davelynch story map summary

8/2/2019 Davelynch Story Map Summary

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David Lynch

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Post reading lesson summary

Story mapping non-fiction

Summary:

Students will learn to see history as a living narrative. It has elements in common with traditional

fiction: characters, settings, conflicts, and resolutions. What we usually interpret as the authors moral,

is what history can teach us.

Steps:

1. Students will have read the non-fiction piece to be diagrammed. They have a copy of thepiece and a blank story map.

2. Fill in, with students, the alterations to a standard story map for use with non-fiction.1. Setting= Where and When2. Characters= key players3. Plot/Problem/Goal= What were the key players after, What problem were they

tackling, What goal did they hope to achieve

4. Plot/Events= Key events5. Plot/Resolution/Outcome= What resulted, How was it resolved, Did the key players

solve their problem or attain their goal

6. Theme= Why is this event still important to us today, What is its enduringsignificance, What is there to be learned from it?

3. Diagram beginning part of piece to show students how.4. Allow students to assist in diagramming next part while still in group.

1. Always question students about agreement or disagreement with given response,allow both sides to justify their response before writing down correct one and

explaining why one response is correct or makes better sense.

5. Students may work to diagram the remainder of the piece independently or with a partner,depending on the confidence and level of understanding shown above.

1. Teacher should circulate among groups/individuals, questioning, chatting, andchecking for understanding of the article as well as the mapping concept.

6. Call the students back to the floor to go over responses on their maps. Recap the conceptthe students worked on: Today you filled in a story map from a non-fiction source. How was

this different from diagramming a fiction story? How was it the same?

1. Highlight a few student works to illustrate the concept again. Invite students to sharetheir answers with the class and invite agreement/disagreement with responses. Asabove, allow for both sides to justify answers, and explain before moving on to next

heading.

2. Be sure to spotlight significant items on student work. If they put down a cleveranswer, say so and allow them to share their thinking a little more detailed. If they

put down a questionable response, or one which is disagreed upon by other

members of the class, also allow for more explanation of thinking. In this way they

can practice explaining their answer.


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Modifications:

Students should work well on this if they understand the basic idea; they may even finish earlier

than expected. If, however, they are unusually distracted or not performing well, dont hesitate to bring

them back together to go over the idea again and check for understanding. You may even diagram one

or two more sections with students if they do not comprehend the idea.

Cautions:

Students may require practice identifying some of the story map elements in a non-fiction piece

of writing. If handled carefully, with support and encouragement, the students should be able to identify

story elements in any piece of writing almost like a laundry list. The list then could be used as a quick

breakdown for use in a summary or other similar activity.

Answering the questions such as who was involved? or what did they do? could lead to

discussions of the levels of relative importance in any piece of writing.

Story map rubric

Criteria 4 3 2 1

Story Map All required

elements are filledin completely; main

details have enough

description for

clarity.

All required

elements are filledin completely; main

details have some

description.

Some elements are

complete; detailsare missing.

Elements are

incomplete; detailsare missing.

Story Box All elements are

neatly completed; a

complete sentence

describes contents.

All elements are

completed; an

incomplete sentence

describes contents.

All elements are

completed; work

looks hurried, not

very neat; content

description is

missing.

Not all elements

complete; work

looks hurried, not

very neat;

description missing.

Spelling There are no

mistakes in

grammar or

spelling.

There are one or

two grammar or

spelling mistakes.

There are three or

four grammar or

spelling mistakes.

There are numerous

mistakes in

grammar or

spelling.


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Story Mapping

GUIDE FOR CROSS - DISCIPLINARY APPLICATION

History English Science Lab

Setting: Where and When Where and When Time and Conditions

Characters: Who were the keyplayers?

Who were the major(and minor?) characterstaking part

in the action of thestory?

Equipment Used

Plot/Problem/Goal:

What were the keyplayers after?

What problem were

they tackling?

What goal did

they hope to achieve?

What event or situationsets the story in

motion? What do theymain characters hopeto

do?

What is thehypothesis the

students intend totest, to prove, or todispute?

Plot/ Events: Key events Key episodes Steps in theexperiment

Resolution/Outcome:

What resulted?

How was it resolved? Didthe key players

solve their problem orattain their goal?

Was the problemresolved, or was thecharacters goal met?

What results did youobtain?

Theme: Why is this event still

important to us today?What is its enduringsignificance?

What is there to be

learned from it?

What is the messagefor us or for the rest ofhumanity?

Whats the moral, the

universal truth, the

common

understanding?

So what? What dothese results meanto us, to our

understanding ofscience, to ourability to use science

to solve realproblems?

http://www.readingquest.org

Permission Granted for Classroom Use Only. All others inquire at [email protected].

Copyright Raymond C. Jones. All Rights Reserved.


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Story Map

Setting

Characters

Plot/Problem/Goal

Plot/Events

Plot/Resolution/Outcome

Theme

davelynch story map summary

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