narrative essay ppt middle school

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Middle school narrative essays and middle school writing conferences.

Five years ago, I had just started my first year of teaching 7th and 8th grade English Language Arts. We were working on writing middle school narrative essays and I did a blog post on how I taught it here .

I have grown SO much since that time. My students definitely learned a lot, but especially because I teach the same kids in 8th grade as I do in 7th, I knew that I had to really up what we are doing this year.

Disclaimer: I don’t teach “personal narratives.” I know. Writing gods across the universe are gasping in shock, but it’s a decision I made a couple years ago, kind of on a whim, but has been the best thing I have ever done. 

WHY NOT PERSONAL NARRATIVES?

I just feel like kids have written 8-10 personal narratives by the time they get to me, and we are all over it. Plus, sometimes it’s REALLY hard for kids to write something meaningful about the first time they were stung by a bee… or whatever small moment I spend hours and days trying to help them come up with.

I found that when students have to use narrative elements to become a character from a narrative mentor text, they don’t spend days trying to figure out what to write. They truly use narrative craft because they have a complete and well done mentor text to constantly reference. Plus they’re final essay and their writing are just SO FREAKING GOOD.

My first year, we read Freak the Mighty in both seventh and eighth grade. Students had to write from Freak’s or from Killer Kane’s point of view. They were some of the best essay I’ve ever read.  

I used my Realistic Fiction and Literature Terms/Devices unit, along with Freak the Mighty.

I use the novels to teach literary elements and they use that knowledge to write their middle school narrative essays. We also focus a lot on thinking critically about the texts we read.

CHANGING IT UP EACH YEAR

My first year teaching middle school ELA, I taught a lot of the same lessons to both seventh and eight grade. It was honestly perfect as I learned two new grade levels, but that meant I changed things up a lot in the following years. 

I still did the same thing with my 7th graders this year, and we are just about done writing our rough drafts.

For 8th grade, I had the same students, so I decided we would read  The Outsiders . Even more so, instead of them just having to write from the point of view of a character, I actually wanted them to have to do some of that hard thinking that they might be missing out on by not doing a personal narrative.

With this in mind, my 8th graders had to continue Ponyboy’s narrative. Their middle school narrative essays still had to have a plot and climax that was completely developed. Essentially, I was asking them to write another chapter of the book.

It was REALLY HARD for all of us, especially in the planning stages, but I scaffolded and modeled A LOT. Now we’re on rough drafts too, and they’re seriously amazing.

I have since also added a sixth grade example for everything. We used Jason Reynolds novel, Ghost for their mentor text. Again, we used my realistic fiction unit and their novel study units. 

COMPLETE NARRATIVE WRITING UNIT

Each year, I changed how we did our narrative writing unit, and I continued to update my examples and lesson plans each year. 

I have since compiled all my middle school narrative writing lesson into one complete unit that you can get here. 

Since I do teach middle school narrative essays differently than a lot of teachers, I thought I would give you a better overview of what the complete units looks like, plus show you some freebies you can get to use today! 

NARRATIVE WRITING UNIT OVERVIEW

• Session 1: Elements of Narrative Essays Part one
• Session 2: Elements of Narrative Essays Part Two
• Session 3: Narrative Plot Diagrams
• Session 4: Using Sensory Details
• Session 5: Using Dialogue Correctly
• Session 6: Using Dialogue Effectively
• Session 7: Ways to Start a Narrative, Writing Rough Drafts, Writing Conferences
• Session 8: Using Narrative Transitions, Writing Rough Drafts, Writing Conferences
• Session 9: Pacing Narrative Writing, Writing Rough Drafts, Writing Conferences
• Session 10: Ways to End a Narrative, Writing Rough Drafts, Writing Conferences
• Session 11 : Consistent Verb Tenses, Peer Editing, Writing Conferences
• Session 12 : Editing vs. Revising Rough drafts, Writing Conferences
• Session 13-15: Publishing final drafts, Writing Conferences

Each lesson plan has standard alignment, lesson plans for learning period, interactive notebook pages when applicable, teacher prep, writing conference forms and examples, and more! 

INTERACTIVE NOTEBOOK PAGES

With middle school narrative essays I find that students need some front loading before drafting. Because of that, we do spend the first few days doing some interactive notebook lessons on elements of narrative. 

Personal narratives are all about teaching students to use the elements of narrative writing. Since we aren’t doing a personal narrative, I focus heavily on the elements of a narrative to start. We start by defining each of the elements but then look for examples in our mento texts. This is huge because they use their mentor text to write their essays. 

DIFFERENTIATED EXAMPLES BY GRADE LEVEL

As someone who taught all three grade levels of middle school at the same time, I always needed different examples. I like to be able to use the same units, but use different content. If there is an interactive notebook lesson, I made sure to differentiate examples by grade level. 

The same is done for all of the lesson plans when there are examples based on the mentor texts. I  use Ghost for sixth grade, Freak the Mighty seventh grade, and The Outsiders for eighth grades, so I make sure I have different examples for each. 

It drove me crazy when students would say things like, “I don’t get what to do.” So I made sure I had examples that were conceptualized for each grade level so there was no excuse. 

NARRATIVE ESSAY CHART PAPERS

I know I teach middle school ELA, but I still love using chart papers for students to reference. Most of my interactive notebook lessons were adapted and created based on the chart papers. 

You don’t have to do both the chart papers and the interactive notebook lessons, but I did include images of all my chart papers. I honestly just made them as I came up with elements that I knew we need to dig deeper into throughout the unit. 

When I was in a pinch some year, I honestly could just print the chart papers on 8×10 paper so students could glue them into their notebooks. I don’t think it is as effective as student taking their own notes, but sometimes you’re short on time. 

INDIVIDUAL WRITING CONFERENCES

I strongly believe that my students write really strong narrative essays because of how I do writing conferences with students. 

I have a separate blog post all about how I do writing conference in my middle school ELA classroom , because there was a time when I did them like I “thought” I needed to do writing conferences. 

I thought I needed to spend time training them, making them be prepared for them, and then trying to come up with discussion points. I’ve since learned that that just isn’t reality when you have 100+ middle school ELA students. 

Check out my blog post all about this here. 

I also have since made tons of editable middle school narrative essays rubrics and writing conference forms for teachers and students. 

FREE NARRATIVE REFERENCE NOTEBOOKS

One of the biggest updates I made while redoing my narrative writing unit was making a narrative reference notebook.

It’s perfect for students to create at the beginning of the units and to reference while creating their narrative essays. 

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Common core state standards related to narrative writing.

CCSS.ELA-Literacy.CCRA.W.3 – Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

ELA Standards: Writing

CCSS.ELA-Literacy.W.K.3 – Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. CCSS.ELA-Literacy.W.1.3 – Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. CCSS.ELA-Literacy.W.2.3 – Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 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.4.3 – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-Literacy.W.4.3d – Use concrete words and phrases and sensory details to convey experiences and events precisely. CCSS.ELA-Literacy.W.4.3e – Provide a conclusion that follows from the narrated experiences or events. CCSS.ELA-Literacy.W.5.3 – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-Literacy.W.6.3a – Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. CCSS.ELA-Literacy.W.7.3 – Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.7.3a – Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. CCSS.ELA-Literacy.W.7.3b – Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.8.3c – Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. CCSS.ELA-Literacy.W.8.3d – Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. CCSS.ELA-Literacy.W.8.3e – Provide a conclusion that follows from and reflects on the narrated experiences or events. CCSS.ELA-Literacy.W.9-10.3a – Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. CCSS.ELA-Literacy.W.11-12.3c – Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

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Narrative Essay: Powerpoint on How to Write a Narrative Essay

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Writing the Narrative Essay

Mar 19, 2019

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Writing the Narrative Essay. DEFINITION:. A narrative essay tells a story, usually of a personal experience, that makes a point or supports a thesis. The purpose of narrative writing is to recreate the experience for your readers so that your readers can imagine events and

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DEFINITION: A narrative essay tells a story, usually of a personal experience, that makes a point or supports a thesis. The purpose of narrative writing is to recreate the experience for your readers so that your readers can imagine events and share your experience.

Qualities of a Good Narration Essay • Limited Focus • Thesis/Main point • Lively, Specific Details • Natural use of language • Clear Story Structure or Organization

Limit Your Focus • Decide where your story should begin and where it should end. • Limit your story. Can you narrow it down to a single event or a single day? • Fill in the blanks: The time I realized ______ all started when _________.

Good Narrative Focus? • The night I got arrested was the most harrowing night of my life. • My trip to Spain changed my life in so many ways. • The day my dog Buddy died was the day I realized that pets really are part of the family. • Being in the army was an experience I’ll never forget.

Know the Point of Your Story • The point of your story is also your thesis • Your thesis is the main idea that you wish to convey to your readers. • Your thesis should be supported with plenty of details and examples.

Winning Thesis Statements: The night I got arrested was the most harrowing night of my life. While I was sitting in my cell, I realized that my life was headed down a dangerous path and if I didn’t turn around quickly, I might lose myself forever.

Winning Thesis Statements: On the train that night as I traveled through Spain, I realized that the world was full of mystery and beauty, and I was excited to be a part of it.

Winning Thesis Statements: Although the first week of boot camp was filled with discipline and suffering, I believe that I finally grew up that week—though I wouldn’t have admitted it at the time.

USE DETAILS • Describe the place --describe in “snapshots” --Use all your senses • Describe people --use dialogue, when appropriate --describe significant features and gestures Caution: Don’t go overboard! Choose details wisely.

Use Clear, Natural Language Avoid being too informal or using slang: Oh, man, let me tell you, as I got close to the top of that mountain, I looked up to the top, and I thought, “Whoa, dude…this is so awesome.” It was the coolest thing I ever saw. I knew right then that if could conquer that sucker, I could conquer any damn thing.

Avoid being too formal or too stuffy: As I labored to trudge to the pinnacle of the great mountain peak called Mount Whitney, I paused for a wondrous moment to cast my eyes upon the top of that snowy, lustrous peak, and imagined that if I could accomplish this amazing feat, I could, perhaps climb any mountain on earth.

Improved: As I approached the jagged, snow-covered peak of Mount Whitney, I felt a surge of pride—I knew if I could do this, I could do anything.

Organization Your paper will contain an Introduction, Body, and Conclusion, just like most essays, BUT --Your thesis can appear anywhere in the essay --Your Introduction may begin the story. --Your Introduction may include some background information

SAMPLE OUTLINE Thesis: On the train that night as I traveled through Spain, I realized that the world was full of mystery and beauty, and I was excited to be a part of it. • Introduction: Background Information • A. Why I was in Spain • B. Who I went with • C. When this happened • My first day in Spain when I felt overwhelmed and a little • scared. • A. Finding my way around the subway • B. Getting lost • Discovering the most beautiful Church • A. Feeling closer to God • B. Admiring the beauty of the medieval church

IV. Going to the art museum in Madrid • A. Seeing that famous painting by Picasso • 1. Describe the look of agony on the man’s face • 2. I never realized how a painting can capture so • much emotion! • B. Seeing the paintings by Velasquez • 1. Describe the portrait of King Phillip and his family • 2. Explain how there is something creepy about the • picture. • Traveling by train at night to the coast • A. Staring out the window at the starry landscape • B. Realizing how the trip has changed me • VI. CONCLUSION • A. Now I would like to find a job in Spain • B. I want to travel more and be a part of the world.

Narrative Essay Assignment—Choose ONE of the prompts below and write a 2-3 page essay. All papers must follow MLA formatting. First draft due Friday 9/13 Have you or anyone you’ve ever known purchased a product because you thought it would change your life? Tell about your encounter with this product and explain whether or not this product met your expectations. 2. Tell about a time when you found school to be a sanctuary or the opposite. Be sure to describe the place and tell what people did and said there. 3. Write about a life lesson you learned in high school. Show in detail how particular Events in your experience led to these specific effects. 4. Write about the first time you ever tried a food from another country or culture. After describing the specific situation with details about when and where (and how the food tasted, of course), explain what insights –if any—you gained about the culture through its food.

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by Michelle Boyd Waters, M.Ed.  

A Plethora Of Writing Examples For Middle School (& High School)

October 14, 2014 in  Pedagogy

When I started my first job as a professional newspaper reporter (This job also served as an internship during my junior year in college — I just didn’t leave for about 6 years.), I quickly realized that all my experience, and all my years of journalism education had not been enough to help me write stories about drug busts, fatal car accidents and tornadoes. All the theoretical work I’d done, and all of the nifty little scholastic and collegiate stories I had done, did not prepare me for real world writing.

At that point, I had to find a solution quickly. After all, I had a deadline to meet, and it was only a few hours away.

One of my colleagues, who also served as a mentor, had the solution. She introduced me to the newspaper’s “morgue.” This was a room filled with filing cabinets in which we kept old — dead — stories arranged by reporter. Whenever I wasn’t’ sure how to write a story, all I had to do was check the morgue for similar stories. If I needed to write a story about a local drug bust, for example, I’d find another story on a similar incident, study its structure, and mentally create a formula in which to plugin the information I’d gathered.

Once I’d gained more experience, and had internalized the formula for that particular type of story, I felt free to branch out as the situation — and my training — warranted.

I do the same thing when I want to write a type of letter, brochure, or report that I’ve never written before.

This is what writing looks like in the real world.

Of course, if you’re a new teacher like me, there is one problem with providing mentor texts to my students: I have a dearth of middle school level writing sitting around in my file cabinets.

Fortunately, the Internet is full of sources, so I scoured the bowels of Google to find examples. I know how busy you are, so I’m sharing.

Expository writing examples for middle school

Below are several sources of expository writing samples for middle school students.

• The Write Source Expository Writing Samples
• Holt, Rinehart, Winston Expository Essay Models

Finally, here is an article in the New York Times that will help you teach your students  real-world expository writing skills .

Descriptive writing examples for middle school

• Descriptive Writing Samples from Novels
• Milwaukee Public Schools Descriptive Essay Samples (p. 137)
• Holt, Rinehart, Winston Descriptive Essay Models

Narrative writing examples for middle school

• Writing Samples by Steve Peha (PDF)
• The Write Source Narrative Writing Samples
• Oregon Department of Education Scored Writing Samples (Ideas and Organization)
• Oregon Department of Education Scored Writing Samples (Sentence Fluency and Conventions)
• Oregon Department of Education Scored Writing Samples (Voice and Word Choice)
• Oregon Department of Education High School Scored Narrative and Argumentative Writing Samples
• Holt, Rinehart, Winston Narrative Essay Models

Argumentative/persuasive writing examples for middle school

• The Write Source Persuasive Writing Samples
• Holt, Rinehart, Winston Persuasive Essay Models

Reflective writing examples for middle school

• Reflective essay examples from Lake Washington Girls Middle School

If you know of any other online writing example sources, please feel free to share them in the comments below.

Related topics: Argumentative Writing , Informative Writing , Mentor Texts , Narrative Writing

About the author 

Michelle Boyd Waters, M.Ed.

I am a secondary English Language Arts teacher, a University of Oklahoma student working on my doctorate in Instructional Leadership and Academic Curriculum with an concentration in English Education and co-Editor of the Oklahoma English Journal. I am constantly seeking ways to amplify students' voices and choices.

This is very, very helpful. Thank you for sharing!

As a new middle school teacher (coming from elementary) this was very helpful and encouraging.

Thank you very much for letting me know. I’m glad that I was able to help you!

Thank you! I’m glad I can help.

Your welcome

This is super helpful. Thank you!

These links are a fantastic help. Thank you!

This helped me BUNCHES! Thanks so much!

thanks so much!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! XD

These links are now dead 🙁

Thank you for notifying me! I have updated the post to include new (live!) links. Some of them are geared towards high school, but I think we can still use them as exemplars of what we want our students to aim for.

Comments are closed.

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Middle School Narrative Writing Lesson plans and other teaching resources

| Elementary Narrative Writing | |Middle School Narrative Writing| | High School Narrative Writing |

20 Mystical Bridges That Will Take You To Another World Creative writing prompt: "I walked across the bridge and ..." The photographs of real bridges on this page are astonishingly beautiful. However, the page also carries ads that may not be appropriate for the classroom. Consider copying the photographs into a new file for classroom use.

27 Magical Paths Begging To Be Walked Photographs of beautiful paths all over the world, showing a variety of seasons and geography, just waiting to inspire a poem or serve as the setting for a short story. Note: this page carries ads that may not be appropriate for the classroom. Consider copying the photographs into a new file for classroom use.

500 Prompts for Narrative and Personal Writing Organized by category.

Constructing Narratives: A Unit Plan for Taking Apart and Reconstructing Stories This lesson is designed as a project-based unit plan that will take students through the narrative process from deconstruction to construction. After initial discussion, students will use an interactive story map to deconstruct a short story. Students will use pictures to put together a PowerPoint-based storyboard that other students will use to construct a story. This unit is designed for grades 6-8.

From Object to Story: Writing a Historical Narrative Featuring an Artifact from One's Family History Students share observations about the history of familial artifacts. They then research the history and cultural significance of selected objects to prepare their own historical narratives. Includes short reading as prewriting activity. Designed for grades 7-12.

Hands, Hands, Hands - Writing a Narrative Essay from the Perspective of a Particular Hand The teacher will show pictures of six hands to students (pictures included with other handouts). After a brainstorming session, students will choose one hand that illustrates a particular story from their life. Then students will write a two page narrative essay about this story. These stories will be posted on a class blog to allow for feedback and discussion from classmates. Designed for grades 7-10.

In Search Of Wisdom: An Interview With An Elder Students develop interview questions, interview someone aged 60 or older, and write a narrative using that person's voice. Designed for grades 6-12.

Incorporating Flashbacks in Narrative Text — The Sinking of the U.S.S. Indianapolis Students watch a 2:25 video segment that shows an interview with one of the survivors of the U.S.S. Indianapolis who recalls the sinking of the ship and his survival. Students then create an original narrative that utilizes flashback to tell the survivor's story. This lesson is designed for grades 6-12 and includes links to the downloadable video and all support materials.

Little Red Riding Hood Little Red Riding Hood is now part of an elite group of fairy tale crime scene investigators. You remember Humpty Dumpty? He didn't fall. He was pushed. Or so it seemed at first. This idea will work on multiple grade levels.

Meet Comic Book Artist Phil Jimenez This video (4:34) presents writer and comic book artist Phil Jimenez, who has worked for DC and Marvel Comics. Jimenez describes his early inspiration, gives tips for good storytelling, and discusses the unique way comics approach sequential narrative. Links at the site include a student assignment handout to review Jimenez's advice, an assignment on making a visual story about an "everyday adventure," and a teacher handout for reflection prompts and discussion questions about visual storytelling that focus on Common Core State Standards for Writing: Text Types and Purposes, for students in grades 6, 7, and 8.

Memory Preservation--One Relative at a Time After organizing and conducting an interview of a grandparent/senior citizen, students create a slideshow presentation using the information and memorabilia collected at the interview. This lesson plan includes rubric and model. It is designed for 8th grade.

Narrative, Argumentative and Informative Writing About Baseball Students compose a one- or two-paragraph scene in which a valuable signed baseball is destroyed. The narrative task is the first of four prompts here. Common Core Standards indicated. Don't miss the extension activity, a video of Abbott and Costello's "Who's on First?" Grades 6-12.

A Picture's Worth a Thousand Words Students are given a picture that tells a story. They brainstorm words and ideas, then write a story based on what they see. This lesson is designed for grades 6-8.

Prewriting Exercises for Personal Narratives Ten activities for personal narrative writing, grades 7-12.

Using Personal Photographs to Spark Narrative Writing The lesson plan asks students to bring in a photograph that has special meaning for them and to write about it. This will work on multiple grade levels.

• Preferences

The Middle School Narrative Essay: It Differs From a Simple Story! - PowerPoint PPT Presentation

The Middle School Narrative Essay: It Differs From a Simple Story!

The middle school narrative essay: it differs from a simple story wendy aguiar, m.s. ... you are not really writing a narrative essay but a narrative ... – powerpoint ppt presentation.

• Wendy Aguiar, M.S.
• Language Arts 6th grade Adv./Pre-AP
• Somerset Academy Charter School
• A narrative is a story
• A narrative essay is a story that has a specific point
• A narrative essay strives to teach a lesson or
• A narrative essay strives to make a specific point
• A narrative essay is not a diary entry the story is linked to the purpose of the essay
• Often written in 1st person I or we because it is based on a personal story
• Can also be written in 3rd person
• Can never be written in 2nd person
• Has specific sensory details (use your sensory word list) to get the reader hooked on the story
• Since this is a story, the narrative essay needs everything a story needs.
• Has characters
• Usually has a problem or situation (but not always)
• Has a climax
• Often uses dialogue
• Is developed in chronological order
• Has verbs that help paint a picture and draw in the reader
• Uses appropriate transition words to signal shifts or changes (see your list)
• A narrative essay tells a simple story in a way that is engaging and interesting.
• Write a thesis statement, just as with any other essay
• Brainstorm for a personal story or observation that reveals a life lesson
• Outline or web the important parts of the story to be told
• Write an introductory paragraph that includes the thesis statement, and then write the story
• Because this is a story, use as many paragraphs as necessary to tell the story
• Write the conclusion that reflects on the lesson learned from the experience.
• The lesson learned will depend upon the story.
• The lesson can be something general in the case of a narrative essay. For example, you may write, Oftentimes people do not follow simple directions. However, these campers learned just how important following directions can be.
• As the reader, you will expect to learn why following directions is important.
• As the reader, you will expect to read a story about camping.
• As the reader, you will expect there to be a twist in the action.
• An Informal Outline of the Story
• Two campers go camping and ignore rules
• They leave out food
• An animal finds the food
• One of the campers tries to scare off the animal
• Campers learn to follow the rules
• It was a wonderful week to camp in the great outdoors, even if some of their friends thought it was a strange way to honeymoon. Trudy and Jeff were looking forward to their week at Great Smoky Mountains National Park in Tennessee. Little did they know what a learning experience this trip would be. Oftentimes people do not follow simple directions. However, these campers learned just how important following directions can be.
• After a scenic drive through the glorious mountains, Trudy and Jeff arrived at the camping area. A ranger at the booth handed them a map and asked, Have you ever camped with us before?
• A better question would be if we ever camped before, Jerry answered wryly.
• Youll be fine. Just remember, this isnt a hotel. We do have bears and other animals in the area, so lock your food up in the car, said the ranger as he handed them a lists of Dos and Donts.
• Exhausted from their first attempt at setting up a campsite, Trudy and Jeff crawled inside the tent that evening, giggling and whispering to each other. They doused the light inside the tent and ignored the world outside the canvas. The rangers list was left laying on the tent floor.
• Just before sunrise, Jerry was awakened by the sounds of metal ripping. He quietly slipped out of the tent. A fully grown black bear was sitting on their picnic table busily prying the lid off the cooler they neglected to store in the car the night before. Finding the pound of bacon he prized, the bear leaned back on his hind haunches and began to devour the bacon. Jerry started screaming at the bear, Get out of here! What do you think youre doing?
• By this point, most of the other campers had exited their own tents and watched the scene unfold. The bear was not amused by Jerrys threatening, especially with the remainder of the bacon at stake. The black bear stood on top of the picnic table to his full height. While the bear actually stood only four feet tall, the extra height of the table caused him to loom over Jerrys head. The bear suddenly fell forward, striking the table with his full weight and snarled. The table moaned in response.
• Much more quickly than anyone anticipated, the bear reached out his huge, menacing paw towards Jerry. Fear leapt into Jerrys eyes as he turned and ran back into his tent. Zip! closed the zipper.
• Now, one can only imagine how much time passed before Jerry and Trudy realized the futility of his preventive actions. How was a flimsy flap of canvas going to stop a full-sized, angry bear?
• Fortunately, the bear was much more interested in the left-over bacon than in Jerry and Trudy. The bear cautiously turned around, climbed back on top of the table, and continued to eat his early breakfast. He carefully examined the remaining contents of the cooler. Finding nothing else as delectable as the bacon, the bear jumped off the picnic table, grunted, licked his paws and mouth, and then lumbered off into the deeper woods that surrounded the campground.
• The audience that had gathered applauded spontaneously, then slowly returned to their own campsites, shaking their heads in disbelief. Meanwhile, inside the thin canvas tent, Trudy and Jeff had lit their lantern and were carefully studying the items listed on the Dos and Donts list. The rest of their trip was blissfully peaceful as they made sure to follow all the rules at the campsite.
• Without a thesis, or a point, you are not really writing a narrative essay but a narrative make sure to have a point. You can get help finding a point when you
• Think about sayings or quotes that teach a lesson
• Think about lessons learned from Aesops fables
• Think about a time when you learned something valuable
• Read quotations to spawn ideas
• Read your own journals for a time something happened worth telling others about

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