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UbD K KidPix Story Mapping

Title: Photo Story Mapping Subject/Course: K Computer Topic: Create a Photo to tell a story Grade: K Stage 1- Desired Results Established Goals: To have students create a story that coincides with photos. To have the students use KidPix To have the students draw a photo setting for their story. To have the students create a picture from a story. Students recall a story or a prior experience and create a picture. Understandings: Photos are visuals of a past event. Photos tell the 5 Ws without words. Writing a story to the picture is a unique/individual outcome. Essential Questions: (THINK) What provocative questions will foster inquiry, understanding, and transfer of learning? What makes a great story? Designer(s): Keith Fiore

Students will know How to use KidPix prior to start Use descriptive words to tell a story map (word bank) Identify vocabulary related to ranches and farms. Write a list of things that could be found on a ranch or farm. Discuss questions about the book orally.

Students will be able to Describe what he/she read using visuals

Performance Tasks: Rubric based on story map Participation in class discussion Participation in Say Something Read-Aloud activity Participation in Think/Pair/Share activity Completion of the Anticipation Guide

Stage 2- Assessment Evidence Other Evidence: Students story time (sharing to class)

Stage 3- Learning Plan

Know what the class just read Base the lesson on that book/movie/lesson from core classroom

Younger students can use pictures and illustrations to fill out the story map. The story maps can be filled out in pairs (high-lows, using teacher aides/parent volunteers).

Language Arts; Writing

Writing Process Stage:



Students learn how to use story maps as a form of pre-writing.

Teacher Background:
Story mapping helps introduce the basic elements of storytelling and story writing: character(s), setting, problem, and solution. By using the provided graphic organizer, students begin to lay out and organize their ideas for stories into concrete steps. These steps are then the foundation, or the map, for the drafting stage.

Various Story

examples of maps

of your choice items

Representative Small Story

bag map template

Anticipatory Set:

Bring in several samples of maps: road maps, world maps, school campus map, topographical maps, weather maps, etc. Highlight the parts of the maps: compass, key, symbols. If time permits, together create a map of the classroom from a birds eye view. Discuss the purpose of maps - maps help provide/give direction. Explain that all stories have parts, just like other maps.

Directed Lesson:
1. 2. 3. Choose a well-known story (common fairy tales work well). Reread the story if necessary. Lay out objects that represent the major elements in the

story. For instance, for Little Red Riding Hood, you could have a plant or leaf to represent the woods setting, plastic fangs to represent the wolf, a piece of red fabric for Red Riding Hood, a basket to represent Red bringing food to her Grandma, and a stick/piece of wood to represent the woodcutter saving the day. 4. Have students identify what each object represents and

which story element it reflects. 5. Put all the objects in a bag. Shake it up! Describe how all

the elements are now jumbled - the bag of objects doesnt clearly tell the story. If a stranger were to reach in the bag and pull out an object, would they know what it meant? 6. Blaming the cumbersome and jumbled nature of the bags

items, describe how a story can be better represented and mapped out using a simple graphic organizer known as a story map. This story map gives not only readers, but writers, an idea of the storys direction by planning out the elements.

Group Activity:
1. Using the provided graphic organizer of the story map, have small groups work together to fill in the elements for the story map using the book you chose for the above discussion. 2. Ask them to use words, phrases, and/or sentences to flesh

out each story element.


After the appropriate amount of time, come back together

as a group and share what each group wrote in the story map sections. 4. Explain how writers use story maps to begin outlining a

new story before they actually write the story. Highlight that story maps are a type of pre-writing (part of the writing process).

Independent Practice:
1. Ask students to begin brainstorming about their own stories. 2. 3. Students may begin writing in any section. They may use words, phrases, and/or sentences to fill out

each main story element section.

1. Come back together as a group and share the story maps completed as a group and/or completed individually.

Display the story maps in a prominent place. Bulletin boards can be adorned with the other types of

maps that were discussed.


students can use pictures and illustrations to fill out the

story map.

story maps can be filled out in pairs (high-lows, using

teacher aides/parent volunteers).

Cites of Interest