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describes the characters, setting, and initial problem at the beginning, explains in detail
what happens to the characters in the middle/climax of the story, and ends his story with
the solution to his problem. As a class, we will identify the beginning, middle, end of this
story on a timeline, and jot down smaller details that happened throughout the story.
Students will understand the importance of the sequence of events in a story unfolding in
a logical/natural order. Students will begin to plan their story by creating their own timeline,
identifying what will happen at the beginning, middle, and end of their personal narratives.
Time: 60 minutes
• Mentor Text: How I Became a Pirate by Melinda Long and David Shannon
• Chart Paper
• Markers
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• Glue
• Pencils
• ELMO
• SMART Board
Performance Objective: Given a timeline prompt, students will organize a specific sequence
and phrases that will later help their readers move smoothly through their story during the
• Students are asked to take out Google Chromebooks and access the webpage listed
above.
• Students will play the game Star Rumble for ten minutes before being asked to close
their Chromebooks.
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Step 2: Content Presentation
• Students will discuss the sequence in which the story unfolded: what happened at the
• Teacher will allow students to share with their shoulder partner before returning back to
a whole group discussion.
• Teacher will guide the discussion, while writing ideas onto the chart paper (pre-labeled
with a rough “timeline” that has BEGINNING, MIDDLE, and END written underneath in
corresponding locations)
• First, teacher will jot down the MAIN beginning, middle, and end points, and then will fill in
the rest of the timeline with smaller details that filled the story.
• Teacher will explain the importance of story telling in sequence (in the natural order that
things would occur) to keep the reader engaged, interested, and to avoid any confusion!
• Optional: Teacher may give examples of what would happen if this story was told out of
order, asking students to imagine that the middle of the story was told first, then the
ending, followed by the beginning. It wouldn’t make much sense!
• Students are given instructions – today they will be creating a timeline in their writing
notebooks of the main things that happened in their story – beginning, middle, end.
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• At seats, students will be asked to take out writing notebooks.
• Students are instructed to open to a blank page in their notebook and title the page
“Story Timeline”
• Students are instructed to refer back to their brainstorming page, where they jotted
down specific ideas/details/moments for their selected apple seed yesterday, as well as
• First, students are expected to fill in the “beginning, middle, end” sections, and then fill in
• Early finishers may turn to the next page in their notebook and begin drafting.
Step 4: Assessment
• Students will share with their table “face-partner” (across from them) and “shoulder-
partner” (next to them) to make sure that the story follows a natural sequence of events
Printable RESOURCES
• Criterion-Based Rubric (Page 5)
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