ALEX Lesson Plan

     

Identifying the Elements of Plot in a Short Story

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

  This lesson provided by:  
Author:Alicia Driskill
System: Huntsville City
School: Challenger Middle School
  General Lesson Information  
Lesson Plan ID: 6991

Title:

Identifying the Elements of Plot in a Short Story

Overview/Annotation:

Students become motivated readers as they read, comprehend, and interpret a short story. Students present plot diagrams in slideshows and additional information about the author in a brochure.

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 6-8
2 ) Publish digital products that communicate curriculum concepts.

Examples: Web pages, videos, podcasts, multimedia presentations

Technology Education
TC2 (2009)
Grade: 6-8
5 ) Use basic features of word processing, spreadsheets, databases, and presentation software.

Examples: word processing—reports, letters, brochures

-  spreadsheets—discovering patterns, tracking spending, creating budgets

-  databases—contact list of addresses and telephone numbers

-  presentation software—slideshow

Technology Education
TC2 (2009)
Grade: 6-8
6 ) Select specific digital tools for completing curriculum-related tasks.

Examples: spreadsheet for budgets, word processing software for essays, probes for data collection

English Language Arts
ELA2015 (2015)
Grade: 6
2 ) Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [RL.6.2]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Key Ideas and Details (Standards 1, 2, 3)
Evidence of Student Attainment:
Students objectively summarize a variety of text including:
  • the central idea or theme
  • how the central idea or theme is conveyed through particular details
Teacher Vocabulary:
  • determine
  • theme
  • central idea
  • text
  • conveyed through particular details
  • summary
  • personal opinions
  • judgments
Knowledge:
Students know:
  • techniques for identifying and tracing a theme or central idea through the particular details of a text
  • qualities of an objective summary
  • difference between summary and personal opinions or judgments
  • texts use particular details to convey a theme or central idea
  • vocabulary: theme, central idea
Skills:
Students are able to:
  • summarize a text objectively
  • explain how particular details work together to create a theme or central idea within a text
Understanding:
Students understand that the particular details that develop the theme or central idea of a text may lead to a better understanding of other perspectives and cultures.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 6.2.1: Define theme and summary.
ELA 6.2.2: Determine how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.
ELA 6.2.3: Locate specific details in a text that support the theme.
Examples: setting, characters, conflict
English Language Arts
ELA2015 (2015)
Grade: 7
2 ) Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. [RL.7.2]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Key Ideas and Details (Standards 1, 2, 3)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • objectively summarize a text
  • analyze the development of a central idea or theme over the course of a text
Teacher Vocabulary:
  • determine
  • theme
  • central idea
  • text
  • analyze development
  • objective summary
Knowledge:
Students know:
  • the qualities of an objective summary
  • texts use particular details to convey a theme or central idea
Skills:
Students are able to:
  • summarize a text objectively
  • explain how particular details work together over the course of a text to create theme or central ideas
Understanding:
Students understand that analyzing the development of a central idea or theme over the course of a text leads to a better understanding of other perspectives and cultures.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 7.2.1: Define objective, theme, and summary.
ELA 7.2.2: Determine how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.
ELA 7.2.3: Locate specific details in a text that support the theme.
Examples: setting, characters, conflict
ELA 7.2.4: Use graphic organizer or outline to sort or categorize information for a summary.
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]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Key Ideas and Details (Standards 1, 2, 3)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • objectively summarize a text including an analysis of the development of a central idea or theme over the course of a text, including its relationship to the characters, setting, and plot.
Teacher Vocabulary:
  • determine
  • theme
  • central idea
  • text
  • analyze development
  • characters
  • setting
  • plot
  • objective summary
Knowledge:
Students know:
  • qualities of an objective summary
  • themes or central ideas are developed over the course of a text
  • texts use particular details including relationship to setting, characters, and plot to convey a theme or central idea
Skills:
Students are able to:
  • summarize a text objectively
  • analyze the development of a theme or central idea over the course of a text including its relationship to the characters, setting, and plot
Understanding:
Students understand that analyzing the development of a central idea or theme over the course of a text leads to a better understanding of other perspectives and cultures.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 8.2.1: Define objective, theme, and summary.
ELA 8.2.2: Determine how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.
ELA 8.2.3: Locate specific details in a text that support the theme.
Examples: setting, characters, conflict
ELA 8.2.4: Use graphic organizers or outlines to sort or categorize information for a summary.
ELA 8.2.5: Identify the elements of a story (exposition, rising action, climax, falling action, and resolution).

Local/National Standards:

 

Primary Learning Objective(s):

Students will analyze the elements of plot. Using an assigned short story, students will create a sequential diagram illustrating the elements of plot: exposition, rising action, climax, falling action, and resolution.

Additional Learning Objective(s):

Students will design a short story slideshow presentation. Students will research the author of their assigned story and present this information in a brochure.

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Copies of a variety of short stories (as multicultural as possible), copies of the attachments provided, media center access

Technology Resources Needed:

Computers with Internet access, printer, presentation software (such as PowerPoint), desktop publishing software, TV scan converter or other digital projection device

Background/Preparation:

Students will need a basic working knowledge of word processing and slideshow software.

  Procedures/Activities: 
1.)The teacher will lead a discussion on the importance of the short story as a literary genre.

2.)The teacher will present the five basic elements of a plot diagram using a slideshow presentation such as PowerPoint (see attached). Students will copy the notes as they are written on each slide of the PowerPoint presentation.

3.)The teacher will present the possible short stories for the assignment (attached). The teacher will write the title and author name of each short story on a small sheet of paper. The teacher will then put the 25 short story titles in a hat. Students will draw a sheet of paper from the hat. Each student will have a different short story for his/her project.

4.)The teacher will then hand out a sign-up sheet (attached). Students will print their names, write the title of their short stories, and then sign the form. After all students have signed the form, the teacher will keep the sheet for his/her records.

5.)Students read their assigned short stories.

6.)Students create their own plot diagram using an activity sheet (Rough Draft Activity Sheet attachment). Students should write legibly, using complete sentences.

7.)Using the rough draft of their plot diagrams, the students will create a PowerPoint presentation (see Creating the Student PowerPoint attachment).

8.)Upon completion of their slide shows, the students will design a brochure based on their short story (see Creating a Short Story Brochure and Student Brochure attachments). This part of the assignment requires students to find additional information about their author and his/her works.
(Alabama Virtual Library)
Excellent age appropriate databases for research

9.)Each student then presents his/her short story to the class using the PowerPoint presentation and the brochure. Although students may be given the opportunity to volunteer to present first, drawing names from a hat works well. The teacher will use the rubric (attached) to grade each presentation.


Attachments:
**Some files will display in a new window. Others will prompt you to download.
  Assessment  

Assessment Strategies

The students will be evaluated on the following: following directions, accuracy/completeness of work, grammar/spelling. A rubric is attached.

Acceleration:

 

Intervention:

Students may use graphic organizers to categorize the various elements of a plot diagram.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.