Beacon Lesson Plan Library

Map the Mystery!

Janice Wilkins
Santa Rosa District Schools


Upon completion of the novel, THE HOUSE OF DIES DREAR students analyze the plot and recall events chronologically to create a story map.


The student restates or paraphrases text by summarizing.

The student uses the text's structure or progression of ideas to locate and recall information (for example, cause and effect. chronology).

The student extends the expectations of the sixth grade with increasingly complex reading texts and assignments and tasks (for example, main ideas, supporting details, inferences, summarizing, analysis of organization and presentation of ideas).


-Hamilton, Virginia. THE HOUSE OF DIES DREAR. McDougal Littell Inc., 1997
-Manila Paper, 91/2 x12
-Crayons, Colored pencils, Markers
-Transparency of Story Map: Somebody, Wanted, But, So
-Overhead Projector
-Transparency of Rubric Scoring


1. Complete reading of novel THE HOUSE OF DIES DREAR.
2. Make transparency of story map.
3. Make transparency of Rubric.


1. Generate a discussion of the plot of the novel, directing students toward a chronological ordering of events. As students respond, record on overhead.
2. Students record information from overhead on notebook paper.
3. Display and explain model of story map on overhead with headings: Somebody, Wanted, But, So. Somebody is the main character of the novel, Thomas. Wanted is what Thomas wanted as he moved into the house. Thomas wants to know the secrets of the house. But is the conflict Thomas faced with the history of the house. So is the conclusion of the novel with Thomas discovering the treasure of Dies Drear.
4. Direct students to fold their paper vertically into four sections and head each section appropriately: Somebody, Wanted, But, So.
5. Using the main character Thomas in the Somebody section, students fill in the other three sections with the information recorded on the overhead in Step 1. Students use complete sentences for each section.
6. Students illustrate each heading and sentence to demonstrate comprehension of the plot.
7. Show a sample of the Scoring Rubric on the overhead and discuss with students the procedures and the criteria for scoring their story maps.
8. Upon completion of map, students exchange with partner and score using rubric. Students conference and share editing and revising ideas.
9. Students then revise their story map using their partner's feedback.
10. Students color each illustration in final draft.
11. Teacher scores the final draft map using the rubric.


Students' responses on their story maps are evaluated using a scoring rubric. Rubric: 3-Full accomplishment-Students accurately identify the main character Thomas and summarize the plot concisely and chronologically (what he wanted, but what happened , and so....) 2-Substantial Accomplishment- Students minimally identify most of the plot and organize the information chronologically. 1-Little or Partial Accomplishment- Students have difficulty in recognizing the main events and in chronologically organizing the information
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