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NARRATIVE SUMMARIES

OBJECTIVE:

1. Identify the story sequence in a narrative story.

2. Make outlines based on the story sequence chart

3. Summarize stories from outlines

4. Internalize components of a well constructed story

5. Each paragraph has a purpose.

6. A paragraph has 6– 9 sentences

7. No dialogue.

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WALL

MODELS

one vss

per paragraph

Story Sequence

Chart

Who,when ,

where

What

c l imax

c l incher

1 P = 6 to 9 sentences

Title

Final clincher

UNIT III

1



STORY SEQUENCE OUTLINE

I. Characters/Setting/Background

II. Problem/Conflict

III. Climax/Solution

TITLE



THE MILK-WOMAN AND HER PAIL

A milk maid was given an extra pail of milk as a bonus for her work. She was carrying her pail

of milk from the field to the market, when she began daydreaming. ―The money for which this milk will

be sold, will buy at least a hundred eggs. The eggs, allowing for all mishaps, will produce at least fifty

chickens. The chickens will become ready for the market when poultry will fetch the highest price, so

that by the end of the year I shall have money enough from my share to buy a new gown. I will wear the

dress and go to the Christmas parties, where all the young fellows will propose to me, but I will toss my

head and say no to them, every one.‖ At this thought, she tossed her head in such a way that down fell

the milk pail to the ground, and all her imaginary plans vanished in a moment.

The Boy Who Cried Wolf

A long time ago there was a boy who watched his father‘s sheep. Each day he took them to a

pasture on the hillside above the village, and there he would sit and watch them all day long. In the

afternoon, as the sun would go down, he would drive the sheep home again.

Often he became quite lonely because he had no one to play with. How he longed for just a little

bit of company! One day when he became very lonely indeed, he remembered what his father had told

him when he first began to care for his sheep. ―You must always beware of the wolf,‖ his father had

said. ―And if you should see one, be sure to call for help.‖

Now the boy had never seen a wolf. He thought it would be so pleasant to have some company

that he decided to make-believe. ―Wolf! Wolf!‖ he cried at the top of his lungs. ―Wolf! Wolf!‖ Far below,

the villagers heard him. They all dropped their work, seized their axes and rushed up to the pasture.

When they got there, they saw only the sheep and the boy. There was no wolf at all. He was so glad to

see them that they were not very angry at him for having fooled them. But they told him that he must

not do it again. For a long time he did not.

One day, though, he was feeling lonelier than ever. He knew that he shouldn‘t but he cried out, as

loudly as he could, ―Wolf! Wolf!‖ Again the villagers came rushing to help him. When they got there,

they saw only the sheep and the boy. They were very upset at having been disturbed at their work again,

and told the boy that he absolutely must not do it again. And he did not.

One day as he sat quietly watching his sheep, he saw a big gray wolf come slinking out of the

forest. ―Wolf! Wolf!‖ he called with all his might. ―Wolf! Wolf!‖ The villagers, far below, heard his

cries, but went on with their work. They did not want to be fooled again. ―Wolf! Wolf!‖ cried the boy.

―Wolf! Wolf! Wo— ―

At this the villagers were startled. Perhaps he did need help. They dropped their work, seized

their axes and rushed to the pasture. They were too late. When they got there the wolf had gone, and

all they ever found of the little boy was his pointed shepherd‘s hat.



PRACTICUM

1. Using “The Boy Who Cried Wolf” create the Story Sequence Outline using the chart below.

2. Brainstorm together the possible dress-ups which could be used throughout the story.

I. Characters/Setting/Background

II. Problem/Conflict

III. Climax/Solution



CREATIVE NARRATIVES

PRACTICUM: 1. WRITE: Your version of “The Boy Who Cried Wolf” or “Milk woman and Her Pail”

2. Use your checklist as your guide. As you place a Dress-Up or a Sentence Opener in your writing, indicate on your paper and CHECK it off on the outline.

3. Create the Title for the story.

―Your Story‖ CHECKLIST

Name and date in upper right corner, double spaced, margins on both sides 4

Story Sequence I. SETTING, CHARACTERS, BACKGROUND 5

II. CONFLICT CLEAR 5

III. CLIMAX/RESOLUTION 5

TITLE (from last sentence in story, Title in center &underlined) 5

Dress-ups (underline only 1 of each, named in l/h margin ) I II III

quality adjective 6

strong verb 6

-ly word 6

who/which 6

because 6

adverbial clause 6

Sentence Openers (marked in l/h margin) I II III

# 1 Subject 6

# 2 Prepositional 6

# 3 ‗ly‘ 6

#4 –ing 6

# 5 clausal, 6

# 6 v.s.s. 6

Mechanics

Complete sentences, capitals, ending marks -2

Neatness, paragraph indentation -2

NO BANNED WORDS (-1 for each)

TOTAL POSSIBLE 96



October 2007

Grade 3 boy



Useless Eggs (Grade 5 boy)

The early morning sun peered through cracks in the barn wall disturbing my sleep. Lazily

I shift my left foot to get more comfortable. I feel strange, like a stone was planted in my

stomach but am able to drift off again while I contemplate this new sensation. I wake up to the

sound of milk pails clanging against my master‘s side. Standing up to ruffle my feathers and

stretch my legs, I perilously stumbled over because the unfamiliar weight unbalanced me. I

guess it‘s time to diet I thought as I scrambled back to my cozy nesting box. Getting ready for

my master whose name is Bob is easy since all I have to do is lay an egg. Upon hearing Bob‘s

brisk steps toward the coop I quickly dispatch my egg so it will be as fresh as possible. We have

a great system, I give Bob an egg for breakfast and he feeds me my pellets. Bob pulls out my

egg gingerly and rubs his tummy wasting no words on me.

Mechanically Bob puts the egg in his pocket. While he does so I am shocked because

instead of the exquisite, creamy, coloured egg I routinely lay, this one is a brilliant, ritzy,

glittering egg. Hoping it will still taste delectable, I anxiously wait for Bob‘s reaction to the

gaudy egg. I do not wait long before the egg, which is hurdled back at the barn, hits the door

with a thud. Curiously, Bob returns to examine the egg. I cannot tell if he is angry or jubilant

as I hear him outside jumping around and yelling. He runs back to my coop, grabs me and holds

me high turning in circles till I am dizzy. Carefully he puts me down and I topple over for the

second time this morning. While Bob searches it thoroughly I clumsily return to my nest,

scolding him softly. In a hurry Bob leaves and all is peaceful for the rest of the day.

Unfortunately I continue to produce these awful eggs. The now frivolous Bob excitedly greets

me first thing each morning, rubbing his hands gleefully as he pushes me aside to grab my egg.

It is no longer a joy to serve him but I persevere because I hope every day that I will lay a

beautiful, nutritious, white egg and things will return to normal.

Anxiously I peer at Bob who is watching me. After a period of pampering and petting he

has become wearisome and hostile because he blames me for laying only one egg a day. He takes

a step. Quietly I cluck trying to sooth him and a brief look of regret crosses his face. He takes

another step. Feeling uncomfortable I stand and try to back away although I am cornered in my

own nest. Behind his back, an appalling axe head glitters and I know my brutal death is imminent.

I have tried to faithfully serve Bob but failed. My eggs were useless I admit and accept my

fate.



TEACHING TIPS FOR: Unit III

1. MAKE A POSTER OF THE STORY SEQUENCE CHART!

GET IT ON THE WALL.

a. Have students memorize the list of questions. (Give a test!) b. Use it together; model process. c. Paragraphs should be minimum 4 sentences, maximum 9 2. USE STORIES OF VARIOUS LENGTHS

a. Anything works, as long as it has the Story Sequence Chart elements. b. Don’t be afraid – trust the system. 3. SEVEN WAYS TO USE THE STORY SEQUENCE CHART

a. Straight Summary: No changes, just key elements. Be honest to the original b. Elaboration: Add or change details. Fables/Myths/Fairy Tales OK to change. c. Variation: Change characters/setting, keep basic problem d. Sequel: Keep characters/setting, new basic problem e. Expansion: Go beyond 3¶, expand with detailed descriptions, added problems f. Transform Genre: Poem to Story, Story to Poem, Story to Script, etc. g. Original Story: “Make up” characters, setting, problem, resolution, message



Madeleine de Vercheres

On October 22, 1692, 14 year old Madeleine de Verchere was working in the

fields with the farmers. Her father was the seigneur of Vercheres and they

had many workers on their land. Both her parents had gone away to Montreal

for business. Loud shots rang out. Several workers fell to the ground instantly

and died. The Iroquois had launched a surprise attack on the farmers. They

seized about 20 of the farmers.

Madeleine ran as fast as she could to the fort. She quickly closed the fort

gates. In the fort there were only two soldiers along with some women and

children. They were frightened because they knew there was little they could

do to defend themselves from the Iroquois. Madeleine realized the warriors did

not know the fort was almost empty. She came up with a plan. With the help

of the soldiers, the cannon was fired. It frightened the Iroquois. The cannon

shot was also a warning signal. A nearby fort was alerted. The alarm signal was

sent from fort to fort all the way to Montreal nearly 32 kilometers away. The

women and children banged pots together and made a lot of noise.

The Iroquois kept up the attack for several days. Madeleine and the people

in the fort continued to make noise, confusing the Iroquois. By the time 100

soldiers arrived from Montreal, the Iroquois had given up the fight. Madeleine‘s

plan and courage saved the fort and many lives.



THE FOX AND THE CROW

One morning a plain black crow sat on a branch holding in her beak a delicious

piece of cheese. Along came a fox, who had smelled the delicious cheese. The

fox came and stood under the tree, and bowed politely to the crow. ―Good

morning, my friend‖ said the fox. ―My how well you are looking today!‖ The crow

was very pleased at this but of course could not reply because of the cheese she

held in her mouth.

―Your eyes are the most beautiful I have ever seen,‖ the fox went on, ―And, as

for your feathers – how black and glossy they are!‖ The crow was even more

pleased, but still said nothing. She just sat on her branch and swelled with pride.

But the fox went on.

―I have been told,‖ he continued, ―how beautiful you sing, and I should like so

much to hear you! Your voice could not possibly be so lovely as your feathers,

but if it were – why you would be the most wonderful bird of the whole forest.

Do sing just a few notes for me, won‘t you?‖ This was too much for the crow.

She opened her beak wide, cawed loudly, and dropped the cheese right into the

mouth of the waiting fox.

―Thank you so much!‖ said the fox, gobbling up the cheese. ―Your song was very

ugly, but your cheese was delicious. Another time, perhaps you won‘t be so ready

to believe all the good things you hear about yourself.‖ And, with a wave of his

tail, he trotted off gaily into the woods.



Vince Coleman and the Halifax Explosion World War I was a prosperous time for Halifax where the harbour bustled with

fleets of men and materials headed for Europe. On the evening of December 5, 1917

two ships' captains anxiously awaited departure. Captain From, aboard the Belgian relief

ship ―Imo‖ anchored in the harbour, was annoyed that a late inspection had forced him

to delay departure until morning. Outside the harbour the French steamship Mont

Blanc, captained by Aimé Le Medec, sat awaiting morning access to the harbour and

official clearance. Four days earlier his freighter had been loaded with tons of picric

acid, TNT, gun cotton and benzol. The Mont Blanc was a floating bomb.

Just as the Imo raised its anchor at 7:30 a.m. the Mont Blanc began its slow entry

into the harbour. Forced to the wrong side of the channel by a steamer and tugboat,

the Imo continued its tragic course directly in line with the incoming Mont Blanc. After

sighting each other, there was a confusion of signals and whistle blasts and at 8:45 a.m.

they collided. Few people knew of the impending disaster.

As black smoke and flames rose from the Mont Blanc, crowds gathered on the Pier

to watch the excitement, but one sailor who knew about the imminent explosion ran past

the railway freight yards, warning the workers to clear out. Fleeing the scene, chief

clerk William Lovett shouted "What do you think you're doing?" as his train dispatcher

Vince Coleman raced back towards the office "We've only got a minute or two left!

Anyone in the office won't stand a chance, and you're a married man with a family to

think of!" But Vince Coleman was only thinking about the passenger trains speeding

towards the endangered harbour. He had to stop them. In a moment of selfless action,

Coleman telegraphed his urgent warning. At precisely 9:06 on December 6, 1917, the

most devastating man-made explosion in human history tore through Halifax, killing

2,000 people, including Vince Coleman. He knew his life was at stake when he ran back to

tap out his vital message. In the deadliest catastrophe of Canadian history, one man

sacrificed his life to save 700 others.



The Lion and the Shepherd A lion, roaming through a forest, got a thorn in his paw. He roared and moaned, but

to no avail. After failing to extract the small, deep barb with his clumsy teeth and soft

mouth, he finally hobbled to the edge of the forest where a shepherd tended a small

flock of sheep. Pathetically limping to the shepherd, he wagged his tail and bowed his

head as if to say, ―I will not harm you, I only seek your aid.‖ The shepherd examined

the beast, discovered the thorn, and placing his paw upon his lap, easily pulled it out.

Thus relieved of his pain, the Lion returned into the forest.

Some time after, the shepherd was falsely accused and imprisoned for a crime he

did not commit. Finally, he was condemned to be ―cast to the lions.‖ But when the Lion

was released from his cage, he recognized the shepherd as the man who had healed him

and instead of attacking, approached and placed his head upon his lap. The king, as soon

as he heard this, ordered the Lion to be set free again in the forest, and the shepherd

to be pardoned and sent back to his friends.

TRIXIE, THE PET COON

Grandfather Turner lives in a high narrow house which looked like a tall,

silk hat with windows for eyes. It is set far back from the street near the edge of a

ravine. It is quiet in the country.

Last spring he was often wakened in the dead of the night by Mr. Coon trying

to knock over the garbage can to get some chicken bones or the tail of a fish. Mr.

Turner though, ―I‘ll get even with that robber with the black handkerchief over his

eyes. I‘ll put some bread and milk out for him, and he‘ll leave my garbage can alone.‖

Soon Coony became an evening caller. Just at dusk each night, he began

coming nearer and nearer to the old man who shuffled out with his dish of food. If Mr.

Turner forgot to put it out, he would hear a scratching at the back door to remind him.

By the fall he had a pet coon on his hands who wanted to stay around for the

winter. Mr. Turner named him Trixie. Now he is the fattest and laziest raccoon alive!



Grandmother’s Table

Once there was lonely old grandmother whose husband had died. She went to live

with her son, his wife and their little girl. It seemed that every day the old woman‘s

sight grew weaker and her hearing gradually faded. At dinner her hands trembled so

badly the peas would roll off her spoon or the soup would splash from her cup. Her son

and his wife became quite annoyed at the way she sloppily spilled her meal all over the

table. One day, after she knocked over a glass of milk, they decided they had had

enough.

In the corner next to the broom closet, they set up a small table for her and

forced her to eat her meals there. Alone at the table, she sat with tear-filled eyes

looking across the room at the others. Sometimes they spoke to her while they ate, but

normally it was to scold her for dropping a bowl or spilling her food.

Just before dinner one evening, the little girl was busy playing on the floor with

her building blocks, and her father asked her what she was making. ―I‘m making a little

table for you and mother just like grandma‘s,‖ she smiled, ―so you can eat by yourselves

in the corner someday when I get big.‖

In shock, the little girl‘s parents sat staring at her for some time. Suddenly

both parents were filled with remorse and began weeping. That night they prepared a

special place for the grandmother at the big table and enjoyed a wonderful meal

together. Every night after that the grandmother ate dinner with the rest of the

family, and her son and his wife never scolded her again, even when she spilled a little

something every once in a while.



The Crow and the Pitcher

A Crow, who had been out in the hot sun all day was desperate with thirst. He saw a

pitcher which had once been full of water and flew down hoping for a drink. When the

Crow put its beak into the mouth of the pitcher, he found that his beak just could not

reach far enough down into the pitcher to get at it. First he tried to break the pitcher,

but he was not strong enough. Then he tried to tip it over but it was too heavy. He

tried and tried, but at last was about to give up in despair. Then a thought came to him.

He gathered up some pebbles and dropped them one by one into the pitcher. He

continued to drop pebble after pebble into the pitcher. Soon he saw the water had

risen close to the top. After casting in a few more pebbles, he was able to drink the

water easily and save his life.



STYLE

DRESS-UPS

1.

2.

3.

4.

5.

6.



WHO/WHICH CLAUSE WORKSHEET

A „who/which‟ clause cannot stand alone as a complete sentence. It must be added to another already complete sentence. A „who/which‟ clause adds some information to a noun. For example: The experiments, which were conducted on plants. (not a complete sentence) In 1960, George Smith who performed the first scientific experiment on plants. (not a complete sentence) Example adding a clause to a sentence. The game was finally played. The game which was delayed by rain was finally played. Add who/which clause to the bold words to make the sentences more interesting.

1. The children went for a cool dip in the swimming pool. _______________________________________________________________________ 2. Her house seemed difficult to find. _______________________________________________________________________ 3. The barn which became home to the cows ________________________________________ 4. The skater, who _____________________________, won the competition. 5. The idea, which _____________________________, became the solution to the problem. 6. His friend, who ____________________________, became a great addition to the team. 7. The letter, which ___________________________, contained the information. 8. The people assembled in front of the court house. ______________________________________________________________________ 9. Hot dogs were served in the park. ________________________________________________________________________ 10. Before the boy spoke out in class, everything seemed quiet ________________________________________________________________________ 11. The passengers grew impatient waiting for the next train. ________________________________________________________________________ 12. The animals looked hungry. ________________________________________________________________________



STYLE DRESS-UPS: Teaching Procedures



ADJECTIVAL TEETER-TOTTER



ADJECTIVAL TEETERTOTTERS

child

inspector

box

whose mustache

bobbed up & down

The frightened

yet courageous

stood in the hall of our home

which intrigued

all of us,

The large square made us giggle uncontrollably

who climbed out of an

upstairs window,

The surly

even rude

became the heroine in the town



ADJECTIVAL TEETERTOTTERS



ADVERBIAL TEETERTOTTERS

THE CAT

Subject “ly” verb adverbial clause

The cat trotted when

The cat scampered while

The cat argued where

The cat considered as

The cat bantered if

The cat screeched since

The cat fought although

while he plotted

against her.

decided to join the mouse

sneakily



Unit III – Narrative Stories

Week 1 1 Read story, discuss

Create story sequence outline (SSO)

Brainstorm vocabulary and dress-ups

2 Write paragraph 1 with dress-ups and sentence openers



5 Create title, Rewrite with best handwriting

Week 2 Repeat Week 1 with new story

Week 3 1 Read story, discuss, make outline independently

2 Discuss alternative settings/characters

Create revised outline with changes

3 Write paragraphs 1 & 2 with dress-ups and sentence openers

4 Write paragraph 3 with dress-ups, and sentence openers

create title

5 Re-write with best handwriting

Week 4 1 Read story, make outline independently

Discuss alternative settings/characters

2,3 Write 3 paragraphs with all dress-ups and sentence openers

in each paragraph

4,5 Edit, rewrite, illustrate

Week 5 Repeat with new story

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