Telling the Story (Using Wordless Picture Books to Learn Story Elements)

Telling the Story (Using Wordless Picture Books to learn Story Elements)

Unit Overview: Students will explore wordless picture books and discuss the specific elements of the illustration that “tell” the story. They will learn to “read” illustrations as they look at the ways in which pictures reveal information about the characters, setting, and plot of a story. In addition, students will work in pairs and use this information to write a story to accompany the illustrations of a selected wordless picture book.

Time: 7-8 Days (45 minute classes)

Standards Addressed:

IL 5/2: Student derives meaning from information in a variety of creative forms

IL 9/3: Student collaborates with others to identify information problems and seek solutions.

IL 9/4: Student collaborates with others to design/develop/evaluate information products and solutions.

ELA 1/B2: Language for Information and Understanding: Identify main idea and supporting details

ELA 1/C1: Using Graphic Organizers

ELA 2/C3: Language for Literary Response and Expression: Use evidence from story to identify characters and relate sequences of events.

ELA 2/C4: Language for Literary Response and Expression: Use knowledge of story structure

ELA 2/D1: Language for Literary Response and Expression: Make inferences about story events and characters, and draw conclusions.

DAY 1:

1) Explain that pictures, or illustrations, are an important element of storybooks, and they can help us understand the elements of the story, including the characters, setting, and plot. Illustrations also provide valuable clues when having difficulty reading words that one does not understand.

2) Read aloud the first page of Eve Bunting’s story Red Fox Running. Do not share the illustrations that accompany the text, but instead, have students listen carefully, and then create an illustration to go with the text. (Also, show a copy of the text on an overhead projector for students to refer to). Allow students to share their illustrations, explaining why they chose to depict what they did and how the picture correlates with the text that they just heard. Have the students infer as to setting (what time of year is it), how the main character is feeling, what might happen next, how will the story end?

DAY 2:

1) Discuss with students the fact that just as listening to a story creates a picture in our minds, looking at a picture can create a story in our minds. Show students a sample illustration from a big book Pinkerton, Behave. Cover up the text so that students are focused on the illustration. Discuss with students which elements they can discern simply by looking at the picture. Can they identify who the characters are and what they might be like? What about setting? Where or when might the story take place? What season is it? Can they describe the action that is taking place? Can they guess what one or more of the characters is feeling and/or thinking?

Flip to the next page, again covering up the text. Based on the second illustration, see which ideas about the storyline seem to be correct. Can students discern something more about the storyline? What elements of the illustrations are most helpful in figuring out information about the story? (Facial expressions, actions, body language, clothing, etc.).

Read story in entirety to compare students’ thoughts with the actual story.

Tell students that tomorrow, they will be looking at books that rely entirely on pictures to tell a story.

DAY 3:

As a whole group, model looking through the pictures of the story to come up with ideas for a story. (We will use the big book Pancakes for Breakfast). Taking ideas from the group, use a graphic organizer (4-Square) to make note of the story elements: characters, setting, and problem/solution. Also, encourage students to include details to make story more interesting than just retelling.

Tomorrow, students will be paired up to create a story to go with one of the selected wordless picture books.

DAY 4:

Assign partners and books, then allow students to examine their wordless picture books and use a 4-Square to make note of story elements (as we did as a group in previous lesson). Provide sticky notes (SLOPPY COPY) to each pair of students. Have them write a story to go along with the picture(s) on each page or page spread in the book. Emphasize the importance of including details beyond the simple retelling of the events pictured in the book. Also emphasize the importance of each student contributing their ideas to the story. Teachers will conference with groups as necessary as they work on their stories.

DAY 5:

If student pairs did not complete their sloppy copies on Day 4, they should continue to write/edit, being sure to add additional details as needed. Student pairs will begin filling in their “Story Skeleton” Worksheets. They should edit their stories and add details as needed. Thesaurus will be available for use.

DAY 6:

Last day to complete story skeletons and edit stories. When pairs are done with their story skeletons, they may begin practicing their stories, deciding which partner will read first and turn pages. Half-way through story, presentation jobs will switch.

DAY 7:

Groups will sign up to read/present their stories to the group. Allow 10 minutes to practice, then presentations will begin.

DAY 8:

Final day for presentations.

NAMES: ______4______

Telling the Story Rubric

WRITING / Excellent
(3) / Good
(2) / Satisfactory (1)
Created story matches the illustrations
Story is creative and imaginative
Story elements are present (characters, setting, plot, problem/solution)
TOTAL:
SPEAKING/LISTENING / Excellent
(3) / Good
(2) / Satisfactory
(1)
Uses age appropriate vocabulary, language, and grammar
Speaks audibly: appropriate expression, rate, and volume
Establishes eye contact when listening and speaking
Listens attentively and respectively to others
TOTAL:

NAMES: ______4______

Telling the Story Rubric