Time Requirement: One 45 minute period
Standard: CCSS.ELA-LITERACY.W.11-12.3Write 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.AEngage 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.CCSS.ELA-LITERACY.W.11-12.3.BUse narrative techniques, such
as dialogue, pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or
characters.CCSS.ELA-LITERACY.W.11-12.3.CUse a variety of techniques
to sequence events so that they build on one another to create a
coherent whole and build toward a particular tone and outcome
(e.g., a sense of mystery, suspense, growth, or resolution).
Specific Lesson Goal/Link to AssessmentWhat is the specific
lesson goal you will communicate to students?Students will, as a
class, create a sample plot outline for a multi-genre
narrative.
Question: How does this link to previous/future
learning?Students will be building a plot outline for their own
senior narratives shortly, so this activity will give them a model
to use as they create their own narrative.
Materials neededA whiteboard, three colors of markers.
Instructional Strategies
1. Entry (Set Induction or Lead)I noticed, as you were working
on your multiple-genre retellings of your short stories, several
questions about sequencing your stories, putting your works
together, and repetends continued to be asked. To help you out, I
thought that we would build a plot diagram of a senior narrative as
a class, then you could use that to build your own plot diagrams.
3-5 minutes
2. TransitionIf you notice, Ive drawn a plot diagram on the
board.(1-2 minutes)3. Activity with Checks for UnderstandingFor the
next twenty minutes of class, the students will suggest parts of
the plot diagram, genres for each plot point, and then select a
repetend for the work and where to place it. The plot points will
be written in black. First, students will choose characters and
select a settingSecond, students will create a conflict and three
rising action events.Third, students will create one climax
eventFourth, students will create two falling action piecesFifth,
students will create one climax piece.
After the basic plot is created, students will think of the tone
of each moment. Based on that tone, students will share a genre
that would capture both the event and its tone. The genres will be
written in blue.
Last, students will have to think of a reoccurring item, phrase,
or genre that will tie the pieces together. For example, if we were
on a sinking submarine, the amount of oxygen left in the submarine
could be a repetend. Students will need to create the repetend,
then where the reader would have trouble seeing the links between
pieces. The repetend will be written in red.
4. TransitionNow that students have had some experience working
on this as a class, start working on your own plot diagrams. 5.
Group activityFor the rest of class, students will draft their own
plot outlines with genres, events, and a repetend.Closure (possibly
including Assessment)This plot outline will be turned in with their
next senior narrative pieces, so they should work on it for
homework and turn it in next week.
