Plotting the Narrative of Ones Social Identity

Name: Connar Kelley

Subject: English

Grade Level: 12

Common Core Standard:

CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.11-12.3.A
Engage and orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events.
Focus: In order for the students to have a well structured and organize plot in their
personal narrative, which is influenced by their personal experiences, we will how their
social identity has affected the plot of their life.
Objectives:
The students will be able to:
Apply issues regarding their social identities to events in their life
Classify important characters in their own life
Develop a framework for the plot of their personal narrative
Materials:
Students chosen social identity with claims (homework from Day 1)
Personal Narrative Plot Structure (see below)
Daybooks
Smartphones or laptops
Activities and Procedures:
1. Introduce the activity as being important in terms of implementing plot structure
in a personal narrative.
2. Have students refresh their memories by making a collaborative list, as a class,
that details elements of a good narrative.
3. Then have a student volunteer come to the front board and outline a plot
diagram. Ask the class if they agree that this is an accurate diagram of plot
structure. (exposition leading to a higher point of rising action then a line to the
highest point climax, ect.)
4. Then show students your version of a plot structure in your life (Personal
Narrative Plot Structure.) Explain to students that this jagged plot structure is a
result to the social identity issues we face as humans.
5. Have students open their daybook and try to develop the climax of their narrative.
Urge students to really think of the point in which their narrative reached its
highest point.
6. Have students free write why they believe this particular event to be their climax
in their narrative regarding that particular social identity. Throughout this process,
give examples in regards to your own social identity as a teacher. Allow 10
minutes for this.

7. After the climax of their narrative is discovered, have students draw what they
believe is an accurate plot diagram of the rising actions it took them to reach their
climax. Before writing in the exact events of the rising actions, have students
share the drawing with classmates. This will give them a good sense of just how
many ups and downs their personal narratives have faced in regards to their
social identity. This should take an additional 5 minutes.
8. Returning to individual work, have students label the specific events on their plot
diagrams. Encourage students to redraw the diagram so they can see how it
changes as they write in the specific events. Allow nearly 30 minutes for this,
because this is the overall basis of their personal narrative.
9. Take a minute to have students share, again, their new plot diagram with a partner.
Ask for volunteers to share theirs with the class.
10. Pass out the rubric for the Personal Narrative through Social Identities Paper.
Go over it with the class and ask for any questions.
11. Have students start writing their rough drafts of their personal narratives, using
the plot diagram they created. For homework, suggest they continue working on
this rough draft.

Personal Narrative Plot Structure