Submitted by: Brittany Bruney CWID: 50080056

Grade Level: 1st Mentor Teacher: Heather Summers
Subject/Topic: English Language Arts/Reading

Story Mapping Class Anchor Chart: Characters, Setting, Problem, Solution, and Sequence

Rationale​: Materials/Equipment:
The lesson focuses on reviewing with students Anchor Chart
story mapping and finding features of the story such Sticky Notes
as the character(s), setting, problem, solution, and Pencils
the beginning, middle, and end sequencing of a Markers
story. White board
Dry erase markers

Story (The Three Little Pigs Blues):

https://www.youtube.com/watch?v=vhOgZURHZZI

TEKS Achieved: Accommodations:

ELAR: 1. Students who have special needs will have
b(8)(b):​describe the main characters handwriting modeled for them.
b(8)(c):​ describe the plot elements, including the
problem and resolution/solution, and the sequence
of events.
b(8)(d):​ describe the setting

Bloom’s Taxonomy: Differentiated Classroom Strategies: Curriculum

Knowledge/Remember Learning: Hands-On Integration:
Comprehension/Underst Auditory Technology English Language Arts
and Visual/Spatial Centers
Application Kinesthetic Independent Activities
Create / Synthesis Logical/Math Problem Solving
Verbal/Linguistic Whole-group
Intrapersonal
Interpersonal
Musical
Objectives:
• TSW identify and depict the characters in the story.
• TSW identify and depict the problem and the solution in the story.
• TSW understand and reproduce the story sequence of beginning, middle, and end.
• TSW identify and illustrate the setting of the story.
Lesson Plan:
• Introduction (Anticipatory Set/Focus/Motivation):
The students will be asked to sit on the carpet as they watch the short video over the Three Little Pigs
blues version story.

• Information Giving:
“We are going to continue to map out our story that we just saw using our story map that you guys

 
 
previously went over.
We have different parts of the story, the beginning, middle, and the end.
We also have our characters, setting, and our problem and solution in the story.”

Check for Understanding

Ask students to raise their to give their response to questions:
-“Who can tell me what you can find on a story map?”
-”Why do you think we use a story map?”
-”What does the setting tell us in the story?”
-”What is a solution? What does this help us solve?”
-”What are the characters in a story?”

• Guided Practice:
​As a class we will go over the various parts of the story for our anchor chart.
Questions to ask the students:
Beginning:
Who are the main characters in the story?
Were we introduced to the main characters in the beginning, middle, or the end?
Where does our story take place?
What happens in the beginning?

Middle:
What is the little pig’s problem?
What happens in the middle of our story?

End:
How is the problem solved by the third little pig?
What happens in the end of our story?

Check for Mastery

Students will answer the questions and I will write the answers to our parts of a story on the whiteboard
for them to refer back to.

• Independent Practice:
Students will work together in partnered pairs to fill out their sticky notes and assigned portions of the
anchor chart they will be working on illustrating/depicting and identifying.

• Assessment/Evaluation:
Students will put their finished sticky notes that they worked with as partners on their specific portion of
the story map we have created.
The teacher will look to make sure that the students have:
-identified and depicted the character(s) in the story. (3 little pigs and the wolf)

-identified and depicted the problem and the solution in the plot.
Problem: The first two pigs were lazy and did not build their houses strong, so they kept getting blown
down.

Solution: The last pig built his house strong out of bricks so that the wolf could not blow the house down.

-reproduced the beginning, middle, and end of the story by illustrating a picture.
Beginning:
What happened?: The three little pigs were old enough to build their own houses. The first pig was lazy
and built his house out of straw. The house was blown down by the wolf. The first pig ran away to the
second little pig’s house.

 
 

Middle: The second little pig built his house out of sticks. Little pig 1 and 2 were in the house. They would
not let the wolf in, so he blew the house down.

End: The last little pig built his house out of bricks. The three little pigs all hid in the house. The wolf tried
to get into the house and tried to blow the house down but was not able to.

-illustrated and identified the setting of the story. Setting: 3 little pigs houses made out of straw, sticks,
and bricks.

• Closure / Culminating Activity:

Students will be asked to share their parts of the poster with the class and we will go over the anchor
chart that was made.

• ​Enrichment/Extension:
Students who finish early will get out their writing journals to write about the setting, characters,
problem and solution, and the beginning, middle, and end of the story.

• Reteach:
Students will continue to work on story mapping the next few days, working as both a whole group and
independently.

• Modifications​:
The students will have a partner to help them write down their answers on a sticky note while they talk
with one another.