Title – The Story

By – Jamie Rettke

Subject – Language Arts

Grade Level – 1-3

Topic:

Use of story maps to create unique stories

Grade level:

second grade – bilingual

Student objectives:

when asked, the students will be able to:

1.

     



Describe four of the five parts
of a story [setting, characters, conflict, solution, happenings]

2.

     


Create  a story map using all five parts

3.

     



Identify of three examples digraphs

Materials:

           

For
the teacher:

·

       


Oversize paper showing an example of a story map   

For
each group of 4-5 students:

·

       




Frog and Toad Are Friends



– The Story

·

       



Story map worksheet

Material
preparation before the activity:

           

 Story
map used from lesson entitles “Spring”

Motivation
component:


             Show the students
the story map created for the story “Spring”.  Ask them to review the parts
of a story map.

Procedures:



(~ 40 minutes)

1.

     


The teacher will read the story

The Story

aloud.  Ask students
questions where needed.  Explain words that may be new or difficult for the
students.  After the story has been read aloud, the students will then go back
and read the story again, in turns.

2.

     


After the students have reread the story, they will discuss the
parts of a story (setting, characters, conflict, solution, and happenings). 
On an oversized piece of paper, the group will construct a story map.  Re-introduce
such key terms as: First, second, then, next, and finally. 

·

    



Setting – Frog’s house

·

    



Characters – Frog and Toad

·

    



Conflict – Frog was not feeling well so Toad wanted
to tell him a story, but Toad could not think of a good story

·

    



Solution – Frog told Toad a good story

3.

     


The students will then brainstorm ideas for their own story. 
They will use a story map to organize their ideas.

4.

     



After the students have created
their story map, they will continue on to write out their story.

5.

     



If time is still available, the
students will have an opportunity to illustrate their story.

Questions
(to be asked throughout the story):

     

What
do you think this story will be about?  (p. 16)

     

Do
you think it is hard to think of a story?  (p. 18)

     

Why
do you think Frog is standing on his head?  (p. 20)

     

Why
do you think Toad did not answer Frog?  (p. 27)

Closure:



(~ 2 minutes)

           



 

Ask
the students to share their stories with the rest of the group.  Have the students
identify the setting, characters, conflict, and solution.  Tell the students
that writing a letter, just like writing a story, has different parts.  This
will lead into the lesson on “The Letter”.

Assessment:

1.

     



 

Informal observations while creating story map (Formative)

2.

     



 

The students story map and story (Formative)

E-Mail

Jamie

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