Dana Alexander Plot Diagrams Lesson Plan Academic Standards/ Assessment Anchors: Standard 1.3.9.

C - Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, plot, theme, point of view, tone, mood, and style. R11.B.1: Understand components within and between texts. R11.B.2: Understand literary devices in fictional and nonfictional text. Instructional Objectives: 1. Given presentation, students will label and define (write) the elements of plot: setting, rising action, climax, falling action, and resolution, with no more than 1 error. 2. Given a plot diagram and a short story, students will label and define each element found in the story, with no more than 1 error. Content: Introduction/ Motivational Device Write question on the board, How many elements of a plot are there and how many can you name? Have students discuss with a partner and write down their responses. Call on students to volunteer to read their answers aloud to the class. Subject Content/ Topic Tell students: Today we are going to learn about Literary Analysis through Plot Diagrams Plot diagrams allow the reader to easily organize the different plot elements of a story. Learning Activities/ Procedure Direct Instruction: Tell students: A plot diagram is an organizational tool used to map the events in a story. Inform students of important key terms and have them write them down... Plot- All the events that happen within a story Conflict- A struggle. Prediction- a guess about what might happen based on prior events and knowledge Draw on the white board what a plot diagram looks like so students get a visual Have students copy what you drew on board and have them draw the plot diagram in their notebooks Define/ explain each piece of the plot diagram to the class while labeling the different parts of the diagram on the board. Have students follow along as they label and define the terms on their individual plot diagrams. Exposition- The introduction/ beginning of a story where background information such as setting, characters, and main conflicts are introduced to the reader. Rising Action- The round characters are developed and events that increase the conflict and motives are introduced. Major part of the story.
Commented [1]: This lesson plan displays my understanding for NCTE Standard 4.2- align curricular goals, teaching strategies, and organization of environment and learning experiences. Within this lesson I aligned the curricular goals by defining the specific instructional objectives expected to be met through this lesson. There are multiple teaching strategies displayed throughout including: direct instruciton, independent instruction, small group discussion, and collaboration among students. There are numerous opportunities for learning experiences and hands on actvities throughout the lesson as well.

Climax- The high point of a story where major conflicts erupt in a very tense, emotional moment. Falling Action- The events that immediately follow the climax. The cleanup Resolution- The ending or conclusion. Closure of the story. The reader may be asked to think about what would happen next. Cooperative Learning Split class up into groups of 4-5 students Hand out one plot diagram per student Directions to tell class: As a group, discuss where to label all the elements on the plot diagram Each student will write information on their own plot diagram Then read The Lady or the Tiger by Frank Stockton as a group. Using the information from the short story, the group will determine which details correlate to each part of the plot diagram and write it on the paper provided. Constantly walk around during this activity to make sure students are on task and grasping the concepts. Ask them questions that lead to the answers if they are having difficulty. Reread short story with them if they are struggling. Air correction procedures The air correction procedures will include, guiding back to the lesson and reteaching parts of the plot diagram that seem to confuse the student. Also I will restate the definitions of each element of a plot diagram. If these definitions seem to confuse the students, I will re-word them to make their meanings more simple. Closure Collect plot diagrams from each student Call on a student to draw a plot diagram on the board and to label the five elements Call on a 5 students to each define one of the elements of a plot diagram: exposition rising action climax falling action resolution

Commented [2]: NCTE Standard 2.4- foster critical thinking. This section of the lesson allows students to work collaboratively to determine which parts of the novel correlate to which points on the plot diagram. This requires critical thinking for the students. Commented [3]: Althought students are working collaboratively with their classmates, this lesson still allows for students to make meaning through personal responses- NCTE Standard 4.8 students are still encouraged to thinking independently and then collaborate with their peers about their responses and the answers they have come up with. Commented [4]: NCTE Standard 4.10- Integrate formal/ informal assessment into instruction and interpret/communicate results. This displays informal assessment, walking around during the activity to make sure students are understanding the materical and staying on task. If students have questions or need help, teacher will act as appropriate to the students specific needs. This allows the teacher to see who may need help or which concepts may need to be retaught. Commented [5]: Although Air correction procedures were named, there is no section that discusses interdisciplinary teaching if students are acting out. NCTE Standard 4.3-integrate interdisciplinary teaching. This may be something that should be added to the lesson plan to make it better for next time in case of emergencies or disciplinary problems occur. Commented [6]: NCTE Standard 2.1 - create inclusive environment. By creating differenciated Learning Activities for the students based on their levels of proficiancy allows for inclusion in the classroom. These three tiers have been set up so that the assigned reading matches up with the students reading level. That way students can all be doing the same activity and participating in small group discussions, while pertaining to their individual needs.

Differentiated Learning Activities: Tiers: Process Tier 1. (Low Level) Direct instruction Reading assignments - low level, easy to read, easy to understand. (The Tell Tale Heart) Graphic Organizer- Print out copy of plot diagram so student has it in front of them

 Advanced Graphic Organizer- Provide easy to understand definitions of each element. Guided notes Multimedia resources Tier 2. (Middle Level) Direct Instruction Reading assignment- Middle level, challenging to a degree (The Lady or The Tiger) Graphic Organizer- Print out copy of plot diagram so students have it in front of them Tier 3 (High Level) Direct Instruction Reading Assignment- High Level, challenging, includes interpretation and analysis (The Monkeys Paw) Cooperative Learning: Split class up into groups of 4-5 students based on reading level (lower level students together, higher level students together, etc) Assign each group a short story Low level- The Tell Tale Heart - Edgar Allen Poe Middle Level- The Lady or the Tiger - Frank Stockton High Level- The Monkeys Paw- W. W. Jacobs Technology: none Formative assessment: In order to determine if the objectives are met, I will collect the plot diagrams filled out by each student. Reflection: Was the objective met? If the lesson were repeated, what would I change? What is the direction for the next lesson?

Commented [7]: NCTE Standard 4.1 - examine and select resources for instruction. While writing these lesson plans I took the time to research which books would be best for which levels of students. I also took the time to figure out which short stories would interest my students and pertain to their specific needs. This is an extremely important strategy for all teachers when creating their lesson plans. Commented [8]: NCTE Standard 4.10- integrate formal/informal assessment into instruction and interpret/communicate results. By collecting students plot diagrams I will be able to determine if the students fully understand the concepts taught to them during the lesson. By collecting it at the end of the class period allows the teacher time to take the formative assessments home, determine if the entire group grasped the concepts and which areas need to be retaught. Once determined, teacher can adjust the next days lesson plans to fulfill any needs for reteaching or reviewing concepts. This also allows for the class to discuss the correct answers for the worksheet as a group. This also coorelates with NCTE standard 4.5- engage students in meaningful discussions of oral, written, visual forms. Commented [9]: NCTE Standard 2.3 demonstrate relfective practice, professional involvement, collaboration. By having an after lesson reflection allows the teacher to determine what worked, what didnt, what needs to be changed/ fixed for next time. After determining the strengths/ weakenesses of the lesson, teacher can then collaborate with others in the field to make the lesson better and share what worked well.