Writing a Fantasy Narrative: Middle

Active learning works well for this topic because students need to see how challenges grow logically in a narrative. When they work in pairs or groups to brainstorm and map, they understand that each problem must push the character toward the climax. This hands-on approach makes abstract structure feel real and exciting for young writers.

• Class 3
• English
• 4 activities
• 20 min–35 min

Learning Objectives

1. Identify the main challenge faced by the protagonist in the middle of a fantasy narrative.
2. Explain how the protagonist's choices in the middle section advance the plot.
3. Create two to three sentences describing a character's encounter with a significant challenge.
4. Sequence events in the middle of a fantasy story to show rising action.

Collaborative Problem-Solving

⏱ 25 min·Pairs

Pairs: Challenge Brainstorm Relay

Pairs alternate writing one sentence about a challenge their character faces, then the partner responds with the character's choice. Swap roles after three exchanges. End with pairs reading aloud to the class.

Prepare & details

What problem does the main character face in the middle of the story?

Facilitation Tip: During the Challenge Brainstorm Relay, give each pair a time limit of two minutes per brainstorm round to keep the energy high and prevent overthinking.

Setup: Flexible seating that allows clusters of 5-6 students; desks can be grouped in rows of three facing each other if fixed furniture limits rearrangement. Wall or board space for displaying group norm charts and the session agenda is helpful.

Materials: Printed problem brief cards (one per group), Role cards: Facilitator, Questioner, Recorder, Devil's Advocate, Communicator, Group norm chart (printable poster format), Individual reflection sheet and exit ticket, Timer visible to the class (board countdown or projected timer)

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Collaborative Problem-Solving

⏱ 35 min·Small Groups

Small Groups: Story Mountain Mapping

Groups draw a story mountain outline and fill the rising action slope with sequenced events and challenges. Discuss how each event builds tension. Present maps to class for votes on most exciting.

Prepare & details

How does the character's choice to face the problem move the story forward?

Facilitation Tip: While Story Mountain Mapping, walk around and ask probing questions like ‘How does this obstacle test your hero’s strength?’ to guide students toward meaningful challenges.

Setup: Flexible seating that allows clusters of 5-6 students; desks can be grouped in rows of three facing each other if fixed furniture limits rearrangement. Wall or board space for displaying group norm charts and the session agenda is helpful.

Materials: Printed problem brief cards (one per group), Role cards: Facilitator, Questioner, Recorder, Devil's Advocate, Communicator, Group norm chart (printable poster format), Individual reflection sheet and exit ticket, Timer visible to the class (board countdown or projected timer)

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Collaborative Problem-Solving

⏱ 30 min·Whole Class

Whole Class: Guided Shared Writing

Project a class story starter. Teacher calls on volunteers to add middle sentences via rising action prompts. Chart contributions on board, then edit together for flow.

Prepare & details

Can you write two or three sentences describing what happens when your character meets their main challenge?

Facilitation Tip: In Guided Shared Writing, model think-alouds by saying ‘Let me try describing the forest’s eerie glow’ to show how to add sensory details.

Setup: Flexible seating that allows clusters of 5-6 students; desks can be grouped in rows of three facing each other if fixed furniture limits rearrangement. Wall or board space for displaying group norm charts and the session agenda is helpful.

Materials: Printed problem brief cards (one per group), Role cards: Facilitator, Questioner, Recorder, Devil's Advocate, Communicator, Group norm chart (printable poster format), Individual reflection sheet and exit ticket, Timer visible to the class (board countdown or projected timer)

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Collaborative Problem-Solving

⏱ 20 min·Individual

Individual: Peer Review Drafts

Students write 4-5 sentences for their story middle. Swap with a partner for sticky note feedback on tension and choices. Revise based on notes.

Prepare & details

What problem does the main character face in the middle of the story?

Facilitation Tip: When students do Peer Review Drafts, provide a checklist with ‘Is the main challenge clear?’ and ‘Does the character make a choice?’ to focus their feedback.

Setup: Flexible seating that allows clusters of 5-6 students; desks can be grouped in rows of three facing each other if fixed furniture limits rearrangement. Wall or board space for displaying group norm charts and the session agenda is helpful.

Materials: Printed problem brief cards (one per group), Role cards: Facilitator, Questioner, Recorder, Devil's Advocate, Communicator, Group norm chart (printable poster format), Individual reflection sheet and exit ticket, Timer visible to the class (board countdown or projected timer)

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Teaching This Topic

Experienced teachers begin by showing how fantasy stories like ‘The Magic Tree House’ or local folktales use rising action to build suspense. They avoid starting with worksheets and instead let students act out scenes or draw maps first. Research suggests that when students physically place story events on a mountain or act out choices, they internalise structure far better than through lectures alone. Always model one example fully before asking students to try, so they see the connection between challenge, choice, and growth.

What to Expect

By the end of these activities, students will write a middle section where the main challenge escalates clearly and the character’s choices feel purposeful. They will use descriptive language to show tension and sequence events in a way that keeps the reader engaged. Their drafts will show rising action that builds toward a strong climax.

Watch Out for These Misconceptions

Common Misconception

During Challenge Brainstorm Relay, watch for students who list problems without showing how they connect to the character’s goal.

What to Teach Instead

After the relay, have each pair share one challenge and ask the class to vote: ‘Does this test the hero’s courage or cleverness?’ to push them toward purposeful obstacles.

Common Misconception

During Story Mountain Mapping, watch for groups who skip showing how choices push the story forward.

What to Teach Instead

Have students use arrows on their maps to connect each challenge to a choice, then ask, ‘Does this choice make the problem bigger or smaller?’ to clarify cause and effect.

Common Misconception

During Peer Review Drafts, watch for students who only correct spelling and ignore whether the middle builds tension.

What to Teach Instead

Provide a small checklist with questions like ‘Can you feel the danger growing?’ and ‘Does the character do something important here?’ to guide focused feedback.

Assessment Ideas

Quick Check

After Challenge Brainstorm Relay, ask students to write the main problem their character faces on a sticky note and one sentence about a choice the character makes to deal with it. Collect these to check if challenges escalate logically.

Discussion Prompt

During Story Mountain Mapping, present a short scenario like ‘The river blocked the path to the treasure.’ Ask, ‘What could the character do here? How would that choice move the story forward?’ Record student ideas on the board to assess if they understand rising action.

Peer Assessment

After Peer Review Drafts, have students exchange the middle section of their partner’s story. They must identify the main challenge and one choice the character makes, then discuss their feedback using the checklist provided.

Extensions & Scaffolding

• Challenge: Ask students to rewrite their middle section with a twist—what if the character made a different choice? How does the story change? Let them illustrate the new outcome to deepen critical thinking.
• Scaffolding: Provide sentence starters like ‘The moment the character faced the ___, they had to decide between ___ and ___.’ to support students who struggle with starting.
• Deeper exploration: Invite students to research myths or legends from their local culture and identify how rising action is built in those stories. Have them present one example to the class.

Key Vocabulary

Rising Action	The part of the story where the main character faces challenges and the plot becomes more exciting.
Protagonist	The main character in a story, who faces the central conflict.
Obstacle	Something that blocks the way or makes it difficult for the character to achieve their goal.
Consequence	What happens as a result of a character's decision or action.