Lead Students Step by Step through the Structure of a Story!

Written by Eleanor W. Hoomes, Ph.D.

Students like to create, write, and share stories; however, they can be baffled and become resentful when told to write a short story without being shown how to write one. Not knowing where nor how to begin, much less how to develop and end, they often write one skimpy paragraph and call it a short story. Conversely, when they are led through the structure of a story step by step, they often surprise themselves with the results.



Create Heroes and Villains is designed to bring order to those raw materials, help students sort and arrange that which is already familiar, and use the results to create stories. In the process of creating their stories, students will examine, discuss, and learn many new concepts. The by-products can be as rewarding as the finished stories. 



Teachers will readily see that Create Heroes and Villains may be used as a creative-writing unit or in conjunction with a literature unit on heroes and heroines. Either way, teachers using the unit will need to read aloud to students (or assign them to read) appropriate literature to generate interest and discussion. With only a few modifications, it can be used with grades 4 through 12. 



Create Heroes and Villainsv will help develop students’ abilities in observing, concluding, recalling, applying, analyzing, synthesizing, evaluating, divergent thinking, and convergent thinking. At the same time it will contribute to the development of their oral, written, and imaginative skills, with the additional advantage of being fun. Finally, it can give students a final product of which they can be proud! 




Grades 4–12. 



The lessons and activities in this book align with the following Common Core State Standards*: 

CCSS.ELA-Literacy.W.5.3, 5.4 

CCSS.ELA-Literacy.W.6.3, 6.4 

CCSS.ELA-Literacy.W.7.3, 7.4 

CCSS.ELA-Literacy.W.8.3 ,8.4 



Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 

Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. 

Use a variety of transitional words, phrases, and clauses to manage the sequence of events. 

Use concrete words and phrases and sensory details to convey experiences and events precisely. 

Provide a conclusion that follows from the narrated experiences or events. 



Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. 




*Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers 

Title: Common Core State Standards English Language Arts 

Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington, D.C. 

Copyright Date: 2010