb
action s
_________________________________________________________________
happe
n
that i
s
sleep ing now:
_________________________________________________________________
,e
tense at, look. P
v
_________________________________________________________________ ast
action erbs show
t
happe hat has
_________________________________________________________________
ned in
slept, t
ate, lo he past:
_________________________________________________________________
Mixin
g verb oked.
_________________________________________________________________
can co tense
nfuse s
_________________________________________________________________
about
what
a read
e
_________________ when happe r
. ns
 WrAP - UP
What did you like best about “Pandora”? Why?

READERS’
Checklist
_________________________________________________________________
ENJOYMENT
_________________________________________________________________
 Did you like the
_________________________________________________________________
reading?
_________________________________________ Was the reading
_________________________________________________________________
experience
_________________________________________________________________
pleasurable?
_________________________________________________________________
Would you want
to reread the piece
_________________________________________________________________
or recommend it to
_________________________________________________________________
someone?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________________
 GATHER YOUR THOUGHTS
Holes is a young boy’s account of what happened when he was sent to reform school for a crime
he didn’t commit.
A. CONNECT - Think of a time you were punished for somethng you didn’t do. What happened?
Write 1-2 sentences describing the event.
_________________________________________________________________
_________________________________________________________________
_______________________________________________
B. GATHER DETAILS- Now list 3 details that will help you write a journal entry about what
happened.

SUBJECT FOR JOURNAL ENTRY the day my friend broke my dad’s

camera
DETAIL #1
DETAIL # 2 playing around in the garage
DETAIL # sweeping
3 up and hiding the pieces
getting grounded
________________________________________________________________
SUBJECT FOR JOURNAL ENTRY
________________________________________________________________
________________________________________________________________
DETAIL #1
________________________________________________________________
DETAIL #2
________________________________________________________________
____________________________
DETAIL #3
 WRITE
WRITERs’ Checklist
Now write a journal entry. EASILY CONFUSED
1.Remember to use plenty of details. WORDS
2.Write in the first-person (I said, we thought)
 Did you correctly use
3.Use the Writers’ Checklist to help you revise.
the words it’s and its? It’s
is a contraction for it is.
________________________________________________________________
date: Its is the possesive form
Dear Journal, of it. EXAMPLES: It’s the funniest
________________________________________________________________
book I’ve read . Its cover makes me
________________________________________________________________
laugh.
____________________________________________ Did you correctly use
________________________________________________________________
the words their, there, and
they’re? Their is a
________________________________________________________________
possesive pronoun used to
_________________________________________________
indicate ownership. Use
there to point out a
location and they’re as the
WRAP – UP contraction for they are.
EXAMPLES: Holes is their book.
What did “-----------” mean to you? They’re upset because we left the
book there.
_________________________________________________________________
READERs’ Checklist
_________________________________________________________________
MEANING
_________________________________________________________________
 Did you learn
_________________________________________ something from the
___________________________________________________________
reading?
 Did it affect you or
make an impression?
• ANTICIPATION
Look at the title and at the drawing that accompanies the
story. What can you infer from the two? What is a
____________? What do you think the story is about?

• RIGHT or WRONG – TRUE or FALSE

Students are given a list of statements about the text and
must decide whether they are true or false
a. All the statements given are either right or wrong.
The answers can be found in the text and the students must
write/tell whether they are right or wrong. They are then
told to justify their answers by quoting a few words from
the text when it is possible, or by briefly giving their
reasons in their own words. They can also rewrite and
correct the statements that are false.

• FIND the REASON

a. The students are provided with a list of sentences or
phrases from the text, describing an action, an event or
quoting a character. They must briefly explain why this
happened that way.
b. A list of adjectives or some of the words spoken by the
• One-sided conversation

A one-sided conversation between a

friend/mother/police/etc. and the major/minor character is
given. The friend/mother/police/etc. is asking him/her a lot of
questions about what happened. Some of the questions are very
 OTHER STRATEGIES
• Draw/Picture vivid images read.
• Respond to the sounds, sights and emotions conjured by the
words in the text.
• Imagine scenes, actions and characters.
• Imagine/Respond to the scenarios, tone and atmosphere.
• Create alternative endings.
• Identify with a particular character.
• Elicit a network of feelings.
• Make a connections with their personal lives and other texts
they have read.
• Imagine oneself in the character’s place or story events.
• Question, hypothesize about a story.
• Do parallel reading.
• Extend the story or create a new one.
Flight 19 was flying in the Bermuda Triangle, a dangerous area of
the Atlantic Ocean. Christopher Columbus wrote about the
Bermuda Triangle in 1492. Read the notes from his journal. Write
wh-questions about the boldfaced words. Use where, who, what,
or when.
1. At that time, I was sailing west from Europe.
___Where were you sailing?____________________________________
2. My men and I were looking for a new way to the Indies.
________________________________________________________
3. On October 11, we were traveling in good weather.
________________________________________________________
4. Then we came into a terrible place. Strange things were
happening.
________________________________________________________
5. Bright lights were flashing in the sky.
________________________________________________________
6. White water was bubbling in the sea.
_________________________________________________________
7. I noticed my compass. The needle was jumping around.
_________________________________________________________
Read the sentences below. Check ( / ) the sentences that describe
completed actions.

1.Last night, I stayed up late. ___/____

2.I was watching a murder mystery on TV. _______
3.I Watched the movie for about an hour. _______
4.Halfway though the movie, I was falling asleep. ______
5.So I went to bed. ______
6.I closed my eyes and fell asleep. _______
7.Suddenly, big scary monsters were running after me. ______
8.They were laughing and showing their long teeth. ______
9.I Woke up and ran into my parents’ bedroom. ______
10.They said, “ No more mystery movies for you!” ______
Here are some different explanations for the disappearance of
Flight 19. Complete the sentences with the verbs from the box.
Use the simple past and the past progressive.
1. From the Navy:
be /have hit disappear make

Flight 19 _had____ a bad compass. Some of the pilots ________

new and
a b

Nervous. On that day, they _______ their first sea flight. They
probably
c

_________
2. From a storm
the movie and
Close _________ into
Encounters theThird
of the ocean.
Kind:
d e
take happen visit

It _______ like this. At that time, some aliens from outer space
________
a b

The Atlantic Ocean. Their UFOs _______ the five planes back to the
alien planet.
c
 A Comparison of Learning Activities and Performance
Tasks
Learning Activity
Designed to develop knowledge
and/or skills that support an
enduring understanding
Focused, informative activity
directed toward the acquisition of
particular elements of knowledge
or clearly identified skills
May be used on only one or two of
the facets of understanding
Can be accomplished by students
who have the prerequisite
knowledge and skill, who are
engaged in the learning activity,
and who receive appropriate
instruction
Students demonstrate
comprehension of knowledge or
application of the skill
Usually assessed at the
knowledge, skill, and/or
application levels
Assessments are focused on
Performance Tasks
Designed to assess the enduring
understanding(s) that provided
the frame for the unit
Complex, culminating activity
based on integration of
knowledge, skills and
understandings gained during the
unit
Based on the six facets of
understanding
Only students who have
developed the desired level of
understanding will be successful
Students thoughtfully apply their
understanding with flexibility,
insight and good judgment
Usually assesses at the analysis,
synthesis, and/or evaluation
levels
Assessments involve complex,
 Examples of Products/Performances

Examples of Output
Written Products/Performance Advertisements, biography, book
report, brochure, collection, essay,
experimental record, magazine
article, newspaper article, position
paper, script, web site
Oral Products/Performance Audiotape, debate, interview, oral
presentation, puppet show, radio
script, skit songs, speech, teach a
lesson
Visual Products/Performance Advertisement, banner, cartoon,
collage, data display, diagram,
diorama, drawing, filmstrips, flyer,
game