Story Elements Introduction Part 3

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Objective

SWBAT analyze how story elements affect a story while creating an accurate plot diagram for the new text.

Big Idea

Does the slipper fit?

Warm Up

5 minutes

To get things going today, I put up the attached plot diagram and ask students if this is a correct diagram for stories.  They should say no because the climax doesn't actually happen in the middle of a story.  I will then display the correct plot diagram and ask them to look at the diagram they drew yesterday for their version of Cinderella.  I want them to assess whether they drew it correctly before beginning todays group task.

Independent Work

35 minutes

As we move into independent work time,  I explain that there are three steps to today's task.  Fist, they are going to work as a group to create a culminating project demonstrating their their understanding of what we've discussed over the past few days and presenting it to the class.  At this point, I  show students an example or two from students the year before and point out a few features such as - the plot diagram is drawn horizontally, not everything can or should be outlined in marker (words describing what happens at each point on the diagram for example), group member names go on the back and the title and author name need to be included.

 I suggest that they use pencil first and insist that they discuss before they draw or write anything. I point out that they are analyzing the story together, and have a limited amount of time. I remind them that they all should have the story mapped out so they are ready to compare diagrams. And my final bit of advice start with the climax and use your Cinderella example plot diagram.  "Remember, these are all versions of Cinderella and you should see similarities in the plot.

Two, I post three questions on the SMART board and explain that they will be answering these as they present their poster to the class.  This will require more group discussion and decision making as would have been going on during the poster creation.

1.  Use your poster to summarize your story in one minute. 

2.  Was your story identical to the Disney Cinderella? No? How did the setting affect the plot of the story and change it up? (Students should point out that the culture changed several parts of the plot -events, language, etc.)

3.  Was your story's flow on the plot diagram similar?  Did you notice anything about the climax compared to the climax point of Disney's Cinderella? (Students should note that each story had a similar climax point.  Each one had a "slipper fits" moment and followed the same pattern on the diagram.)

Third, is the presentation during Wrap Up.

After reviewing the process and checking for clarity, I ask one member of each group to pick up a ruler and poster board at my desk, and I bring around the marker(s) needed at table. As they start working, I begin to circulate and assist when needed.

 

Wrap Up/Share

15 minutes

Class wrap up is longer today because I want students to share their posters to help me get to the point.  In the last ten minutes of their work time I post the three tasks/questions on the SMART board and ask that they choose one or two members to share their groups poster and answers to the questions.  (I emphasize that those who share should not be those who wrote on the poster to get more students involved.)

1.  Use your poster to summarize your story in one minute. 

2.  Was your story identical to the Disney Cinderella? No? How did the setting affect the plot of the story and change it up? (Students should point out that the culture changed several parts of the plot -events, language, etc.)

3.  Was your story's flow on the plot diagram similar?  Did you notice anything about the climax compared to the climax point of Disney's Cinderella? (Students should note that each story had a similar climax point.  Each one had a "slipper fits" moment and followed the same pattern on the diagram.)

I close the class by bringing out how story elements shape the plot.