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ELA2 Standard 5 Combo
12/12/02
10:44 AM
Page 221
Standard Indicator
2.5.1 Mapping Personal Narratives Purpose Students will write a brief personal narrative describing the setting, characters, problems/goals, and events in detail.
Materials For the teacher: transparency of Black Line Master (BLM) Story Map, overhead projector, transparency of blank story map For each student: copy of BLM Story Map
Activity
B. Activity 1. Ask students to brainstorm and list events that have really happened to them that they think would make good stories. 2. Give each student a copy of the BLM Story Map to fill out prior to writing his or her story. 3. Allow students to write their personal narratives, using the BLM as a guide. 4. This activity may take up writing time over the course of a few days. Have the students continue the writing process and publish their stories as a class book.
(continued) Standard 5 / Curriculum Framework / Activity 1 Indiana English/Language Arts Grade 2 Standards Resource, February 2003
ACTIVITY Allow students to publish their stories as part of the complete writing process. Stories could be made into picture books, shared with younger students, or placed in your classroom library. Stories could be presented by one writer in an “author’s chair” each day.
incorporating
TECHNOLOGY Have students use word processing software for producing stories in final form and for publishing their books.
Standards Links 2.5.2, 2.5.5, 2.5.6 page 221
Standard 5
A. Pre-Activity Discussion 1. Inform students that they will be writing personal narratives, which are stories that have actually happened to them. 2. Share a short personal narrative that you or somebody else has written. 3. Explain to students that story maps are often made before stories are written. Authors use story maps to help organize their ideas and define the elements in detail of the story, such as setting, characters, problems/goals, and events. Point out that everything on the story map should also be in the story. 4. Have students help you fill out a story map for the personal narrative that you read aloud. Stress the use of descriptive details.
extending THE
ELA2 Standard 5 Combo
12/12/02
10:44 AM
Page 222
Activity (continued) C. Close the Activity 1. Tell students that a story map is a type of graphic organizer that is often used for pre-writing. 2. Promote a discussion about how their story maps helped them write a better story.
Questions for Review Basic Concepts and Processes At the end of the activity, ask students the following questions: What is the purpose of a story map?
Standard 5
How can using a story map make you a better writer?
page 222
Standard 5 / Curriculum Framework / Activity 1 Indiana English/Language Arts Grade 2 Standards Resource, February 2003
ELA2 Standard 5 Combo
12/12/02
10:44 AM
Page 223
Name:
Story Map Setting
Main Character
Other Character
Problems/Goals
Main Events Beginning
Middle
End
Standard 5 / Curriculum Framework / Activity 1 Indiana English/Language Arts Grade 2 Standards Resource, February 2003
Black Line Master 1 page 223
ELA2 Standard 5 Combo
12/12/02
10:44 AM
Page 224
Story Map Teacher Directions Give each student a copy of the BLM Story Map and ask them to fill it out. Have them compose a narrative based on the information they have written on the BLM.
Answer Key Answers will vary.
Black Line Master 1 page 224
Standard 5 / Curriculum Framework / Activity 1 Indiana English/Language Arts Grade 2 Standards Resource, February 2003
12/12/02
10:44 AM
Page 221
Standard Indicator
2.5.1 Mapping Personal Narratives Purpose Students will write a brief personal narrative describing the setting, characters, problems/goals, and events in detail.
Materials For the teacher: transparency of Black Line Master (BLM) Story Map, overhead projector, transparency of blank story map For each student: copy of BLM Story Map
Activity
B. Activity 1. Ask students to brainstorm and list events that have really happened to them that they think would make good stories. 2. Give each student a copy of the BLM Story Map to fill out prior to writing his or her story. 3. Allow students to write their personal narratives, using the BLM as a guide. 4. This activity may take up writing time over the course of a few days. Have the students continue the writing process and publish their stories as a class book.
(continued) Standard 5 / Curriculum Framework / Activity 1 Indiana English/Language Arts Grade 2 Standards Resource, February 2003
ACTIVITY Allow students to publish their stories as part of the complete writing process. Stories could be made into picture books, shared with younger students, or placed in your classroom library. Stories could be presented by one writer in an “author’s chair” each day.
incorporating
TECHNOLOGY Have students use word processing software for producing stories in final form and for publishing their books.
Standards Links 2.5.2, 2.5.5, 2.5.6 page 221
Standard 5
A. Pre-Activity Discussion 1. Inform students that they will be writing personal narratives, which are stories that have actually happened to them. 2. Share a short personal narrative that you or somebody else has written. 3. Explain to students that story maps are often made before stories are written. Authors use story maps to help organize their ideas and define the elements in detail of the story, such as setting, characters, problems/goals, and events. Point out that everything on the story map should also be in the story. 4. Have students help you fill out a story map for the personal narrative that you read aloud. Stress the use of descriptive details.
extending THE
ELA2 Standard 5 Combo
12/12/02
10:44 AM
Page 222
Activity (continued) C. Close the Activity 1. Tell students that a story map is a type of graphic organizer that is often used for pre-writing. 2. Promote a discussion about how their story maps helped them write a better story.
Questions for Review Basic Concepts and Processes At the end of the activity, ask students the following questions: What is the purpose of a story map?
Standard 5
How can using a story map make you a better writer?
page 222
Standard 5 / Curriculum Framework / Activity 1 Indiana English/Language Arts Grade 2 Standards Resource, February 2003
ELA2 Standard 5 Combo
12/12/02
10:44 AM
Page 223
Name:
Story Map Setting
Main Character
Other Character
Problems/Goals
Main Events Beginning
Middle
End
Standard 5 / Curriculum Framework / Activity 1 Indiana English/Language Arts Grade 2 Standards Resource, February 2003
Black Line Master 1 page 223
ELA2 Standard 5 Combo
12/12/02
10:44 AM
Page 224
Story Map Teacher Directions Give each student a copy of the BLM Story Map and ask them to fill it out. Have them compose a narrative based on the information they have written on the BLM.
Answer Key Answers will vary.
Black Line Master 1 page 224
Standard 5 / Curriculum Framework / Activity 1 Indiana English/Language Arts Grade 2 Standards Resource, February 2003
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