Extended Teaching Tips:
After the students draw or stamp the icons on the story words themselves, you may want to think aloud and add details regarding each of the SGM® components:
Character: Talk about the word “her” and the word “she” as pronouns or words for Samantha without using the name “Samantha.” Have the students plug in the name “Samantha” for each of the pronouns in the second sentence.
With older students note the third sentence and do the same. Ask the students how it “sounds” to them to use the name “Samantha” in place of the pronouns: Samantha had to admit to Samantha that Samantha was nervous.
In the two examples above, talk about the establishment of a referent. In other words, because the name “Samantha” was used at the beginning of the sentence, students are able to use herself (a reflexive pronoun) and she (a personal pronoun) to refer to the name Samantha.
Definitions: A reflexive pronoun is used when the subject of the verb is the same as the object of the verb: The cat washed itself while sitting in the sun.
Setting: The words just moved to a new city offer two opportunities:
Compare/Contrast the new with the former, if one knows these two settings. Discuss the concept of “moving to a new city.” Perhaps ask students to connect by offering personal experiences noted when moving to a new city/house/apartment, or even country.
Kick-Off: The initiating event stamped is “starting school today.” The start of school is something that causes most children, and their families, some angst. It would be great to point out that Samantha wasn’t merely going back to the same school as last year; she was starting a new school, in a new city.
The questions that Samantha asks herself add substance to the kick-off and connect it to the setting:
- Would she meet anyone that she could sit with at lunch?
- Would she like her teacher?
Lunch and teacher are part of the school setting/script. The bus ride, recess, dismissal, etc., are also part of the school routine. Thinking about the school script as “new” makes Samantha wonder about her day and worry.
Feeling: When it was time to go, her grandmother said “Don’t be worried.” Worried is a synonym for nervous. Scared is one of the six universal feelings of which worried and nervous are a part.
Note: For those of you who have used our tools before and know the narrative developmental sequence, recognize grandma’s words as a reaction to the look of worry/nervousness on Samantha’s face. Have the students role play this scenario. What is Samantha’s facial expression? What is the tone of voice that Grandma uses to calm Samantha. These are pragmatic elements.
Plan: Samantha left the house hoping to have a good day. This is the plan. Hope is a mental state word or thinking word.
Attempts: There are seven verbs stamped with temporal cohesive ties marking them:
- Walked, waited, looked, sat down, talked, found out, arrived.
Direct Consequence and Resolution: Both are stamped in the third paragraph. The consequence was that it was starting to be a good day. The resolution (feeling about the consequence) was “Happiness.”
We might ask how Samantha’s feelings changed from the beginning to the end of the story:
- Beginning: nervous, worried, scared
- End: happy
Samantha got what she hoped she would: the day was a good one.