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Part A Lesson page 1

ComprehensionNARRATIVE TEXT: PART A Lexia Lessons®

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INSTRUCTDisplay the following questions: Who? Where? When? Why? What happens? Then, display and read aloud a short narrative, such as the one included with this lesson based on Aesop's fable The Ant and the Grasshopper. Ask students to think about these questions as they listen to the story.

Point to the first question (Who?), and have students volunteer answers (Ant, Grasshopper). Record student responses in a Graphic Organizer, like the blank Story Map included with this lesson. Then, work together with students to answer the remaining questions (Where? a field and a cruise ship; When? summer and winter; Why? struggling to get ready for winter and trying to enjoy life; What happens? collecting grain, singing and dancing).

Display the completed Story Map. Explain to students that these questions have helped them to identify the basic elements of narrative text: characters, setting, conflict, and plot.

Define the terms:

• Narrative text is writing that tells a story.

• A character is a person, animal, or other being in a story. (Who?)

• The setting is the time and place of events in a story. (Where? When?)

• The conflict is a character’s struggle or problem. (Why?)

• The plot is the events in a story. (What happens?)

Encourage students to think about the main characters, the main setting, the main conflict, and the most important events of the plot. Point out that a Story Map does not include minor details.

Refer students to the Anchor Chart to develop understanding:

1. Explain to students that as different as individual narratives might be, they all have some elements in common: characters, setting, conflict, and plot.

2. Read the So, what's in it for me? section with students. Discuss how recognizing the characters, setting, conflict, and plot of a story can boost comprehension during reading (the elements work together to make the big picture clear) and improve recall after reading (being able to answer who, where, when, why, and what happens covers the most important parts of a story).

PRACTICE• Display or distribute two fables that share some story elements. Have students work with a

partner, each completing a Story Map for one of the fables. Then, student pairs can compare and contrast story elements. (Two fables and their completed Story Maps are included with this lesson as examples.)

PREPARECONCEPT Narrative text is writing that tells a story. Strategic readers recognize and understand the elements of narrative text, which enhances comprehension and supports story recall.

VOCABULARY characters, conflict, narrative text, plot, setting

MATERIALS Lesson reproducibles, index cards

continued on next page

Part A Lesson page 2

Lexia Lessons® ComprehensionNarrative Text: Part A

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• Have students complete a Story Map for a familiar movie, television episode, or video game. Remind students to include only the main characters, the main setting, the main conflict, and the most important events of the plot. Then, ask students to share and explain their Story Maps.

• Provide students with a short narrative. Read the narrative together, and have students highlight or underline key story elements. Then, have them generate questions based on the elements they identified (e.g., Who are the main characters? Where does the story take place? Why is there a problem? What are the major events?). Students can work with partners to take turns asking and answering the questions they generated.

ADAPTSUPPORT

• Focus on one element of narrative text at a time, such as setting or conflict. Point out examples of this story element in several familiar narrative texts. Then, have students work together to find additional examples, and create a bulletin board to record the results.

• Have students complete a Story Map for an illustrated narrative. Students can use the illustrations to support their understanding of each story element. Then, ask students to share and explain their Story Maps, using the illustrated text as a guide.

EXTEND

• Distribute blank index cards to students. Assign each student a different story element to generate and write on the card. For example, one student may generate characters, while another student generates setting. Collect the completed cards and sort into piles by story element. Choose one card from each pile, and have students tell or write a story that includes these elements.

• Have students complete a Story Map for a fairy tale, such as The Three Little Pigs or Cinderella. Then, ask students to write a "fractured fairy tale" by changing one story element. Share students' stories.

CONNECT• In content areas, point out to students that historical events often include elements similar to

those in narrative text. Encourage students to create a graphic organizer to tell the story of key people, places, conflicts, and events in history.

• To integrate multimedia, have students work individually or in pairs to create their own Story Maps using presentation software. Students can then present a summary of the narrative text elements to the class.

Part A Reproducible page 1


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SHORT NARRATIVE

The Ant and the Grasshopper

All summer long, the Grasshopper sang joyfully in the sunshine and warmth of the field. He taught himself a few dance steps, too. Every day, he watched the Ant as she passed before him, first one way, then the other. She lugged heavy loads of grain back to her home, never stopping to rest.

“You work too hard,” the Grasshopper sang to the Ant. “Why don’t you take a moment to enjoy the summer?”

“I’m storing up food for the winter,” the Ant replied. “You should take a break from that song-and-dance,” she scolded. “Do some planning for the cold, dark days ahead.”

“YOLO!” the grasshopper called after the Ant, who had already moved on. “You only live once!”

The two had that same conversation again and again. But the Ant never stopped working. The Grasshopper never stopped singing and dancing.

And just as the Ant predicted, winter arrived. It was too cold and snowy to be outdoors. The Ant had plenty to eat in her underground home. It was awfully dark there, though, and she did go a little crazy from being cooped up without fresh air.

And how did the Grasshopper fare? Well, all that singing and dancing turned him into a fairly decent performer. He was hired by a cruise ship to entertain the guests as they sailed to lands filled with sunshine and warmth.

You never can tell.



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GRAPHIC ORGANIZER: Story Map

Plo

t (W

hat

hap

pen

s?)

Stor

y M

ap fo

r

Ch

arac

ters

(W

ho?

)

Con

flic

t (W

hy?

)

Sett

ing

(W

her

e? W

hen

?)



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COMPLETED STORY MAP: Short Narrative

The

Ant

and

the

Gra

ssho

pper Plo

t (W

hat

hap

pen

s?)

• A

nt s

cold

s Gr

assh

oppe

r fo

r sin

ging

and

danc

ing

when

he

shou

ld b

e

ga

ther

ing

grai

n fo

r wi

nter

.

• Gr

assh

oppe

r ye

lls, “

YOLO

! You

only

live

onc

e!”

Ch

arac

ters

(W

ho?

) • A

nt: p

lans

ahe

ad, w

orks

har

d• Gr

assh

oppe

r: s

ings

and

danc

es

Con

flic

t (W

hy?

)

• A

nt s

trug

gles

to

get

read

y fo

r

wi

nter

, but

Gra

ssho

pper

is ju

st

tr

ying

to

enjo

y lif

e.

Sett

ing

(W

her

e? W

hen

?)

• su

mm

er, i

n a

field

• wi

nter

, on

a cr

uise

shi

p• A

nt c

onti

nues

to

gath

er g

rain

,

while

Gra

ssho

pper

con

tinu

es t

o

si

ng a

nd d

ance

.

• W

inte

r co

mes

. Ant

has

eno

ugh

fo

od b

ut is

stu

ck u

nder

grou

nd.

Gr

assh

oppe

r is

on

a su

nny

crui

se s

hip.

Stor

y M

ap fo

r



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ANCHOR CHART

Narrative TextNarrative text is writing that tells a story.

You’ve been listening to them forever. You probably even have a few of them memorized. Maybe you’ve even written some of your own. What are they? Stories, of course. (Some people call them narratives.)

As different as each story might be, they all have a few things in common: characters, a setting, a conflict, and a plot. If you can recognize those four parts of the next story you read, you can’t go wrong.

A character is a person, animal, or other being in a story.

The setting is the time and place of events in a story.

Conflict is a character’s struggle or problem.

A plot is the events in a story.



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FABLE 1

Coyote and the Meat

A long time ago, Fox was hungry and was roasting meat for dinner. While it cooked, Fox lay down to sleep. Coyote came by. Sniff! Sniff! That meat smelled so good!

Coyote saw that Fox was asleep. Coyote tiptoed over to the fire. He pulled out the meat. He ran off with it. He ate it all up. Only the bones were left.

Then Coyote tiptoed back to Fox. Coyote rubbed the end of a greasy bone on Fox’s mouth. Quickly, Coyote put all the bones back in the fire. He ran off.

Fox woke up. He licked his lips. He tasted grease! “I don’t remember eating,” Fox said. Then he looked at his fire. He saw only bones. “I must have eaten all the meat,” Fox told himself. “But why am I still hungry?”

Just then, Fox saw Coyote’s tracks in the sand. “Coyote tricked me!” Fox shouted. “When I catch that Coyote, he’ll be sorry!”

But Coyote was far, far away.



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COMPLETED STORY MAP: Fable 1

Coyo

te a

nd t

he M

eat

Plo

t (W

hat

hap

pen

s?)

• Co

yote

ste

als

Fox’

s m

eat

and

le

aves

him

wit

h ju

st t

he b

ones

and

a bi

t of

gre

ase

on h

is m

outh

.

• Fo

x wa

kes

up a

nd t

hink

s th

at h

e

has

alre

ady

eate

n al

l the

mea

t.

• Fo

x re

aliz

es t

hat

he h

as b

een

tr

icke

d by

Coy

ote.

• Fo

x is

ang

ry, b

ut C

oyot

e is

far

away

.

Stor

y M

ap fo

r

Ch

arac

ters

(W

ho?

) • Co

yote

, cle

ver

• Fo

x, h

ungr

y bu

t sle

epin

g

Con

flic

t (W

hy?

)

• Co

yote

wan

ts t

he m

eat

that

Fox

is

co

okin

g wh

ile h

e re

sts.

Sett

ing

(W

her

e? W

hen

?)

• be

side

a fi

re• di

nner

time



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FABLE 2

Coyote and the Cliff

A long time ago, Coyote was resting below a high cliff. He saw Fox coming near. Fox looked angry. Coyote had played a trick on him. Now Fox wanted to fight. “Uh, oh,” Coyote said. He did not have time to run away.

Coyote leaned hard against the cliff. “Oh, come quick!” he called to Fox. “I need help!”

“What’s wrong?” asked Fox.

“Look up!” said Coyote. “You’ll see that this big cliff is falling. It will crush us both. I need help holding it up!”

Fox looked up. Clouds were passing over the cliff. They made it seem as if the cliff was moving. Fox jumped next to Coyote. He, too, leaned hard against the cliff.

Coyote leaped away from the cliff. “Wait here,” he told Fox. “I’ll get a big stick to prop up the cliff.” Coyote dashed off.

Fox stayed there all day. He waited for Coyote to come back with a big stick. As the sun was setting, Fox looked up. There were no clouds in the sky. He could see that the cliff was not falling.

“Coyote has tricked me again!” yelled Fox.

Fox raced off. “I’ll catch him this time!” he shouted. “I really will!”



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COMPLETED STORY MAP: FABLE 2

Coyo

te a

nd t

he C

liff

Plo

t (W

hat

hap

pen

s?)

• Co

yote

lean

s ag

ains

t a

clif

f an

d

te

lls F

ox t

hat

it w

ill f

all u

nles

s

th

ey h

old

it u

p.

• Co

yote

say

s th

at h

e wi

ll lo

ok f

or

a

stic

k to

pro

p up

the

clif

f, bu

t

Fo

x m

ust

stay

to

lean

aga

inst

it.

• Fo

x re

aliz

es t

hat

he h

as b

een

tr

icke

d by

Coy

ote.

• Fo

x ru

ns o

ff t

o fin

d Co

yote

.

Stor

y M

ap fo

r

Ch

arac

ters

(W

ho?

) • Co

yote

, cle

ver

• Fo

x, a

ngry

Con

flic

t (W

hy?

)

• Co

yote

wan

ts t

o ge

t aw

ay f

rom

Fo

x, w

ho w

ants

to

fight

him

.

Sett

ing

(W

her

e? W

hen

?)

• be

low

a cl

iff

• in

the

aft

erno

on

Part B Lesson page 1

ComprehensionNARRATIVE TEXT: PART B Lexia Lessons®

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INSTRUCTDistribute the Short Narrative and the Completed Story Map included with this lesson. The Story Map gives an overview of the story elements of the narrative: characters, setting, conflict, and major events of the plot. Read the story aloud as students follow along on the handout.

Then, display the Narrative Plot Structure Image included with this lesson. This graphic shows the rise and fall of narrative plot structure from exposition to rising action to climax to falling action to resolution. Explain to students that this is a more detailed way to look at the same narrative elements found in the Story Map.

Define the terms:

• The exposition is the beginning of a story; characters, setting, and conflict are introduced.

• The rising action includes events that develop the main conflict.

• The climax is the most intense part of a story.

• The falling action includes events that result from the climax.

• The resolution is the ending of a story.

Distribute the Graphic Organizer included with this lesson, a blank Plot Structure Map. Have students complete it by transferring details from the Story Map. Discuss with students how the two handouts are alike and how they are different. Guide student comments toward the following observations:

• Characters, setting, and conflict, as shown in the Story Map, are introduced in the exposition, as shown in the Plot Structure Map.

• The major events of the plot, as shown in the Story Map, can be separated into rising action, climax, falling action, and resolution, as shown in the Plot Structure Map.

Refer students to the Anchor Chart to develop understanding:

1. Point out that the narrative text plot structure can help students keep track of what is going on as they read. The rise and fall of the plot from exposition to rising action to climax to falling action to resolution is common to almost all stories.

2. Read the So, what's in it for me? section with students. Discuss how mapping out the plot structure of stories can boost comprehension during reading (understanding how each part of the structure supports the story as a whole) and improve recall after reading (focusing on the most important details and major events of the plot).

PREPARECONCEPT Narrative text is writing that tells a story. Strategic readers recognize and understand the structure of narrative text, which enhances comprehension and supports story recall. Knowing the terms that are used to describe parts of this structure—exposition, rising action, climax, falling action, and resolution—helps students discuss and write about narratives.

VOCABULARY climax, exposition, falling action, resolution, rising action

MATERIALS Lesson reproducibles, highlighters, index cards

Part B Lesson page 2

Lexia Lessons® ComprehensionNarrative Text: Part B

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PRACTICE• Distribute or display a short narrative, such as the Practice Short Narrative included with

this lesson. Read the narrative together, and have students highlight or underline key story elements. Then, have them work with a partner to complete a Plot Structure Map.

• Work together with students to complete a Plot Structure Map to organize a longer narrative text during reading. After students complete a section of the map, have them generate predictions about what will happen next in the text. Students can record these predictions to compare to actual plot developments after their next reading session.

• Have students organize an independently read short narrative on blank index cards, using different cards for exposition, rising action, climax, falling action, and resolution. Then, have students put the cards in random order and trade with a partner. Student pairs can work together to put the plot elements back in order.

ADAPTSUPPORT

• Have students gain familiarity with the parts of the Plot Structure Map. Ask them to review interesting school events by telling the story with the map as a guide.

• Read a short story with students, like the one used in the Practice activity above. After reading, give students two written choices (one correct and one incorrect, such as the Plot Structure Choices included with this lesson) for each part of the Plot Structure Map. Have students identify the correct choice for each element. Wrap up the activity by displaying only the correct choices in the map and having students retell the story.

EXTEND

• Challenge students to think of narratives that do not follow the typical plot structure. Ask students why they think the author chose to structure the plot this way (e.g., a “cliffhanger” ending may be for effect or to prepare readers for a sequel; starting a story in the middle of an event may draw readers in).

• Have students complete a Plot Structure Map as a planning tool for writing original stories. Then, have students work with a partner to discuss each part of the narrative text structure and revise if necessary before writing. Share final drafts of student stories.

CONNECT• At home, have students organize the plot structure of a television episode by taking notes

on the exposition, rising action, climax, falling action, and resolution. Then, have students present an oral summary of the episode based on their notes.

• To integrate multimedia, have students complete a Plot Structure Map as a planning tool for writing a video script. Then, have students work with a partner to discuss each part of the plot structure and revise if necessary before filming. Share student video presentations.

Part B Reproducible page 1


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SHORT NARRATIVE: Instruct

The Ant and the Grasshopper

All summer long, the Grasshopper sang joyfully in the sunshine and warmth of the field. He taught himself a few dance steps, too. Every day, he watched the Ant as she passed before him, first one way, then the other. She lugged heavy loads of grain back to her home, never stopping to rest.

“You work too hard,” the Grasshopper sang to the Ant. “Why don’t you take a moment to enjoy the summer?”

“I’m storing up food for the winter,” the Ant replied. “You should take a break from that song-and-dance,” she scolded. “Do some planning for the cold, dark days ahead.”

“YOLO!” the grasshopper called after the Ant, who had already moved on. “You only live once!”

The two had that same conversation again and again. But the Ant never stopped working. The Grasshopper never stopped singing and dancing.

And just as the Ant predicted, winter arrived. It was too cold and snowy to be outdoors. The Ant had plenty to eat in her underground home. It was awfully dark there, though, and she did go a little crazy from being cooped up without fresh air.

And how did the Grasshopper fare? Well, all that singing and dancing turned him into a fairly decent performer. He was hired by a cruise ship to entertain the guests as they sailed to lands filled with sunshine and warmth.

You never can tell.



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COMPLETED STORY MAP

The

Ant

and

the

Gra

ssho

pper Plo

t (W

hat

hap

pen

s?)

• A

nt s

cold

s Gr

assh

oppe

r fo

r sin

ging

and

danc

ing

when

he

shou

ld b

e

ga

ther

ing

grai

n fo

r wi

nter

.

• Gr

assh

oppe

r ye

lls, “

YOLO

! You

only

live

onc

e!”

• A

nt c

onti

nues

to

gath

er g

rain

,

while

Gra

ssho

pper

con

tinu

es t

o

si

ng a

nd d

ance

.

• W

inte

r co

mes

. Ant

has

eno

ugh

fo

od b

ut is

stu

ck u

nder

grou

nd.

Gr

assh

oppe

r is

on

a su

nny

crui

se s

hip.

Stor

y M

ap fo

r

Ch

arac

ters

(W

ho?

) • A

nt: p

lans

ahe

ad, w

orks

har

d• Gr

assh

oppe

r: s

ings

and

danc

es

Con

flic

t (W

hy?

)

• A

nt s

trug

gles

to

get

read

y fo

r

wi

nter

, but

Gra

ssho

pper

is ju

st

tr

ying

to

enjo

y lif

e.

Sett

ing

(W

her

e? W

hen

?)

• su

mm

er, i

n a

field

• wi

nter

, on

a cr

uise

shi

p



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NARRATIVE PLOT STRUCTURE IMAGE



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GRAPHIC ORGANIZER: Plot Structure Map

Plo

t St

ruct

ure

Map

for



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ale.

All

othe

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rese

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ANCHOR CHART

Plot Structure

Think of the next story you read as a roller coaster:

Look familiar? You already know this! If something you’re reading seems confusing, just figure out where you are on the roller coaster, and it will make much more sense.

Part B: Reproducible page 5

Lexia Lessonsfor ALP

Reading Comprehension and Text AnalysisNarrative Text: Part B

BET

ATh

is m

ater

ial i

s a

com

po

nent

of t

he A

LP B

eta

Pro

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© 2

017

Lexi

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Ro

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one

Co

mp

any

ANCHOR CHART

Plot Structure

Think of the next story you read as a roller coaster:

Look familiar? You already know this! If something you’re reading seems confusing, just figure out where you are on the roller coaster, and it will make much more sense.



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a co

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pan

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r res

ale.

All

othe

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hts

rese

rved

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SHORT NARRATIVE: Practice

The Birthday Gift

Gabe walked down an aisle in the Fun-4-All store at the shopping mall. He was looking for a birthday gift for Travis, his best friend. Gabe and Travis were born on the same day, and they always celebrated their birthdays together.

“Do you think Travis would like this?” Gabe asked his father. Gabe held up a jigsaw puzzle box. The cover showed a photo of birds.

“Is that a gift you’d like to receive?” Dad asked Gabe.

“Not really,” said Gabe, frowning. Jigsaw puzzles seemed boring. He put the puzzle box back on the shelf.

A few minutes later, Gabe said, “This looks cool.” He pointed to a hideous monster mask. “Should we buy it for Travis?”

“Is it a gift you’d like?” asked Dad.

“I don’t think so,” said Gabe. He knew he wouldn’t wear the mask more than a couple of times.

“Pretend that you’re buying a gift for yourself,” suggested Dad. “Travis will probably like what you like.”

Gabe walked down a different aisle. “Now, THIS is interesting,” he said as he pulled a box off a shelf. It was a kit called Make Your Own Magic. “Magic tricks to amaze your friends. All materials included,” Gabe read from the box. He said to his father, “This is a gift I’d like to get for myself.”

“Let’s buy it for Travis,” said Dad. Three days later, Travis and Gabe met to exchange their birthday gifts. “Happy birthday,” Gabe said as he handed Travis a box wrapped in red paper.

“Happy birthday,” Travis said as he handed Gabe a box wrapped in yellow paper.

“Ready, set, go!” they said together. Each speedily tore off the wrapping paper.

“The Make Your Own Magic kit! It’s just what I wanted!” Gabe exclaimed.

“You got me the same thing! It’s what I wanted, too,” said Travis, chuckling.

Gabe began reading the instructions. “We can help each other figure out these tricks,” said Gabe. And Travis agreed.



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a co

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one

nt o

f Lex

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ow

erU

p L

itera

cy™

. w

ww

. lex

iale

arni

ng.c

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©

201

8 Le

xia

Lear

ning

, a R

ose

tta

Sto

ne c

om

pan

y.

La

st u

pd

ated

12/

2017

For c

lass

room

use

onl

y. N

ot fo

r res

ale.

All

othe

r rig

hts

rese

rved

.

PLOT STRUCTURE CHOICES

E

xpo

sitio

n

Gabe and Travis gave each other the same gift.

Characters: Gabe, Dad, and Travis Setting: toy store, birthday Conflict: Gabe needs to get Travis a birthday gift.

Ris

ing

A

ctio

n

Gabe’s father helps him choose a gift for Travis.

Gabe and Travis open their gifts at the same time.

Clim

ax Gabe finds a perfect gift for Travis.

Gabe asks his father if he should get a monster mask for Travis.

Falli

ng

Act

ion

Gabe decides that a jigsaw puzzle seems boring.

Gabe and Travis open their gifts at the same time.

Res

olu

tion

Gabe wraps Travis’s present in red paper.

Gabe and Travis give each other the same gift.

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