Narrative Blueprints Slides Scriptwriter's Workshop
NARRATIVE
BLUEPRINTS
Deconstructing social stories to build a better script for self-regulation.
The Assembly Challenge
"Imagine being asked to build a rocket ship using only a bag of parts and a list of instructions written in a language you don't speak."
Without a clear script, we often feel:
Confused and Frustrated
Misunderstood by others
Reacting instead of choosing
Social Stories provide the missing instructions!
What is a Social Story?
A short, personalized story that explains a social situation and helps us understand how to navigate it successfully.
"It's like a rehearsal for a movie where you're the star, and the goal is a peaceful ending."
1
It uses facts, not opinions.
2
It considers others' feelings.
3
It gives a clear action plan.
The Three Building Blocks
Descriptive
The Facts
Answers the Who, What, Where, and Why.
"Sometimes the cafeteria gets very loud."
Perspective
The Feelings
Explains how others think or feel about the event.
"My teacher likes it when students follow the quiet signal."
Directive
The Action
Tells you what to do. Uses "I will" or "I can" statements.
"I will try to take three deep breaths."
The Golden Ratio
A good social story isn't just a list of rules.
2-5 Descriptive
Perspective
=
1 Directive
Why? Because we need to understand the REASON before we change the ACTION.
Narrative Decoder Worksheet Narrative Decoder
Lesson 1: Deconstructing Social Stories
Name:
Date:
DESCRIPTIVE (D)
Facts: Who, what, where, why.
PERSPECTIVE (P)
Feelings: What others think/feel.
DIRECTIVE (A)
Action: What "I will" do.
1
The Cafeteria Script
Read the social story below. Label each sentence by writing D , P , or A in the box next to it.
Every day at 12:00 PM, my class goes to the cafeteria for lunch.
There are many students talking and moving their chairs in the room.
This can make the lunchroom very loud and busy.
My teachers feel happy when the cafeteria stays safe and organized.
When it gets too loud, I will try to use my noise-canceling headphones.
2
Mixed Script Fragments
Identify the type for each individual sentence fragment below:
"It makes my friends sad when I interrupt them while they are talking."
"I will wait for a pause in the conversation before I start speaking."
"In English class, we sit in a circle to discuss our weekly reading."
3
The Golden Ratio Check
Look back at "The Cafeteria Script" in Section 1. Count the types:
Descriptive
Perspective
Directive
Does this follow the recommended ratio (more facts/feelings than actions)? Why or why not?
Social Story Master Class Guide Social Story Master Class
Lesson 1: Deconstructing Social Narratives
Teacher Guide
The Hook: The Assembly Challenge
Provide small groups with a bag of Lego bricks or IKEA-style hardware but no pictures and instructions written in Greek, Morse Code, or Emoji . Give them 3 minutes to build a specific object.
"How did that feel? What was missing? Today we are learning how to write the missing instructions for situations that feel like that."
Key Concepts & Definitions
Descriptive:
Objective 'facts' only. No judgment or emotion. (e.g., "The hallway is busy.")
Perspective:
The 'why' behind the social rule. Focuses on others' thoughts/feelings. (e.g., "Teachers like it when students walk.")
Directive:
The 'I will' plan. Positive replacement behavior. (e.g., "I will try to keep my hands by my side.")
Answer Key: Narrative Decoder
The Cafeteria Script
1. D - Fact about time/location.
2. D - Fact about surroundings.
3. D - Fact about the environment.
4. P - Focuses on teacher feelings.
5. A - Focuses on personal action (I will).
Golden Ratio Check:
3 Descriptive : 1 Perspective : 1 Directive. This is a healthy ratio (4:1 total) to ensure the student understands context before being told what to do.
Pro-Tip
Students often struggle with "Perspective" sentences. They might write "I feel mad" (which is descriptive of their own state). Remind them Perspective is about others or general social truths .
Differentiation
Support: Provide color-coded highlighters for the worksheet.Challenge: Ask students to write a "Bad Script" (all directive/rules) and compare how it feels. Mapping Stress Zones Slides Stage 2: Reconnaissance
Mapping the
STRESS ZONES
Identifying the moments that need a new script.
How Hot is the Stress?
5
Emergency
4
Boiling
3
Frustrated
2
Uneasy
1
Chilled
Level 1-2 Situations:
These are annoying but manageable. We can handle these with simple reminders.
Level 3-5 Situations:
These are our TARGETS for Social Stories. These are the scripts we need most.
Identifying the "Spark"
Social Moments
Transitions, group work, hallway noise, cafeteria chaos.
Academic Moments
Timed tests, difficult math problems, public speaking.
Change Moments
Substitute teachers, fire drills, schedule changes.
Feedback Moments
Getting a low grade, being corrected, asking for help.
Picking Your Focus
You are going to choose ONE specific moment from your school day that consistently makes you feel like a Level 3 or higher.
Must be Specific
"Transition to Lunch" instead of "School."
Must be Recurrent
Something that happens at least once a week.
Must be Important
Solving this will help you succeed in class.
Trigger Map Activity Stress Zone Map
"Know the terrain before you write the script."
Confidential:
1
The Daily Scan
Look through your school schedule. Rate each period using the Stress Thermometer (1-5) . 1 = Calm/Chill, 5 = Panic/Extreme Stress.
Homeroom / Arrival
1
2
3
4
5
Period 1: _________
Period 2: _________
Passing Time / Halls
Period 3: _________
Lunch / Cafeteria
Period 4: _________
PE / Electives
2
Mission Selection
Pick ONE moment that rated a 3, 4, or 5 above. This will be the focus of your Social Story.
The Chosen Moment:
Example: Transitioning from Math to English hallway...
What exactly happens that is stressful? (The Spark)
3
Observation Notes
Who is usually there?
Where does it take place?
What is the hardest part for you?
Empathy Facilitation Notes Empathy Facilitation
Lesson 2: Identifying Personal Triggers
Teacher Guide
Facilitating Vulnerability
Talking about behavioral "triggers" or "meltdowns" can be highly sensitive for 8th graders who are striving for independence and social acceptance.
Normalize the Stress: Share a time when you felt a Level 4 stress in a school setting (e.g., a technical failure during a lesson).Avoid Judgement: If a student says "Math is stupid," reframe it as "It sounds like Math class feels very frustrating (Level 4) right now."Privacy: Remind students that these maps are confidential and won't be read aloud without permission.
The Stress Thermometer Activity
Use the slides to walk through the 1-5 scale. Call out scenarios and have students hold up fingers (1-5) or move to corners of the room to "vote" on the stress level:
"The fire alarm goes off during a test."
"A teacher tells you to put your phone away."
"You have to find a partner for a group project."
"The cafeteria runs out of your favorite snack."
Helping Students Choose
Target Selection Criteria:
If a student is stuck, suggest a "Transition" (going from one place to another). These are often high-stress but have very clear "Descriptive" components (moving from Room A to Room B).
Observation Tip
Watch for students who rate everything as a 5. This may indicate general anxiety rather than specific behavioral triggers. These students might need a story about "Getting through the school day" rather than a specific event.
Key Takeaway
"We can't change the terrain (the school schedule), but we can change how we navigate it."
Behind the Scenes Slides Stage 3: Setting the Scene
BEHIND THE
SCENES
Writing the foundation: Descriptive and Perspective sentences.
The Camera Lens
Descriptive sentences are what a camera would record. No opinions, no judgments.
Bad Example:
"The hallway is a nightmare of annoying kids."
Good Example:
"Many students are walking in the hallway at 10:05 AM."
The Rule
If a robot couldn't see it, it's not a fact.
Perspective Sentences
These explain the "Social Why." Why do people act the way they do?
Teachers
"My teacher feels proud when students finish their work."
Peers
"My friends like it when I listen to their stories."
General
"Most people prefer a quiet room during a test."
Remember: It's about what OTHER people think or feel, not you!
The Writing Goal
2-4 Descriptive Sentences
1-2 Perspective Sentences
We are building the context before we decide on the action.
Drafting the Scene Sheet Drafting the Scene
"Part 1: The Context & The Why"
Writer:
My Chosen Stressful Moment:
1
The Camera Lens (Descriptive)
Write 3 facts about your situation. Use only things a camera could see. No feelings yet!
Check: Did you use any "bad" words like annoying, loud, mean, unfair ? If so, change them to facts!
2
Mind Reading (Perspective)
Why does this situation happen? What do the other people in the room think or feel?
A teacher involved might feel...
Other students might think...
3
Combining the Scenes
Write your descriptive and perspective sentences together in a short paragraph below.
Drafting Workshop Checklist Drafting Workshop
Lesson 3: Descriptive & Perspective Skills
Teacher Resource
The "Silent Movie" Hook
Show a 30-second clip of a social interaction (e.g., two people arguing or someone being ignored) with no sound .
Task A: Facts
Write 2 things you saw . (e.g., "The man waved his arms.")
Task B: Perspectives
Write what you think they felt. (e.g., "The woman felt frustrated.")
Drafting Checklist
Criteria What to look for... Objectivity No judgment words (bad, loud, unfair, mean). Focus on time, place, and people. Perspective Sentences focus on others' internal states, not the student's own. Non-Directive Ensure they haven't started writing rules yet. This is just the "set up."
Common Misconceptions
Issue: Writing "I feel angry" as a perspective sentence.
Fix: Explain that "I feel..." is a fact about themselves (descriptive). "My teacher feels..." is perspective.
Issue: Being too vague (e.g., "Sometimes things happen.")
Fix: Encourage the use of specific nouns (names of classes, times of day, specific peers).
Student Feedback Stems
Use these when circulating:
"How would a robot describe this hallway?"
"What do you think is going on in [Teacher's] head right then?"
"Is 'annoying' a fact, or how you feel about the fact?"
The Action Plan Slides Stage 4: The Action Plan
THE DIRECTIVE MISSION
Turning "Don't" into "I Will": Creating your positive script.
The GPS Challenge
"Imagine a GPS that only told you where NOT to go."
Negative GPS:
"Don't turn left. Don't go straight. Stop hitting the curb."
Positive GPS:
"Turn right in 200 feet. Stay in the center lane."
The Goal
Directive sentences should tell you exactly WHAT TO DO , not what to avoid.
Crafting Your Directives
I Will...
Gives you a clear instruction.
"I will try to keep my hands in my pockets."
I Can...
Shows you have a choice.
"I can ask my teacher for a 2-minute break."
Wait & See...
Gives a step-by-step process.
"I will wait for the bell before I stand up."
Try to use positive words like: try, use, wait, ask, stay.
The Power of "Instead"
When we feel stressed, our brain wants to react. We need to give it a Replacement Task .
Instead of yelling...
"I will use my 'inside voice' or write my question on a sticky note."
PRO-TIP:
Be realistic! Don't write something you know you can't do. A "2-minute head down" is better than a "perfect silence" if that's what you need.
Behavioral Blueprints Worksheet Behavioral Blueprint
"Part 2: The Action Plan"
Name:
Quick Recap of my Context (From Lesson 3):
The cafeteria is busy and loud. My teacher likes it when we stay at our tables...
1
The "Don't" to "Do" Flip
Rewrite these common "negative" rules into positive "I will" or "I can" statements.
"Don't run in the hallway."
"I will walk at a steady pace."
"Stop shouting during group work."
"Don't ignore the teacher."
2
My Mission Directives
Write 2-3 positive actions you can take during your stressful moment. Use "I will" or "I can."
Directive A (The main goal):
I will...
Directive B (A "choice" option):
I can...
Directive C (A backup plan):
If I feel overwhelmed, I will...
3
The Full Script
Combine your sentences from Lesson 3 with your new action steps. This is your first full draft!
Positive Replacement Guide Positive Replacement
Lesson 4: Crafting Directive Sentences
Teacher Resource
The GPS Challenge Hook
Setup: Clear a path in the classroom. Blindfold one student. The "GPS" partner must give only positive instructions to get them across.
"Don't walk into the desk!" (Not allowed)
"Step three inches to your right." (Encouraged)
Replacement Behavior Menu
If students struggle to think of "I will" actions, offer these common successful replacements:
Social Overload
• Use noise-canceling headphones
• Ask to sit in the 'quiet corner'
• Focus on my book/screen
Academic Frustration
• Raise hand for 30 seconds
• Skip to the next question
• Take three square breaths
Transitions
• Count my steps to the next class
• Keep hands in pockets
• Wait for the hallway to clear
Correction/Feedback
• Say "Thank you" and try again
• Take a sip of water before speaking
• Look at the floor and count to 5
Golden Rule
Directive sentences must be non-punitive . They are helpful hints, not threats. Avoid words like "must," "have to," or "should." Stick to "I will" or "I can."
Check for Feasibility
When reviewing student drafts, ask: "Is this something you actually have the power to do in the moment?" If they write "I will make the hallway quiet," remind them they can only control themselves .
Final Cut Slides Stage 5: Post-Production
THE FINAL CUT
Refining, reviewing, and publishing your personal narrative.
The Editor's Eye
Before we "publish," we must check our Sentence Balance .
2-5 Descriptive Sentences?
1-2 Perspective Sentences?
1 Clear Directive Sentence?
Warning!
If your story is only rules, it will feel like a lecture. Keep the facts and feelings front and center!
Constructive Feedback
Say This:
"I really understood the why in this part."
"The facts in the beginning were very clear."
"Maybe add one more sentence about what the teacher thinks?"
Avoid This:
"Your story is too long/boring."
"That wouldn't work for me."
"You spelled this word wrong." (Focus on the message !)
TAKING IT ON THE ROAD
A script is only useful if the actor has it. We will finalize your story into a Portable Format .
Digital Note
Pocket Card
Journal Insert
Story Review Rubric Story Review Rubric
"Ensuring the Blueprint is Solid"
Writer:
Reviewer:
Reviewers: Read the writer's story carefully. Place a checkmark in the box that best describes each part of their story. Remember to be kind and helpful!
Feature Great! Almost There Needs Edit Facts (Descriptive) 3-5 facts. No judgment words used. Zero facts, or mostly rules. Others (Perspective) Clearly explains how a teacher or peer feels. Mentions others but doesn't explain feelings. Only talks about the writer's feelings. Action (Directive) Uses positive "I will" statements. Uses "I shouldn't" or "Don't" statements. No clear plan for what to do. Specificity I can tell exactly when/where this happens. A bit vague about the situation. Too general (e.g., "At school").
One Strength:
One Suggestion:
Self-Check:
After reading your feedback, what is the most important change you will make to your script?
Pocket Scripts Template Pocket Scripts
Final Portable Edition
Instructions: Write your final, polished Social Story in the box below. Cut along the dotted line and fold in half to keep in your pocket, journal, or binder.
My Success Script
Focus:
The Scene:
The Why:
My Action:
Prepared by: ____________
Ready for use
Digital Version (Optional)
You can also type your story into a "Keep Note" or "Memo" on your phone or tablet. Add a specific emoji (like 🛡️ or 🚀) as the title so you can find it fast!
Mastery Celebration Guide Mastery Celebration
Lesson 5: Implementation & Review
Teacher Resource
The "Editor's Choice" Hook
Read a "Celebrity Apology" or a "Crisis Press Release" aloud (or provide printouts). Have students act as editors to see if it follows the Social Story ratio.
Does it state the facts objectively?
Does it show perspective (how it affected others)?
Does it give a clear, positive "I will" action plan?
Monitoring & Maintenance
A social story is a living document. Encourage students to "Update the Script" if:
The situation changes (e.g., a new teacher or room).
The directive isn't working or is too hard to follow.
The student masters the behavior and needs a more advanced goal.
The perspective changes (new understanding of others).
Parent/Team Collaboration
For maximum impact, share the finalized stories with the student's support team:
Tip 1: Send a copy home so parents can use the same language during morning routines.
Tip 2: Provide a copy to 'General Ed' teachers so they can prompt the student with the directive phrase: "Remember your cafeteria script?"
Review Strategy
During peer review, ensure students are matched thoughtfully. Pair students who have different stressors to avoid "stress contagion" or comparing their triggers in a negative way.
Final Check
Success looks like:
Student can identify all 3 sentence types.
Student has a portable version of their story.
The story follows the 4:1 ratio of description to directive.
