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Mapping Our Stories: Using Connectives of Time and Place

Materials Needed

By the end of this 60-minute lesson, the learner will be able to:

Define what connectives of time and place are and explain their purpose.
Identify at least 4 connectives of time and 4 connectives of place within sentences.
Use connectives of time and place to build clear sentences and construct a short, logical narrative.

The Mixed-Up Story (Hook):
Start with a fun challenge. Present these three sentences, out of order, on a whiteboard or paper:
- I found my keys.
- I looked for my keys.
- I left the house.
Ask: "If this were a story, what order would these events happen in? How do you know?"

Guide the learner to the logical sequence (Looked -> Found -> Left). Then, ask: "What little words could we add to make the order even clearer?" (e.g., "First, I looked... Then, I found... After that, I left...").
Stating the Goal:
"Those little words you just used—like 'first,' 'then,' and 'after'—are our topic for today! They are called connectives. They are like a GPS for our stories and instructions, telling us when (time) and where (place) things happen. Today, we are going to become expert navigators using these words."

Create a T-Chart: Draw a large 'T' on the whiteboard, labeling the left side "Time Connectives (When?)" and the right side "Place Connectives (Where?)."
Model Time Connectives: "Time connectives tell us the order of events." Write and say a clear example: "I will eat my dessert after I finish my dinner." Circle the word 'after' and write it in the "Time" column. Add a few more common examples like before, then, next, while, during, first, finally, explaining each one with a simple sentence.
Model Place Connectives: "Place connectives tell us the location of something." Write and say a clear example: "The cat is hiding under the bed." Circle 'under' and add it to the "Place" column. Add more examples like on, in, next to, behind, opposite, between, nearby, again using simple sentences.

Activity: Connective Hunt.
Present the pre-written paragraph. (Example: "Yesterday, Sarah went to the park. First, she played on the swings that were next to the slide. While she was swinging, a friendly dog ran past. The dog sat between two big trees. After playing, she walked home and put her shoes by the door.")

Read the paragraph aloud together. Ask the learner to find and highlight or circle all the 'GPS words'—the connectives of time and place. As each one is found, discuss whether it tells 'when' or 'where' and add it to the correct column on the T-chart.

(Formative Assessment: This quickly shows if the learner can differentiate between the two types.)
Activity: Sentence Scramblers.
Provide two incomplete sentences and a choice of connectives. Work together to choose the best one.
- "We waited for the bus ______ it started to rain." (until, next to)
- "The treasure chest was buried ______ a giant oak tree." (finally, beneath)
Discuss why one choice makes sense and the other doesn't.

Activity: Story Mapping.
Explain the main task: "Now, you get to build your own story from scratch using our GPS words!"

Instructions:
1. On one color of sticky notes, write down 3-4 simple actions (e.g., "woke up," "found a mysterious map," "followed the clues," "discovered a secret door").
2. On the other color of sticky notes, write down 3-4 simple places (e.g., "in my room," "under the rug," "behind the bookshelf," "through the garden").
3. Arrange your action and place notes on the large paper to create a short story.
4. Use your markers to physically draw arrows and write connectives of time and place to link your ideas together. Your goal is to make a visual map of your story!
Success Criteria: Display these clearly for the learner to follow.
- Your story map must have a clear beginning, middle, and end.
- You must use at least three different time connectives.
- You must use at least three different place connectives.
- The story must be easy to follow and make logical sense.
Work Time: Let the learner work independently while you are available for questions.
(Summative Assessment: The completed story map serves as the primary assessment of the lesson's objectives.)

Share the Story: Ask the learner to present their Story Map, reading it aloud and pointing to the connectives they used. Offer praise for their creativity and correct use of the words.
Recap and Reflect: Ask reflective questions to solidify the learning.
- "What do connectives help us do when we tell a story or give directions?"
- "Can you name one new time connective you feel confident using now?"
- "Can you name one new place connective?"
- "What would happen to stories if we didn't have these words?"
Final Takeaway: "Great work today! You learned that connectives of time and place are essential tools for writers and speakers. They guide your audience, making your ideas clear, organized, and much more interesting."

For a learner needing more support (Scaffolding):
- Provide a word bank of connectives directly on the story map paper to choose from.
- Provide pre-written action and place sticky notes.
- Co-create the first sentence of the story map together.
For a learner ready for a challenge (Extension):
- Challenge them to use more complex connectives (e.g., subsequently, meanwhile, adjacent to, beyond).
- Ask them to write their story map out as a full paragraph in a notebook.
- Have them retell a familiar story (like a fairy tale) and add in at least five new connectives to make it more descriptive.
For a Classroom or Group Setting:
- The "Connective Hunt" can be a paired activity.
- The "Story Mapping" can be a small group project where each member contributes an action or place, and they work together to connect them.