Beacon Lesson Plan Library
Story Mapping: The Hundred Dresses
DescriptionNote: This lesson is a follow up to lessons on story mapping and the book [The Hundred Dresses] by Eleanor Estes. Story Mapping is a creative tool for students to demonstrate their knowledge and understanding of a story. Within this assignment, students illustrate and paraphrase each chapter of [The Hundred Dresses], creating a graphic organizer through the use of story mapping.
ObjectivesThe student uses graphic organizers and note-making to clarify meaning and to illustrate organizational pattern of texts.
Materials-Book [The Hundred Dresses] by Eleanor Estes
-Pencil or Pen
-Notebook paper (cooperative group activity)
-12 x 18 white construction paper
-Story Map Rubric
Preparations1. Gather materials for the activity.
2. Make copies of the rubrics and also a transparency copy for overhead.
(Story Map Rubric is found in the Associated Files.)
ProceduresNote: This lesson only addresses a graphic organizer to illustrate organizational patterns of texts.
1. Within your classroom setting, review the elements of the story (plot, characters, main idea, etc.) and story mapping. Ask students questions to gain understanding. Place transparency copy of rubrics on overhead projector. (See attached file.) Review how you will assess their finished story map. Explain how there is a four-part criteria and the points they may earn for each.
Now begin asking students to volunteer a few details from each chapter and you might want to label them on the overhead. *You may also make this first part a cooperative lesson and allow students to work with a partner and have both of them go through the book and write down on their own paper a few details about each chapter. Take about 15-20 minutes for this part of the activity.
2. After reviewing the story with your class, model an example of a story map that has already been created either by you or another student.
3. Pass out a blank sheet of 12 x 18 white construction paper to each student. Demonstrate how to fold the paper to create eight squares. The eight squares are created by folding the paper in half vertically, then folding the paper in half horizontally, and finally folding the paper in half again vertically. In the top left square, have the student write the title of the assignment, the title of the story, and his/her name. (Example: Story Map for [The Hundred Dresses] by Susie Smith. Allow 5 to 10 minutes to demonstrate folding of paper.
4. Now for the remainder of class, have students begin illustrating the seven squares of their story map. Each of the squares will need to have an illustration from a chapter and a one to two sentence summary explaining that specific illustration. Students may use the list generated earlier to help with this part. Students may use either crayons, markers, or colored pencils to illustrate. The summary sentence(s) may be completed in pencil. Students may use tomorrow’s class time to complete their story map.
5. After students have completed their story maps, you may ask for a few volunteers to present theirs to the class. Allow time for questions and feedback to assure understanding from students.
AssessmentsNote: This lesson only addresses a graphic organizer to illustrate organizational patterns of texts.
As a formative assessment, after students have read the story [The Hundred Dresses], they will create a story map that illustrates a main detail from each of the seven chapters.
Use [The Hundred Dresses] Story Map Rubric to assess students' ability to:
-Create an eight-square story map.
-List specific information needed for first square (student’s name, name of book, name of assignment).
-Illustrate a detail from each chapter (total of 7 chapters).
-Paraphrase each illustration in one to two sentences (total of 7 illustrations).
*The Story Map Rubric is located in the associated file.
Attached FilesThe Hundred Dresses Story Map Rubric. File Extension: pdf
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