Narrative Writing Resources ⛰️

At the heart of the literacy classroom, you find stories. All kinds of stories. Especially in the middle-grade classroom, the personal narrative assignment seems to be the quintessential writing process project and often the first project done with students as a means to get to know who is in our classrooms. This is just one way to do a personal narrative project (out of many). Please take what you need to inspire your own teaching craft, and then tap into all of the amazing stories you have in front of you.

• Step-by-step instructions for teaching a narrative writing project

• Lesson ideas you can use now

• Group narrative writing projects to bring your classroom community together

I feel like having a toddler around has helped me understand the role of sensory work and play far better than before parenthood. I even look back on my own childhood and remember moments where I can recall feeling dysregulated or something was off. I never liked the feeling of itchy socks on my toes. I hated having my hair done because of how it felt. When I initially started learning more about sensory play, one of the most powerful pieces was that everyone has sensory needs. Sensory regulation does not require a diagnosis, label, or “special” treatment. We all have the power to feel regulated or dysregulated by the work of the senses. Incorporating sensory experiences into the secondary English Language Arts (ELA) classroom can ignite students' creativity, deepen their understanding, and make writing come alive. By engaging multiple senses, educators can create a dynamic and immersive environment that inspires students to express themselves through writing. We can also help our students regulate their own systems and challenge behavior issues that are tied to classroom management. In this blog post, we will explore 10 sensory writing activities that can transform the ELA classroom into a hub of sensory exploration and literary expression.

This post is for anyone who judges a book by the cover or the first page. When it comes to narrative writing of any kind, the opening lines can make all the difference in captivating readers' attention. Narrative hooks are the secret ingredient that sets the stage for a compelling narrative. In this blog post, I provide a step-by-step guide to teaching narrative hooks in the secondary ELA classroom, empowering students to craft captivating beginnings that hook their readers from the start. You can take from my own lesson examples, or use the stories I use to design your own lesson.

Whenever I met with my middle school English department, sat down with a colleague to collaborate, or simply talked to other others that teach any type of writing, the question would always come up: “So, how do you teach the essay anyway?” The academic essay is often largely subjective in terms of skill sequence and design involved in a unit plan. As I get the opportunity to work with more and more teachers, I find that this type of assignment is largely assigned based on the teacher’s own personal learning experiences, the teacher’s experiences with their mentor teacher, or a commonly known set of skills that everyone thinks is accurate. I am not saying that my way to teach any academic essay is better than anyone else’s method of teaching the essay. This post serves as a starting point for a larger discussion about how the genre of academic essays is implemented throughout the various grade levels. The goal should always be consistent. For the sake of this post, I am going to use the Six Traits of Writing as a common language to talk about how writing is taught in a classroom. I like the six traits of writing because all of the terms used can apply to many different types of writing. Throughout this post, you will find examples and tips on how to approach each part of the academic essay.

Narrative writing is always the first big unit taught in sixth-grade English, but I would also argue that narrative writing is the perfect way to open up a brand new school year because we are finding out about our students’ stories. I am also pretty sure that October may be one of the toughest months to teach in considering that it consists of conferences, the end of the first marking period for my middle school, the flu season that starts circulating, and it is my birthday month. The last part is not a bad thing, I just find it easier to resent less “me time” with all of the to-do lists piling up. This post contains step-by-step directions for teaching a personal narrative writing unit at the secondary level. This includes directions, elements of the assignment, teaching strategies, and mentor texts. I also wanted to include information about writing conferences and grading information.

These two weeks focus on adding adjectives and snapshots in narrative writing using the mentor texts Out of My Mind by Sharon Draper and A Wrinkle in Time by Madeleine L'Engle. Both of these lessons build on each other as I first teach using adjectives in writing, and then we get some experience making snapshots in regards to characters and setting. A snapshot is a moment in writing that provides detail in terms of character or setting. The text The Reviser’s Toolbox by Barry Lane was the first text that introduced the idea of snapshots to me, and this text remains the go-to standard for items to teach in terms of narrative, personal narrative, and memoir writing. Students often receive practice in regards to describing themselves or character, but sometimes struggle with describing a setting or character interaction. Teaching them how to add detail in narrative writing sets the stage for teaching elaboration when it comes to argumentative and informational writing in our upcoming units.

It might be an interesting experiment to pose some of these questions to your students this fall:

“How do you see your teachers?”

“What do you like or dislike about school?”

“What would you change about how school is setup?”

I bet we would get a ton of answers that would spark debate and some good-natured arguments. Another interesting take on these questions is to look at how school and teachers are represented in popular middle-grade and young adult texts. I originally started working on this post as a way to access narrative writing by looking at how authors portray kids’ thinking about schools and teachers. However, then I got to thinking about the bigger discussion we as teachers need to be having with our students. I am going to use this in my classroom as a way for students to talk about their feelings toward school and teachers, and then connect how they feel to what they want in their own experiences in education moving forward.  I want to keep in mind that these middle-grade and young adult texts are written by adults for young people, but some of their descriptions about school and teachers are surprisingly accurate. It would be interesting to cut up and put some of these passages in front of students to hear what they have to say.

I have been using generative writing in the writing workshop in my middle school classroom for years. However, I have been using it mainly only in ONE genre of writing: personal narrative writing. After attending a National Writing Project cohort training for C3WP (College, Career, and Community Writers Program), I realized that generative writing really is at the heart of all writer’s workshops because it uses the students’ interests and personal experiences to create the topics, provide the organization, and make the connections that are so necessary for engagement and comprehension. The answer to most things in education is coming back to the relationships and rapport we establish with our students, but these ideas are not new.

…The same call for inclusivity in the beauty industry is also in the same call for the materials that we put in front of our students. This necessity drives the movements behind #WeNeedDiverseBooks and a call for diverse classroom libraries. We have to make materials available to our students. 

I bring up this description of skin tone though as a conversation starter for how skin color is often depicted in works of fiction. If we focus on diverse literature, it is important to look at how characters are being represented on the page. How are our students able to describe themselves? What descriptions do they see while reading? What is included in our weekly read aloud? These questions impact the makers of stories in the publishing industry, and they impact the strategies we are using to teach our children. These questions are necessary to bring up and think about in terms of engaging with my young writers that need to have access to mirrors, windows, and sliding glass doors in our classroom.

This post outlines different strategies as they are observed in 16 different middle-grade and young adult works of fiction. I am using mentor texts here to show my young writers that the works of published authors are not only accessible but can be unlocked to show them how to write. This post will give a great starting point to the young writer that desires to describe their character AND also make connections to that character’s background, culture, or identity through the use of skin tone identification. 

In my other post, “Middle-Grade Narrative Writing: Using Mentor Texts to Describe Setting (Snapshots)” I explained how a teacher could use examples or passages in mentor texts to help their young writers add details, description, and imagery to their narrative writing. This ability to “see” or visualize the imagery is called making a snapshot. Snapshots were first introduced to me by the way of Barry Lane’s The Reviser’s Toolbox. Characters really have five areas of focus when it comes to description: thoughts, feelings, actions, appearance, and speech. All of these areas can afford opportunities for students to learn how to do snapshots.

In review, a snapshot is a moment in narrative writing when you stop to describe a person or place in detail. There are many different writing moves to do this technique; however, the gist is the same: stop to inform your reader what the imagery is in your writing so they can become part of the reading experience with you. When you are designing a lesson on snapshots in either setting or character, I first like to start with adjectives and describing things my students know a lot about. Then, we can move on to the more abstract ideas of the imagination. The bridge between simple adjective description and more sophisticated writing resides in the use of mentor texts. I also like to practice all together in a whole group format using pictures. I love Nearpod for this type of practice because students can share adjective word ideas, and you can track whole group class participation. It is also pretty cool whole group collaborative writing. In the post, I will outline four different strategies for helping you to introduce snapshots for character description to your students with a variety of middle-grade mentor texts. I use mentor texts in my classroom to teach grammar, provide book talks to my students, and in writing instruction. Students then mimic the style of published authors and use their writing as a guide to help set up their own writing.

I always start and end the year with narrative writing in some form. While I often focus on things like voice and ideas with this genre of writing, it really is all in the details when it comes to helping the reader see what you are talking about on the page. This ability to “see” or visualize the imagery is called making a snapshot. Snapshots were first introduced to me by the way of Barry Lane’s The Reviser’s Toolbox. I first got a hold of this text working closing with an elementary school teacher writing friend who explained to me, “You know what we do isn’t really all that different.” I have been changed ever since.

Looking at these documents, you may think I am a little bit crazy. I am okay with that. However, I am excited to have a go at this project with my third hour group. I am constantly evaluating how I end a novel unit, and I enjoy reflecting on the type of paper writing I express as important to my students. When my grade-level colleague and I attended MCTE in October and listened to Kelly Gallagher, we got excited about the idea of a multi-genre project with our sixth graders. We teach a variety of paper genres throughout the school year, including the five-paragraph essay, but we wanted students to get a chance to be innovative and inquisitive about the world around them.

Thus, despite being rainy, I was thinking of ways to use flowers as a guide to help students of writing with personal narrative assignments. It also seems very "springy" of me to do. Not only are flowers beautiful, but their scent and how they seemingly "pop-up" in different aspects of life can help the writer get in tune with themselves. All four of these "flower power" prompts/activities that will be talked about in this post can be used in combination with each other, or they can be used as stand alone assignments to get students talking and writing about their own lives. Remember, identity work is they key to getting to know the writer. Nothing is more powerful than the personal narratives that bind a classroom together.