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|Reading Lesson: Plot |Grade Level: 5 |

|Lesson Summary: [Core: Read. Lit.5] Students examine the elements of a plot with a graphic organizer. Students use the organizer to plot their|

|story ideas. Advanced students write a story plot that includes a scene change or flashback right before the climax. Struggling students |

|identify the elements of a plot in personal stories and familiar stories. |

|Lesson Objectives: |

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|The students will know… |

|the elements that make up a plot. |

|that characters often change by resolving conflicts. |

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|The students will be able to… |

|identify and understand plot elements. |

|compare and contrast plots. |

|use a plot organizer to write a short story. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: |

|Have students take a piece of scratch paper and write the numbers 1–4. |

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|Write on the board: beginning, middle, climax, and conclusion. Explain that these are the elements for a plot. |

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|Read each line of the Robin Hood Plot* and ask the students to write the words beginning, middle, climax, or conclusion beside the number for |

|the line you read. |

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|Review the answers with students and discuss how the story moves from one plot element to the next. |

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|Note students who have trouble identifying the elements of the plot and story order, and who are reluctant to contribute to the discussion. |

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|Materials Needed: Plot Graphic Organizer and Story Starters PowerPoint Presentation*; paper and pencils |

|Procedure: |

|Presentation |

|Tell students that they will be learning about the elements that make up a plot for a story or play. Display slide 1 of the Plot Graphic |

|Organizer and Story Starters PowerPoint Presentation OR draw the Plot Graphic Organizer on the board. |

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|Distribute the Plot Graphic Organizer to the students, and have them fill in the elements of a plot as you explain each one. When you have |

|finished explaining the plot elements, you can display slide 2 to show the correctly labeled Plot graphic organizer. |

|Beginning (often called the exposition) is where the setting and characters are introduced. |

|Middle (or Rising Action) is where the characters face a conflict or problem. |

|Climax (or Turning Point) is the high point of the story when the characters begin to solve the problem. |

|Conclusion is how the problem or conflict is resolved. |

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|Guided Practice |

|Have students identify the plot elements of these well known stories and movies: |

|Cinderella |

|Pinocchio |

|It’s a Wonderful Life |

|Huckleberry Finn |

|Mulan |

|Little Orphan Annie |

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|Next, have students suggest books and movies. Write their suggestions on the board, and have students identify the plot elements. |

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|Lead a discussion that compares and contrasts the plots students have examined. Ask students how characters change by solving their problems. |

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|Independent Practice |

|Divide the class into small groups of three. Display or project the Story Starters found on slide 3 of the Plot Graphic Organizer and Story |

|Starters PowerPoint Presentation. |

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|Have each group select one of the story starters and work together to write a plot that finishes the story. Remind students to use their Plot |

|Graphic Organizers to help plan their story. |

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|Allow time for student to present their plots to the class. |

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|Closing Activity |

|Ask students to write a sentence telling the climax of their favorite story. Use this sentence as an exit pass from class. |

|Advanced Learner |

|Materials Needed: Paper and pencils |

|Procedure: |

|Tell students that writers build excitement and suspense in their stories by adding delays just before the turning point of the story. Scene |

|changes and flashbacks are two of the techniques that writers use to build suspense. Explain that a flashback is when the story is interrupted|

|to tell events that happened in the past. Scene changes can involve what is happening to another character in another setting. Each technique |

|should add important information that builds toward the climax. Have students work together to write a plot for a story with one of these |

|suspense builders. |

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|Allow time for students to present their story to the class. |

|Struggling Learner |

|Materials Needed: Familiar stories or stories recently read in class |

|Procedure: |

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|Have a volunteer retell a story that has happened to them or someone they know. Guide students to identify the plot elements of the story. |

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|Then ask students to work individually to identify the plot elements of familiar or recently read stories. Have students tell how the |

|characters changed by solving their problem. Review and discuss their responses. |

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|Tell students to pick one plot to share with the class. |

*see supplemental resources

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