Publishing Stories: Beginning, Middle, and End

Engage

Teacher’s Note: Pick one familiar fairy tale that has a distinct beginning, middle, and end to use for a read aloud with your class. The class should be seated on the carpet in designated spaces.

“Today we are going to read the story_________. Raise your hand if you’ve heard this story before. This story is about _______________. I want you to listen closely while I read this story and see if you can figure out what happens in the beginning, middle, and end of the story. Good writers make sure their stories have a beginning, middle, and end.”

Your teacher will read the beginning and middle of the story. After reading the middle of the story, your teacher will close the book and say, “The end.”

Do you think this would be a good story if it stopped here? Why not?

Your teacher will finish reading the story with students and then ask some of the students to retell the story. Identify what happened in the beginning, middle and end of the story. If you’re struggling to identify B/M/E, look back at the story and illustrations to refresh your memory. You may also ask for clues.

How does having a beginning, middle, and end make a story better?

Explore

Your teacher will select another fairy tale to use that has a distinct beginning, middle, and end.

You will be seated on the carpet to be introduced to the story diamond. The story diamond is used to record what happened in the B/M/E of the story. Do you see where each part goes? There is more space in the middle of the diamond because a lot usually happens in the middle part of stories.

Try to figure out what happens in the B/M/E of the story you are about to read so you can fill in the story diamond.

Your teacher will begin reading the story, stopping after the beginning. What happened in the beginning? Your teacher will fill in that portion on the story diamond.

Your teacher will continue reading, but stop after the middle. What happened in the middle of the story? Your teacher will fill in that portion on the story diamond.

Your teacher will continue reading, stopping at the end. What happened in the end of the story? Your teacher will fill in that portion on the story diamond.

Your teacher will select another fairy tale to use that has a distinct beginning, middle, and end. Listen carefully. You will hear the entire story and will complete a story diamond at the end.

After the story, your teacher will preview tomorrow’s work: Tonight I would like for you to start thinking of a story you could write. It can be about anything you want. Think about what you would like to happen in the beginning, middle, and end of the story. Tomorrow you will begin writing your story.

Explain

Today you will start writing your own story. You will be able to write about anything you want, real or pretend. Your job is to make sure your story has a good B/M/E like the stories we have been reading in class.

You will be writing a rough draft on the Story Planning paper, beginning with the illustrations on the front and then adding writing on the back. You will have a conference with the teacher to discuss how to edit and improve your story. After completing the stories on paper, the class will go to the computer lab to type and print their stories and create their digital book.

Begin your illustrations first to help plan your story. Then, begin writing. Your teacher and the teacher assistant will be monitoring work and helping anyone who is struggling to come up with ideas for stories.

All unfinished stories will be kept in a safe place to be completed tomorrow.

Continue to work on your stories. The teacher and teacher assistant will meet briefly with you to help you edit your work and make revisions. Make sure you know what happens in the B/M/E of your story. Be sure you have all high frequency words spelled correctly in their writing. Make sure you have a conference with a teacher.

When you and your classmates are finished your work, sit on the carpet. You should be working on the draft of your book.

Your teacher will say:
We have really enjoyed meeting with you about your books. We are so excited about the wonderful books you’re making!
Tomorrow we will make our invitations to the Author’s Tea. The next day we will begin typing our books in the computer lab.

On _______ (day of the week), we will be having our Author’s Tea. You may choose 3 people to invite. You can invite people from your family, or you can invite adults from school, like the art teacher or the cafeteria cashier.
At the Author’s Tea, you will read the book you are making to your guests and other adults.

You will get three copies of the invitation, (Publisher File: Author’s Tea). Address the invitations and sign them. You may also decorate the invitations.

Be sure to take the invitations home. We’ll also invite other people from school.

Teacher’s note: Send home a letter asking for donations of food and drink for the Author’s Tea.

Dear Families,

Our class has been learning about beginning, middle, and end in stories. Students are currently writing and publishing their own stories. On ____________ at __________, we will be having an Author’s Tea. Students and guests will enjoy snacks, and then students will present their books to guests. We need your help sending in snacks, drinks, and paper products! Please sign up below and send in donations by ____________. Thanks!!

Mrs. __________
Child’s Name: _______________________
Parent’s Name: _______________________

I will donate… (check boxes below)

___Drinks- tea, juice
___Snacks- scones, fruit, cookies, etc.
___Cups & Silverware
___Plates & Napkins



You and your classmates will go to the computer lab with your rough drafts. Before you begin typing, your teacher will review any skills you may not know (ex: how to capitalize a letter, how to make a space, etc.). Remember safe and responsible use of the computer.

Use the resources below to help in the creation of your book.

• http://www.nortellearnit.org/technology/Imaging/
• http://www.nortellearnit.org/technology/PowerPoint_Presentations/

Your teacher will show you a model book to give you an idea of what yours will look like when it is complete.

Begin typing your story. While you are working, your teacher will help you save your work.

You can use clip art or Internet sources to complete your illustrations.

Teacher’s note: *Remind students to read the page before illustrating it, because the picture has to match the words.*

Once the document is finished, save it and print each slide. Put one copy of the comments sheet in the back of the book. Fold a piece of 12”x18” construction paper around the book for the cover. Staple the book together.

Write the story’s title and author’s name on the front of the cover in marker and decorate the cover.

If you finish early, you can practice reading your story by yourself or with other peers who are also finished.

Elaborate

Teacher’s note: Tomorrow we will have our Author’s Tea. You will present your book to the audience with the projector displaying the pages as you read. After you finish reading, you may ask our guests if they would like to write any comments in the back of your book.

To prepare for our Author’s Tea, we will practice reading our books to each other today.

When I read stories to you, how do I read them? I need a volunteer to come up and show the class how to read his or her book.

Your teacher will pick a volunteer who will do a good job confidently reading his/her book to the class.
What did you like about the way ___________ (volunteer’s name) read his/her book?

Practice reading your book. Remember to give your partner compliments on good things they are doing, and to help when they need it. You and your partner will practice reading. Make sure you both take turns reading.

Teacher’s note: If students need more structure, tell them a specific number of times they are required to practice reading their books.

Author’s Tea— Guests and students enjoy snacks and drinks together for the first 15 minutes. Students will then read their books to the guests. Guests write comments in the back of students’ books such as, “I really enjoyed listening to your story. Great job!”

This week we have been learning about the beginning, middle, and end of the stories we have read. Why do you think it is important for stories to have a B/M/E? How does having a B/M/E make a story better?

Discuss the use of the computer as a tool with this lesson.
Earlier this week, you typed your stories using word processing. How has word processing helped you? How has PowerPoint helped your presentation? How has it made your books better? How does having a beginning, middle, and end make your stories better?

Evaluate

An evaluation rubric has been provided to use for assessment.

Extend

Consider these suggestions for extending the lesson.

1. Retell and publish a familiar story.
2. Work in small groups to dramatize some of the stories written.
3. Gather a familiar group of non-fiction books related to a recently taught science topic. Compare the non-fiction books to the fairy tales read at the beginning of this unit. How are the writing styles the same and different for both kinds of books? Complete a Venn Diagram to compare and contrast the books.

Related Resources
Web site with tips on authentic writing instruction:
http://www.writingproject.org/encourage/supporting.csp

Web site with top books for children by age:
http://www.teachersfirst.com/100books.cfm

Web site listing classic fairy tales and newer versions:
http://www.carolhurst.com/subjects/fairytongueincheek.html