July 6, 2018
|
By Beth Lemon

Lesson plan

Story Mapping Group Work

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Do you need extra help for EL students? Try the Map a StoryPre-lesson.
EL Adjustments
GradeSubjectView aligned standards
Do you need extra help for EL students? Try the Map a StoryPre-lesson.

Students will be able to describe how characters respond to challenges in a story plot.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(2 minutes)
  • Tell students that today they will be reading short stories as a class and as small groups. Explain that they will use a story map to discuss the characters in each story.
(5 minutes)
  • Distribute the "Somebody Wanted" Story Map worksheet to students.
  • Introduce the story map, defining the key terms as you go. For example, explain that PreventMeans to stop something from happening. Write each definition on the board for student reference.
(10 minutes)
  • Distribute the first fiction passage to students.
  • Project the passage. Tell students to point to each word as you read aloud the passage.
  • Ask for student volunteers to help you fill in each blank on the story map.
(10 minutes)
  • Assign/remind students of their reading groups.
  • Distribute the second fiction passage to students.
  • Instruct students to begin reading the passage, taking turns reading each sentence. Students who are not reading should be following along with their finger.

Support:Arrange your groups so struggling readers can form a group that reads aloud with you.

Enrichment:For students needing a greater challenge, use a longer passage for the group work portion, such as the Story Map: Jeremy Fisher worksheet.

(5 minutes)
  • While students are reading, circulate the room answering questions and informally assessing student abilities.
  • Student fluency and comprehension should be noted for future small group work with you.
(5 minutes)
  • Call students back together.
  • Ask for student volunteers to share their group’s story map answers. On the board, provide sentence stems for responses, such as: “The little gray duckling wanted ____.”

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