Just write about a small moment from your life. Include enough details, but not too many. Don’t forget transition words! And you better make it interesting. You have 30 minutes. Go.
After hours of mini-lessons, anchor charts, and extensive modeling, I imagine that these words are all that echo through my third graders' minds when the time comes to write a personal narrative. I'm sure I'm not the only teacher who has seen children on the verge of tears because they don’t know how to get started on their writing or what to include once they do. These may be reluctant writers or even perfectionists afraid that their story won’t be good enough. There are also those students whose stories include every minute detail they can remember as they create a narrative that seems to go on forever without any real focus. To help out these students, along with all the others, I use a few different graphic organizers that have made a world of difference to my young writers. This week I'm happy to share with you some of the tools I use to help make planning and writing narratives that are focused, sequential, and interesting a bit easier for my students.
Each year my students create an authority list in their writer’s notebooks, an idea that came from a writing program we use. This list is supposed to include areas of expertise for the students that they could readily write about. As you can imagine, when you are eight years old, there are not a whole lot of things you consider yourself an authority on, and many of my students never really seem to make a connection with their list. Therefore, I decided to have my students create an additional organizer in their notebooks called The Heart of My Writing. Each student draws a heart, then divides it into sections based on what matters most to them — family, hobbies, friends, special events, and more. I find this is the graphic organizer my students turn to first when they are looking for an idea. Many students leave blank spots on their hearts so they can fill them in as the year goes on.
Prewriting Using Graphic Organizers
I’ve discovered the key to helping my students write a narrative that tells an interesting, sequential story is using graphic organizers for planning. While I use several different organizers, there are three I created that are especially popular with my students. The organizers allow students to establish their purpose and effectively plan how their story will unfold.
The following graphic organizer is made for legal-sized paper. My more proficient writers tend to prefer this organizer because it gives them more room to expand upon their ideas.
Mini Anchor Charts
Whenever I create anchor charts with my class during our mini-lessons, I have my students create versions of the chart in their writer's notebooks. I have noticed that when the mini-charts are right there at their fingertips, they tend to be used more frequently.
Graphic Organizers I Use for Character Development
When we focus on character development, my students use these graphic organizers in both their writing and reading. Read more about how I use them in my post, "Bringing Characters to Life in Writer's Workshop." Click on each image to download the free printable.
Scholastic Printables for Personal Narratives
Click on the images below to download a free printable.
Other Great Resources for Narrative Writing
Alycia Zimmerman's post, "Using Mentor Text to Empower Student Authors," is a must-read for your narrative unit. Her guidance on using mentor text has improved my teaching, as well as my students' understanding of the personal narrative immensely.
Beth Newingham's tips for writing leads (and a lot more!) in "My January Top Ten List: Writing Lessons and Resources," are an invaluable resource to any writing program.
Julie Ballew's "Planning Small Moment Stories" shows a developmentally appropriate approach to narrative writing for young authors.
Hopefully you have found a few ideas to make narrative writing easier for your students. If you have a tip for writing narratives or you would like to comment or ask a question, I would love to hear from you in the comment section below. For more tips you can subscribe to my blog or follow me on Twitter or Pinterest.
Common Core State Standards for Writing
CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-Literacy.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
CCSS.ELA-Literacy.W.3.3c Use temporal words and phrases to signal event order.
CCSS.ELA-Literacy.W.3.3d Provide a sense of closure.
Professional Resources You May Like
In a narrative essay you tell a story, often about a personal experience, but you also make a point. So, the purpose is not only to tell an entertaining tale but also show the reason for the story and the importance of the experience.
Narrative Essays: To Tell a Story
There are four types of essays:
- Exposition - gives factual information about various topics to the reader.
- Description - describes in colorful detail the characteristics and traits of a person, place, or thing.
- Argument - convinces the reader by demonstrating the truth or falsity of a topic.
- Narrative - tells a vivid story, usually from one person’s viewpoint.
A narrative essay uses all the story elements - a beginning, middle and ending, plot, characters, setting and climax - all coming together to complete the story.
Essential Elements of Narrative Essays
The focus of a narrative essay is the plot, which is told using enough details to build to a climax. Here's how:
- It is usually told chronologically.
- It has a purpose, which is usually stated in the opening sentence.
- It may use dialogue.
- It is written with sensory details and bright descriptions to involve the reader. All these details relate in some way to the main point the writer is making.
All of these elements need to seamlessly combine. A few examples of narrative essays follow. Narrative essays can be quite long, so here only the beginnings of essays are included:
Learning Can Be Scary
This excerpt about learning new things and new situations is an example of a personal narrative essay that describes learning to swim.
“Learning something new can be a scary experience. One of the hardest things I've ever had to do was learn how to swim. I was always afraid of the water, but I decided that swimming was an important skill that I should learn. I also thought it would be good exercise and help me to become physically stronger. What I didn't realize was that learning to swim would also make me a more confident person.
New situations always make me a bit nervous, and my first swimming lesson was no exception. After I changed into my bathing suit in the locker room, I stood timidly by the side of the pool waiting for the teacher and other students to show up. After a couple of minutes the teacher came over. She smiled and introduced herself, and two more students joined us. Although they were both older than me, they didn't seem to be embarrassed about not knowing how to swim. I began to feel more at ease.”
The Manager. The Leader.
The following excerpt is a narrative essay about a manager who was a great leader. Notice the intriguing first sentence that captures your attention right away.
“Jerry was the kind of guy you love to hate. He was always in a good mood and always had something positive to say. When someone would ask him how he was doing, he would reply, 'If I were any better, I would be twins!' He was a unique manager because he had several waiters who had followed him around from restaurant to restaurant. The reason the waiters followed Jerry was because of his attitude. He was a natural motivator. If an employee was having a bad day, Jerry was there telling the employee how to look on the positive side of the situation.”
This excerpt from The Climb also captures your attention right away by creating a sense of mystery. The reader announces that he or she has "this fear" and you want to read on to see what that fear is.
“I have this fear. It causes my legs to shake. I break out in a cold sweat. I start jabbering to anyone who is nearby. As thoughts of certain death run through my mind, the world appears a precious, treasured place. I imagine my own funeral, then shrink back at the implications of where my thoughts are taking me. My stomach feels strange. My palms are clammy. I am terrified of heights. Of course, it’s not really a fear of being in a high place. Rather, it is the view of a long way to fall, of rocks far below me and no firm wall between me and the edge. My sense of security is screamingly absent. There are no guardrails, flimsy though I picture them, or other safety devices. I can rely only on my own surefootedness—or lack thereof.”
The following narrative essay involves a parent reflecting on taking his kids to Disneyland for the first time.
“It was a hot, sunny day, when I finally took my kids to the Disneyland. My son Matthew and my daughter Audra endlessly asked me to show them the dreamland of many children, with Mickey Mouse and Snow White walking by and arousing a huge portion of emotions. Somehow these fairy-tale creatures can make children happy without such 'small' presents as $100 Lego or a Barbie house with six rooms and garden furniture. Therefore, I thought that Disneyland was a good invention for loving parents.”
The Sacred Grove of Oshogbo by Jeffrey Tayler
The following essay contains descriptive language that helps to paint a vivid picture for the reader of an interesting encounter.
“As I passed through the gates I heard a squeaky voice. A diminutive middle-aged man came out from behind the trees — the caretaker. He worked a toothbrush-sized stick around in his mouth, digging into the crevices between algae'd stubs of teeth. He was barefoot; he wore a blue batik shirt known as a buba, baggy purple trousers, and an embroidered skullcap. I asked him if he would show me around the shrine. Motioning me to follow, he spat out the results of his stick work and set off down the trail.”
This excerpt from “Playground Memory” has very good sensory details.
“Looking back on a childhood filled with events and memories, I find it rather difficult to pick on that leaves me with the fabled “warm and fuzzy feelings.” As the daughter of an Air Force Major, I had the pleasure of traveling across America in many moving trips. I have visited the monstrous trees of the Sequoia National Forest, stood on the edge of the Grande Canyon and have jumped on the beds at Caesar’s Palace in Lake Tahoe. However, I have discovered that when reflecting on my childhood, it is not the trips that come to mind, instead there are details from everyday doings; a deck of cards, a silver bank or an ice cream flavor. One memory that comes to mind belongs to a day of no particular importance. It was late in the fall in Merced, California on the playground of my old elementary school; an overcast day with the wind blowing strong. I stood on the blacktop, pulling my hoodie over my ears. The wind was causing miniature tornados; we called them “dirt devils”, to swarm around me.”
This excerpt from “Christmas Cookies” makes good use of descriptive language.
“Although I have grown up to be entirely inept at the art of cooking, as to make even the most wretched chef ridicule my sad baking attempts, my childhood would have indicated otherwise; I was always on the countertop next to my mother’s cooking bowl, adding and mixing ingredients that would doubtlessly create a delicious food. When I was younger, cooking came intrinsically with the holiday season, which made that time of year the prime occasion for me to unite with ounces and ounces of satin dark chocolate, various other messy and gooey ingredients, numerous cooking utensils, and the assistance of my mother to cook what would soon be an edible masterpiece. The most memorable of the holiday works of art were our Chocolate Crinkle Cookies, which my mother and I first made when I was about six and are now made annually.”
Tips on Writing a Narrative Essay
When writing a narrative essay, remember that you are sharing sensory and emotional details with the reader.
- Your words need to be vivid and colorful to help the reader feel the same feelings that you felt.
- Elements of the story need to support the point you are making and you need to remember to make reference to that point in the first sentence.
- You should make use of conflict and sequence like in any story.
- You may use flashbacks and flash forwards to help the story build to a climax.
- It is usually written in the first person, but third person may also be used.
Remember, a well-written narrative essay tells a story and also makes a point.