Lesson Plan : Story Mapping

Teacher Name:
 Ms. Griffith
 Grade 2
 Literature Activities

 Literature: Narrative story
 - Setting - Characters - Problem - Plot - Resolution
 To enable students to be able to use elements of setting, characters, problem, plot, and resolution to recall story.
 The students will increase their coprehension skills in narrative text through the tool of story mapping
 - The Hiccupping Hippo, written by Keith Faulkner and illustrated Jonathan Lambert - White Board - Markers - Copies of a short story with illustrations - Premade story map frames
 With the previous learned basic knowledge of what setting, characters, problem, plot, and resolution are, I will introduce to the students the concept of the story map--a way of integrating all of the components to attain a maximized form of comprehension
 We will read The Hiccupping Hippo and I will ask them questions about each element during the story. During this time, I will fill out a story map on the board (using different colors for each component).
 Using an additional simple, short story, as a class, we will set up another story map and fill it out on the board. We will also discuss how and why we arrived at each answer by using the text as a reference.
 For students with learning disabilities, I would provide a graphic, color coded sheet that would enable students to see what a story map chart is and what component goes into each grid. I would also perhaps, break down the story map concept into separate chunks and extend the lesson over a longer period of time (e.g. more than one reading block). In addition to this, I would provide additional guided practice to observe mastery. For ESL students: I would perhaps find a text that is less complex. I would also provide a graphic chart to help them visualize the story map concept and perhaps provide a more understandable form of the concepts within the story map. Additional guided practice would be initiated if needed.
Checking For Understanding:
 During the Cooperative practice, I would monitor each group to see how they were progressing. If they came up with some problems, I would guide them in the right direction (for example, if they could not come up with centralized problems or resolutions). To assess, I would grade by group participation as well their responses when assembling the story web on the wall in front of the class.
 To end this lesson, we would again review the story map process and I would announce that we would work on a more difficult story within the next week.
Teacher Reflections:

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