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Plot Lesson

Page history last edited by PBworks 13 years, 11 months ago

Plot, Day One


Writing Workshop


Students will learn to identify the elements of plot.



What is the most exciting book you’ve read? What is the most exciting movie you’ve seen? What makes it exciting?


Group activity: How to build a story.

Each student has a piece of looseleaf paper (no heading).

Teacher gives instructions. Between steps, ROTATE the papers among the tables and/or class.

1. Write two sentences about a character. ANY character.

2. Write two sentences about a setting, ANY setting.

3. Write two sentences about a goal the character has.

4. Write two sentences about the obstacles between the character and their goal.

5. Write two sentences about someone or something that helps the character overcome the obstacle.

6. Write two sentences about how the character finally reaches the goal.

7. Write two sentences about what the character learned during his/her journey.

8. Write one sentence to end the story.



What did you just do?

We wrote a story in pieces. Those pieces are parts of the PLOT.


PLOT: What happens in a story. What happens to the character. The character must have a goal that is blocked by some kind of obstacle.


For example: If the character really wants to play in the championship basketball, she might encounter a problem or obstacle. Like breaking her leg or being put on academic probation. How will she deal with this problem? Who or what will help her try to get past this obstacle to reach her goal?

This is what keeps the reader turning the pages!


Graph or chart with definitions (or give definitions):

Exposition: introduction of characters and setting

Conflict: problem or issue

Rising Action: characters attempt to overcome problem unsuccessfully

Climax: the turning point in the story; the most intense part

Falling Action: things are calming down

Resolution: problems/issues resolved


Work Time:

Students plot out their own stories. If one or more drafts have already been done, have the student chunk out their story. Have them (try to) identify which parts of their story fits into the plot chart.



Finish plotting out their own story.


Plot, Day Two:


Reading Workshop:

Read a short picture book. Have students TAKE NOTES during read aloud to identify which pieces are the plot points.


Independent Reading:

students identify as many plot points as they can, for how much they have read of their book. Option: students can chunk the events of their book.


Writing Workshop:

Objective: Students will learn to identify the elements of plot.



Review plot chart.

Quickly retell the story of Cinderella, recapping major plot points and how they fit/match with the plot chart.



Exposition: In Cinderella, the main character is a young, sweet girl who is tortured by her stepmother and stepsisters.

Rising Action: The conflict builds between them as they make her do all kinds of odious chores. They tease her and forbid her to go to the ball.

Conflict: The real conflict begins when the girl’s fairy godmother allows her to go to the prince’s ball. The stepsisters are jealous of all the attention the prince gives to the mysterious beauty.

A problem that Cinderella has to overcome is her midnight curfew. The clock begins to strike the hour and Cinderella has to flee, one of her glass slippers falling off in the process.

Climax: The prince goes searching for the maiden who fits into the shoe. When he reaches Cinderella’s house, she is locked away. The evil women try to pretend that no other female lives in the house and try on the shoe. It fits none of them. Finally, in some way, Cinderella is freed and allowed to try on the shoe.

Falling action: The shoe fits, and she is transformed back to the beautiful mystery girl from the ball.

Resolution: The prince and Cinderella marry and live happily ever after.


Work time:

Hand out worksheet with Aladdin and Lion King. In groups, they identify which parts match which plot points.

When they finish the two examples, they get to do their own. Use a book, movie, etc.



Find a short story on your own. Plot it out on a plot chart, identifying each element.


Plot, Day Three:



Students will learn to identify the elements of plot.



TEST: On looseleaf, have them recreate the plot chart. They must fill in each plot point AND give the correct definition.

When they are done, collect papers.



When the whole table is done, give them a sentence strip and a dry erase marker, and a number from the plot chart. They must write the term and correct definition, then attach it to the chalkboard/chart in the correct place.

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