narrative
writing center
Teaching
TIP
Students use a specific structure
to plan and write a five-paragraph essay about a
designated or self-selected topic.
Materials
Student directions (page 68)
Five-Paragraph Essay Organizer (page 69; enlarge first to provide
more space)
Sample Five-Paragraph Essay Organizer (page 70)
Traits of Writing Rubric (page 29; or other rubric to evaluate a
five-paragraph essay)
Procedures for
Teaching
NAR RATI VE
Paragraph
1
Introduct
ion
© 2010 by Mary
Beth Allen. Scholas
Body Parag
raph
tic Teaching Resourc
1. Model the process of thinking
Date
1
Body Parag
raph
2
Body Parag
raph
3
Subtopic:
•
Subtopic:
•
•
•
•
•
•
•
Paragraph
5
Summary
and Closu
re
•
NAR RATI VE
WRIT ING CENT
ER
69
2. Model the process of using the organizer
to write a paragraph for each section.
Make sure to model topic sentences and
transitions. Model using the rubric to
evaluate your writing. Identify specific
areas of strength as well as something
you would work to improve.
Name
h Essay Or
ganizer
Subtopic:
es
about a topic and planning
the specific points you want
to include. Use the FiveParagraph Essay Organizer to
show students the planning
process. Fill in each part of
the organizer, thinking aloud about the
choices you make.
WRIT ING CENT
ER
Five-Paragr
ap
Centers: Writing
66
Description:
Fresh Takes on
The five-paragraph
essay is a structure
students will
encounter throughout
their schooling.
Often compared to
a “sandwich,” the
five-paragraph essay
helps students learn
to organize and
elaborate on their
thoughts. The fiveparagraph structure
provides a framework
for scaffolding
students to include
an introductory
paragraph, three
related subtopics,
and a conclusion.
This provides a
useful model for
writing longer essays
and provides an
approach students
can apply to other
types of writing, such
as research reports
or persuasive essays.
Five-Paragraph Essay
Sample Five
Butterflies
on the
by Sarah Jane
-Paragraph
Essay
Mountain
Introduction
Introduce your topic. A
question is a great way to
keep readers reading!
Has this ever
happened to
you? You move
aren’t that good
to Vermont,
at skiing becau
or some big
se you have
life. Now you’r
ski state, and
only skied mayb
e standing at
you
e five times
the top of a
are in the winte
in your whol
mogul cours
r Olympics)
e (moguls are
e
and you feel
not just any
big bumps; they
like you have
butterflies, but
butterflies in
gigantic butte
I LOVE skiin
your stomach—
rflies! Well,
g.
that happened
to me and now
I train a lot to
get ready for
ski competitio
butterflies in
ns, and I still
Body Paragraph 1
my stom ach
always feel like
right before
know n as the
The details here give the
a race. In the
I have gigan
Diamond Dogs
tic
winter I pract
reader some background
. We have our
jumps, one in
ice with a ski
information.
own mogul
the beginning
team
course, with
and one at the
after each jump
two gigantic
end. There are
. Each day, we
more moguls
run the cours
for competitio
before and
e, and some
ns, I practice
times we hike
new tricks—lik
Broncos (a 180
it. To get ready
e 360s (turn
then a sprea
ing
360º in mida
d, a big jump
and old tricks
ir) and
ing jack, then
, like spreads,
another 180,
daffys (like a
all in the air)—
split), and more
.
I can’t just train
Body Paragraph 2
in the winter;
Words like jump and flip
I also train in
trampoline camp
the summer.
help readers picture the
, where I jump
During the summ
on trampoline
I meet a lot of
action.
er I go to
s and do flips
the people who
and spins. It’s
I will compete
go to ramp camp
fun because
against at the
. Ramp camp
winter comp
is where you
jump. Then
etitions. I also
go down a hill
you do your
trick in the air
(on your skis)
front flip and,
and land in a
and off a
soon, a back
pool. I am learn
flip, so I can
ing how to do
qualify to comp
a
ete in those event
After all the
Body Paragraph 3
training I do,
s.
The details here build in
I finally get
with my coach
to show the
suspense as the author
. We go throu
judges my skiin
gh my run while
or her run, arms
g. I stand at
prepares to race!
the person in
the top
pumping in
front of me fi
the air. We talk
fast I want to
nishes his
about the time
ski. This is when
I am shooting
I feel the gigan
I’m so excite
for—
d. I stomp my
tic butterflies
how
feet up and
in my stom ach,
down over and
because
over again. I’m
“Are you ready
ready to go.
to go?” asks
Closing
the guy who
my bib numb
will say “Go.”
The use of dialogue
er and speak
I say, “Yes,” then
s into the walk
makes this ending jump
spread, daffy,
he calls
ie-talkie. “Go!”
spread, daffy…
off the page and into the
Spread, daffy,
I repeat my
because I’m
spread, daffy,
tricks to myse
action on the mountain.
always afraid
lf before I get
I will forget
head. Daffy,
to the first jump
what to do and
daffy, daffy, daffy,
,
do a back flip
daffy, daffy, daffy.
at the finish
and land on
line. I check
.. then I get
my
the clock to
to the last jump
don’t, I plan
see if I beat
and I’m
on it for my
the time I was
next run.
shooting for,
and if I
70
Fresh Takes on Centers: Writing © Mary Beth Allen, Scholastic Teaching Resources
Fresh Takes on
Centers: Writing
© 2010 by Mary
Beth Allen. Scholas
tic Teaching Resourc
es
3. Guide students to plan and write a five-paragraph essay, working in pairs
narrative
writing center
or small groups. Provide scaffolding as needed. (You might want to choose
a topic related to a current piece of literature or content area, and guide the
purpose, such as explain, compare, or summarize.)
4. For independent practice at the center, post the sample organizer and
essay as reference. Provide a daily prompt or a list of topics and purposes,
or encourage students to write about self-selected ideas. Include copies of
the essay organizer as well as resources for writing, such as dictionaries
and thesauruses, content-related texts, and a rubric that identifies qualities
of a good essay. Encourage students to self-assess before turning in their
completed essays.
Suggestions for Differentiated Learning
Provide More Support
Assign topics that are familiar to
the students, or brainstorm topic
choices with them.
Provide suggestions for
subtopics.
Create a template for the essay
and assist students with filling in
the content.
Provide More Challenge
Encourage students to use this
format for research reports.
Allow students to extend their
writing to longer essays.
Have students focus on strong
introductory paragraphs,
interesting transitions between
and within paragraphs, and
effective closing paragraphs.
Fresh Takes on Centers: Writing © Mary Beth Allen, Scholastic Teaching Resources
67
narrative
writing center
Five-Paragraph Essay
What to Do
What
You NEED
1. Choose a topic. Use the Five-Paragraph Essay
Organizer to plan your writing. Fill in each part
of the organizer. You can use the Sample FiveParagraph Essay Organizer (posted at the center)
as a guide.
Five-Paragraph
Essay Organizer
2. Write a paragraph for each section of the
organizer. You can use the Sample Essay (posted
at the center) as a guide.
Sample Essay
Traits of Writing
Rubric
3. Use the Traits of Writing Rubric to evaluate your
writing. Identify specific areas of strength as well
as something you would work to improve.
NAR RATI VE
ER
WRIT ING CENT
Sample Five
on the
Butterflies
-Paragraph
Paper, pencil or
pen
Essay
Mountain
you
ski state, and
or some big
e
to Vermont,
in your whol
e five times
you? You move
happened to
only skied mayb
big bumps; they
Has this ever
se you have
e (moguls are
at skiing becau
uct ion
your stomach—
of a mogul cours
aren’t that good
A
Int rod
butterflies in
ing at the top
have
r topic.
stand
now
e
you
to
you
and
you’r
like
ce
way
life. Now
ened to me
and you feel
Introdu is a great !
ER
n
r Olympics)
Well, that happ
ies!
winte
rfl
questio ders reading
WRIT ING CENT
the
butte
in
tic
are
rea
gigan
NAR RATI VE
keep
butterflies, but
not just any
tic
g.
I have gigan
I LOVE skiin
always feel like
team
ns, and I still
ice with a ski
ski competitio
winter I pract
the
get ready for
tic
In
to
gigan
lot
race.
a
a
two
I train
right before
course, with
my stom ach
own mogul
before and
butterflies in
. We have our
more moguls
Diamond Dogs
end. There are
1
it. To get ready Paragraph 1
raph
know n as the
and one at the
times we hike
Parag
the
the beginning
ion
Body
e, and some
e give
Introduct
in midair) and
jumps, one in
run the cours
ails her kground
(turning 360º
bac
The det
. Each day, we
the air)—
some
—like 360s
after each jump
reader
er 180, all in
ice new tricks
anoth
tion.
pract
then
I
rma
ns,
info
ing jack,
for competitio
d, a big jump
more.
then a sprea
a split), and
Broncos (a 180
daffys (like
er I go to
, like spreads,
summ
the
g
and old tricks
Durin
the summer.
fun because
I also train in
and spins. It’s
in the winter;
s and do flips
etitions. I also
I can’t just train
on trampoline
raph 1
winter comp
2
, where I jump
Body Parag
against at the
raph
and off a
trampoline camp
I will compete
Parag
(on your skis)
flip
Body
p and
the people who
go down a hill
how to do a
like jum ure the
I meet a lot of
is where you
I am learning
Words
ers pict
Ramp camp
land in a pool.
s.
and
help read
ramp camp.
air
to
event
go
the
those
trick in
action.
to compete in
you do your
Subtopic:
I can qualify
jump. Then
so
ip,
fl
the top
soon, a back
g. I stand at
front flip and,
judges my skiin
nishes his •
to show the
front of me fi
I finally get
the person in
training I do,
for—how
After all the
I am shooting
gh my run while
3
. We go throu
about the time
because •
raph
with my coach
Parag
my stom ach,
the air. We talk
d in
Body
e buil
pumping in
butterflies in
ails her author
ready to go.
the gigantic
her run, arms
I’m
feel
.
or
I
the
again
The det
when
over
se as
•
ski. This is
suspen to race !
down over and
fast I want to
es
feet up and
prepar
he calls
d. I stomp my
I’m so excite
I say, “Yes,” then
5
will say “Go.”
spread, daffy,
Paragraph
the guy who
Spread, daffy,
to go?” asks
first jump,
ie-talkie. “Go!”
Summary
“Are you ready
e I get to the
s into the walk
my and Closure
myself befor
er and speak
and land on
t my tricks to
ip
my bib numb
fl
repea
I
back
a
g
I’m
do and do
Closin
spread, daffy…
e
last jump and
spread, daffy,
forget what to
the
will
dialogu
to
I
p
get
of
I
afraid
I
jum
.. then
and if
ing
always
The use
this end into the
shooting for,
because I’m
daffy, daffy, daffy.
makes
and
the time I was
in.
page
daffy, daffy, daffy,
see if I beat
mounta
off the
head. Daffy,
the clock to
on the
action
line. I check
at the finish
next run.
on it for my
don’t, I plan
by Sarah Jane
Date
Name
Fresh Takes on
Organizer
aph Essay
Five-Paragr
Centers: Writing
© 2010 by Mary
Beth Allen. Scholas
tic Teaching Resourc
es
Centers: Writing
© 2010 by Mary
Beth Allen. Scholas
69
Fresh Takes on
70
tic Teaching Resourc
raph
Body Parag
raph
Body Parag
3
2
Subtopic:
Subtopic:
•
•
•
•
•
•
es
Hint!
Hint!
When you choose a topic, be sure it is not too general
or too specific. For example, baseball is a little too broad a topic.
But you could write about a favorite team or player, the history of a
ballpark, or the popularity of baseball around the world.
68
Fresh Takes on Centers: Writing © Mary Beth Allen, Scholastic Teaching Resources
Fresh Takes on Centers: Writing © Mary Beth Allen, Scholastic Teaching Resources
69
Name
•
•
•
•
•
•
Paragraph 5
Summary
and Closure
Subtopic:
Body Paragraph 2
Subtopic:
Body Paragraph 1
Paragraph 1
Introduction
Body Paragraph 3
•
•
•
Subtopic:
Date
Five-Paragraph Essay Organizer
narrative writing center
narrative
writing center
Sample Five-Paragraph Essay
Butterflies on the Mountain
by Sarah Jane
io n
Introd uct
ur topic. A
Introduce yo
great way to
a
is
question
reading!
s
keep reader
g ra ph 1
Body Pa ra
re give the
he
The details
nd
e back grou
reader som
n.
io
at
inform
g ra ph 2
Body Pa ra
p
jump and fli
Words like
ure the
ct
pi
s
er
ad
help re
action.
g ra ph 3
Body Pa ra
here build in
The details
the author
as
suspense
race !
prepares to
Closi n g
of dialogue
e
us
The
p
ending jum
th
makes is
the
to
in
d
an
of f the page
e mountain.
action on th
70
Has this ever happened to you? You move to Vermont, or some big ski state, and you
aren’t that good at skiing because you have only skied maybe five times in your whole
life. Now you’re standing at the top of a mogul course (moguls are big bumps; they
are in the winter Olympics) and you feel like you have butterflies in your stomach—
not just any butterflies, but gigantic butterflies! Well, that happened to me and now
I LOVE skiing.
I train a lot to get ready for ski competitions, and I still always feel like I have gigantic
butterflies in my stomach right before a race. In the winter I practice with a ski team
known as the Diamond Dogs. We have our own mogul course, with two gigantic
jumps, one in the beginning and one at the end. There are more moguls before and
after each jump. Each day, we run the course, and sometimes we hike it. To get ready
for competitions, I practice new tricks—like 360s (turning 360º in midair) and
Broncos (a 180 then a spread, a big jumping jack, then another 180, all in the air)—
and old tricks, like spreads, daffys (like a split), and more.
I can’t just train in the winter; I also train in the summer. During the summer I go to
trampoline camp, where I jump on trampolines and do flips and spins. It’s fun because
I meet a lot of the people who I will compete against at the winter competitions. I also
go to ramp camp. Ramp camp is where you go down a hill (on your skis) and off a
jump. Then you do your trick in the air and land in a pool. I am learning how to do a
front flip and, soon, a back flip, so I can qualify to compete in those events.
After all the training I do, I finally get to show the judges my skiing. I stand at the top
with my coach. We go through my run while the person in front of me finishes his
or her run, arms pumping in the air. We talk about the time I am shooting for—how
fast I want to ski. This is when I feel the gigantic butterflies in my stomach, because
I’m so excited. I stomp my feet up and down over and over again. I’m ready to go.
“Are you ready to go?” asks the guy who will say “Go.” I say, “Yes,” then he calls
my bib number and speaks into the walkie-talkie. “Go!” Spread, daffy, spread, daffy,
spread, daffy, spread, daffy…I repeat my tricks to myself before I get to the first jump,
because I’m always afraid I will forget what to do and do a back flip and land on my
head. Daffy, daffy, daffy, daffy, daffy, daffy, daffy... then I get to the last jump and I’m
at the finish line. I check the clock to see if I beat the time I was shooting for, and if I
don’t, I plan on it for my next run.
Fresh Takes on Centers: Writing © Mary Beth Allen, Scholastic Teaching Resources
traits of writing rubric
Strong
Average
Weak
Strong focus;
important and strong
details; main idea is
clearly evident
Focus is evident;
some details;
message or purpose
is clear
No clear focus; vague
or missing details;
message or purpose
is not evident
Clear beginning,
middle, and end;
sequence is logical
and flows effectively
Beginning, middle,
and end are evident;
sequence is present
but doesn’t always
flow effectively
No clear beginning,
middle, or end; writing
is hard to follow; flow
is confusing
Some interesting
words and phrases
Simple or repetitive
word choice
Word Choice
Interesting, descriptive
language; word
choice is appropriate
to the audience and
purpose, and makes
the message come
alive
Sentence
Fluency
Varied and interesting
use of sentence
structure and
length; no runon or incomplete
sentences; sentences
flow together naturally
Few variety or types
of sentences; some
run-on or incomplete
sentences that do not
interfere with the flow
of writing
Use of simple or
repetitive sentence
structure; many
run-on or fragmented
sentences; sentences
do not flow naturally
Purpose of the writing
Purpose of the writing
Purpose of the
is clear; the audience
is evident; some
writing is vague or
to whom it is written is
attention to audience;
not evident; tone of
evident; strong point
point of view is
writing is flat; point of
of view
somewhat evident
view is not clear
Few or no errors in
spelling, usage, or
punctuation; errors do
not impede meaning
or flow
Some errors in
spelling, usage, and
punctuation
Many errors in
spelling, usage, and
punctuation; errors
impede meaning and
flow
Ideas and
Content
Organization
Voice
Conventions
Fresh Takes on Centers: Writing © Mary Beth Allen, Scholastic Teaching Resources
29