RL.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.
College and Career Readiness (CCR) Anchor Standard
R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a
text.
Nevada Academic Content Standards (NVACS) References
RL.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.
Learning Targets
Language Targets

Explain the elements of plot and character development in a story.
Learning Objectives

Students must identify the stages of plot development: conflict, exposition, rising action, climax,
falling action, and resolution in a text

Students must retell the series of plot events in chronological order

Students must identify characters’ responses to events and interactions with other characters

Students must describe how characters respond and change as the plot moves forward, and
how events relate to characters

Students must describe the relationship between events in the plot as they lead to the
resolution

Students must describe the change in the characters as they reach the resolution
Student-Friendly Learning Targets
Student-Friendly Reasoning Targets

I can identify the stages of plot development: conflict, exposition, rising action, climax, falling
action, and resolution in a text

I can retell the series of plot events in chronological order

I can identify characters’ responses to events and interactions with other characters

I can describe how characters respond and change as the plot moves forward, and how events
relate to characters

I can describe the relationship between events in the plot as they lead to the resolution

I can describe the change in the characters as they reach the resolution
Vocabulary

character

conflict

contribute

describe

detail

development

drama

episode

evolve

organize

particular

plot

reaction

resolution

resolve

respond

series

unfold
Essential Questions / Big Ideas
How do the elements of a story aid its progression towards resolution?
Vertical Alignment

RL.K.3 - With prompting and support, identify characters, settings, and major events in a story.

RL.1.3 - Describe characters, settings, and major events in a story, using key details.

RL.2.3 - Describe how characters in a story respond to major events and challenges.

RL.3.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events.

RL.4.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a character’s thoughts, words, or actions).

RL.5.3 - Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).

RL.7.3 - Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).

RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.

RL.9-10.3 - 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.11-12.3 - 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).
ELL Considerations
The Nevada Department of Education EL Framework provides a purposeful planning tool specifically
aligned with core content standards at each grade level band.
The CCSD ELL Canvas course for educators provides the latest information on resources offered by the
ELL Division.
Teaching Suggestions
Teaching Suggestions

After reading a literary text, have students work with a partner to create a plot diagram that
contains all of the elements of plot (conflict, exposition, rising action, climax, falling action,
resolution) within the text.

For each event listed on the plot diagram, have students identify at least one character involved
in the event and note whether the character stays the same or evolves (character development)
as a reaction to the event
Additional Notes

For struggling students, it may be beneficial to have the events from the story pre-made (as a
sort or simply a list) so that the students do not spend too much time attempting to summarize
the event for each element of the plot
Additional Resources

Flashback and Foreshadowing - A PowerPoint presentation on the use of flashback and
foreshadowing.

Outlining Your Plot - An exercise in plot analysis

Plot Roller Coaster - Resource material for Plot Roller Coaster Lesson.

Plot Roller Coaster Lesson - Students will describe the plot of a known novel.

Action is Character: Exploring Character Traits with Adjectives - In this lesson from
ReadWriteThink, students “become” one of the major characters in a book and describe
themselves and other characters using lists of accurate, powerful adjectives.

Doodle Splash: Using Graphics to Discuss Literature - This ReadWriteThink five-day lesson
utilizes students' natural tendency to doodle.

Everyone Loves a Mystery: A Genre Study - In this lesson from ReadWriteThink, students
examine story elements and vocabulary associated with mystery stories. First, students
complete Internet activities designed to increase exposure to and appreciation of the mystery
genre.

Making Personal and Cultural Connections Using "A Girl Named Disaster" - This
ReadWriteThink lesson is intended to help students experience both “efferent” (reading for
information) and “aesthetic” (reading as a personal, emotional experience) responses to a story.

Plot structure: A Literary Elements Mini-Lesson - In this lesson that introduces plot structure,
the teacher activates prior knowledge about plot by discussing events in a story students have
read recently. In small collaborative groups, students use Freytag's Pyramid, a graphic organizer
for plot structure.

Press Conference for "Bud, Not Buddy" - This ReadWriteThink lesson can be used after the
reading of Bud, Not Buddy, by Christopher Paul Curtis. The lesson encourages students to use
higher-level thinking skills, and asks them to examine different character perspectives.
The following CCSS correlated resources are from ReadWorks.org:

A Wrinkle in Time 6th Grade Unit: Lesson 3: Interpreting a Symbol

A Wrinkle in Time 6th Grade Unit: Lesson 4: Analyzing a Plot Conflict

America Street 6th Grade Unit: Genre Lesson: Short Story

America Street 6th Grade Unit: Lesson 2: Interpreting Perspective

America Street 6th Grade Unit: Lesson 3: Multiple Perspectives

America Street 6th Grade Unit: Lesson 4: Using Plot Elements to Retell a Story

Chasing Vermeer 6th Grade Unit: Genre Lesson: What is a Mystery?

Chasing Vermeer 6th Grade Unit: Lesson 1: Mysterious Plot Problems

Chasing Vermeer 6th Grade Unit: Lesson 3: Character's Motive

Chasing Vermeer 6th Grade Unit: Lesson 5: Red Herrings

Home of the Brave 6th Grade Unit: Lesson 3: Voice

Home of the Brave 6th Grade Unit: Lesson 4: Identifying Symbols

Keeping the Night Watch and Chess Rumble 6th Grade Unit: Lesson 3: Voice

Keeping the Night Watch and Chess Rumble 6th Grade Unit: Lesson 4: Identifying Symbols

Only You Can Save Mankind 6th Grade Unit: Genre Lesson: Science Fiction

Only You Can Save Mankind 6th Grade Unit: Lesson 2: Interpreting a Symbol

Only You Can Save Mankind 6th Grade Unit: Lesson 4: Analyzing a Plot Conflict

Sammy Keyes and the Hollywood Mummy 6th Grade Unit: Genre Lesson: What is a Mystery?

Sammy Keyes and the Hollywood Mummy 6th Grade Unit: Lesson 1: Mysterious Plot Problems

Sammy Keyes and the Hollywood Mummy 6th Grade Unit: Lesson 2: Character's Motive

Sammy Keyes and the Hollywood Mummy 6th Grade Unit: Lesson 4: Predicting a Mystery's
Solution

Sammy Keyes and the Hollywood Mummy 6th Grade Unit: Lesson 5: Red Herrings

Sammy Keyes and the Hotel Thief 6th Grade Unit: Genre Lesson: What is a Mystery?

Sammy Keyes and the Hotel Thief 6th Grade Unit: Lesson 1: Mysterious Plot Problems

Sammy Keyes and the Hotel Thief 6th Grade Unit: Lesson 3: Character's Motive

Sammy Keyes and the Hotel Thief 6th Grade Unit: Lesson 4: Predicting a Mystery's Solution

Sammy Keyes and the Hotel Thief 6th Grade Unit: Lesson 5: Red Herrings

The House on Mango Street 6th Grade Unit: Genre Lesson: Short Story

The House on Mango Street 6th Grade Unit: Lesson 2: Interpreting Perspective

The House on Mango Street 6th Grade Unit: Lesson 3: Multiple Perspectives

The House on Mango Street 6th Grade Unit: Lesson 4: Using Plot Elements to Retell a Story

The Westing Game 6th Grade Unit: Genre Lesson: What is a Mystery?

The Westing Game 6th Grade Unit: Lesson 1: Mysterious Plot Problems

The Westing Game 6th Grade Unit: Lesson 2: Character's Motive

The Westing Game 6th Grade Unit: Lesson 4: Predicting a Mystery's Solution

The Westing Game 6th Grade Unit: Lesson 5: Red Herrings
Character Analysis and Plot Activities - Student(s) will create various projects based on a selected novel.
Projects address character development, plot, and
theme. https://www.dropbox.com/s/4p3yvrh0odwlnoj/RL%206.3%20Characters_Plot.docx
Assessment (AARSI)
Assessment, Accountability, Research, and School Improvement Division
The Assessment, Accountability, Research, and School Improvement (AARSI) Division provides services
and support to schools, departments and divisions, the community, the Nevada Department of
Education, and the federal government. The division ensures the fidelity of assessments and accuracy in
data reporting, and manages local, state, and federal accountability monitoring and compliance.
https://aarsi.ccsd.net/
Additional Assessment Information
https://docs.google.com/document/d/1n8NNdxNMcJ86QS3yGLeKOwYfF9PoY5352DjDmyScvo/edit?usp=sharing
Professional Learning Opportunities
CCSD Distance Education Professional Learning Support
Upcoming Professional Learning (Google Drive)
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
College and Career Readiness (CCR) Anchor Standard
R.CCR.6 Assess how point of view or purpose shapes the content and style of a text.
Nevada Academic Content Standards (NVACS) References
RL.6.6 - Explain how an author develops the point of view of the narrator or speaker in a text
Learning Targets
Language Targets

Write a sentence that explains which point of view is more convincing and why.
Learning Objectives

Students must determine the point(s) of view used in a text.

Students must determine how the point(s) of view affects the reader.

Students must explain how the point(s) of view affects the author's development of characters,
plot, and themes.

Students must explain how the author used the point of view to accomplish a goal
Student-Friendly Learning Targets
Student-Friendly Reasoning Targets

I can determine the point(s) of view used in a text.

I can determine how the point(s) of view affects the reader.

I can explain how the point(s) of view affects the author's development of characters, plot, and
themes.

I can explain how the author used the point of view to accomplish a goal
Vocabulary

develop

dialogue

evidence

evolve

first person

introduce

narrator

point of View

speaker

technique

third person limited

third person omniscient
Essential Questions / Big Ideas
What techniques or devices does the author use to develop the point of view of the speaker or
narrator?
Vertical Alignment

RL.K.6 - With prompting and support, name the author and illustrator of a story and define the
role of each in telling the story.

RL.1.6 - Identify who is telling the story at various points in a text.

RL.2.6 - Acknowledge differences in the points of view of characters, including speaking in a
different voice for each character when reading dialogue aloud.

RL.3.6 - Distinguish their own point of view from that of the narrator or those of the characters.

RL.4.6 - Compare and contrast the point of view from which different stories are narrated,
including the difference between first- and third-person narrations.

RL.5.6 - Describe how a narrator's or speaker's point of view influences how events are
described.

RL.7.6 - Analyze how an author develops and contrasts the points of view of different characters
or narrators in a text.

RL.8.6 - Analyze how differences in the points of view of the characters and the audience or
reader (e.g., created through the use of dramatic irony) create such effects as suspense or
humor.

RL.9-10.6 - Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world literature.

RL.11-12.6 - Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
ELL Considerations
The Nevada Department of Education EL Framework provides a purposeful planning tool specifically
aligned with core content standards at each grade level band.
The CCSD ELL Canvas course for educators provides the latest information on resources offered by the
ELL Division.
SBAC Information
The Smarter Balanced Assessment Consortium (SBAC) is developing a system of assessments aligned to
the Common Core State Standards in English language arts/literacy and mathematics for grades 3-8 and
11. The system includes summative assessments, which will become Nevada's accountability measure,
replacing the Nevada Criterion Referenced Tests (CRT) in 2014-2015 and the Nevada High School
Proficiency Exam (NHSPE) in 2015-2016. If you are interested in learning more about the new
assessments and seeing sample items and performance tasks, the link below will guide you to resources
provided by SBAC.
Smarter Balanced Assessment Consortium (SBAC) Resources
Teaching Suggestions
Teaching Suggestions

Read aloud two short stories that share the same topic but are presented from different points
of view, for example, “The Three Little Pigs” vs. “The True Story of the Three Little Pigs”

Have students create a two-column organizer (or create it for them), and write plot details from
each story in the first two columns

Have students write a sentence explaining which point of view is more convincing and why.
Additional Notes

Review vocabulary as a preview activity
Additional Resources

Critical Literacy: Point of View - In this lesson from ReadWriteThink, students learn to look at
texts from different viewpoints. Was the “big bad wolf” really bad? Throughout the lesson,
students are encouraged to view texts from different angles.

He Said/She Said: Analyzing Gender Roles Through Dialogue - This ReadWriteThink lesson has
students brainstorm gender stereotypes, find examples in popular culture, and discuss how the
stereotypes affect their lives.

The following CCSS correlated resources are from ReadWorks.org:


America Street 6th Grade Unit: Lesson 1: What's the Point of View?

America Street 6th Grade Unit: Lesson 2: Interpreting Perspective

America Street 6th Grade Unit: Lesson 3: Multiple Perspectives

Home of the Brave 6th Grade Unit: Lesson 2: Experience and Perspective

Keeping the Night Watch and Chess Rumble 6th Grade Unit: Lesson 2: Experience and
Perspective

The House on Mango Street 6th Grade Unit: Lesson 1: What's the Point of View?

The House on Mango Street 6th Grade Unit: Lesson 2: Interpreting Perspective

The House on Mango Street 6th Grade Unit: Lesson 3: Multiple Perspectives
Character Blogging - Distinguish and explain different points of view. Create web pages and blog
as
character. https://www.dropbox.com/s/nn6a46zb1olds0s/ELA%206%20RL.6.6%20Character%20
Blogging.docx
Assessment (AARSI)
Assessment, Accountability, Research, and School Improvement Division
The Assessment, Accountability, Research, and School Improvement (AARSI) Division provides services
and support to schools, departments and divisions, the community, the Nevada Department of
Education, and the federal government. The division ensures the fidelity of assessments and accuracy in
data reporting, and manages local, state, and federal accountability monitoring and compliance.
https://aarsi.ccsd.net/
Additional Assessment Information
https://docs.google.com/document/d/1n8NNdxNMcJ86QS3yGLeKOwYfF9PoY-
5352DjDmyScvo/edit?usp=sharing
Professional Learning Opportunities
CCSD Distance Education Professional Learning Support
Upcoming Professional Learning (Google Drive)
Hovland 1/2
Actions
Email all guardians
fabiolasquintero123@gmail.com
Eder Aparicio Quintero
Gracy Barba
Invite guardians
Cadence Christian
Invite guardians
Juan Cruz Nieto
jakynieto50@gmail.com
(invited)
Benjamin Harbison
tweetytuomi@yahoo.com
(invited)
Amiyah Henderson
Invite guardians
Vigorously IAm
Kason Hughes
cdlh3@aol.com
(invited)
Xavier Little
Christian Perez
Invite guardians
Hovland 8/9
Marisela Alejo
stephy.alejo21@gmail.com
Ramona Heffron
coragrace16@yahoo.com
Ethan Herrera Godinez
agodinez02rosales@gmail.com
Natalee Leas
mel.leas@ymail.com
Ananias Owens
Sapphira Owens
Sophia Sustaita
erikasophia.grace@yahoo.com
Sophie Vega
genmalia@yahoo.com
Cambrian Wallace-Watson
vega.dave@yahoo.com
kaitlinsolano2120@gmail.com