Lesson Plan Title:

Important Parts of a Story and Story Map of “Arnie the Doughnut”

Concept / Topic To Teach:

2nd Grade Language Arts/ Reading Literature

The important parts of a story and identifying the key details in a text.

General Goal(s):

Students will state what makes up important parts of a story such as the title, author, illustrator,
characters, setting, and plot. They will be able to determine what makes up the overall structure
of a text and what are the important details within a text. They will then be able to openly discuss
the topics in a class discussion and model it using the story we review together to complete a
story map and quiz.

Specific Objectives:

SWBAT ask and answer questions to demonstrate understanding of key details in a text.
SWBAT describe the overall structure of a story.
SWBAT use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
SWBAT recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
SWBAT follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a time about the topics and texts under discussion).

Common Core Standards:

CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the
story and the ending concludes the action.

CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
Required Materials:

“The Important Parts of a Story and Story Map of “Arnie The Doughnut” presentation, laptop(s),
T.V. screen or projector to present, story map worksheet (for none online completion of
assignment), white board, whiteboard markers, the story video for “Arnie The Doughnut”, quiz
on Google Forms, highlighters, and internet access.

Anticipatory Set (Lead-In):

How many of us love to watch movies, read books, or listen to stories? *Have students name
some of their favorites.* Well, in these stories there are always important parts to it and key
details that make up the story. Without the important parts and key details, there would be no
story! We will be taking a look at what these important parts are and how to determine if the
details are important.

Step-By-Step Procedures:

Start with the anticipatory set and get the students engaged with the lesson. I will then start the
presentation, go through each slide starting with the vocabulary words. The next slide starts with
the important parts of the story, ask students the question at the top and have students take turns
answering the questions. Then, explain to them each of the slides. Have students take turns
pointing out where to find the information in the pictures for the slides such as the title, author,
and illustrator. Continuing with the slides for setting, characters, and plot. Once again letting
students take turns on what they think they are. After completing the slides for the important
parts of the story, we will introduce the story “Arnie the Doughnut” and make educated guesses
on topics for the story. Next, we will begin the video for the story “Arnie The Doughnut”. “I
chose the video because of how the voices are perfect and the visuals are beautifully done.” We
may pause the story in between to ask questions about things going on in the story. After reading
the story, we will have a class discussion about the important parts of the story. Explain to the
students that they will then be completing the story map on slide 18. The presentation will be
shared with them through their Google Classroom in the assignments page. Students will receive
a copy of the presentation for them to work on the slide to complete. Once they are finished with
the slide, students will click on the Google Forms sheet on Slide 19. They will complete the quiz
to the best of their abilities.

Plan For Independent Practice:

Students will be completing slide 18 in the presentation. The presentation will be shared with
them through their Google Classroom. They will fill in the boxes within the slide to the best of
their abilities. They will click the “turn in” button on the assignment page once they are done.
(For students who are not capable of doing the assignment through the online format, they may
have a printed copy of the assignment and quiz if needed.)

Closure (Reflect Anticipatory Set):

Next time you all watch a movie or read a book, think about the key details and the important
parts that made that movie or book interesting.

Assessment Based On Objectives:

Along with the class discussion, story map assignment, there will be a mini quiz at the end. The
questions have to do with the presentation we went over and some questions about the story we
reviewed together.

Possible Connections To Other Subjects:

Speaking and Listening:

CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.

CCSS.ELA-LITERACY.SL.2.1.A

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under discussion).

Possible accommodations for students:

In the class I may have students who need repeated directions and many visuals. I will happily
repeat directions as needed and the presentation has many visuals.

For students that may have a specific learning disability, they may work better working on
physical paper. I will have a copy of the story map for those who prefer that and the quiz on
physical paper. I can use highlighters for those students as well.

Depending on a student’s IEP, some may need to verbally tell the answers instead of completing
the story map or quiz themselves. That option is open for them. That includes students that also
use communication devices too.

Simplified questions will be asked for students needing that accommodation.