You Show Me Yours: Analyzing Plot

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SWBAT share their plot events and work together to create one set of plot events to represent a fictional text.

Big Idea

Understanding plot is paramount to understanding fictional texts.

What Do You Have?

25 minutes

When the students enter today, they find their plot charts hanging in the room.  There are a couple that are not finished from yesterday, but we use them anyway.  

I have each group stand by their charts and we go around the room and each chart is read. After each chart is read, we compare the plot events that each group came up with.  We notice the similarities and differences.  I ask the students to discuss what they notice.  A couple of students noticed that some people had their plot events out of order and a couple of others noticed that there were some plot events that every group had- "A meteor landed in the grandparents' yard."

After we discuss the charts, I get out a chart paper and write the first event- "A meteor landed in the grandparents' yard."  I ask the groups to come up with what happened second, third and so on.  Where the students had the most difficulty was where a lot of things happened at once. The students need to be able to "smoosh" that information together to come up with a plot event.  For instance, a lot of groups wanted to say that there was "meteor lemonade", but what really needed to be said was that when all the town came, it was like a carnival in the backyard.

We work through all the entire story until we have chart displaying the correct plot events.  It was very helpful to work through this with the students.  We had lots of great conversation about what a plot event is and how to condense events into one sentence.   

You Try!! Giving a Short Cycle Assessment

20 minutes

After we compared the plot charts, I handed out another short text along with the same story map we've been using to give as a short cycle assessment.  Once all students have received their papers, they begin working.  I leave the charts up in the classroom as a resource if students realize it and choose to use them.  I make no effort to point them out.  

I give the students the rest of the time to work on their short cycle assessment hoping they are better than the pretest!!

Wrapping Up

5 minutes

Near the end of class, I begin to collect the short cycle assessments.  I ask the students how they feel they did and through our conversation, it seems as though the students have a better understanding of the concept of plot events. The only way to tell is to grade them and analyze the data.  For now, I'll take their confidence and send them on their way!!