I found this chapter extremely helpful by the way Ohler integrated the oral story of William Tell and the questions he'd ask to make sure the components of the story core were fulfilled. As I mentioned in my last blog entry, students must understand what the story core is about before a successful story can occur. I would need to investigate further on how to teach story core more effectively since Ohler failed to do so. However, after my students understand "the hero's journey" concept, I would definitely integrate the author's model of telling an incomplete or simple story and asking my students how we could improve it so that the story core is complete.
I often use Ohler's model of starting with a simpler idea and asking questions to add more details with my students' weekly spelling sentences. Students would share their sentence to their partner, and partners would ask the basic questions of who, what, where, when, why, and how to extend the sentence. Students practice this exercise every week to build better complex sentences. I think following Ohler's example of extending a simple story with story core as the basis every week would help students develop better stories.
Lastly, the title of this chapter clearly explained the purpose of using story maps to tell a story, but I found the moral of the chapter extremely interesting. The message of the William Tell story and how he shouldn't underestimate the talent of a young girl who knew something he didn't resonated with me because many of my colleagues are afraid of using technology in the classroom. I think Ohler wanted to make a point to teachers to not be scared (of incorporating DST) because they can always ask their students for help if they need it.
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