Goals/Objectives SWBAT identify the beginning, middle and end of a story IOT

construct meaning of a text needed for further comprehension.

SWBAT explain key details of text that are typically present in the
beginning, middle or end of a story.

Standards (and CC.1.2.K.E

Assessment
Anchors, if Identify parts of a book (title, author) and parts of a text
applicable) (beginning, end, details).

CC.1.3.K.B
Answer questions about key details in a text.

CC.1.2.K.A
With prompting and support, identify the main idea and retell
key details of text.

Materials and The Loudest Roar (AM)

preparation Envelopes/plastic sandwich bags
BME Graphic Organizer
Side 1: Numbered Squares under headings of
Beginning, Middle and End Commented [RME1]: From Penn Mentor: It may be
Side 2: Lines to list/write about Characters and Setting confusing to have two spots labeled beginning, two spots
labeled middle, and two spots labeled end.
Glue Sticks
BME Picture Cards
Teacher Example Set of Cards from the story (will do the first
card together)
Pencils
White Board/Markers

Classroom Will be located in the writing table in the back of the

arrangement and classroom, center five will need to be relocated to a different
management issues section (carpet?)

Plan: The hook

1. The hook Mixed up story example trip to the pumpkin patch
2. The body Explain the trip to the pumpkin patch in a mixed-up way. First
3. Closure (if we went on a tractor ride, then we eat lunch, it was a sunny,
appropriate) fall day went 234 got on the bus for our field trip, we came
back to school and sketched our pumpkins; it was such a great
 day, after we picked our pumpkins we went through a corn
maze, as a treat we got ice cream. Commented [RME2]: From Penn Mentor: Instead of
The Body presenting this as if you wrote the story the wrong way,
consider saying that you dropped all the pages and you
Review sequence/concept of Beginning, Middle, End need help putting it back in the correct way. You do not
and key details of text - character and setting want to model the wrong way to do things
Questions: when is the beginning of the story?
What are some things that usually happen in
the beginning of the story? (will likely need
additional prompting)
The beginning introduces characters
and setting
When we are talking about beginning, middle
end of a book, what do we call the part of text
that comes right after the beginning of the
book?
The middle usually will have some
problem or issue that needs to be
addressed
The final part of the book is called.(whole
group response)
In the end will often times have the
solution, or way to fix, a problem that
happened in the middle of the book
Intentional Read (BME) of Little Red Riding Hood Commented [L3]: Perhaps youre already planning to
Expectations: include this, but its usually a helpful to do a picture walk
before reading the book.
During Read Aloud:
Focus on the parts of the beginning,
middle and end
Draw attention to the characters,
setting, problem and solution
introduced during specific parts in the
book. Commented [L4]: Plan in advance higher-order thinking
Activity afterwards: skills (HOTS) questions to ask during the read aloud.

Now, we are going to use what we

know about Little Red Riding Hood to
put these pictures from the book in
order from beginning, middle and end.
Pass out cards, ask students to put the
picture cards in front of them in any
order, but please dont touch.
Teacher model thinking about how we
are going to choose the first scene in
the beginning -
 When I am thinking about the
BME of a story the first thing I
think about the characters. Who
were the first characters that we
learned about in this story? The
next thing I think about is where
were the characters, what was
the setting?
then put first scene in example
(that looks the same as the
sheet) on the whiteboard Commented [L5]: Good job modeling this metacognitive
Complete first scene card as a group exercise.

Have students fill in the remainder of

the scenes on their own - glue pictures
down in the square Commented [L6]: Perhaps ask them to place the cards and
When students are done with the BME have them checked before they glue them.

sequence can turn to the back and draw Commented [RME7]: From Penn Mentor: Instead of
having students do a turn and talk at the end to compare
and label the characters in the story sequences, have students discuss with each other as they go
Allow approx. 5-7 minutes for students to get along to come to an agreement and then have students glue
as far along in the task things down
Turn and Talk: Share what you put for the sequence
Have students turn to a partner and discuss their
sequence (1-2 minutes) Commented [L8]: If theyre not used to this, youll need to
As a group complete teachers sequence on board teach and model this. They might also just need a reminder
since its kindergarten, so it wouldnt hurt to go over the
How did you know that this picture was the what a turn-and-talk looks like.
next part in the story? Can someone remind me
what happened in the middle? What happened
in the end? Was there anything that was
confusing for you when you thought about
beginning, middle and end?
Allow for discussion if students have different
answers
Closure
Review why BME is important so that a story makes
sense
Pieces in a story to consider when thinking about BME

Assessment of Graphic organizer will show BME sequence, assess

goals/objectives understanding based on accuracy of order
listed above: Monitor Turn and Talk with a partner, listen to discussions
Whole group discussion answers
Anticipating Say the characters from beginning, middle and end rather
students responses than story
and your possible Thats great to see you paid close attention to the
responses: characters in the story, now lets think about what was
going on in the story around the characters - where
were they? what were they saying? What were they
doing?
Talking about the animals they have seen before
I love hearing about all of the animals you know, but
right now we are going to focus on the characters in
this book.
Who were the first characters we learned about?
Students may suggest characters who appear later in
the story, direct that thought towards Middle or End of
story (that/he/she is a character in the story, but we
are not introduced to them until later in the
middle/end of the story)
Gluing down picture cards is taking too long --
Have the students put the cards in order first, then
glue the pictures down
Is this right?
Think back to the story and how the characters were
introduced and if the setting changed - does that
match up with what you put? We are going to review Commented [L9]: Will you show them the book and go
as a group when everyone is done. through the book with the child if they get the sequence
wrong and cant seem to remember?

Accommodations: Extension: When students complete the beginning, middle, end

sequence, tell them to go onto the back, draw pictures of the
characters and label and the characters names by stretching out the
words

Support:
Have a three box beginning, middle and end graphic
organizer rather than six box
Can use book as a guide/prompt for when the pictures came
in order