1. MA. FRANCIA N. BULACAN
Teacher III
Tibabo Elementary School
Pioduran West District
mafrancia.bulacan@deped.gov.ph
09319854018
LITERATURE-BASED
EXPERIENCE USING
GRAPHIC ORGANIZERS:
MEANINGFUL EXPLORATION
OF STORY ELEMENTS
2. SESSION 1: Understanding Story Elements
and the Use of Graphic Organizers
Session Objectives
• discuss key and advanced story elements; and
• identify commonly used graphic organizers to explore story
elements
3. Legal Basis
• DepEd Order No. 42, s. 2017, National Adoption
and Implementation of Philippine Professional Standards
for Teachers (PPST) Domain 1, Strand 6 expects teachers to employ
strategies for promoting literacy and numeracy.
4. • Grades 4 to 5: read independently and get relevant information
from various text-types
• Grade 6: read various text- type materials to serve learning needs in
meeting a wide range of life’s purposes
Grade Level Standards
6. TALK IT OVER
Write the answers to the following questions in your LAC Journal:
• What difficulties did you encounter in presenting the lesson to the
learners?
• What difficulties did learners show in acquiring the skill?
• What learning tools did you employ in teaching the lesson? Was this
effective? Support your answer.
After 5 minutes, be ready to share your responses to the group.
10. What are story elements?
Stories contain elements which are essential in keeping the
story run smoothly and allow the development of events in a
logical and understandable manner.
11. Graphic Organizers is a teaching and learning tool used to
organize information and ideas and represent the relationships
between facts, terms, ideas, and other various components
within a learning task.
What are Graphic Organizers?
12. Using graphic organizers is a great way to assist learners in
extracting the elements of the story and organizing them in a
visual way.
Why use Graphic Organizers?
14. KEY STORY ELEMENTS
The KEY ELEMENTS, also called as basic bones of a
story are:
Characters
Setting
Plot
Conflict
Theme
15. Characters:
Characters are the people, animals, or personified inanimate
objects who perform actions, speak dialogue and interact in the
story.
Main characters
Secondary or background characters
16. Character Analysis:
This graphic organizer enables the
learners to evaluate physical attributes,
feelings, behavior, strengths and
weaknesses of a character.
17. Setting:
The setting of a story refers to the time, place and environment in
which the story takes place. It plays a large part in shaping a story.
Ask the following questions to determine the setting:
a. When did it happen?
b. Where did it take place?
c. What is the weather?
18. Drawing the Setting:
This graphic organizer enables the
learners to look for and make a list of
clues within the text that helps them
clearly picture out the setting of the
story.
19. Plot:
The plot of a story is simply what happens as the characters
encounter and attempt to resolve conflict.
• Exposition is the beginning of the story where the characters, setting,
and conflict are established.
• Rising action follows the exposition and marks the point where the main
characters first encounter the story's conflict.
20. Plot:
• The climax is the culminating point of the story where the
characters must confront the conflict.
• Falling action is the direct result of the conflict.
• Resolution is sometimes called denouement/ending. Resolution
marks the end of the conflict and the story's conclusion.
21. Plot Pyramid: This graphic organizer enables the learners to map the sequence
of important events from the story.
22. Conflict:
The conflict is the problem or challenge that the characters face.
Conflict is absolutely necessary for a story because it gives the characters
something to overcome and a plot to play out.
• External
• Internal
23. Conflict:
• External conflict sets a character against someone or something
beyond control.
• Internal conflict involves a struggle between one character's competing
beliefs and desires.
24. Conflict-Solution Analysis: This graphic organizer enables the learners to see
the problems within the character and his environment that hinders the
achievement of his goals in the story.
25. Theme:
• The theme is the underlying meaning of a story that the reader gathers
from watching the story unfold. The theme can be a moral or a lesson,
but it is often simply an observation about life.
26. Theme Analysis: This graphic
organizer enables the learners to
formulate the lesson or central
idea of the story and provide
evidences. Theme creates
meaning and impact.
28. Point of View:
refers to who is telling or narrating the story
• First Person refers to self as I or me.
• Second Person when the narrator speaks directly to the
reader as you.
• Third Person refers to all characters in the story as he or she.
29. Tone:
the attitude that the writer takes towards his writing.
Examples:
uneasy, emotional, loving, sincere, undecided, angry, amused
30. Mood:
is how the readers feel as he reads the story.
Examples:
calm, hopeless, lonely, anxious, stressed, festive, frustrated
31. Theme, Point of View, Mood,
and Tone Window: Clearly
pointing out the tone, mood
and point of view helps the
learners find the meaning in the
story and make them feel a
sense of connection to the
writing.
36. SET A
Reddy Fox is the
main character in the story
“The Adventures of Reddy
Fox” written by Thornton W.
Burgess. He is a timid,
fearful, curious, fun and
street-smart fox.
SET B
37. 1. What story element is being presented?
2. In which set is the element organized in a visual way?
3. Which do you think will be more interesting and recurring for
the learners? Support your answer.
4. What does this activity made you realize when it comes to
teaching Story Elements to the learners?
38. 5. Why is it important to effectively teach story elements to
the learners?
6. How does the use of graphic organizer affect the delivery
of lesson on story elements?
7. How will you apply this learning in your classroom
discussion?
39. KEY STORY ELEMENTS ADVANCED STORY
ELEMENTS
Characters
Setting
Plot
Conflict
Theme
Point of View
Tone
Mood
40. How can graphic organizers help teachers provide
literature-based experience to learners on meaningful
exploration of story elements?
41. From the words that you were
able to relate to the central idea,
formulate a sentence that will
summarize everything you
learned from the session.
42. WHAT TO DO NEXT (Small Groups)
Individually drafting graphic organizers exploring key and
advanced story elements discussed in the session.
Presenting the self-developed graphic organizers within
small group.
Suggesting points for improvement and sharing good
practices in the utilization of graphic organizers in
exploring story elements.
44. IMPLEMENTATION
Apply what you have learned in developing own graphic organizers
and integrating its use in teaching story elements.
Document your experiences and insights in your LAC Journal.
Good day fellow teachers. I am ____________________________ and I will be your LAC Facilitator for the first Session on Literature-Based Experience Using Graphic Organizers: Meaningful Exploration of Story Elements. Reading is one of the basic foundations of learning and enables the child to adapt to the ever-changing society. Teaching learners how to decode printed text should not be the end goal of literacy instruction. Learners should make connections between what they read and what they already know as well as think deeply about what they have read. Without comprehension, it will be difficult for them to gain meaning from the text presented, even from stories which teachers deem interesting.
Session 1 focuses on Understanding Story Elements and the use of graphic organizers. Through this Learning Action Cell (LAC), teachers will be able to:
discuss key and advanced story elements; and identify commonly used graphic organizers to explore story elements
The Department of Education, with the full support of the teachers, continuously exerts efforts and implements programs to produce lifelong learners equipped with essential competencies and skills. Teachers, as the frontlines, are tasked to develop the reading skill of every learner with the main goal to make them proficient and independent readers in the long run. As stipulated in DepEd Order No. 42, s. 2017, National Adoption and Implementation of Philippine Professional Standards for Teachers, Domain 1, Strand 6 expects teachers to employ strategies for promoting literacy and numeracy.
Relating to the K to 12 English Curriculum, it is a standard that learners from Grades 4 to 5 are able to read independently and get relevant information from various text-types; and for Grade 6 learners to be able to read various text- type materials to serve learning needs in meeting a wide range of life’s purposes. (Department of Education, K to 12 Most Essential Learning Competencies, 2020)
Good teachers are vital in raising the achievement of learners especially when it comes to literacy.
Let us begin this session with an Activity titled Talk It Over. Here is what you are going to do.
Think of the time when you taught a lesson on Story Elements to your learners.
Then…
After sharing of experiences…
1. Synthesize the responses from the LAC Members.
2. SAY: We may be presenting a wide range of literature to our learners on a daily basis but this does not mean that they can always form connections and ideas from the texts presented, especially in a story. A child who can fully analyze the story elements is most likely to fully comprehend the story read. These elements contribute to the overall meaning and effect of a story. Understanding how a story is organized is necessary for them to achieve a high level of comprehension. There are tools that teachers may utilize to make the lesson more engaging and comprehensive. One of these is “Graphic Organizers.”
Let us proceed to the next activity.
LAC Members will individually work on this preliminary activity to test your background knowledge on key and advanced story elements. Group these words/phrases in the column they belong. After 3 minutes, we will be selecting participants to share their answers and explanation to the group.
After sharing of answers…
At the end of this session, you will find out if you were able to group these elements correctly. Let us proceed with the discussion of topics.
Teaching these elements effectively to the learners will help them develop deeper levels of comprehension, enhance appreciation, interpretation and response to the literature presented. In addition, familiarizing and identifying these elements foster recall and improve child’s own style of writing.
Graphic organizers are also referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers, or concept diagrams.
By doing so, they understand the story better compared to presenting the elements in plain texts. They can further improve recalling, retelling and summarizing.
Let us review the key and advanced elements of a story as well as the common graphic organizers used to explore these.
These elements work together to create the basic structure of a story.
Changing any one of these elements can greatly affect a story's overall meaning, structure and impact to the reader.
Characters drive the story, allowing the reader to have experiences through them.
There are two types of characters in a story.
Main characters, oftentimes called Heroes, drive a story the most and undergo significant development as a result of the conflict of the story.
Secondary or background characters are there for support and help drive the plot forward—villains included.
The commonly used graphic organizer to explore Characters in a story is Character Analysis. This help shed light to the character’s role in the story.
A setting can be a real time period and geographical location or a fictional world and unfamiliar time period. Setting may also include physical landscape, climate, weather, and the societal and cultural surroundings that serve as the backdrop for the actions that take place.
Then, they will be given the chance to illustrate this based on the time, place, and environment clues gathered.
PLOT..All plot structures contain important sub-elements.
RISING ACTION…This creates the first sense of tension in the story.
CLIMAX…This might look like an intense fight scene or something more subtle like a verbal confrontation between characters. If the conflict is internal, it might result in the main character finally facing an inner dilemma.
FALLING ACTION…Whatever happens during the climax creates the falling action, the positive or negative consequences for the characters.
RESOLUTION…Sometimes the final outcome for the characters is explained for the reader and sometimes the conclusion is more open-ended.
Mapping the plot structure allows them to visualize the series of key incidents of the story and the relationships that exist among these.
If the characters do not encounter a problem, it's impossible to have a climax because the characters have nothing to confront. Conflict can be internal or external.
EXTERNAL…For example, a story about characters facing a strong typhoon would involve external conflict.
INTERNAL…An example would be a character who wants to focus on his studies to improve his grades but cannot stop playing mobile games.
It also gives emphasis on the solutions done by the character to overcome these conflicts. Understanding the existing conflict makes learners connect events while highlighting the character’s motivations, values and weakness.
The author's purpose in writing a story is to offer a certain insight or convey a message. That insight is the theme of the story.
Understanding the message conveyed by the author allows readers to relate to the characters and feel invested in the story’s outcome.
When pupils can already describe the key elements, they are able to interpret and respond to a text. After the learners have gained sufficient experience in recognizing and exploring the key elements, they can now begin to work on more advanced story elements.
First Person narrators are characters inside the story and provides most of the narrative.
Third Person Characters know their thoughts and sees their actions even when they are alone.
This is expressed through the use of words and details included in the text.
It is the atmosphere and overall feeling that the literary text conveys to the reader.
This graphic organizer combines the advanced story elements. These can affect how the readers perceive the author’s intention, thus influencing his attitude towards the text.
However, graphic organizers focusing on point of view, mood, and tone separately are also used.
Now that we are done reviewing the Story Elements and the common graphic organizers, let us now proceed to Question and Answer to explore them further.
Now that you are very familiar with the key and advance elements of a story as well as its component, let us try working on this next activity entitled “Spot the Difference”.
LAC Facilitator presents two sets of information to LAC Members.
Say: Study and observe the information presented in SET A and SET B.
Say: Ponder on the questions to be posted and write responses in their LAC Journal.
Now, go back to your answers on T Chart Activity and revise contents based from the learning gained in the session.
Say: Put out your LAC Journal and reflect on this question…
Write answers by using key words in completing the Semantic Web. (Examples: comprehensive, connections)
From the words…
You will write the answers on your LAC Journal. All LAC Members will share responses and explanation to the LAC Group.
LAC Group will agree on the date/time of the next LAC Session (Last Friday of the month, 3:00-5:00pm) and its focus: Crafting Graphic Organizers to Explore Story Elements through a Workshop.
