Elements of a Story: Character Mapping

Date: March 26
Objective(s) for todays lesson: Students will be able to identify four traits of a
character in a narrative read aloud. Students will be able to use evidence from the text
to explain why the character has those traits. Students will be able to use the iPad
application Popplet to create a character map.
Rationale: Being able to describe character traits makes us better readers; it helps us
connect to the characters and understand why the characters think, act, speak, and
believe the way that they do.
Materials & supplies needed: Stephanies Ponytail by Robert Munsch, iPad with
Popplet application, large paper, markers

Lesson Introduction: (3 minutes)

Explain that today, we are beginning a group of lessons
on elements of a narrative
What is a narrative?
Elements of a narrative include characters, setting, and
plot (events that occur in the text)
Today, we will focus on characters
It is important for us to describe characters because it
helps us understand why the characters think, act,
speak, and believe the way that they do
Activity #1: (7 minutes)
Close your eyes and think of three words to use to
describe yourself -> Share
Think of three words to describe a friend -> Share
All of these descriptive words are traits, or qualities
that we have
Can we think of any other trait words?
Characters have traits too!
Today, we will read a narrative called Stephanies
Ponytail
Our goal is to identify four of Stephanies traits
Activity #2: (15 minutes)
Interactive Read-Aloud of Stephanies Ponytail
Discussion Questions:
Have you ever copied someone? Why?
How did Stephanie react to people copying her?
What does this tell us about her character traits?
The students in the book made fun of Stephanies
ponytail. How did she react? What does this tell us
about her character?
Have you ever been tricked? Have you ever tricked
someone? How did it make you feel?
Why did Stephanie trick the people around her?
Return to list of character traits: What words describe
Stephanie? Why?

Difficult vocabulary is explained

to aid in comprehension.

Student ideas are written on a

large paper to provide visual
support.

Teacher will read at a slower rate

to make input more
comprehensible.
Simple comprehension questions
are asked throughout read-aloud
to monitor comprehension.
Teacher will repeat or rephrase
student responses to aid in
listening comprehension.

Assessment: (15 minutes)

Explicit instruction in Popplet application: adding a
popple, adding text, etc.
Students will works in pairs and use the Popplet
application to create a Character Map for Stephanie
including FOUR traits and evidence from the text to
support their ideas

If needed, students will dictate

responses to the teacher who will
input them into Popplet
Partner work allows students to
negotiate for meaning together

Lesson Closure: (5 minutes)

Present Character Map
Discussion of what we learned today and how we can
use it to become better readers

Assessment Grading Rubric:

Character Traits

4- Four traits
identified

3- Three traits
identified

2- Two traits
identified

1- One trait
identified

Textual Evidence

4- Provides and
clearly explains
strong evidence to
support opinion

3- Provides and
clearly explains
evidence to
support opinion

2- Provides vague
evidence to
support opinion

1- Provides very
little, unreleated, or
incorrect evidence
to support opinion

Total Score: /8

Elements of a Story: Plot

Date: March 31
Objective(s) for todays lesson: Students will be able to recount three main events of
a narrative. Students will be able to use the iPad application Sock Puppets to create a
puppet show retelling the main events of the text.
Rationale: Being able to retell a text makes us better readers; by remembering the
main events of a narrative, we can better understand the characters and plot.
Materials & supplies needed: Tikki Tikki Tembo retold by Arlene Mosel, Flora and
the Flamingo by Molly Idle, iPad with Sock Puppets application, large paper, markers

Lesson Introduction: (5 minutes)

Students close their eyes and think of their perfect
Saturday; students turn to their partners and describe
their day from beginning to end using words such as
first, then, next, last, etc.
Explain that today, we are continuing our exploration of
the elements of a narrative by focusing on plot
What is the plot of a story?
The plot is the order of events in the story; it is important
for the events to be in order so that the story makes
sense
Our goal for today is to be able to retell a narrative; we
will practice one together first, then they will do one on
their own
Activity #1: (10 minutes)
Interactive Read-Aloud of Tikki Tikki Tembo
Stop to think-aloud a review of major events; ask for
students to help me remember after the process has
been modeled
As a group, write down the major events in order on one
of the large pieces of paper
Discussion afterwards: What strategies did we use to
help us remember the events?
Activity #2: (10 minutes)
Ask: Do all stories need to have words?
Explain that authors dont always use words to tell a
story; today they will read a story that does not use
words and use the strategies that we discussed to
retell the story
Students will read Flora and the Flamingo together
then work together to brainstorm the major events of
the story

Difficult vocabulary is explained

to aid in comprehension.

Objective explained, providing

students with a reason for
participating.

Think-aloud to model the strategy

for students.
Teacher will read at a slower rate
to make input more
comprehensible.
Student ideas are written on a
large paper to provide visual
support.

Narrative without text is used to

prevent a language barrier
influencing the students ability to
demonstrate the skill.

Assessment: (15 minutes)

Explicit instruction in Sock Puppets application:
choosing characters, constructing the setting,
Partner work allows students to
recording, etc.
negotiate for meaning together.
Students will works in pairs and use the Sock Puppets
application to retell the story of Flora and the
Flamingo using words
Lesson Closure: (5 minutes)
Present Puppet Show
Teacher will repeat or rephrase
What strategies did you use to determine the main student responses to aid in
listening comprehension.
events?
Discussion of what we learned today and how we can
use it to become better readers

Rubric for Sock Puppets Assessment:

Characters

2- Two characters
included

Setting

1- Realistic setting

Events

Total:

1- One character
included

/ 12

3- All events sequenced

correctly

2- Most events
sequenced correctly

1- Some events
sequenced correctly

3- All major events from

the beginning, middle,
and end included

2- Most major events

from the beginning,
middle, and end
included

1- Some events
included

3- Events described in
detail

2- Events described with 1- Events described with

some detail
little detail

Elements of a Story: Problem, Solution, and Putting it All Together

Date: March 31
Objective(s) for todays lesson: Students will be able to identify the main characters,
setting, main events, problem, and solution of a narrative text. Students will be able to
create a book report using www.glogster.com.
Rationale: Being able to identify the elements of a story makes us better readers; it
helps us understand what we are reading.
Materials & supplies needed: Candy, The Lorax by Dr. Seuss, and laptop with
internet access

Lesson Introduction: (5 minutes)

I will begin by telling the students that today we are
eating candy! I will pass out pieces of candy to each of
us. I will give myself more pieces than I am giving them.
When students express frustration, I will say, So what is
the problem here? Can we think of a solution?
Explain that today is our final lesson about story
elements- we are exploring the problem and solution of
a story along with the other elements that we have
learned about. What are they?
Our goal for today is to be able to identify the problem
and solution of a text, along with the characters, setting,
and plot
Activity #1: (15 minutes)
Tell students that many times the problem is introduced
at the beginning of the story and that the main character
has to figure out how to solve the problem, which is
called the solution. The solution generally happens at
the end of the story.
Interactive Read-Aloud The Lorax
Stop after the Once-ler builds his factory to ask, What is
the problem? What do you think is a solution to the
problem? Lets read to find out!
Discussion around story elements:
1. What was the land of the Lorax like before the
Once-ler arrived? Did it seem like someplace you'd
like to live?
2. What kind of person is the Once-ler? Why won't he
listen to the Lorax?
3. How does the Once-ler's Thneed business hurt the
land of the Lorax? How could things have been
different if the Once-ler listened to the Lorax?
4. What do you think the boy hearing the story will do
with the Truffula seed that the Once-ler tosses to
him? What would you do if you were the boy?

Difficult vocabulary is explained

to aid in comprehension.

Objective explained, providing

students with a reason for
participating.

Think-aloud to model the strategy

for students.
Teacher will read at a slower rate
to make input more
comprehensible.

Teacher will repeat or rephrase

student responses to aid in
listening comprehension.

Assessment: (20 minutes)

Explicit instruction in use of Glogster: adding images
and text
Students will works in pairs to create a Glog using the
Book Report template including characters, setting,
main events, problem, solution, and a personal
response

Partner work allows students to

negotiate for meaning together.

Lesson Closure: (5 minutes)

Present Glog
Teacher will repeat or rephrase
How can we use the strategies that we learned to student responses to aid in
listening comprehension.
become better readers?

Rubric for Glog Assessment:

Main Characters

3- Main characters
identified; described in
detail

2- Main characters are

identified; vaguely
described

1- Main characters
identified; no description

Setting

3- Setting identified;
described in detail

2- Setting identified;
vaguely described

1- Setting identified; no
description

Problem

3- Problem identified;
described in detail

2- Problem identified;
vaguely described

1- Problem identified; no
description

Conclusion (Solution)

3- Solution identified;
described in detail

2- Solution identified;
vaguely described

1- Solution identified; no
description

Main Events

3- Three main events

identified

2- Two main events

identified

1- One main event

identified

Personal Response

3- Response included
and detailed

2- Response included
with some detail

1- Response included
with no detail

2- Images included, text

centered in boxes, looks
professional

1- Some images
included; looks
somewhat professional

Media/General
Appearance

Total Score: / 20