PDE SAS Elements of a Story Lesson Plan

Grade Level: 2nd Grade

Related Academic Standards:
CC.1.3.2.B Ask and answer questions such as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
CC.1.3.2.C Describe how characters in a story respond to major events and
challenges.
CC.1.3.2.A Recount stories and determine their central message, lesson, or
moral.
CC.1.3.2.J Acquire and use grade-appropriate conversational, general
academic, and domain-specific words and phrases.
CC.1.4.2.O Include thoughts and feeling to describe experience and events
to show the response of characters to situations.
Objectives:
Students will learn the elements of a narrative. Students will:
learn and identify the four elements of a narrative: character,
setting, plot, and problem/solution.
learn to use a story map for planning to write a narrative.
Big Ideas:
An expanded vocabulary enhances ones ability to express ideas and
information.
Audience and purpose influence the writers choice of organizational
pattern, language, and literacy techniques.
Effective readers use appropriate strategies to construct meaning.
Essential Question:
What makes clear and effective writing?
Concepts:
Content for Writing
Text Analysis
Theme
Vocabulary Acquisition and Use
Competencies:
Acquire and use grade-appropriate conversational, general academic,
and domain-specific words and phrases.
Ask and answer questions, such as who, what, where,
when, why, and how to demonstrate understanding

of key details in text.

Informational: Develop the topic with facts and/or
definitions.
Opinion: Support the opinion with reasons that
include details connected to the opinion. Narrative:
Include thoughts and feeling to describe experience
and events to show the response of characters to
situations.
Recount stories and determine their central message,
lesson, or moral.

Vocabulary:
Character: Who the story is about.
Characterization: How the author shows who the
characters are, what their personalities are, what
they want, etc.
Narrative: Words that tell a story.
Plot: The order of events in a story.
Problem/Solution: A type of story structure where
the author presents a problem and then gives one or
more solutions to it.
Setting: The time and place in which a story
happens.
Duration:
60-90 minutes (2-3 class periods)
Materials:
Narrative Story Map (LW-2-1-1_Narrative Story
Map.doc), three overhead transparencies and one
copy for each student
Goldilocks and the Three Bears by James Marshall.
Dial Books for Young Readers, 1988. (Any version of
the story will work.)
Graphic Organizer (LW-2-1-1_Graphic Organizer.doc),
one copy for each student
Alexander and the Terrible, Horrible No Good, Very
Bad Day by Judith Viorst. Atheneum, Special Ltd
edition, 2009.
paper and markers for Narrative Three In a Row
Piggybook by Anthony Browne. Dragonfly Books,
1990.
Related Unit and Lesson Plans:

Narrative Writing
Dialogue
Write a Narrative Story

Instructional Procedure:
Focus Question: What are the four main parts of a
narrative?
Part 1
Today we are going to learn some words to help us
talk about our favorite stories. The first word is
narrative. A narrative tells a story that entertains us
and sometimes teaches us a lesson or moral. Can
anyone think of some narrative stories that weve
read? Allow students to respond with story titles. When
they are responding, make sure to point out how each
story follows the definition. If a student names a story that
is not a narrative, gently explain why it does not meet the
criteria.
Next, explain the parts of a narrative while pointing out the
words on the story map (LW-2-1-1_Narrative Story
Map.doc). You may want to make a class viewing copy or
put it on the board so that it is larger and easier for
students to see. Narrative stories have four main
parts. The first is characterization. You know that
characters are who the story is about.
Characterization is how the author shows the reader
who the characters are and what their personalities
are. The next part of a narrative is the setting. The
setting tells the reader where and when the story is
taking place. Often, stories take place in lots of
settings. Another part, plot, tells us about what
happens during the story. Then the problem in a
story helps us to understand what the characters
want, and the solution tells us about how they get
what they want or solve the problem.
Characterization, setting, plot, and problem and
solution are many big words to remember. Lets read
a story to practice finding these things.
As I read this story, look at the story map to see if
you can decide what goes in each part. Read a
familiar text such as Goldilocks and the Three Bears.
Now were going to fill out our map. Lets start
with the characters in the story. Who can name a
character? Continue this way until the characters have
been listed in the characters and characterization circle:

Goldilocks, Papa Bear, Mama Bear, and Baby Bear. Can

we add characterization by listing what we know
about their personalities? (Goldilocks is curious and
doesnt have respect for others things, etc.)
What is the setting of the story? Remind students
that there is often more than one setting. In this case, the
setting begins with a house in the woods, then moves to
specific rooms in the house. Fill in the setting circle on the
story map.
Lets talk about what happened at the beginning of
the storyat the beginning of the plot. What
happens at the beginning? (A little girl decides to go
on a walk in the woods. At the same time, three bears
decide to take a walk in the woods because their breakfast
is too hot.)
Now lets talk about the middle of the story. What
happened in the middle? (Goldilocks finds the three
bears house and discovers that no one is home. She goes
into the house. She sees food on the table and decides to
try it. One bowl is too hot, one too cold, and one is just
right, and she eats it all. [Side discussion of what just
right means.] Then, Goldilocks sees some chairs and sits
in each. One chair is too hard, one is too soft, and one is
just right but when she sits in it, the chair breaks.
Question students: Why do you think the chair
breaks? Next, Goldilocks climbs the stairs and finds
three beds. She lies down on each. One bed is too hard,
one is too soft, and one is just right, and she falls
asleep.)
Now we are at the end of the story. What happened
at the end of the story? (While Goldilocks is sleeping,
the three bears return home. They find someone has
tasted their food and eaten all of Baby Bears porridge.
Then they see someone has been sitting in their chairs,
and that Baby Bears chair is broken. Next, they walk
upstairs, see someone has been in their beds, and find
Goldilocks asleep in Baby Bears bed. Just then, Goldilocks
wakes up, sees the bears, and runs away.)
Stand back and review the story map, conducting a quick
review of what has been completed so far. We are
almost finished! The last part of our map is about
the main problem of the story and the solution to
the problem. Was there a problem in the story?
(Yes) Was there just one problem? (The bears have a
problem. Goldilocks has many problems.) Describe what
the bears problem was. (Their food is too hot.) How

did they solve their problem? (They go on a walk.)

Describe Goldilockss problems. (She is hungry. She
tastes each bowl of food until she finds one that is just
right, and eats it all. She wants to sit in a cozy chair. She
tries them all, finds one that is just right, and breaks
Baby Bears chair. She is tired. She tries the beds and falls
asleep in Baby Bears bed.) What about the bears, do
they have new problems? (Baby Bears food is gone,
Baby Bears chair is broken, and a girl is sleeping in Baby
Bears bed.) Does the story tell us about the solution
to the bears new problems? (No) How might they
solve their problems? Brainstorm some ideas. Is
there a lesson or moral to this story? (Have respect
for others things, lock the door when you leave the house,
etc.)
Now we are going to do some independent writing
about the story we just read.
Hand out the Graphic Organizer (LW-2-1-1_Graphic
Organizer.doc). Have students draw pictures of the
beginning, middle, and end of the story in the respective
sections. Beneath each picture, have students write one or
two sentences to tell what is happening.
Part 2
Begin this part of the lesson by conducting a quick review
of what makes a narrative and the narrative elements (tells
a story, might teach a lesson or moral, has characters and
characterization, setting, plot, and a problem with a
solution). Remind students that plot has a beginning,
middle, and end. Use the Narrative Story Map from Part 1
to serve as a visual guide for the review.
The next part of the lesson involves reading a narrative.
The suggested story is Alexander and the Terrible, Horrible
No Good, Very Bad Day by Judith Viorst. Today we are
going to read a new story and fill out our story map.
Then we are going to find a friend and tell the story
to him or her.
Read the story to the class. When finished, follow the same
pattern as in Part 1 to fill out the Narrative Story Map. Write
down the information that students provide. Review it
quickly, and then put it out of sight.
Assign partners or give students a minute to find a partner.
Show the class a blank copy of the Narrative Story Map.
Next we are going to see if we can use our
memories and retell the story to our partner using
all of the parts of the story map. Each partner will
be responsible for deciding whether his/her partner

told the story completely. Allow time for both partners

to retell the story. Walk around and observe student
conversations to check for understanding. At the end of the
time, take an informal poll to determine whether students
met the goal.
Part 3
Review narrative vocabulary by playing Narrative Three-InA-Row. Show students how to fold a sheet of paper so that
it has six squares. They may decide which square they
want to be Free, and the rest of the squares should be
filled with these terms (one term per square): narrative,
story map, moral/lesson, characters, setting, plot, problem,
and solution. Create strips that have the definitions of
these terms, and then pull them out of a container and
read the meaning. Students put a marker on the square for
that term.
Now that weve had a chance to review our
vocabulary, lets practice using those words on a
new story. Read a new story. A suggested narrative text
is Piggybook by Anthony Browne.
After reading the story, let students have a short discussion
about the narrative elements without filling out a class
story map. Then hand each student a copy of the Narrative
Story Map. Have students complete the map by working
independently. This document may serve as an
assessment.
Extension:
Students can read additional familiar texts, or you
may have students read to each other from familiar
texts and then complete additional story maps. This
can be used as a center activity.
Students who are having difficulty understanding the
parts of a narrative can be taught in a small-group or
one-on-one situation.
Formative Assessment:
The goal of this lesson is to introduce the parts of a
narrative and solidify students understanding of
them. Use observation and anecdotal notes to assess
each students progress.
Collect students story maps to evaluate their
understanding of the concepts taught.
Suggested Instructional Supports
Explicit Instruction, Active Engagement, Modeling,

Scaffolding
W: Students learn the elements of a narrative, identify
them in a familiar narrative, and apply them to their own
writing.
E: After observing and making anecdotal notes, you can
reteach or guide students as necessary to meet their
learning needs for planning and writing a short narrative.
Source:
http://www.pdesas.org/module/content/resources/22504/vie
w.ashx