Student Teacher: Sydney Laughlin
Date of Lesson: 11/21/2013
Lesson Title/Description: Plot Diagrams in Narrative Fiction
Lesson # 8 of 10
Time Allotted for this Lesson: 40 minutes
Goals: CCSS RL.4.3
Describe story elements emphasizing
character
Objective 1.2
After a lesson on plot diagrams students will display
knowledge of the main events of a narrative by correctly
creating a timeline of events from the book “Pink and
Say” on a plot map.
Pre-Requisite Knowledge and/or Skills:
Students will need to have basic knowledge of Plot diagrams.
Materials/Equipment/Supplies/Technology/Preparation:
Paper
Pencil
Document Camera
Book “Pink and Say” by Patricia Polacco
Plot Diagram
Procedure: Teacher Does……….
5
min
10
min
Procedure: Students Do……..
Motivation/Hook:
Teacher will reread the anchor chart
list of the main events from the book
Pink and sayin the reading journal
and place it on the overheard.
Motivation/Hook:
Students will write down any missing events
that they need in their journal.
Teaching:
The Teacher will reintroduce the list
of the 13 main events that the class
created from the book “Pink and
Say”
Teaching:
Students will discuss the main elements of a
story and the list that we created from Pink
and Say.
The Teacher will reintroduce the
plot diagram and its main four parts.
1.Rising action
2.Climax
3.Falling Action
4.Resolution
The teacher will ask the students to
eliminate two of the class’s events to
get down to the 11 main events.
Students will discuss, vote and eliminate two
events.
1
10
min
Group Application:
Group Application:
The teacher will model filling one of
the rising actions of the story with
the class. Asking them for help
identifying the rising actions.
The students will assist the teacher in locating
the rising actions. Answers:
1.Pink discovers Say and takes him home to
Moe Moe Bae
2.Moe Moe Bae informs the boys about the
The teacher will model filling in one marauders
of the falling actions of the story with 3.Pink decides that they need to leave to
the class. Asking them for help
protect Moe moe Bae
identifying one of the falling actions. 4.Pink reads/Say cannot
5.Say has touched the hand that has touched
the hand of Abraham Lincoln.
The students will assist the teacher in locating
the falling actions. Answers:
1.Captured by Marauders
2. Taken to Andersonville
3. Pink gets hanged/Say becomes Grandpa.
10
min
Independent Application:
The teacher will then release the
students to work with their table
partners in filling in the rest of the
plot diagram using the 11 main
events located previously.
Independent Application:
Students will work in table partners to
complete the plot diagram for “Pink and Say”.
Answer:
Introduction: Sheldon gets wounded on a field
in Georgia
1.Pink discovers Say and takes him home to
Moe Moe Bae
2.Moe Moe Bae informs the boys about the
marauders
3.Pink decides that they need to leave to
protect Moe moe Bae
4.Pink reads/Say cannot
5.Say has touched the hand that has touched
the hand of Abraham Lincoln.
Climax: Moe Moe BAe gets shot by mauraders.
1.Bury Moe Moe BAe and leave
2.Captured by Marauders
3.Taken to Andersonville
Resolution: Slavery abolished/pink gets hung/
Say lives to be a Grandpa.
5
min
Closure:
The teacher will regroup the class
and use the student’s answers to fill
in the class plot diagram.
The teacher will already have a
Closure:
Students will share answers and assist in
filling out the class plot diagram.
2
completed plot diagram to use as
reference.
Meeting Varying Needs of Students:
The vocabulary words will be placed up in the room for the students to reference. The
students will also be working and discussing in table partners for those students that need
peer interaction to keep on track. The teacher will also keep the anchor charts of events up
in the room for the students to reference. Students will have a plot diagram in their journals
to reference when needed.
Assessment
1. Evidence collected from this lesson: journals will be collected and assessed for reinstruction.
Reflection:
This lesson was attached to the previous lesson on the creation of a class list of events. After
collecting the journals on the day before, it was obvious that I still needed to clear up confusion
between rising action and falling action. I spent some time re explaining that the falling action isn’t just
“when the story gets boring.” My students have an excellent imagination and it wouldn’t be so
excellent if they weren’t so bright so I unfortunately didn’t let them off the hook with these types of
answers.
We also took some time debating the climax of the book. I encouraged the students to share
their answer and then to agree or disagree with previous answers. It was amazing to see students
support classmates and their ideas in a clear and evidence supported way. I got them using the “I agree
with ________ because _______” frames and they needed nothing else to structure the debate.
If I were to teach this lesson again I would give more time into the discussion of event placed on the
plot mountain. The mountain that the teacher had laminated on the board was also different from the
one that I had been using and that caused some confusion between students.
3