Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us

 

 

Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.

More

 

Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

More

 

Did You Know?

Your students can save their work with Student Interactives.

More more

Home Classroom Resources Lesson Plans

Lesson Plan

Book Report Alternative: Examining Story Elements Using Story Map Comic Strips

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 

Book Report Alternative: Examining Story Elements Using Story Map Comic Strips

Grades 3 – 5
Lesson Plan Type Standard Lesson
Estimated Time Two 50-minute sessions
Lesson Author

Lisa Storm Fink

Lisa Storm Fink

Urbana, Illinois

Publisher

National Council of Teachers of English

 

Student Objectives

Session One

Session Two

Extensions

Student Assessment/Reflections

 

STUDENT OBJECTIVES

Students will:

  • read and analyze a text independently and as a group.
  • identify story elements directly from a text.
  • create a six-frame story comic strip illustrating five story elements using Comic Creator.
  • respond individually to the text through reflection and rethinking of the text.

back to top

 

Session One

  1. Begin by reading Where the Wild Things Are or another picture book to the students. Alternately, you can use a novel that you have completed as a class. Choose one that illustrates the elements of character, setting, problem, events, and solution.
  2. Invite students to react to the text by writing a short response in their writers' notebooks. Alternately, students could simply discuss the reading in class. Questions that can elicit conversation include the following:

    • What stood out the most for you in the story and why?
    • If you were the main character in the story, how would things have been different?
    • If this story took place in our classroom, what would change and why? (or our school, our town, so on)
    • Have you ever had a problem like the one in the story? What did you do?
    • Did the solution in the story seem realistic and appropriate? Would you have changed it if you had written the story?
    • What event in the story interested you the most-not which one was most important, but which one did you want to know more about and why?
  3. Introduce the idea of story mapping by explaining that story maps help a reader think about the significant features of a text. A story map is a graphic organizer that a reader can use to explore how a story was put together.
  4. Using chart paper, overhead projector, or LCD projector, write the word "Setting" as your first heading (you'll return to this chart in the next session, so choose a format that you can save). Explain that the setting is the time and place of the story. Ask the students to identify the setting of the book that you've read. In Where the Wild Things Are, for instance, there are two settings, reality and fantasy (bedroom and island). Note their response on the overhead under the Setting heading.
  5. When the students respond, ask them refer to the book for supporting evidence. Invite students to identify passages, phrases, and illustrations that tells them more about the setting. Write down the supporting evidence that the students give you under the Setting heading.
  6. Refer to students' reactions to the setting in their writers' notebooks to connect this activity to their reflective writing. Ask what made the setting interesting (or not), and how important the setting was to the story. Give students the opportunity to make personal connections to the reading.
  7. Repeat the process for the following elements, connecting details and evidence from the story to personal reflections in the students' writers' notebooks:

    Characters
    The forces in a story. Traditionally, these forces have been referred to as the protagonist and the antagonist. The protagonist is the main character in the story. While usually someone the reader empathizes with, the protagonist is not in all cases a likeable person. The antagonist may take many forms, including another person, a force of nature, a situation, fate, society, or the protagonist him- or herself.

    Authors use the following methods to create character:
    • appearance (what does the character look like)
    • speech (what does the character say, and how does he say it)
    • the opinions of others
    • the character's thoughts
    • actions (how the character reacts in certain situations)

    In Where the Wild Things Are, the characters are Max, mom, and the Wild Things.

    Problem
    As part of the rising action, the author introduces a problem. Whether a story is comic or tragic, all stories contain some degree of conflict. Conflict is a struggle between two opposing forces. The conflict reaches its peak in the story's climax, the point in the story where the reader's interest is at its highest.

    In Where the Wild Things Are, the problem was that Max never really wanted to be where he was at the time.

    Events
    A series of related events (what happens in the story).

    In Where the Wild Things Are, there were many events. Max gets in trouble, a forest grows, he sails to the Island of Wild Things, Max becomes king, Max grows lonely, Max sails home, and Max arrives to find his dinner waiting for him.

    Solution
    As the action subsides, the story eventually arrives at a resolution, or denouement. Traditionally, the problem(s) is solved by the end of the story.

    In Where the Wild Things Are, Max came home to where he belonged.
  8. Set these notes aside so that you can return to them in the next class session.
  9. Ask students to respond and reflect on the texts that they've read in their writer's notebooks. The discussion questions in #2 above can be starting points for these entries; however, encourage students to think and reflect independently as well.

back to top

 

Session Two

  1. When you are confident that the students are comfortable with the five story elements, provide students the opportunity to use the Comic Creator Student Interactive to map the story elements for a book they have read.
  2. Distribute the Story Elements Comic Strip Planning Sheet.
  3. Demonstrate the planning sheet using the version that you've prepared on the board or an overhead. Make connections between the information students identified in the previous session, the planning sheet, and the options in the Comic Creator as you fill in the sheet for the story that you've read. You may wish to share with students the sample comic strip from Where the Wild Things Are.
  4. To make comic strips as well as to demonstrate the process, have your students follow these basic steps, referring to their planning sheet as they work in the Comic Creator:
    • For the comic title, name the story that will be depicted.
    • For the comic subtitle, name the elements you'll focus on, or allow students to write an original subtitle based on their reflection and response to the text.
    • Include your name or the names of the members of your group as the authors of this comic strip.
    • Choose the six-frame comic strip.
    • The first frame of the comic can be used as a title frame. Students can create an original book cover or write a summary of the story.
    • In each of the remaining five frames of the comic strip, students should create a caption for the frame with the appropriate story element (Setting, Character, and so forth) as well as the supporting details from the story. They can add backgrounds, characters, and dialogue that relate to the information represented in the frame.
    • Print at least three copies of the finished comic strip.
  5. While students work, encourage them to interact with one another, to share and receive feedback on their comic strips.
  6. After the comic strips are printed out, students can decorate them with markers or other classroom supplies.
  7. As students finish, ask them to turn in two copies of the comic strip (one for you to respond to and one for display in the classroom or a school bulletin board-the third copy is for the students to keep and share with others).

back to top

 

EXTENSIONS

  • If there is time, this is a great activity for the students to share with the class, or with a younger class as Reading Buddies.

back to top

 

STUDENT ASSESSMENT/REFLECTIONS

  • Planning sheet and comic strips should be collected as evidence of student's understanding of story elements. Also note student participation in guided discussions, student response and reflection to the texts, as well as whether students answer questions and providing information about story elements.
  • Teacher observation during discusson to determine whether students can think critically about story elements. In paraticular, you can focus on these key questions.
    • Does it seem like the child understood the story?
    • Does is seem like the student understood the five elements?
  • Teacher interviews with students as they work or in response to finished comics can also pinpoint comprehension and areas which need more work. The following questions can work well to guide these conversations.
    • What is the setting of your story?
    • Who are the characters of your story?
    • What is the problem/solution in your story?
    • What are the events of your story?
    • What are you adding in the sixth frame?

back to top