# Resolution (Solution) (Resolve)

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## Objective

SWBAT listen to the ending of "So B. It," as well as determine different parts of the plot taken from the novel.

#### Big Idea

How do we determine parts of plot? In groups, can students determine the parts of plot given at random from the class read aloud "So B It?"

## Check-in Reading logs & Confer

25 minutes

Whenever possible, I begin my lessons with silent, independent reading. During this time, I actively monitor their reading progress by checking their out-of-class reading logs and engaging in reading conferences that cover a variety of topics.

To find ways to enact this section, please see my strategy folder.

## Resolution Notes

5 minutes

After independent reading check-in, students take their Final Parts of Plot Note on Resolution.

Before we write our notes, I write the word in large font on the board. What words do you see hidden in resolution.

We see solution & resolve. Both will be helpful when defining this word/part of plot. We use these to deepen our understanding of the concept.

What makes for a satisfying resolution?

I often add that resolutions can be "too neat." And a satisfying resolution doesn't mean everything is perfect at the end of the story and all the characters live "happily ever after." This is a misconception that often gets cleared up during this discussion.

## Finish "So B. It" Read Aloud

15 minutes

After we finish our parts of plot notes, I finish reading our unit read aloud "So B. It" By: Sarah Weeks. I have kids comment on the ending.

How was the conflict resolved?

Did you feel satisfied by the resolution? Why?

We discuss the ending briefly after I finish reading; Heidi returns home to Bernadette and discovers her true identity, learning that there are some questions in life that she'll never discover the answers to. Then we transition to our group activity.

## Group Work: Parts of Plot

25 minutes

In this part of the lesson, I pass out different excerpts from "So B. It." Students read aloud the excerpts, then use them to review all the parts of plot. Once they are in small groups, they must determine which part of the plot their excerpt came from in the novel. They'll use their Completed Parts of Plot Notes to decide.

Here is a a group of students determining that they have the exposition.

They've read the text carefully and discussed possible options. Here is an excerpt from "So B. It's" Exposition. I usually give kids about four pages to read and discuss. Some sections are easier (exposition and resolution). Some are more challenging to decide where to place, (rising & falling action, climax). Kids work this out together.

Once they've decided on their part of plot, I have each group member choose a different direct quote that shows an image. They illustrate this image and explain how it is connected to the part of plot.

Each group will be given a different passage from "So B. It." Please don't write on this passage.

1. To which part of the plot does this passage belong?
2. Find enough powerful images from the passage for everyone in your group to have one.
3. You will illustrate (using color) the image and write a caption. This caption will not be a summary of what you've drawn. The caption will explain:
• Why the image is important.
• How the passage relates to the part of plot.

For example, one member of the rising action group drew a camera, because Heidi's discovery of the camera and photos inside triggered her desire to begin her journey to find out more about her past.