McKenna Ciner

TE 310-01

Reading Lesson One

Topic: Comprehending Narrative Text- Creating a map of a story.

Educational Gains:
This lesson will focus on the importance of understanding narrative text. Sometimes stories are
hard to interpret on the first read. A story map is “a way of identifying major structural elements,
both explicit and implicit, underlying a story to be taught in class.” (Vacca, 2010) when students
are able to identify the different parts of a story, they are able to start understanding the
meaning and purpose of a story. Not only can students cite a beginning, middle, and end to a
story, but there are options for students to show their comprehension of the literature through
story map pictures, story frames, or flow charting. A few of these examples will be shown
throughout the lesson. This offers differentiation for students who have different learning styles.

Objective:
- Students will use creativity and a map to show comprehension of a story.
- Students will identify main parts of a story.
- Students will use pictures to retell a story.

Standards:
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.

CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.

Book: Ellie by Mike Wu (2015)

Materials:
- Sheets of paper
- Markers, coloring tools
- Scissors
- Book

Anticipatory Set:
- Bring the students to the front of the room/carpet area.
- Read the morning message. The morning message is as follows:
Good morning, Second Graders! Today is Wednesday, March __, 2019. This morning we will be
working on creating a map of a story. I wonder who this will work? It’s going to be a great day!

- Ask the students if they have heard of a story map. If they have any guesses as to what
it means.
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TE 310-01
- Introduce the idea of story maps. Story maps help us to understand the plot (the events
that make up a story).
- Introduce the fact that stories have a beginning, middle, and end. Keep in mind of that
idea as we read this book.

Body of the Lesson:

- Introduce the book Ellie.
- Read the book.
- After reading the book everyone will grab a piece of paper and they will be instructed to
cut the paper by the teacher (picture attached).
- Go one direction at a time to cut the paper. You will fold the paper hot dog style, and
then cut flaps on the paper- only on one side. You will want to cut four flaps. One small
one for the title. And the other three for a beginning portion, a middle portion, and an end
portion.
- Once the paper is cut, you will reiterate about how narrative stories have a beginning,
middle, and end. At that point students will write beginning, middle, and end.
- There are certain questions we can answer to understand a story. These questions are
in each section of the pamphlet.
In the beginning you need setting and the characters.
In the middle you will have the problem in the story and three plot points. Plot points are
three things in the story that you think are important in understanding the story.
The end is the resolution or the end of the story, and your reaction to the story.

- As a class you will fill out the beginning portion. Once everything is clarified, as a group
students can work on the middle portion. The end portion will be done independently.
- There are photos included to show what the pamphlets should look like.
- On the opposite side of the writing, students can draw a picture representation of each
portion of the map.

Assessment:
Formative Assessment: I will assess students comprehension of the narrative by checking over
the pamphlet. I will use a checklist to check over the map. It will be out of 14 points.
❏ Student correctly identifies the title and author of the story. (2pts)
❏ Student creates a beginning, middle, and end portion of the map. (1pt)
❏ Student identifies the setting. (1pt)
❏ Student identifies the characters. (1pt)
❏ Student identifies the problem of the story. (1pt)
❏ Student identifies three main plot points of the story. (3pts)
❏ Student identifies the resolution of the story. (1pt)
❏ Student has a reaction identified in the story. (1pt)
❏ Student has pictures that correlate to the story. (3pts)
While students are working in groups, I will go around to make sure that students are working
cooperatively in groups. If they struggle with comprehension, I will be there to guide them. As an
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TE 310-01
informal assessment, I will ask students their thoughts and opinions throughout the story to see
if they grasp the meaning of plot.

Differentiation:
Gifted: For students who are gifted, I would offer to allow students to come up with a different
ending to the story. When they come up with a different ending or they can come up with a what
comes next portion to the story. They can draw or explain what they think would happen in their
version of the story.
ELL: This lesson includes group work that is beneficial for students that are english language
learners. There is also an option to find the book in the student’s home language.
Exceptional Children: For exceptional students there are options to work as pairs/ in groups to
come up with a story map of their own. If they are struggling, a story frame is a good option, as
it gives hints and clues and helps students to find the answers in an appropriate way.
Different Learning Styles: Offering students different ways to incorporate their learning styles
while still showing their understanding of the standards. Offering students to draw a story circle,
or write a story frame, perform a recitation of the story, is all covering their different learning
styles.
Citations:

Wu, Mike. (2015). Ellie. Los Angeles: Disney * Hyperion.

Vacca, JoAnne L, Rickard T. Vacca, Mary K. Grove, Linda C. Burkey, Lisa A. Lenhart,
Christine A. McKeon. (2010) Reading and Learning to Read. New York: Pearson.