August 11, 2018
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By Lily Jones

EL Support Lesson

Draw Beginning, Middle, and End

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This lesson can be used as a pre-lesson for the Goldilocks and the Beginning, Middle, and EndLesson plan.
GradeSubjectView aligned standards
This lesson can be used as a pre-lesson for the Goldilocks and the Beginning, Middle, and EndLesson plan.
Academic

Students will be able to retell a narrative and identify the beginning, middle, and end of a story.

Language

Students will be able to retell a story orally with sequencing words using sentence frames as a support.

(10 minutes)
  • Hold up a book that you have read as a class. Call on someone to briefly retell the story.
  • Tell students that stories have beginnings, middles, and ends. Retell for the class what happened at the beginning, middle, and end of the story.
(5 minutes)
  • Hand out the Vocabulary Cards to students. As you go over each word, have students locate the card for the word you are reviewing.
  • Tell students that they just told what happened in the book using their own words. This is called Retelling.
  • Repeat that stories have beginnings, middles, and ends. BeginningsHappen first, MiddlesHappen next, and EndsHappen last.
(10 minutes)
  • Have students take out a familiar book at their reading level. Give students a few minutes to review the book, then ask them to turn to a partner and share what happened in the story. Instruct students to use the following sentence frame:
    • "This story is about ____."
  • Hand out the Retell It worksheets. Tell students that they should draw what happened at the beginning, middle, and end of their book to clarify their ideas, thoughts, or feelings about the book. They can add words/sentences if appropriate.
(7 minutes)
  • Have partners share the work they did on their worksheets.
  • Have partners tell each other about each part of their book. Ask students to use the following sentence frames:
    • At the beginning ____.
    • In the middle ____.
    • At the end ____.

BEGINNING

  • Have students work in a teacher-led small group.
  • Have students only draw about what happened.

ADVANCED

  • Have students share details about each part of the story on their worksheets.
  • Challenge students to share those details when working together with a partner.
(5 minutes)
  • Ask students to answer the following questions with the corresponding sentence stems in partnerships:
    • "How do we retell a story?"
      • "We retell a story by ____."
    • "What parts of a story do we include in a retelling?"
      • "We include ____."
    • "How do your drawings help show your ideas or thoughts?"
      • "The drawings help show my ideas because..."
  • Choose volunteers to share their answers to the questions aloud to the class.
(3 minutes)
  • Call on pairs to retell what happened at the beginning, middle, and end of their stories.
  • Encourage them to use their drawings to help them remember the story in their orall retelling.

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