Story Map Worksheet

The song is very obnoxious and should get in their head for the rest of the day- causing them to remember the elements. On Monday, we will go over the literary elements once more, watching the video again, then the students will read a short story, once with me and once on their own. After the story we will discuss what the story was about and then talk about the elements in regards to the story read. The students will then make a foldable of the terms. The foldable activity will include writing the term, the definition, and an example of the term using the short story “The Story of An Hour”. On Tuesday, we will focus more on the element of plot, going over the diagram with the: exposition, rising action, climax, falling action, and resolution. The students will then read the story of “The Legend of Sleepy Hollow”. The students will read the story on their own and complete the worksheet with limited to no help based on the context of literary elements that are the foundation of a story. On Wednesday, the students will engage in a discussion while listening to a presentation about the

The students will be able to gather the information in the story, solving the word problem using their tools provide by the teacher.

To ensure that the students clearly grasp the theme of the previous day’s story, the students and the teacher went over this. Once the teacher had a clear understanding that the students can use character development to identify the theme of a story, she placed the students into three different groups and gave them

Students will read and identify the beginning, middle, and end of a mini story provided for them.

Students will work in collaborative groups to sort which information is needed, what can be acted out and what is not needed. (Which information do you think you can take out? Why? Is there anything you may be able to add to your part of the story? If so, why would you add it?)

Warm Up: Large Group: Activity: Teacher will read the story about Johnny Appleseed. Then chart information of how he was being a good citizen.

Instructional Activity: This book activity would be implemented in a first or second grade classroom so the students would be able to express their creativity through writing. After “reading” the book we would discusses if the events of the book really happened or if it was just a dream. Then the students would write about one of their own dreams or write about their own adventure with Wonder Bear.

Currently all of our students are working on completing their narratives that they have been working on for the last couple of weeks. In order to

This is hard to answer as the there could be so many creative answers from the students. I would focus on the students staying on topic and close to the actual theme of the story.

Take turns dictating the lines of the story and write them down on the spaces provided.

Teaching Suggestion: Math: During the story, Little Man (Victor) takes over Rat’s paper route during July so that Rat could go visit his grandparents. Pretend that you are going to have a paper route of your own. Individually, decide and map out your paper

After Book: Show students Circular story chart. Go over how the book was a circular story.

During the second day (but it actually took us 2 days) we tried to put our self in Paco´s shoes (a Spanish farmer in the deep Spain) we needed to figure out how he felt and what were his problems. So we created some stories about him imagining where he was, what was his motivation and the possible outcome. Next, we had to visualize the solutions for his problems, and this was tough… we came out with many different ideas of how to solve his problems. We decided to chose some of them and created small stories using sketches and explaining how we could solve this problems for him. This was an interesting exercise because it helped us to visualize the whole process, from Paco´s problem till the solution.

Students were required to create a map that displayed the main events throughout the story. The map required at least ten major events that occurred in the story and images for each event.

The purpose of the story time was to introduce students to Dr. Seuss, since it was his birthday the next day (2nd March) and the school was going to have a “Dr. Seuss Parade” the next morning. This activity was also useful in helping students recognize similar sounding