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Story Mapping with Success by Joanne Moore ISBN 0-9733876-0-2 ISBN 978-0-9950892-2-8 (Renamed Story Mapping SMARTS in Language Arts )

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Story Mapping with Success by Joanne Moore ISBN 0-9733876-0-2 ISBN 978-0-9950892-2-8 (Renamed Story Mapping SMARTS in Language Arts ) Story Mapping with SSuccessuccess by JoAnne Moore © JoAnne Moore, revised January 2021 www.books4results.com Story Mapping with Success by JoAnne Moore ISBN 0-9733876-0-2 ISBN 978-0-9950892-2-8 (renamed Story Mapping SMARTS in Language Arts ) © August 12th, 2003 by author JoAnne Moore. All rights reserved. Published by Books for Re- sults, Inc. first in Calgary, Alberta and later in Turner Valley, Alberta. Permission is granted to the purchaser to reproduce this book in sufficient quantities to meet a single teacher’s own class- room needs. Reproduction of this book for more than one classroom teacher, an entire school or school system is strictly prohibited. Clip art credits: Corel Systems Corp. 1991, version 3.0, Softkey International Inc. and its licen- sors, Microsoft Publisher 97, Books for Results, Inc. © JoAnne Moore, revised January 2021 www.books4results.com These story maps are laminated so that story ideas can be brainstormed on them by the teacher with an overhead pen and wiped off when finished. The graphics are attached with self-sticking Velcro after the poster has been laminated. This allows the teacher to change the graphics with ease in order to demonstrate many story ideas for children dur- ing carpet time. The stuck poster uses a pocket to show the character or object that gets stuck. The graphics shown on the pocket could be replaced with writing to show the attempts made at freeing the character/object. The copycat poster shows two characters meeting and one copying the other’s be- haviour. When the copying ends in either dis- aster or success, the copycat stops causing the characters to split up again. The contest story shows two characters meeting, posing a contest, having one, and the winner emerging at the bottom. © by J. Moore 2000 Do not reproduce © JoAnne Moore, revised January 2021 www.books4results.com Circle stories start and end in the same place and require a subplot (usually stuck, copycat or contest). Switch stories have two objects, characters, positions etc. swapped and changed back at the end. They also require a subplot. Transformation stories can be physical changes or character changes and they also require a subplot. © by J. Moore 2000 Do not reproduce © JoAnne Moore, revised January 2021 www.books4results.com Sensory Imagery Story settings are built with sensory imagery as the author describes what is seen, heard, felt, smelled, or tasted to transport the reader to a setting. The sen- sory imagery verb vocabulary used in books can be collected into the idea bank to help children build effective settings. Authors also use sensory imagery to show encounters between characters. What a character sees, hears, feels, or smells is used to create an interesting meeting. Suspense is a scary encounter and it too, is created using sensory imagery. The way two characters meet is a critical part of most stories and can also be col- lected from books and added to the idea banks. Showing Authors use the “showing” technique to build the emotions and motives of the characters. Emotions are the feelings of charac- ters which are not overtly stated in a book. Instead, the author takes face parts plus verbs, body parts plus verbs, speech that is spoken or thought, and the character’s ac- tions to depict the emotion. If a character were angry the author might write some- thing like this: Frank’s eyes flashed as he pounded his fists on the table. “Get out of my office!” he thundered. Motives drives the character’s actions and the plot structure. The basic motive of every character is what they do or do not want. They are built through speech that is spoken or the thoughts of the character, or told by the omniscient narrator. © by J. Moore 2000 Do not reproduce © JoAnne Moore, revised January 2021 www.books4results.com Table of Contents Part I Stuck Stories Story Mapping and Story Writing 1 Stuck Idea Bank 3 Teacher Models and Student Exercises 6 Stuck Story List and Idea Bank 24 Modelling with the Stuck Poster 29 Stuck Story Poster 43 Part II Copycat Stories 54 Copycat Idea Bank 56 Teacher Models and Student Exercises 58 Copycat Story List and Idea Bank 73 Modelling with the Copycat Poster 77 Copycat Story Poster 96 Part III Contest Stories 107 Contest Idea Bank 113 Teacher Models and Student Exercises 109 Contest Story List and Idea Bank 130 Modelling with the Contest Poster 137 Contest Story Map Poster 148 Part IV Circle Stories and Story Outlines 161 Circle Idea Bank 164 Teacher Models and Student Exercises 166 Circle Story List and Idea Bank 176 Modelling with the Circle Poster 182 Keys for Planning Circle Story Subplots 192 Circle Story Poster 207 Part V The No Fail Picture Prompt Exam Outline 213 Teaching Steps 215 Sample Picture Prompts 219 Test Pictures and Sample Outlines 230 © JoAnne Moore, revised January 2021 www.books4results.com Part VI Switch Stories 239 Modelling with the Switch Poster 244 Switch Story List 245 Switch Idea Bank 247 Keys for Planning Switch Story Subplots 251 Teacher Models and Student Exercises 270 Switch Story Map Poster Part VII Character Transformation Stories 276 Keys for Planning Transformation Story Subplots 279 Physical Transformation Stories 280 Transformation Idea Bank 281 Modelling with the Transformation Poster 283 Transformation Story List 284 Transformation Story Map Poster 297 Part VIII Character Motives Made Simple 302 Part IX Engaging Encounters Between Characters 308 Part X Long Range Plans for Narrative Writing 321 Part XI Story Language: Verbs, Showing, Sensory Imagery 331 Sensory Imagery and Showing Posters 338 Part XII Story Problem Vocabulary Dictionaries 353 Sequencing the Problem 354 Dictionary of Action Words to Help Describe Disaster 355 Dictionary of Action Words for Possible Stuck Problems 358 Dictionary of Action Words for Possible Contest Problems 359 Dictionary for Possible Acts of God and Magic 360 Tips for Researching and Writing Independently 361 Part XIII Graphics Index 366 Australian Graphics 367 Dinosaur Graphics 370 Fairy Tale Graphics 374 Farm Graphics 382 © JoAnne Moore, revised January 2021 www.books4results.com Forest Graphics 391 Hutterite Graphics 398 Insect Graphics 402 Jungle Graphics 407 Miscellaneous Graphics 411 First Nations’ Graphics 419 Ocean Graphics 424 People Graphics 429 Pet Graphics 438 Predator Graphics 442 Sports Graphics 447 © JoAnne Moore, revised January 2021 www.books4results.com Introduction One of the biggest hurdles for children to overcome in story writing is having good ideas and an awareness of how to develop and resolve the story problem. The purpose of this book is to help children develop an inner library of ideas and the ability to plan successful story problems and resolutions through story mapping. It does not involve the story writing process, although it certainly leads there. This is accomplished through the teacher guiding the class in researching picture books and chapters from novels. The research is then collected into idea banks and plot pattern categories. The idea bank categories are: The plot pattern categories are: 1. encounters between characters 1. stuck 2. essential dialogue 2. copycat 3. tricks 3. contest 4. disasters 4. circle 5. acts of god 5. switch 6. force 6. physical or character transformation 7. skill 8. courage 9. lucky breaks 10. help 11. hard work 12. truth that is discovered or revealed When these idea banks and plot pattern categories are combined with picture graphics of new characters they stimulate imagination so that it is much easier to create an original story map. This book explains the “how to”. The teacher and students read a book, then verbally identify the plot pattern, and collect a specific idea, or object from the story to use in creating a new story map. (When ideas are collected, interesting variations on the concepts may also be triggered. These variations should also be recorded in your idea banks and they can sometimes prove more useful than the original idea.) This gathering process is followed by the teacher modelling the story map on the overhead or with a poster. It will correspond with the book’s plot pattern. The teacher will then choose new characters, and use the specific idea or object to create an original story map. Each child is then given a copy of the story plot pattern map. Next, he chooses his own character from a base of characters provided by the teacher. Finally, each child plans his own story map using the idea banks the teacher just built with the class from the book. Planning stories in this fashion should occur as often as time permits (once a week if possible) in order to develop the inner library of how story problems are built and resolved. In conclusion, the goal of this book is to help children plan many stories. Planning opportunities (when guided and modelled by the teacher) provide children with lots of practice learning how to re- search from books, identify different plot structures, and apply the research into new settings using dif- ferent characters without having to write an entire story. It is an excellent addition to your current read- ing program, because it ties the reading and writing process directly together in a very high level think- ing activity. I hope you have fun looking at books in a whole new light, gathering ideas with your class, and generating amazing story problems from your research! Note: The teacher can model new story maps on an overhead transparency or on a poster. When using laminated story map posters, graphics can be attached with self-sticking Velcro pieces. The teacher can use an overhead pen to write ideas on the poster and wipe them off when finished.
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