At the conclusion of Beyond Plot Summary Part 1: Critical Thinking and Writing About Plot Development, students analyzed a sample response for effective discussion of plot development, highlighting and/or labeling each element of an effective response according to the plot development toolkit and sharing out to class.
Next, assign students a reading selection from a major text or other in-class reading. For this lesson's purposes, a shorter selection, such as a chapter out of a novel, or a short story, would be optimal.
Directions to the class:
1. Before reading, please draw the plot development graphic organizer (triple T-chart shown in attached lecture notes) on your own paper.
2. While you read, briefly list major plot events in chronological order on the left side of the organizer.
3. After reading, go back to the second column, and tell how that plot event affects the character. Remember to go beyond "emotions" such as sad, angry, scared, etc., and tell "how" it influences their thoughts, feelings, and behavior.
3. Next, go to the third column and tell what this event "does for the story." Be sure to address a specific literary device or element of plot such as conflict, tone, theme, etc.
4. Then, take all three columns and fashion your response in paragraph format, imitating the model paragraphs you have seen in class and have in your notes. It is okay this time to "imitate" the model, although you should not copy it. Feel free to use your toolkit, and if you like, your evidence anchor chart to introduce your textual evidence (these are readily accessible and easily available on sites such as Pinterest should you choose to include this portion of the resources; see link below).
5. Lastly, take your highlighters/markers and label each element of your plot development response with a different color/label.
Directions to teacher: To conclude class, you might want to have students pair and share their responses, then choose a few responses to be modeled for the class. Alternately, you could have them pair and share with a classmate and label/highlight their partners' papers instead of their own.