Lesson plan

Storyboard Superstars

Help your students become super readers! In this lesson, your students will create storyboards to identify the beginning, middle, and end in fictional texts.
Need extra help for EL students? Try theSummarizing with Sequence WordsPre-lesson.
EL Adjustments
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Need extra help for EL students? Try theSummarizing with Sequence WordsPre-lesson.

Students will be able to identify the beginning, middle, and end of fictional texts.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(5 minutes)
Storyboard SummaryThe Scarlet FlowerSimple StoryboardStory MapTimeline Organizer
  • Tell students that today you are going to discuss the order of events in a story, or the beginning, middle, and end. This can also be called the ChronologyOf the story.
  • Introduce some keywords that will help students remember the meaning of the terms beginning, middle, and end (i.e., the beginning is what happens First, the middle of the story happens Next, and the end is Last).
  • Explain that together you are going to make storyboards to show the beginning, middle, and end of stories you've read. A StoryboardIs a tool used by writers and is often used to plan movies. It helps writers plan out the order, or sequence, of a movie or book. Show an example of a real-life storyboard (see related media).
  • Tell students that you are all going to use the storyboard process to map out the beginning, middle, and endings of stories.
(10 minutes)
  • Display the Storyboard Summary worksheet using a projector.
  • Choose a story that you've read as a class to model the beginning of the worksheet. For example, if you've read The BFGBy Roald Dahl with your class, you'd draw and describe three scenes that depict the beginning of the story (i.e., "Sophie sees the BFG with a trumpet and a suitcase in the middle of the night," "The BFG brings her to his cave in the land of the giants," "The Bloodbottler almost eats Sophie when she hides in a snozzcumber").
  • If needed, repeat the process to model the middle and end of the story. (Note: your drawings can be simple sketches and the accompanying sentence(s) can be brief.)
(10 minutes)
  • Show the digital read-aloud "The Lion and the Rat," or read a short story aloud.
  • As a class, verbally list events from beginning, middle, end of the story (i.e., "The lion frees the rat," "The lion gets caught in a hunter's net," "Then the rat frees the lion").
  • Use the Simple Storyboard worksheet to write and/or draw a main event from the beginning, middle, and end of the story.
(10 minutes)
  • Hand out the Storyboard Summary worksheet to each student and a copy of the story "The Scarlet Flower." (Note: students will not need the question page that accompanies the story.)
  • Have students read the story to themselves before making their own storyboard showing events from the beginning, middle, and end of the story.
  • Circulate and offer support as needed.


  • During independent practise, have students use the Simple Storyboard worksheet in place of the Storyboard Summary worksheet.
  • Students can also complete the Timeline Organizer worksheet.
  • Provide additional examples during guided practise (i.e., read or tell a familiar story, like "The Ugly Duckling," and have students discuss the beginning, middle, and end with a partner or small group).


  • Use the Story Map worksheet to incorporate other elements (characters and setting) into the storyboard process (see related media).
  • Have students apply the skills learned to make a storyboard about a book or story of their choice.
  • Use the storyboarding process to help students develop their own writing.
  • Use a digital read-aloud as an alternative to traditional texts. See related media.
(10 minutes)
  • Verbally tell part of a familiar story aloud (e.g., "The big bad wolf climbed into the chimney of the brick house and fell into a pot of boiling water").
  • Ask students to tell you if it is the beginning, middle, or end of the story. For example, on a personal whiteboard, have students write a large B, M, or E to signify if it is the beginning, middle, or end of the story. Then have all students hold up their whiteboards so you can assess understanding at a glance.
  • Repeat with several story parts (e.g., "Little Red Riding Hood decided to go visit her grandmother," "Cinderella's fairy godmother appeared and offered to help her get ready for the ball," "The three bears found Goldilocks asleep in Baby Bear's bed").
(10 minutes)


  • During what part of the story is the reader usually introduced to the main character(s)? (The beginning)
  • During what part of the story might a character face a problem? (The middle)
  • When is the problem solved? (The end)
  • How do storyboards help readers and writers understand the chronology of a story? (It is a visual way to put important events in order.)

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