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This one is on Story Maps


Language Arts  


1, 2, 3  

Title – The Story
By – Jamie Rettke
Subject – Language Arts
Grade Level – 1-3
Topic: Use of story maps to create unique stories

Grade level: second grade – bilingual

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

1.       Describe four of the five parts of a story [setting, characters, conflict, solution, happenings]

2.       Create  a story map using all five parts

3.       Identify of three examples digraphs


            For the teacher:

·         Oversize paper showing an example of a story map   

For each group of 4-5 students:

·         Frog and Toad Are Friends – The Story

·         Story map worksheet

Material preparation before the activity:

             Story map used from lesson entitles “Spring”

Motivation component: (~ 5 minutes)

             Show the students the story map created for the story “Spring”.  Ask them to review the parts of a story map.

Procedures: (~ 40 minutes)

1.       The teacher will read the story The Story 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.

2.       After the students have reread the story, they will 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.  Re-introduce such key terms as: First, second, then, next, and finally. 

·      Setting – Frog’s house

·      Characters – Frog and Toad

·      Conflict – Frog was not feeling well so Toad wanted to tell him a story, but Toad could not think of a good story

·      Solution – Frog told Toad a good story

3.       The students will then brainstorm ideas for their own story.  They will use a story map to organize their ideas.

4.       After the students have created their story map, they will continue on to write out their story.

5.       If time is still available, the students will have an opportunity to illustrate their story.

Questions (to be asked throughout the story):

1.       What do you think this story will be about?  (p. 16)

2.       Do you think it is hard to think of a story?  (p. 18)

3.       Why do you think Frog is standing on his head?  (p. 20)

4.       Why do you think Toad did not answer Frog?  (p. 27)

Closure: (~ 2 minutes)

              Ask the students to share their stories with the rest of the group.  Have the students identify the setting, characters, conflict, and solution.  Tell the students that writing a letter, just like writing a story, has different parts.  This will lead into the lesson on “The Letter”.


1.         Informal observations while creating story map (Formative)

2.         The students story map and story (Formative)

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