Composing Basic Structure Imaginative Narrative Writing Day 1 Prompt: Tell about a time when a giant visited your classroom. WFTB manual p. 232 Teacher models filling in the Elements as she talks about her plan. giant teacher classroom giant disrupts class get order back in class gives giant work to do call principal put G. in listening center Teacher lets G. teach class Students fill in the Elements for their plan. students

Composing Basic Structure Imaginative Narrative Writing Day 1…continued Teacher models constructing sequence of attempts to solve the problem or events of the situation. The last box should tell how the problem was solved or how the situation ended. Students construct their Flow Maps. Students write their opening sentences. Teacher give G. math work Teacher calls the principal Teacher puts G. in listening center Teacher lets G. teach class Teacher models opening sentence. Miss Brown’s class had just begun their math assignment when all of a sudden the floor began to shake like an earthquake. Into the room stomped a nine foot tall giant dressed like a woodcutter.

Composing Basic Structure Imaginative Narrative Writing Day 1…continued Teacher models telling more about each of the events. division problemsso scared he couldn’t speak earphones too small tells about being a Giant Students add details to each event. Miss Brown’s class had just begun their math assignment when all of a sudden the floor began to shake like an earthquake. Into the room stomped a nine foot tall giant dressed like a woodcutter. Teacher give G. math work Teacher calls the principal Teacher puts G. in listening center Teacher lets G. teach class Kept breaking pencils Work was too hard runs back to his office calls his boss and quits broke chair sprawled on floor so tall can see things far away breaks lots of things

Composing Basic Structure Imaginative Narrative Writing Day 2 division problemsso scared he couldn’t speak earphones too small tells about being a Giant Miss Brown’s class had just begun their math assignment when all of a sudden the floor began to shake like an earthquake. Into the room stomped a nine foot tall giant dressed like a woodcutter. Teacher give G. math work Teacher calls the principal Teacher puts G. in listening center Teacher lets G. teach class Kept breaking pencils Work was too hard runs back to his office calls his boss and quits broke chair sprawled on floor so tall can see things far away breaks lots of things Teacher adds transitions. The first thing After thatThen When nothing else worked Students add their transitions. Teacher adds a closing. We learned a lot about giants that day. I also learned not to be afraid of someone just because he looks different. Students add their closing. Orally rehearse the FLEE Map

Composing Basic Structure Imaginative Narrative Writing Day 3 Taking it off the Map division problemsso scared he couldn’t speak earphones too small tells about being a Giant Miss Brown’s class had just begun their math assignment when all of a sudden the floor began to shake like an earthquake. Into the room stomped a nine foot tall giant dressed like a woodcutter. Teacher give G. math work Teacher calls the principal Teacher puts G. in listening center Teacher lets G. teach class Kept breaking pencils Work was too hard runs back to his office calls his boss and quits broke chair sprawled on floor so tall can see things far away breaks lots of things The first thing After thatThen When nothing else worked We learned a lot about giants that day. I also learned not to be afraid of someone just because he looks different. Teacher checks and circles each part of FLEE Map. Students check and circle each part of FLEE Map.

Day 3 Taking it Off the Map We learned a lot about giants that day. I also learned not to be afraid of someone just because he looks different. When nothing else worked, Miss Brown decided to invite the giant to teach our class. He talked for about 30 minutes and told us what it was like to be a giant in a regular sized world. He said that he liked being able to see things far away that other people could not see. He also told us about all the chairs and other things he kept breaking because he was so large. After that my teacher figured she needed some help with the situation so she called for the principal, Mr. smith, to come to our classroom. When Mr., smith walked in our door he was so overcome with fear that he could not even speak. He turned around in his tracks and raced back to his office. When he got here he grabbed his telephone and called his boss to say that he was resigning. Then Miss Brown knew that she was going to have to handle the situation herself, so she guided the giant over to the listening center so he would be occupied while the rest of the class did their work. I could see right away that this was not going to work because the earphones were much too small for the giant’s large head. As he sat down in the chair to listen, it broke into a million pieces. The poor giant was sprawled out on the floor with a look of embarrassment on his face. T he first thing our teacher did was to treat the giant just like all the other kids in the class. She gently handed him a math worksheet with division problems and invited him to have a seat in the class. A puzzled look came over the giant’s face and the teacher immediately knew that the work was going to be too difficult for him. When he did try to do the math problems, his pencil kept breaking like a toothpick in his large hand. Miss Brown’s class had just begun their math assignment when all of a sudden the floor began to shake like an earthquake. Into the room stomped a nine foot tall giant dressed like a woodcutter. Teacher and students take the story off the map one paragraph at a time.

Day 3 Taking it Off the Map We learned a lot about giants that day. I also learned not to be afraid of someone just because he looks different. When nothing else worked, Miss Brown decided to invite the giant to teach our class. He talked for about 30 minutes and told us what it was like to be a giant in a regular sized world. He said that he liked being able to see things far away that other people could not see. He also told us about all the chairs and other things he kept breaking because he was so large. After that my teacher figured she needed some help with the situation so she called for the principal, Mr. smith, to come to our classroom. When Mr., smith walked in our door he was so overcome with fear that he could not even speak. He turned around in his tracks and raced back to his office. When he got here he grabbed his telephone and called his boss to say that he was resigning. Then Miss Brown knew that she was going to have to handle the situation herself, so she guided the giant over to the listening center so he would be occupied while the rest of the class did their work. I could see right away that this was not going to work because the earphones were much too small for the giant’s large head. As he sat down in the chair to listen, it broke into a million pieces. The poor giant was sprawled out on the floor with a look of embarrassment on his face. T he first thing our teacher did was to treat the giant just like all the other kids in the class. She gently handed him a math worksheet with division problems and invited him to have a seat in the class. A puzzled look came over the giant’s face and the teacher immediately knew that the work was going to be too difficult for him. When he did try to do the math problems, his pencil kept breaking like a toothpick in his large hand. Miss Brown’s class had just begun their math assignment when all of a sudden the floor began to shake like an earthquake. Into the room stomped a nine foot tall giant dressed like a woodcutter. Teacher and students take the story off the map one paragraph at a time. The colored lines create a visual picture of a short beginning and ending but a much longer middle.

What were you doing? What were those around you doing? What were you thinking? How did you feel? Describe the scene. Media Questions (body signs) Zoom and step-by-step replay

Let’s look at a ZOOM with a Location focus.

Fictional Narrative #1 By understanding the elements of Fictional Narrative characters setting problem/ situation goal attempts to solve problem/ encounters and events Resolution/Ending WFTB manual p. 424 tree map

WFTB manual p. 424 Fictional Narrative

Fictional Narrative Organizational Structure Beginning MiddleEnd Characters Setting Problem/Situation Character Reaction to Problem/Situation Goal—what the character decides to do about the Problem Character/s trying to solve the problem or deal with the situation How problem is resolved/solved (or the outcome) Closure with reflection, summary, question—wrap-up of the whole story This is where most of the elaboration takes place. #2 By knowing the structure of Fictional Narrative WFTB manual p. 425

#3 By using quality literature for discussion and mini-lessons! Let’s look at this piece of Fictional Narrative…

The Cow Who Wouldn’t Come Down

ESSENTIALS of Imaginative/Fictional Narrative Humor Drama Suspense/ Tension/ Anticipation But she couldn’t help thinking…it seemed that Gertrude was spending a lot of time around the farm machinery. Gertrude circled above Matilda, circling closer and closer and closer. Around and around she flew until finally she made a sudden zoom up for the clouds. Straight up she climbed. Way up she climbed! Gertrude perched in a tree and tried to sound like a bird. “Murp! Murp!” Poor Miss Rosemary. It was plain to see she was getting nowhere. She pulled her chin and knitted her brow. Somehow she must bring that silly, contrary cow down. But her fishing line became entangled in some overhead branches. She missed Gertrude entirely.

Types of Fictional Narrative Problem to be solved Intriguing Adventure Which type is The Cow Who Wouldn’t Come Down? Setting it up/goal attempt solve Introduction event closing

Reverse Map of The Cow Who Wouldn’t Come Down Problem Dealing w/prob Fishing rod Rope Roof Attempt solution Closing Attempt Fake cow Attempt Beginning M i d d l e End ORGANIZATIONAL STRUCTURE

Fictional Narrative ElementsEssentials Humor Drama Suspense/T ension/ Anticipation Organization Problem- Solution Intriguing Adventure Handout

Who were the characters? Where did it take place? Was there a problem in this story? What was it? How was the problem solved? What part did you think was funny/ scary/ surprising? How did the character try to solve the problem? Use your knowledge of the Elements, Essentials, and Structure (FLEE Map) of Fictional Narrative to guide your questions when working with students.