ALEX Learning Activity

  

Interactive Plot Diagram

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Amanda Blake
System:Baldwin County
School:Daphne Middle School
  General Activity Information  
Activity ID: 77
Title:
Interactive Plot Diagram
Digital Tool/Resource:
Plot Diagram
Web Address – URL:
Overview:

This organizational tool for grades K-12 uses the plot diagram pyramid to map events in a story.  You can choose beginning, middle, and end for younger learners or exposition, climax, and resolution for older learners.  The mapping tool allows readers to recreate a story you have taught in class, or writers to map out the ideas for an original piece. 

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: K
3 ) With prompting and support, identify characters, settings, and major events in a story. [RL.K.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.3- With prompting and support, identify characters and setting in a story.


English Language Arts
ELA2015 (2015)
Grade: K
11 ) With prompting and support, identify the main topic and retell key details of a text. [RI.K.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.11- With prompting and support, identify the main topic of an informational text.


English Language Arts
ELA2015 (2015)
Grade: K
28 ) With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.K.6]

English Language Arts
ELA2015 (2015)
Grade: 1
3 ) Describe characters, settings, and major events in a story, using key details. [RL.1.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.3- Identify characters and setting in a story; identify details of characters and setting in a story.


English Language Arts
ELA2015 (2015)
Grade: 1
11 ) Identify the main topic and retell key details of a text. [RI.1.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.11- Identify the main topic of an informational text.


English Language Arts
ELA2015 (2015)
Grade: 1
28 ) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.1.6]

English Language Arts
ELA2015 (2015)
Grade: 1
35 ) Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5]

English Language Arts
ELA2015 (2015)
Grade: 2
26 ) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.2.6]

English Language Arts
ELA2015 (2015)
Grade: 2
30 ) Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [SL.2.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.30- Ask and answer questions about a text read aloud or information presented orally through other media.


English Language Arts
ELA2015 (2015)
Grade: 3
5 ) Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. [RL.3.5]

English Language Arts
ELA2015 (2015)
Grade: 3
32 ) Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.3.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.32- Ask and answer questions about a text read aloud and/or information presented orally through media including digital media.


English Language Arts
ELA2015 (2015)
Grade: 4
2 ) Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2]


NAEP Framework
Anchor Standard::
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target::
Make complex inferences within and across texts to integrate ideas to determine theme, identify or interpret a character's motivations and decisions, examine relations between theme and setting or characters.
NAEP Descriptor::
Integrate and interpret ideas to determine theme. (Integrate and Interpret)

NAEP Descriptor::
Infer and explain a lesson common to story and poem. (Integrate and Interpret)

NAEP Descriptor::
Provide an example from the story that reflects the theme. (Integrate and Interpret)

NAEP Descriptor::
Recognize reason for plot resolution in a story. (Integrate and Interpret)

NAEP Descriptor::
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor::
Recognize how a paragraph supports the story theme. (Integrate and Interpret)

NAEP Descriptor::
Use story events to support an opinion about story genre. (Critique and Evaluate)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.2- Identify the main idea of a story and retell the story.


English Language Arts
ELA2015 (2015)
Grade: 4
16 ) Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [RI.4.7]


NAEP Framework
Anchor Standard::
Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
NAEP Descriptor::
Evaluate video in relation to written content of article. (Critique and Evaluate)

NAEP Descriptor::
Identify and explain steps in a process. (Integrate and Interpret)


English Language Arts
ELA2015 (2015)
Grade: 5
5 ) Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. [RL.5.5]

English Language Arts
ELA2015 (2015)
Grade: 5
36 ) Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. [SL.5.5]

English Language Arts
ELA2015 (2015)
Grade: 6
3 ) Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. [RL.6.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.3- Identify the plot of a story including exposition, conflicts, rising action, climax, falling action, and resolution; describe how the dynamic character changes throughout a story (beginning, middle, and end).


English Language Arts
ELA2015 (2015)
Grade: 6
35 ) Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. [SL.6.5]

English Language Arts
ELA2015 (2015)
Grade: 7
3 ) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.3- Identify the plot of a story including exposition, conflicts/rising action, climax, falling action, and resolution; describe how the dynamic character changes throughout a story (beginning, middle, and end).


English Language Arts
ELA2015 (2015)
Grade: 7
34 ) Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. [SL.7.5]

English Language Arts
ELA2015 (2015)
Grade: 8
2 ) Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. [RL.8.2]


NAEP Framework
Anchor Standard::
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target::
Make complex inferences within and across texts to integrate ideas to determine theme, identify or interpret a character's motivations and decisions, examine relations between theme and setting or characters.
NAEP Descriptor::
Integrate and interpret ideas to determine theme. (Integrate and Interpret)

NAEP Descriptor::
Synthesize across story to provide theme and support with text. (Integrate and Interpret)

NAEP Descriptor::
Infer and explain a lesson common to story and poem. (Integrate and Interpret)

NAEP Descriptor::
Provide an example from the story that reflects the theme. (Integrate and Interpret)

NAEP Descriptor::
Recognize reason for plot resolution in a story. (Integrate and Interpret)

NAEP Descriptor::
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor::
Recognize main reason for character's action. (Integrate and Interpret)

NAEP Descriptor::
Recognize reason for character's action in a story. (Locate and Recall)

NAEP Descriptor::
Recognize description of character's action explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Recognize paraphrase of story details. (Locate and Recall)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.2- Determine a theme and identify the connection between the theme and characters or setting in a story; create a summary of a story.


English Language Arts
ELA2015 (2015)
Grade: 8
34 ) Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. [SL.8.5]

English Language Arts
ELA2015 (2015)
Grade: 9
3 ) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.3- Describe how characters interact and develop in a story.


English Language Arts
ELA2015 (2015)
Grade: 9
34 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.9-10.5]

English Language Arts
ELA2015 (2015)
Grade: 10
3 ) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.3- Describe how characters interact and develop in a story.


English Language Arts
ELA2015 (2015)
Grade: 10
35 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.9-10.5]

English Language Arts
ELA2015 (2015)
Grade: 11
3 ) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.3- Describe how characters interact and develop in a story; identify the setting of a story; identify the problem in a story.


English Language Arts
ELA2015 (2015)
Grade: 11
33 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.11-12.5]

English Language Arts
ELA2015 (2015)
Grade: 12
3 ) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.3- Describe how characters interact and develop in a story; identify the setting of a story; identify the problem in a story.


English Language Arts
ELA2015 (2015)
Grade: 12
33 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.11-12.5]

Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
14) Collect, create, and organize data in a digital chart or graph.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will enter data into a spreedsheat and use that data to construct a chart or graph.
  • will rearragne and change data in a spreedsheet.
  • will design charts and graphs using a spreedsheet.
Teacher Vocabulary:
  • graph
  • chart
  • data
Knowledge:
Students know:
  • spreadsheets can be used to collect data.
  • charts and graphs can be created using a spreadsheet or by hand to represent data.
Skills:
Students are able to:
  • enter data into a spreadsheet to create a chart or graph.
  • manipulate data in a spreadsheet.
  • design charts and graphs using color, labels, titles etc.
Understanding:
Students understand that:
  • charts and graphs may be used to represent data and to determine answers to questions.
  • the design of the chart or graph may be edited according to the user's preferences.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use basic features of digital tools to communciate key ideas and details in a way that informs and/or persuades.
Teacher Vocabulary:
  • digital tools
  • communicate
  • key ideas
  • informs
  • persuades
Knowledge:
Students know:
  • digital tools are available that enable them to inform others.
  • digital tools are available that enable them to persuade others.
Skills:
Students are able to:
  • use basic features such as headings, text, and images to communicate key ideas that inform and/or persuade.
Understanding:
Students understand that:
  • digital tools can be used to communicate by informing and/or persuade others.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
16) Gather and organize data to answer a question using a variety of computing and data visualization methods.

Examples: Sorting, totaling, averaging, charts, and graphs.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • gather data to answer a question using a variety of computing and data visualization methods.
  • organize data to answer a question using a variety of computing and data visualization methods how to use various computing methods.
Teacher Vocabulary:
  • gather data
  • organize data
  • computing methods
  • data visualization methods
Knowledge:
Students know:
  • strategies to gather data to answer a question using a variety of computing and data visualization methods.
  • strategies to organize data to answer a question using a variety of computing and data visualization methods.
Skills:
Students are able to:
  • gather and organize data to answer a question using a variety of computing and data visualization methods.
Understanding:
Students understand that:
  • a variety of computing and data visualization methods can be used to answer a question.
  • there are strategies for gathering and organizing data to answer a question using a variety of computing and data visualization methods.
  • different solutions call for certain types of computing and data visualization.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • publish organized information in different ways to make it more useful or relevant.
Teacher Vocabulary:
  • infographic
  • student created website
  • organized information
Knowledge:
Students know:
  • information can be created and published in different ways to make it more useful, easier to understand, or relevant.
  • multiple ways to create and publish information.
Skills:
Students are able to:
  • organize and publish information in different ways such as infographics, student
  • created websites, digital books, audio, video, etc.
Understanding:
Students understand that:
  • information can be organized and published in different ways using images, text, inforgraphs, websites, digital books, etc.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
1) Remove background details from an everyday process to highlight essential properties.

Examples: When making a sandwich, the type of bread, condiments, meats, and/or vegetables do not affect the fact that one is making a sandwich.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify the essential components and remove any inessential descriptors given an everyday task.
Teacher Vocabulary:
  • process
  • essential properties
Knowledge:
Students know:
  • how to identify details and descriptors
Skills:
Students are able to:
  • remove descriptors, only leaving essential details
Understanding:
Students understand that:
  • descriptors assist in visualizing a process but do not affect the root process.
Learning Objectives:

Students will create a plot diagram incorporating exposition, rising action, climax, falling action, and resolution of a story; either read or to be written.

  Strategies, Preparations and Variations  
Phase:
Before/Engage, After/Explain/Elaborate
Activity:

Students will create a plot diagram incorporating exposition, rising action, climax, falling action, and resolution of a story; either read or to be written.

  1. After reading any written prose, or before writing a narrative, use the ReadWriteThink Plot Diagram to develop the parts of a plot.  
  2. On independent computer work stations, have students display the ReadWriteThink Plot Diagram tool.  Student can work independently, in pairs, or in collaborative groups to create their plot, depending on your desired outcome.
  3. On the homepage, students will put in their name and a title.  Then they should choose their desired triangle labels.
  4. To begin, students should look under the "Tips" tab.  Under "Tips" students can read the history of the plot diagram and storytelling. Then using the purple tabs at the top students can refresh their memories about the parts of a plot.     
  5. Students enter the plot event and then a description of that event.  The plot event should be a highlight or short blurb, and the description can be a paragraph explaining. An example for Exposition from the novel The Giver would be Plot Event:"Jonas" with Description: "Eleven, protagonist, careful about language".   
  6. Teachers can give a predetermined number of events for a story plot, or let students decide how many events to put on the diagram.  
  7. Depending on the plot of the story student can use the scroll bar at the bottom to change the orientation of the diagram.  
  8. Remember to use "Help" or "Edit" as needed  during the creation process.
  9. When all events are placed on the diagram it is time to print.  You can print to a local printer on your computer or print to PDFCreator and create a PDF document.  With a PDF document you can then save it, upload it to a dropbox (like on Moodle), or upload it to Google docs to keep or share.  
Assessment Strategies:

  • Assess student's written information in the "events" and "descriptions" for placement and accuracy determined by the plot of a particular novel.
  • Use for independent novel assessment in higher grades to assess that a student has read a novel.
  • Use for novels that are separated into parts as an assessment for each part.
  • Use as an assessment for literature circles as a collaborative group assessment.
  • Use as a prewriting activity when writing a narrative.

Advanced Preparation:

  • Make sure that your computers have a way to print your finalized product.  This could be having a printer installed or install PDFCreator as a printer. A free program  PDFCreator at http://www.pdfforge.org/ allows you to "print" a page turning it into a PDF file.  This can then be read using Adobe Reader.
  • Flashplayer is required.
Variation Tips (optional):
Notes or Recommendations (optional):

  1. You can not save your work, so printing is the only option to have a finished product.  You can print to PDFCreator to save the work or upload it.
  2. To edit an event that has already been created you go to the"Edit" tab and then click the "Events" link in purple on the top left.
  3. Have students look over the "Tips" section where they can learn the definition of plot, and read about the history of the plot diagram and storytelling.     
  4. There are sound effects, so you might want to turn off the sound on your computers or have students use headphones.
  5. Print out the final projects and post work.
  Keywords and Search Tags  
Keywords and Search Tags: