Beginning Middle End Lesson Plan – Asking students to effectively identify the beginning, middle, and end of a story can be challenging. It is common for young students to get off topic, recount events out of order, or go on about something that was not relevant to the story.
My two favorite fiction books for this time of year are “‘Twas The Night Before Thanksgiving” by Dav Pilkey and “A Turkey for Thanksgiving” by Eve Bunting.
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Beginning Middle End Lesson Plan
After choosing the book you will use for this lesson, take sentence strips and write a few sentences from the beginning, middle, and end of the book. Use those for modeling.
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Have your template ready. I draw the diagram, write the sentence stems and draw the lines beforehand.
Now that your students have gone through the whole process with you, it’s their turn to do it themselves. First, give them as much support as you think they need (give them sentences to put in order before using them to organize them, write the beginning and middle of the story together and let them write the end, let the children work with a partner , etc.).
As students begin to write the stories as you did, always use a variety of graphic organizers. Remember that the focus of this lesson is not on writing, but on identifying the beginning, middle, and end of a story.
It’s okay if some of your students can’t write much. They can illustrate each part of the story, mark their pictures, and write the minimum if necessary.
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The stronger their understanding of the process at first, the better they will be able to do it independently later. You can always phase out support.
For some Fall/Thanksgiving themed graphic organizers, and a week’s worth of Fall/Thanksgiving practice for each topic, be sure to check out: This post may contain Amazon affiliate ads at no cost to you. See my disclosure here for more information.
Grammar aspects of stories are a universal necessity for language learners! You are in the right place if you want to learn:
Those of you who have been here for a while know that I have changed jobs/locations a few times, working in an outpatient setting, preschool, elementary school, high school, and now I am full time. in high school (and I love it!!). One skill I have focused on in all those pages and levels is understanding and sharing the stories.
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Let’s start with the basics so we’re all on the same page. What exactly is the grammar of the story? What will I take into account when teaching story grammar?
Story grammar is the parts or elements of a story. What exactly it includes varies depending on the program or learning protocol you use, but it often includes things like character, setting, problem, solution, or emotion. It can also include things like plot, plot, or suspense.
When teaching story grammar, especially with older students, I almost always include direct instruction about story structure (eg. my student’s understanding of how stories work. One of my students told me that a video I showed him gave to use in the classroom which contained information about story grammar, story structure and transition words so useful he felt like he was cheating. #SLPwin
Before I get into ideas about teaching story grammar, I will share some research that supports why teaching story grammar features is an effective strategy for increasing reading comprehension. I have personally seen a huge improvement in my students’ ability to understand and tell their own stories using this structure. I have also had great success using videos and graphic organizers in class (when pressed) to help with writing.
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A systematic review of studies on teaching story grammar as a reading comprehension strategy for students with learning disabilities is available on the ASHA website. You can read their findings here, but overall they say “the findings suggest that story grammar treatments improve the reading comprehension skills of children with learning disabilities”.
They also state that modeling and graphic organizing strategies (eg, story maps) are effective in teaching story grammar and reading comprehension strategies. This is good news because these are all great strategies and tools in our wheelhouse that are perfect for drawing, embossing, or transferring lessons for kindergarten through middle school.
So how do I learn it? How do I start with very young students or older students who are not completely familiar with this vocabulary? I usually teach these skills in three levels. I pre-test and post-test at each level to see progress towards POA and progress notes. Below I will outline 8 steps that I generally follow. If youare want details about how I teach grammar and the topics I show through this blog post, click here to view my story grammar pack. It’s full of posters, videos, graphic organizers, practice stories, guides, sample activities, and more!
Looking for book ideas to use when teaching story grammar? Click here to view my top recommendations!
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Knowledge – In the first phase I experience many grammatical aspects of the story. I read fun (and low level) books and model finding the grammatical parts of stories. When I first start, I say a lot of things like, “Wow! That page told us a lot! We know some of the characters and the setting. Billy and his grandfather are people and we understand that they are characters. I communicate posters and other visuals in this phase I don’t expect a ton of output from my students here, I just do a lot of modeling, self-talk, and provide a lot of examples.
Sort – Once my students demonstrate a basic understanding of story grammar, I work on sorting examples into story grammar categories. I will give each student 5 cards with examples of the grammatical parts of the story (eg “Alice”, “fell down and hurt her knee”, “frustration”, “at school”) and ask them to identify which part of each is a grammatical story. . I lay out posters and my students walk around the room and sort their cards on the posters. I repeat what is in each section and how some pieces of information can be added to more than one section! During step two, I start with the idea that certain words are key words that help us understand the grammar of the stories. For example, if you use the words “sure”, “want”, or “think”, those key words are often what we learn about the character’s plan on how to solve their problem.
Definitions – Once my students can sort cards onto posters, we move on to setting the definitions for each section. We could start by matching the grammatical elements of the story to their definitions. Sometimes I will show each poster and my students will ask for a summary of each part, how to find it, etc. We discuss how “who” characters tell the story and the “where” tells the setting. We talk about how actions in a story are always verbs (they are what characters do). After step 3, I usually give my students this matching worksheet to assess their ability to match story grammar symbols with definitions. I use this information for POA and progress notes!
Story Structure – One thing I have neglected to do when teaching story grammar specifically is to overtly teach story structures. Since emphasizing this, I have seen better progress and progress from my students! For most of my students, I stick to teaching the beginning/middle/end story structure. For my older students (grades 6+), I teach story structure with a plot diagram because that’s what they use in class. Sidenote: My students kick ass in the experimental plot diagram in their writing classes 🙂 During this step we will discuss what information you often find in each part of the story. For example, in the beginning of the story, you can almost always find the setting, the characters, and an appearance (or opening event).
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Crossword Words – Go ahead, I’m learning transition words. We discuss how transition words are great clues to what is happening in the story and what each sentence is telling you. For example, if you see the word “but”, you are often reading about a problem. When you see the word “finally”, you are probably reading the end of the story. We sort transition words by where you are likely to find them in a story (ie beginning/middle/end) and practice writing sentences with them. For my writing students in class, I often spend several sessions asking them to bring a computer to our sessions and we work on incorporating crossword puzzles into their stories.
Identification – After learning all these components, we start to put everything together in step 6! During this time we practice by reading stories upon stories. We find grammatical elements of stories in all of them. We talk about them, including discussing vocabulary and relating the stories to our own lives. We talk about what the stories remind us of and
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