EDT 346E WEEKLY LITERACY LESSON PLAN EXEMPLAR

Teacher Candidate: Lauren Flot

Student: Jacob
Grade: First
Dates: Wednesday April 15th and Friday April 17th

Lesson Plan
#8
PLAN

Strategy Title & Complete

Source; Description of
Strategy:

Assessment Title & Complete

Source

1st Strategy
Narrative Story Map (Intervention Strategies
to Follow Informal Reading Inventory
Assessment So What Do I Do Now? pg. 177)

Character Perspective Chart (Intervention

Strategies to Follow Informal Reading Inventory
Assessment So What Do I Do Now? pg. 177)

Narrative Story Maps are graphic organizers

used to show the relationships between the
various elements of a story, including
characters, setting, problem, goal, events, and
resolution. Students fill in the boxes for each of
these elements and then use the information
they include to retell the story.

Character Perspective Charts have two columns of

boxes, each asking questions about the main
characters, setting, goals, problems, events, and
resolutions of the story. The student fills out each
column and retells the story according to the
different characters to show that the answer to each
question and story can differ according to the
character and his/her perspective.
Addl Literacy Assessments (optional)

1st Assessment
Retelling (EDT 346E Resources pg. 18)
Using the book The Fabulous Feud of Gilbert &
Sullivan By: Jonah Winter and Illustrated by:
Richard Egielski (Gr. 4.5)

Description of Learner:
Include reading levels,
assessment data, any
differentiations; add new
information to each lesson plan

Common Core ELA Standard:

Identify strand, grade, number
(e.g., RL4.3) & include entire
standard + any applicable
subcategory.

Student Learning Objective

2nd Strategy

Multidimensional Fluency Scale (EDT 346E

Resources pg. 19)
Using the book Detective LaRue: Letters from the
Investigation Written and Illustrated By: Mark
Teague (Gr. 4.7)

No accommodations needed
Bader: Instructional Reading Level: 4th Grade
DSA: Spelling Stage: Middle-Late Within Word Pattern
Running Record using The Leaf Men and the Brave Good Bugs by William Joyce (gr. 4.3)
Independent Reading Level: 4.3
Accuracy: 98.2%
Errors: 2/111 words
Error Rate: 1.8%
Quick Comprehension Score: 90%
Cloze Procedure using Do Not Open This Book! by Michaela Muntean and illustrated by Pascal
Lemaitre (gr. 4.0)
Instructional Level: 4.0
Correct Replacements: 45%
Errors: 11/20 blanks
Running Record #2 using The Extraordinary Mark Twain (According to Susy) by Barbara Kerly
and illustrated by Edwin Fotheringham (Gr. 5.5)
Instructional Reading Level: 5.5
Accuracy: 95.5%
Errors: 6/133 words
Error Rate: 4.5%
Quick Comprehension Score: 75%
Retelling using the book The Fabulous Feud of Gilbert & Sullivan by Jonah Winter and
illustrated by Richard Egielski (Gr. 4.5) _____ (Unable to do last week because tutee was absent
Will add results after assessment)
Multidimensional Fluency Scale using the book Detective LaRue: Letters from the Investigation
written and illustrated by Mark Teague (Gr. 4.7) _____ (Will add results after assessment)
1st Strategy
2nd Strategy

RL.1.2
Retell stories, including key details, and
demonstrate understanding of their central
message or lesson.
1st Strategy

RL.1.9
Compare and contrast the adventures and
experiences of characters in stories.

2nd Strategy

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

(central focus): ABCD

Audience: Who (the

student)
Behavior: What (standard)
Condition: How (strategy
& text titles)
Degree: Measurable
outcome

Instructional Materials,
Equipment & Technology: List
titles & sources of all of the
texts (including reading levels),
materials & technology you &
your tutee will use during the
lesson & attach materials or
photos to lesson plan.

The student will orally retell the story The

Monsters Monster using his Narrative Story
Map, including at least two key details from
each of the categories (characters, setting,
problem, goal, events, and resolution) and
demonstrate his understanding of its central
message and lesson by stating what it is.

1st Strategy

Functional Language: List

literacy terms & academic
language you will use to help
the students understand the
literacy strategies & content
(terms from the strategy & the
standard, e.g., discuss, analyze,
compare-contrast; predict,
question, decode, etc.).

Key Vocabulary: List

vocabulary from the text &/or
activity that is at the students
instructional & frustration level
(at least 4 words).

Independent Reading: Text

must be at the students
independent reading level OR at
his/her instructional or
frustration level if you are
reading it aloud.

Blank Paper (2 pieces)

Copies of short stories from
Aesops Fables by: Aesop
The Tortoise and the
Hare, The Fox and the
Crow, and The Dog and
its Reflection
The Monsters Monster By:
Patrick McDonnell (Gr. 5.3)
Narrative Story Map (1 for
example, 1 to do together, 1
for student)
Pencil

The student will compare and contrast the

adventures and experiences of characters in the
story Marshmallow Incident by retelling the story
from two different characters perspectives using
his Character Perspective Map and stating at least
two ways each that the stories are similar and
different.

2nd Strategy

Assessment(s)

Blank Paper (2 pieces)

Markers, colored pencils,
crayons
Marshmallow Incident By:
Judi Barrett and Illustrated
by: Ron Barrett (Gr. 5.9)
Character Perspective Chart
(1 for example, 1 for student)
Pencil

Multidimensional Fluency
Scale

Detective LaRue:
Letters from the
Investigation
Written and Illustrated
By: Mark Teague
(Gr. 4.7)

Multidimensional
Fluency Scale Rubric

Pencil
2nd Strategy

1st Strategy

Retell
Key details
Central message/lesson
Characters
Setting
Problem
Goal
Events
Resolution

Compare
Contrast
Adventures/experiences
Characters
Perspective
Setting
Problem
Goal
Events
Resolution

1st Strategy

Brawl
Gloom
Hoisted
Jolt
Mayhem

2nd Strategy

Trespass
Ambidextrous
Frenzy
Ammunition
Sensible

INSTRUCT & ENGAGE

Text(s): Title & Author + Reading Level:

Retelling

The Fabulous Feud of

Gilbert & Sullivan By:
Jonah Winter and
Illustrated by: Richard
Egielski (Gr. 4.5)

Retelling recording
sheet

Pencil

Dear Mr. Rosenwald

By: Carole Boston Weatherford and Illustrated by: R.
Gregory Christie
(Gr. 5.4)
Thunder Rose
By: Jerdine Nolen and Illustrated by: Kadir Nelson

X You read aloud

Tutee read aloud
You both read silently (What
will you read?

(Gr. 5.9)
Literacy Assessment (NO
scaffolding):
Purpose: Why student is
completing assessment
Directions: Step-by-step,
complete instructions
Closing: Conclude the
assessment, transition to next
activity

______________________)

Literacy Assessment:

Additional Literacy Assessment(s):

Purpose: A few sessions ago, we read the story

Where the Wild Things Are by Maurice Sendak.
After we read the story, we used the illustrations
to create a storyboard. Then, I asked you to
retell the story to me, telling me what happened
first, next, then, and last. Today, we are going to
do some retelling but with another book. This
way, I can see what you remember happening in
the story first, next, then, and last as well as if
you have improved and are an even better
reteller now. I will be able to tell my teacher
what a great reteller you are!

Purpose: The past few times that we have worked

together, I have asked you to retell stories to me
and answer questions about these stories so that I
could pick the best books and activities for us to
use together. Instead of asking you questions like I
have been, today I am going to simply have you
read me part of a story. I want to see how well you
can read the story so that I can tell my teacher
what a great reader you are!

Directions: The book that we are going to be

reading today is The Fabulous Feud of Gilbert
& Sullivan written by Jonah Winter and
illustrated by Richard Egielski. First, I am
going to have you read the story to me aloud.
Then, I will ask you to retell the story. You
should tell me what happened first, next, then,
and last. You can use this language if you wish.
Once you have retold the story to me, I will ask
you what the main idea of the story is.
Closing: Thank you so much for reading the
story to me and then retelling it to me
afterwards! You did an excellent job
remembering what happened and telling me
what the main idea was. Now, we are going to
do an activity with a story that you probably
already know!
Literacy Strategies
Opening: Elicit students
background knowledge about
concept & strategy in multiple
ways (not just questions).

1st Strategy

Directions: The book that we are going to be

reading today is Detective LaRue: Letters from the
Investigation written and illustrated by Mark
Teague. I am going to have you open the book to
the first page. I will tell you when to start reading.
When I tell you to, you will read the story and then
when I say stop, you will finish reading. Once you
finish reading the story, we will move onto our next
activity. If you want, you may finish reading the
book during our independent reading time at the
end. Make sure that you are reading expressively
and the best that you can!
Closing: Thank you so much for reading the story
to me! You are such a great reader. You did an
excellent job reading at an appropriate volume.
Now we are going to do an activity where we will
be able to draw.

2nd Strategy

Many stories have a central message or lesson

that they communicate to the reader. This is
also called a moral. This is what the reader
learns and takes away as a result of reading the
story.

In most stories, there is more than one character.

Each of the characters in a story has his or her
own perspective, or point of view. In other words,
the story can look differently depending on whose
perspective it is being told from.

We are going to read a short story with a moral.

Before we do that though, I want to brainstorm
morals to stories that we have heard before. We
are going to each write down morals that we
can think of on blank pieces of paper. If you
cannot remember one from a story you have
read, try to come up with your own! (Brainstorm
and write down morals to stories)

The Three Little Pigs is a very popular story,

which I am sure that you have heard. Could you
tell me the story? (Student retells the story)

The Tortoise and the Hare is a great example

of a story with a moral. I am going to read this
story to you. Once I am done, I am going to ask
you what the moral of the story is. Make sure
that you are listening carefully so that you can
determine the moral of the story. (Read story
aloud)
What do you think the moral of the story was?
(Student responds)

Great job! You did an excellent job telling the

story. In the story, the three pigs each build a house
out of a different material: one out of straw, one
out of sticks, and one out of bricks. The big, bad
wolf blew the houses of straw and sticks down but
was unable to blow down the brick house.
To show that a story can look different from each
characters point of view, we are both going to
draw a picture and retell the story from the
perspective of different characters. You will draw a
picture and retell the story from the perspective of
the pigs who built their houses out of straw and
sticks. I will draw a picture and retell the story
from the perspective of the pig who built his house
out of bricks. We can draw our pictures now.

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

Right! The moral of the story is that if you are

slow and steady, you will win the race. Can you
think of another moral for this story regarding
the hares behavior? (Student responds)
Nice thinking! There could be another moral to
this story as well. This moral would be that you
should not be too proud and brag too much
because if you do, people will want to prove you
wrong and they will.
Excellent work! We thought of two morals for
the story The Tortoise and the Hare. We will
be determining the moral, or the central
message/lesson of another story that we are
going to read today.

(Allow time for you and tutee to draw pictures)

Excellent! Now we have finished our drawings.
What does your drawing show? (Tutee explains
drawing)
Please retell the story now from the pigs who built
their houses out of straw and sticks perspectives.
(Tutee retells story)
Nice job! I like how you used your drawing to help
you retell the story from their perspectives.
Now it is my turn. I drew a picture of my pig and
his house made of bricks. He is smiling and proud
because the wolf was not able to blow his house
down. Now I will retell the story from his
perspective.
The pig and his two friends wanted to build their
own houses. His friends wanted to make their
houses quickly and easily and chose to make them
out of straw and sticks. The pig realized this was
not the best way to do it and that instead they
should take the time to build a house that will last.
So, he decided to take his time and build his house
out of bricks. When the big, bad wolf came, he blew
down the other pigs houses because they were
made from flimsy materials and not made well. The
pig stayed safe because he took the time to build a
strong house. He showed the other pigs that it is
worth it to work hard because in the long run, you
will have better results.
How were our retellings different? (Student
responds) That is right! Our retellings were
different because we both told the story from two
different characters perspectives. The story looked
different to each character.

Today, we are going to read a story and explore

the perspectives of the characters in that book.
Learning Activities: [Directions for the procedures that are broken down below.] Give detailed, step-by-step instructions on how you
will implement the instructional plan in the procedures below. Describe exactly what you & the students will do during the lesson & how
you will scaffold their learning. Please use a numbered or bulleted list.
In planning your lesson, think about:

The complete step-by-step directions & scaffolding you will provide

What kinds of questions you plan to ask

Teacher Modeling: How you

alone will describe &
demonstrate the entire strategy
to the students (no participation
from students) including
examples & scaffolding.

1st Strategy

2nd Strategy

Today, we are going to complete a Narrative

Story Map.

Today, we are going to complete a Character

Perspective Chart.

A Narrative Story Map is a type of graphic

organizer. A graphic organizer is a tool that we
can use to fill in information. We can use the
information that we fill in on the graphic

A Character Perspective Chart is another type of

graphic organizer, just like the Narrative Story
Map that we did together on Wednesday.
However, this graphic organizer is different

organizer to help us retell a story.

A Narrative Story Map looks like this. (Show
student example) There are boxes for the
characters, setting, goal, problem, events, and
resolution.
I am going to fill out a Narrative Story Map for a
different story with a moral: The Fox and the
Crow. Before I can fill out the story though, I
need to read it. I will read it now. (Read story
aloud)
Now that I have read the story, I can fill out my
Narrative Story Map.
I am going to start with the box that says
Characters. I know that the characters are the
people or animals that are in a story. The
characters in this story were the fox and the
crow. I can write these characters in my
Characters box. First, I am going to write,
There are two characters in the story. Then, I
am going to write, The characters are the fox
and the crow. (Write sentences in Characters
box on Narrative Story Map)
Now that I have finished my Characters box, I
can move onto setting. I know that setting is the
time and place where the story occurs. The
setting of this story is outside with the crow on a
branch of a tree during the daytime. I can write
this in my Setting box. I am going to write,
The setting of this story is outside with the crow
on a branch of a tree and the fox down below. It
takes place during the daytime. (Write
sentences in Setting box)
The Goal box is next. I know that a goal is
something you want to do or accomplish. Since
there is a line connecting the Characters box
and the Goal box, I know that this goal is the
goal of the characters. I think I am going to write
for my goal that the fox wanted to get the crows
cheese. I can write this in my Goal box. I am
going to write, The fox wanted to get the crows
cheese. (Write sentence in Goal box)
Hmmdid the crow have a goal in the story? I
think the crow wanted to show the fox how well
he could sing. I am going to write this as a
second goal. (Write sentence in Goal box)
There is another connection between the Goal
box and the Problem box. However, this
connection is different than the other. The arrow
making the connection between the other two
boxes pointed from the Character box to the
Goal box. The arrow between the Goal and
the Problem boxes points both ways. This is
because a goal could lead to a problem arising.
However, a problem could also lead to a goal.
The foxs goal led to a problem. He wanted to get
the crows cheese. His problem was that he did

because it clearly shows the perspectives of two

different characters in a story. At the top, there is
a box for the title of the story. Below that, there
are two columns with the same boxes in each.
These boxes contain questions like: Who is the
main character?, Where does the story take
place?, What does the character want?,
What is the problem?, What are the events
that happen?, and What is the resolution?
(Show student example)
I am going to fill out an example of a Character
Perspective Chart for the book that we read on
Wednesday, The Monsters Monster.
Looking back at your Narrative Story Map, I know
that there were five characters: Grouch, Grump,
Gloom n Doom, and the Monster. I am going to
group the four monsters Grouch, Grump, Gloom
n Doom because they all had the same
perspective. I will refer to them as the monsters
and do one column of boxes for all four of them.
I am going to start with the monsters, who
created the Monster. I am going to write
monsters in the box that asks, Who is the main
character? because they are the main characters
whose perspective I am going to take. (Write
character name in Who is the main character?
box)
The next box asks, Where does the story take
place? This is the setting of my story. At the
beginning of the story, the monsters are at their
castle on top of the mountain in their monsterfearing village. Then, they follow the Monster to
the bakery in the village and the beach. I am going
to write this as the setting where my story takes
place. (Write setting in Where does the story take
place? box) I remember from our last session that
the setting is also when the story takes place. The
story starts out during the day, changes to night,
and back to day again. I am going to write this in
the box as well. (Write times of day in Where
does the story take place? box)
After this box, the next box asks, What does the
character want? This is the characters goal. The
monsters wanted to create a big, bad, mean
monster to settle their argument of who was the
biggest, baddest monster. I am going to write their
goal in the box. (Write goal in What does the
character want? box)
The next box asks, What is the problem? The
monsters problem is that the monster that they
create is not big, bad, or mean. In fact, he is very
nice and polite. I am going to write their problem
in the box. (Write problem in What is the
problem? box)
The next box is the Events box. I am going to
think about what happened in the story from these

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

not know how he was going to get the crow to

give it to him. I will write this in the Problem
box. (Write sentence in Problem box) The
crows goal also led to a problem. He wanted to
show the fox how well he could sing but had a
piece of cheese in his mouth. I will write this in
the Problem box too. (Write sentence in
Problem box)
The next box is the Events box. This is for the
things that happened in the story. The first thing
that happened was that the fox saw the cheese in
the crows beak. I am going to write this as the
first event in my story. (Write sentence in
Events box) The next thing that happened was
that the fox complimented the crow. (Write
sentence in Events box) Then, the crow opened
her mouth to sing and the cheese fell to the
ground. (Write sentence in Events box)
Finally, the fox snatched up the cheese and
warned the crow not to trust flatterers. (Write
sentence in Events box)
The final box on our Narrative Story Map is the
Resolution box. A resolution is how the
problem is solved. We said that the foxs problem
was that he did not know how to get the crows
cheese that he wanted. The resolution to this
problem was that the fox tricked the crow to open
his mouth by complimenting him on his singing
and convincing him to sing for him. When the
crow opened his mouth, the fox was able to get
the cheese. I am going to write this as my
resolution. (Write sentences in Resolution box)
We also said that the crow had a problem. His
problem was that he wanted to show the fox how
well he could sing but that he had a piece of
cheese in his mouth. The resolution to this
problem was that the crow decided to sing
anyway, ignoring the fact that he had cheese in
his mouth. The cheese fell out of his mouth, the
fox got it, and he realized that the fox had tricked
him. I am going to write this as my other
resolution. (Write sentences in Resolution box)

characters perspectives. First, they were arguing

over who was the biggest, baddest monster. Next,
they decided to settle their argument by making
the biggest, baddest monster of them all. Then,
they got upset because their monster turned out to
be very nice and polite instead. Finally, the
monsters realized that it was better to be nice than
to be mean and started to use their manners by
saying Thank you when the Monster shared his
doughnuts with them. These are the events that I
am going to include in the box. (Write events in
Events box)
The final box on the page is the Resolution box.
I remember from our last session that this is how
the problem is solved. The monsters problem is
that the Monster that they created is nice and
polite and not big and bad like they wanted. In the
story, the monsters realized that it was okay and
even good that the Monster was nice and polite
because it makes people feel bad when you are
mean to them. I am going to write this in the
Resolution box. (Write resolution in
Resolution box)
Now that I have filled out the different parts of the
story from the perspective of the monsters, I can
retell the story from their perspective. As I retell
the story, I can use my Character Perspective
Chart to help me remember what to say next.
(Retell story using Character Perspective Chart)

With The Tortoise and the Hare, we talked

about the moral, or central message or lesson of
the story. Thinking about The Fox and the
Crow story, I think that both the fox and the
crow learned a lesson. The fox learned that by
complimenting and tricking someone, he could
get what he wanted. The crow learned not to
trust people that complimented her. These are
both very important lessons that the author
wanted to communicate through the story that we
should listen to in our own lives.

Guided Practice: During this

Now that I have completed my Narrative Story

Map and thought about the moral, I can use my
Narrative Story Map to retell the story. As I go, I
am going to look at it to help me remember what
to say. (Retell story using Narrative Story Map)
1st Strategy

2nd Strategy

part of the lesson, the teacher

and the students practice
together. You will assist the
students, takes turns &
participate along with the class.

Now that you have seen me do an example of a

Narrative Story Map, we can do one together!
We are going to read a different story for this
Narrative Story Map. The story that we are going
to read is The Dog and its Reflection. (Read
story aloud)
Excellent! Now that we have read the story, we
can complete our Narrative Story Map.
Lets start with the Characters box. Who are
the characters in the story? (Student responds)
Right! The dog is a character in the story. Are
there any other characters in the story? (Student
responds) There are no other characters in the
story. It talks about another dog but the other
dog is really the same dogs reflection! Please
write in the Characters box that the character
is a dog. (Student writes sentences in
Characters box)
Now that we have finished the Characters box,
we can complete the Setting box. Where and
when did the story take place? (Student
responds) That is correct! The story took place
outside by a river. It occurs during the daytime.
Please write this in the Setting box. (Student
writes sentences in Setting box)
The next box is the Goal box. What was the
dogs goal in the story? (Student responds)
Youre right! The dog wanted to take the other
dogs piece of meat so that he had two. Please
write this in the Goal box. (Student writes
sentences in Goal box)
Now that we have figured out the goal, we can
also figure out the problem. What was the
problem in the story? (Student responds) That is
correct! The dog wanted to take the other dogs
piece of meat but he already had a piece of meat
in his mouth and did not know what to do with it.
Please write this in the Problem box. (Student
writes sentences in Problem box)
The next box is the Events box. What
happened in the story? (Student responds)
Excellent! The first thing that happened in the
story was that the dog got a piece of meat and
started carrying it home to eat. Next, the dog saw
another dog with a piece of meat in the brook.
Then, the dog tried to snap up the other dogs
meat. Finally, the dog lost his meat and realized
that the other dog was his reflection in the water.
Please write these events in the Events box.
(Student writes sentences in Events box)
Our final box to complete is the Resolution
box. What was the resolution to the story?
(Student responds) You are absolutely right! The
resolution to the story is that the dog lost his
meat because he decided that he wanted to take

Now that you have seen me finish the column of

boxes for the monsters, we can complete the
column for the Monster they created together.
The first box asks, Who is the main character?
(Student responds) Right! The main character that
we are doing these columns for is the Monster the
monsters created. Please write Monster in the
Who is the main character? box. (Student
writes character name in Who is the main
character? box)
The next box asks, Where does the story take
place? (Student responds) You are correct! The
Monster first comes to life in the basement of the
monsters castle. Then, he leaves the castle and
goes into the village to the bakery. At the end, he
goes to the beach. Please write all of these
different locations in this box. (Student writes
locations in Where does the story take place?
box) From our last session, I know that the setting
is not just where the story is. It is also when the
story is. When did the story take place? (Student
responds) That is right! Monster was first created
at nighttime and then went to the bakery and the
beach during the daytime. Please write this in this
box as well. (Student writes times of day in
Where does the story take place? box)
After this box, the next box asks, What does the
character want? (Student responds) Excellent!
The Monster wants to be nice to the monsters that
created him. This is like the goal that we had on
our Narrative Story Map. Please write this in this
box. (Student writes goal in What does the
character want? box)
The box beneath this one asks, What is the
problem? (Student responds) Great job! The
Monsters problem is that he wants to be nice but
the monsters want him to act like a monster and be
mean instead of nice and polite. Please write this
in this box. (Student writes problem in What is
the problem? box)
The next box is the Events box. Please think
about what happened in the story from this
characters perspective. What events occurred in
the story from Monsters perspective? (Student
responds) You are absolutely right! First, the
Monster was created by the monsters. Next, the
monsters got mad at the Monster because he was
being nice and not acting like a real monster.
Then, the Monster went to explore the village and
visited the bakery. Finally, he went to the beach
and shared his doughnuts with the monsters.
Please include these events in the box. (Student
writes events in Events box)
The final box in the column is the Resolution
box. I remember from last time also that a
resolution is how the problem was solved. How
was Monsters problem solved? (Student

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)

the other dogs meat and keep his too. Please

write this in the Resolution box. (Student
writes sentence in Resolution box)
What do you think the moral of this story is?
(Student responds) You are right! The dog
learned that he should not be so greedy because
if you are, you might lose what you already had.
Excellent work!
Now that we have completed our Narrative Story
Map and talked about the moral, we can use our
Narrative Story Map to retell the story. Please
retell the story using the Narrative Story Map.
(Student retells the story using the Narrative
Story Map)

Independent Practice: Release

the students to demonstrate their
ability to complete the activity
alone. Include complete
directions that explain what
students must do to complete the
activity & meet the objective.

Closure: How will the students

1st Strategy

responds) Right! In the story, the Monster was

nice to the monsters by sharing with them and
convinced them that they did not have to be mean
and could be nice. Please write this in the box.
(Student writes resolution in Resolution box)
Now that we have filled out the different parts of
the story from the perspective of the Monster, we
can retell the story from his perspective. We can
use our Character Perspective Chart as we retell
to help us remember what to say next. Please
retell the Monsters perspective of the story using
our Character Perspective Chart. (Student retells
story using Character Perspective Chart)
We have filled out the Character Perspective
Chart for both our individual character and our
group of characters. Do you notice anything that
is the same from both characters perspectives?
(Student responds) That is correct! The setting of
the story was the same. However, because the
Monster was created part of the way into the book,
he did not experience the first part of the story
when it was still daytime. What is different in both
characters perspectives? (Student responds)
Great job! The goal, problem, events, and
resolution were all different for the characters.
The characters each wanted something different
and this was the reason why they had different
goals. Because of these goals and the events of the
story, they both experienced different problems.
The events were different too. Even though the
same things happened, the characters saw these
events differently and as a result, different events
were important or unimportant to different people.
Because the problems were different, the
resolutions were different as well.
2nd Strategy

Now that you have seen me do an example of a

Narrative Story Map and we have done one
together, it is your turn to complete one on your
own!

Now that you have seen me fill out a column of a

Character Perspective Chart and we have filled
one out together, it is your turn to complete an
entire Character Perspective Chart on your own!

We are going to read this book, The Monsters

Monster, together. Make sure that as I am
reading, you are thinking about the different
elements of the story that you will have to fill in
on your Narrative Story Map. (Read story aloud)

We are going to read this book, Marshmallow

Incident, together. Make sure that as I am reading,
you are thinking about the different elements of
the story from each of the characters
perspectives. (Read story aloud)

What a great story! Now that we have finished

reading it, it is your turn to complete a Narrative
Story Map. Please complete it on your own. Like
I did with the example, please write two key
details, or one for each character, in each of the
boxes.

That story was so funny! Now that we have

finished reading, it is your turn to complete a
Character Perspective Chart. Please complete it
on your own for both of the characters in the
story. Like we did with the monsters, you can
group characters together who have the same
perspective.
2nd Strategy

1st Strategy

demonstrate their ability to meet

the objective, including how you
will measure & document this
ability? Attach assessment
documents to lesson plan where
appropriate.

Excellent work completing the Narrative Story

Map all on your own!

Very nice job completing the Character

Perspective Chart all on your own!

Will you please retell the story to me? You may

use your Narrative Story Map as you retell it to
help you. (Student retells story)

Will you please retell the story to me from both of

the characters perspectives? (Student retells the
story from both characters perspectives)

Nice job retelling! I like how you looked at your

Narrative Story Map to help you as you retold
the story.

Excellent job retelling! I like how you used your

Character Perspective Chart to help you as you
retold the story.

Could you also tell me what the moral, or central

message or lesson, was of the story? (Student
responds)

Could you also tell me what the similarities were

between the two characters perspectives?
(Student responds) What were the differences
between the two characters perspectives?
(Student responds)

Thank you so much for working with me today!

You did an excellent job.
________________________________
Students key details and central message/lesson
in retelling:
(Place a if YES or an X if NO; if YES, write
the key detail or central message/lesson)
(Must have two checks for each category and
include central message/lesson to meet objective)
Characters:
____ Key Detail #1: _______________
____ Key Detail #2: _______________
Setting:
____ Key Detail #1: _______________
____ Key Detail #2: _______________
Problem:
____ Key Detail #1: _______________
____ Key Detail #2: _______________

Thank you so much for working with me today!

Excellent work!
_________________________________
Students ways that the retellings from the two
characters perspectives are different and similar:
(Must have at least 2 each to meet objective)
Differences:
1.
2.
3.
Similarities:
1.
2.
3.

Goal:
____ Key Detail #1: _______________
____ Key Detail #2: _______________
Events:
____ Key Detail #1: _______________
____ Key Detail #2: _______________
Resolution:
____ Key Detail #1: _______________
____ Key Detail #2: _______________
Central Message/Lesson:
___ ____________________________

ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)