K-12 Teaching and Learning From the UNC School of Education

Important Announcement about Online Courses and LEARN NC.

Important Message about LEARN NC

LEARN NC is evaluating its role in the current online education environment as it relates directly to the mission of UNC-Chapel Hill School of Education (UNC-CH SOE). We plan to look at our ability to facilitate the transmission of the best research coming out of UNC-CH SOE and other campus partners to support classroom teachers across North Carolina. We will begin by evaluating our existing faculty and student involvement with various NC public schools to determine what might be useful to share with you.

Don’t worry! The lesson plans, articles, and textbooks you use and love aren’t going away. They are simply being moved into the new LEARN NC Digital Archive. While we are moving away from a focus on publishing, we know it’s important that educators have access to these kinds of resources. These resources will be preserved on our website for the foreseeable future. That said, we’re directing our resources into our newest efforts, so we won’t be adding to the archive or updating its contents. This means that as the North Carolina Standard Course of Study changes in the future, we won’t be re-aligning resources. Our full-text and tag searches should make it possible for you to find exactly what you need, regardless of standards alignment.

Learn more

Related pages

  • Splitting bears: Students will learn sequencing (beginning, middle, end) by using a bear pattern.
  • The very hungry teacher: After reading The Very Hungry Caterpillar by Eric Carle students will use the writing process to write their own version of a Very Hungry story. They will use a flow map for pre-writing. Students will write a rough draft that will be revised and edited with a partner and a teacher.
  • Exciting narrative endings: This lesson emphasizes the importance of a strong ending for a narrative essay and teaches students specific items to include in their endings.

Related topics


Please read our disclaimer for lesson plans.


The text of this page is copyright ©2008. See terms of use. Images and other media may be licensed separately; see captions for more information and read the fine print.

Learning outcomes

The student will identify the proper sequence of the story events in a logical order and identify using beginning, middle, and end - resulting in a written paper to include these elements.

Teacher planning

Time required for lesson

3 hours


  • Koala Lou by Mem Fox
  • A scripted version of the story cut into large sentence strips (one or two sentences grouped together)
  • pocket chart, blackboard, or easel
  • notebook paper
  • pencil


The teacher begins the lesson with a discussion of the importance of sequencing events in a written paper. Also, the students participate in identifying the importance of the beginning, middle and end of a story. The teacher reads aloud Koala Lou to the students.


  1. Using large sentence strips with sentences from the story, teacher and students put the strips in the proper sequence in pocket chart or on board.
  2. Next, they group the strips together according to beginning, middle, and end.
  3. Upon completion, students begin writing their own story. Prompt: Think about a special time you spent with an adult. Write a story about that time. Students use a flow map for pre-writing.
  4. Once the story is completed, students return to cooperative groups to share. The group members must be able to identify the BME (beginning, middle, and end) of the story.


Teacher monitors during cooperative group activities to check for sequencing and BME labeling. Students can successfully identify BME in their writing and other student’s writing.

Supplemental information


Adorable story! Your students will love meeting Koala Lou.

  • Common Core State Standards
    • English Language Arts (2010)
      • Reading: Literature

        • Grade 2
          • 2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 3

  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.04: Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:
      • author's purpose.
      • plot.
      • conflict.
      • sequence.
      • resolution.
      • lesson and/or message.
      • main idea and supporting details.
      • cause and effect.
      • fact and opinion.
      • point of view (author and character).
      • author's use of figurative language (e.g., simile, metaphor, imagery).