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Beginning, Middle, and End Mix Up
Students will be able to describe the beginning, middle, and end of a story.
- Tell students that today you would like to retell a story to them using copies of pages from a storybook. Share with students that you have a problem because all of the pages became mixed up. In order to tell the story, the students will need to put the pages back in order.
- Explain that you have one page from the beginning, middle, and end of the story.
- Display the pages for students to see. Explain that you will help them with this task by teaching them about the sorts of things that often come in the beginning, middle, and end of a story.
- On an anchor chart, write Beginning, middle, and EndIn three sections.
Explicit Instruction/Teacher modeling(15 minutes)
- Briefly retell or read from the story from which you have selected pages.
- Tell students that good readers look for certain elements of the story in the different parts. In the beginning, readers look for characters and the setting of the story.
- Model looking through the three pages you have copied to find where a character is introduced and a setting described. Think aloud as you read the text and examine the picture, describing what you see. Place the page corresponding to the beginning next to the beginning section on the anchor chart.
- Explain that in the middle of the story, some sort of action or problem takes place, or something happens to the characters.
- Model looking through the pages once more and thinking aloud to describe the remaining two pages. Place the middle page on the anchor chart.
- Explain that at the end of a story, the characters are different in some way or the problem was solved.
- Model looking at the pages and identifying key elements of the ending of a story. Think aloud to describe the text and picture. Place the ending page on the anchor chart.
Guided practise(15 minutes)
- Explain to students that they will work with a partner to read The Princess and the PeaAnd match pictures to the beginning, middle, and end. Tell students that they might have more than one picture for each part. Remind students to look for the key elements and refer to the anchor chart.
- Have students fold a piece of construction paper in three parts and label each part with the letters B, M,And EFor beginning, middle, and end.
- Direct them to glue each picture into the area where it belongs. Have students store this as a reference for future activities.
Independent working time(15 minutes)
Explain that students will repeat the previous activity independently using the Stone Soup worksheet and pictures.
Enrichment:For students in need of a challenge, encourage them to create pictures for the beginning, middle, and end of their independent reading books.
Support:For students in need of support, select stories for guided and independent practise that the student is already familiar with. Limit the amount of pictures that a student may choose from for the beginning, middle, and end.
Collect the independent activity to assess for mastery. Circulate while students are working and ask them how they were able to determine which picture goes with the beginning, middle, or end.
Review and closing(10 minutes)
Have students gather together. Choose some students to share how they placed their pictures and how they determined whether they were in the beginning, middle, or end of the story.