Subject(s): Language Arts Grades(s): Grades PreK-1, Grades 2-3

Title – Spring Into Story Maps
By – Jamie Rettke
Subject – Language Arts
Grade Level – 1-3
Topic: Identification of digraphs and the use of story maps

Grade level: second grade – bilingual

Student objectives: when asked, the students will be able to:

1.      Construct a story map including setting, characters, conflict, and solution

2.      Identify three examples of digraphs

3.      Answer comprehension questions about the story

Materials:

            For the teacher:

·        Frog and Toad Are Friends by Arnold Lobel

·        Oversized paper to demonstrate story map construction

For each student:

·        Frog and Toad Are Friends by Arnold Lobel

·        Copy of Story Map worksheet

Material preparation before the activity:

             None

Motivation component: (~ 2 minutes)

             Begin this lesson with a review of blends.  Consonant blends are a combination, in one syllable, which represent a distinct sound when pronounced.  Some examples are /bl/ /fl/ /cl/ /gl/ /pl/ /sl/ and /spl/.  Ask the students for some examples of words that contain blends.  Explain to the students that they will now learn about a new kind of blend, called digraphs.

Procedures: (~ 40 minutes)

1.      Explain to students that digraphs are consonants that represent one sound.  Some examples are /wh/ /ch/ /th/ /sh/ and /ng/.  Give the students some examples of digraphs.  Ask them to look for more examples within the story.

2.      The teacher will read the story Spring 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.

3.      After the students have reread the story, ask them to find examples of digraphs within the story.  Once they find a word, ask for other examples that use that same digraph.  If possible, write these words on the board.  Ask the students to make the sound those letter combinations make.

4.      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.  Introduce such key terms as: First, second, then, next, and finally.  These terms will be used during the next lesson on The Story.

·     Setting – Toad’s house in the spring

·     Characters – Frog and Toad

·     Conflict – Frog wanted Toad to get up to play; Toad wanted to sleep until May.

·     Solution – Frog changed the calendar until it said it was May.

Questions (to be asked throughout the story):

1.      What do you think this story will be about?  (p.4)

2.      Why do you thing Toad could not see?  (p.7)

3.      Why didn’t Toad answer Frog?  (p. 12)

4.      Why was the November page still on top of the calendar?  (p. 12)

5.      What month would the calendar page say now?  (p.13)

6.      What are some things that happen in the spring?  (p. 15)

Closure: (~ 2 minutes)

             Ask the students questions to review the story by using the story map.  Ask the students to point out any digraphs they may have written in their story map. Tell the students that next time they will be able to write their own story.

Assessment:

1.      Informal observations while identifying examples of digraphs (Formative)

2.      Creation of story map (Formative)

E-Mail Jamie!