On Hand: Charlotte's Web by E.B. White (1952).

Mini-Lesson: Share with the students that E.B. White wrote eight drafts of Charlotte's Web. (If you haven't introduced the concept of multiple drafts, here is a perfect opportunity.) He apparently had great difficulty with the beginning (as writers are apt to do), knowing that the beginning needs to do more than set the stage; it needs to instantly engage the reader. In draft B, his story began with the description of the barn-the text that opens Chapter 3 in the published draft. Tell students that you will read Mr. White's draft B beginning and then the published beginning and that you would like them to tell you which they believe is the better beginning.

From the start of Chapter 3, read:

The barn was very large. It was very old. It smelled of hay and it smelled of manure. It smelled of the perspiration of tired horses and the wonderful sweet breath of patient cows. It often had a sort of a peaceful smell-as though nothing bad could ever happen again in the world. It smelled of grain . . . [read to the end of the paragraph].

Then read from page 1:

      "Where's Papa going with that ax?" said Fern to her mother as they were setting the table for breakfast.

"Out to the hog house," said Mrs. Arable. "Some pigs were born last night."

"I don't see why he needs an ax," continued Fern, who was only eight.

"Well," said her mother. "One of the pigs is a runt. It's very small and weak, and it will never amount to anything. So your father has decided to do away with it."

"Do away with it?" shrieked Fern. "You mean kill it? Just because it's smaller than the others?"

            Discuss all of the reasons why the second beginning is much more effective than the first. During your talk you might point out some of the techniques authors have found effective:

·         Begin with a question (and what a great question this one is!). When our brains consider a question, we read on to satisfy the longing for an answer.

·         Begin with dialogue. No one ever listens to our mother's admonition to stop eavesdropping. We love to be privy to the conversations of others.

·         Create a ticking clock. If Fern does not get out to that barn within minutes, a little piglet will die.

Extension: Examine beginnings in different books. Make a chart that records the lead and the techniques the authors used to capture the attention of readers.