LESSON TWO:  Plot

 

LESSON DESCRIPTION

 

Students use details from the text to analyze the influence of setting on characters, plot and resolution using “Cinderella” and other well-known fairy tales.  The process is modeled in a whole class activity and then practiced in cooperative groups with various well-known fairy tales.

 

GRADE-LEVEL EXPECTATIONS

 

R2C         Use details from text to analyze the influence of setting on characters, plot and resolution

                (This lesson focuses on introducing the term “plot.”) 

               

FORMATIVE ASSESSMENT

 

Students will complete a plot diagram for a well-known fairy tale.  Scoring guide included.

 

LESSON MATERIALS

§         Source of Literature

o         Well-known fairy tales

 

§         Supplies 

http://www.cs.cmu.edu/~spok/grimmtmp/

 

§         Handouts provided

o        Fairy tales:  “Princess and the Pea,”  “Saucy Boy,” and “Phoenix Bird”

o        Plot diagram graphic organizer

 

§         Words to know

o        plot

o        graphic organizer

 

LEARNING ACTIVITIES

 

Questions

for

Students

Write the guiding questions for the lesson on the board.

  • What makes a story good?
  • How do events cause change in a story?

 

1.  Conduct a brief discussion of favorite stories.

 

Questions

for

Students

What are some of your favorite stories?

Why do you like this story so much?

 

     Discuss elements of a plot. 

 

Questions

for

Students

What are the parts of a story that you know every story must have?

 

2.  Introduce the Plot Diagram using the overhead.  Define the following terms:  exposition (setting, characters, background information), rising action, climax, falling action and resolution.  Point them out on the diagram.

 

Technology Connections

 

Definitions of literary terms can be located at:

 

3.  As a class, go through the fairy tale “Cinderella” by the Brothers Grimm and complete the plot diagram together.  The story can be read aloud or simply recalled from memory.  Discuss the elements listed on the plot diagram.

 

 

Strategy

 

Model filling out the plot diagram of “Cinderella” on the overhead or the board. 

A list of possible events can be found at:

http://staff.fcps.net/tcarr/shortstory/cinderella.htm

Option:  Have students fill out their own diagram either on a copied form or on their own paper.

 

4.  Working in small groups, students draw a plot diagram on chart paper and label the five major parts as they did on the overhead.  Give each group copies of a different fairy tale.  Students fill in the plot diagram and prepare to share their responses with the rest of the class.

 

Technology

Connections

 

Electronic texts of these fairy tales can be found on the following web sites:

http://hca.gilead.org.il/#list

http://www.cs.cmu.edu/~spok/grimmtmp/

 

Strategy

Students may be placed into groups randomly, or by interest, learning styles or modalities.

 

5.  Student groups share their plot diagrams.  Lead a discussion concerning each plot diagram.

 

Questions

for

Students

Do the choices for rising action move the story toward its climax?

Do the choices for falling lead to the resolution?

Do you agree with the choice for the climax?