Kutztown Lesson Plan

Teacher: Ms. Lisa Rhyner Date:

2/06/17

Group Size: 22 Allotted Time 20 minutes Grade Level: Fourth

Subject or Topic: Narrative Writing Lesson 5 Section

Plot Structure

I. Performance Objectives

A. Standards
PA State Standard- CC.1.2.4.E
1) Use text structure to interpret information (e.g.,
chronology, comparison, cause/effect,
problem/solution) based on specific information
in the text

B. Learning Objectives
1) Students will use a plot structure to interpret information
based on specific information in a text.

II. Assessment
1) Formative
Students will be assessed formatively on their ability
to use a plot structure to interpret information in a
text by the completion of their two plot handouts in
their narrative writing booklets.
2) Summative
Students will be given a summative assessment at
the end of the unit in the form of a personal narrative
essay that they will write.
Students will be given a summative assessment at
the end of the unit in the form of a written test.

III. Instructional Materials

A. Teacher
Anchor Chart
Plot Poster
Library Mouse book
 Model Narrative Writing Booklet
B. Students
Narrative Writing Booklet
22 pencils
22 Plot Structure for Library Mouse pages in narrative
writing booklets
22 Plot Structure pages in narrative writing booklets
11 plot element matching games
Each matching game folder contains a copy of
a Newsela article cut up into five parts (the five
different paragraphs of the article) with an
additional 5 pieces of papers containing the
words exposition rising action climax
falling action and resolution.
IV. Subject Matter
A. Prerequisite Skills
Students must be familiar with the previous lessons
taught in this unit.
Students must be familiar with organizational
structure.
Students must know what behavior is appropriate for
small group work as well as whole class instruction.
B. Key Vocabulary
Exposition: Beginning of the story where characters
and setting are introduced
Rising Action: Where the main character faces a
series of conflicts or makes a decision.
Climax: The most exciting part of the story
Falling Action: Events leading to the end of the story
Resolution: end of story, provides closure.
C. Big Idea
Students will be introduced to plot structure and the
elements used in it including exposition, rising
action, climax, falling action, and resolution. The
students will participate in activities that will increase
their understanding of plot structure as well as how
to identify it in a text.
D. Content
Students will learn about and be able to apply the
elements of plot structure in narrative writing.
IV. Implementation
A. Introduction
o Bring the students to the front of the class to sit on the
carpet in front of the whiteboard.
 o Review with students from the anchor chart what they
have done so far: Narrative and personal writing
definitions, brainstorming, authors crafts, character
development and setting development.
o Do a quick review of each previously learned element of
narrative writing.
o Tell the students that today they will be learning about plot.
o Have the students turn to the Plot Structure page in their
narrative writing booklet.
o As you read the definitions for each plot structure, the
students should be filling in the blanks in their notebooks.
o Read the Plot Poster to the students and what each part is.
The exposition is the beginning of the story where
characters and setting are introduced. The Rising Action is
the part of the story where the main character faces a
series of conflicts or a problem. The Climax is the most
exciting part of the story. The Falling Action includes events
that lead to the end of the story, and the resolution is the
end of story.
B. Development
o Tell the students to spread out at least two feet from every
other student.
o Explain to the students the physical representation of plot.
Point to each part on the poster when referring to it in the
next activity.
For exposition, the students will sit down on a chair.
For Rising Action the students will stand up.
For Climax, students will stand with their hands in
the air.
For Falling Action, students will do a falling motion
down.
For Resolution, students will sit on the ground.
o Do a recap with the students: ask the students
What part of the plot provides closure to the reader?
Resolution (sit on the ground).
What part of the plot is the most exciting part of the
story?
Climax (stand up with hands in the air).
What part of the plot is where the main character
faces a series of conflicts or makes a decision?
Rising Action (stand up)
What part of the plot is where the characters and
setting are introduced?
Exposition (sitting on a chair)
 What part of the plot contains events that lead to the
end of the story?
Falling Action (Falling motion)
o Ask the students to sit down.
o Model how to find the plot structure of a narrative by using
the book The Library Mouse.
o Show the students the book The Library Mouse and tell
them that together, we are going to find the plot structure
of the book.
o Have each student turn to their page Plot Structure for
Library Mouse page in their narrative writing booklets.

o Remind students that when the teacher is writing, they

should be writing as well.
o Read the entire book to the class.
The Library Mouse
Go over the plot with the students.
Write the five elements of plot on the whiteboard, so that
the teacher can Fill in the graphic organizer with the
students.
Ask the students: What happened in the exposition of the
story?
Exposition: The Beginning of the story where characters
and setting are introduced
What happens in the exposition? Look at the
poster.
o Anticipated response: characters and setting
are introduced.
Page 1
Do we meet any characters or do we know of any
setting?
Where is this story happening?
Write on the board:
o We meet the character Sam
o We discover the setting of the library.
Rising Action: Where the main character faces a series of
conflicts or makes a decision.
Pg. 7
Does Sam make any decision in this story?
Write on the board:
o Sam decides to write a story about himself
Climax: The most exciting part of the story.
Pg 13
What happens in the story that makes Sam happy?
 Did people like Sams book?
Write on the board:
o The librarian showed the story to the children
and everyone liked Sams book.
Falling Action: The events leading to end of story.
What happens after the climax and before the end
of the story?
o Events that lead to the end.
Page 17
Write on the board
o The people wrote a note asking to meet Sam,
but he was nervous. Is he going to go?
Resolution
Is there closure for this story? Does the ending
make you happy and answer the questions you had
earlier?
Lets look at our question from earlier: is Sam going
to go to the meet the author event? Did the ending
answer our question?
Pg. 21 and 22
Write on the board
o Closure was provided- questions were
answered.
Sam made a meet the author box with
a mirror inside so that every child who
looks inside can see that he/she is an
author, and it encourages everyone to
write their own book.
Activity:
o Divide students into partner groups using the partner
grouping arrangements (see attached).
o Give each partner group a matching game folder.
Each game folder includes 5 papers containing the
words Exposition, Rising Action, Climax,
Falling Action, and Resolution.
Each game folder includes a five-paragraph news
article that is cut up into 5 separate pieces (one
paragraph of the story per piece).
The partner groups will be required to read each
paragraph and decide if it is the exposition, rising
action, climax, falling action, or resolution of the
story and match it to the corresponding paragraph
piece of the news article.
C. Closure
 o Give students a three-minute warning before the end of
class to finish up their activity.
o Review the physical representations for the elements of
plot.
o Use the throw me your eyes attention getting technique
to receive the attention of the students.
o Bring the students together and review the correct order of
the short story.
D. Accommodations/Differentiation
1. For Struggling Learners
S.P, A.S., W.S., H.M, and L.S. will be seated in
front of the teacher during carpet time so that
they can be closely monitored and provided
specific instructions and prompts throughout
the lesson.
H.M will be paired with S.P with be paired with
A.D., W.S. will be paired with P.J, and H.M. will
be paired with C.B. during the partner activity.
o 2. For Accelerated Learners
H.M will be paired with S.P with be paired with
A.D., W.S. will be paired with P.J, and H.M. will
be paired with C.B. during the partner activity.
If any of the accelerated learners finish the
matching game before the rest of the students
they will be given an additional Plot Structure
handout and the choice to either choose and a
book from the text set to create a plot diagram
for or they may start the plot diagram for their
own personal narrative.

V. Resources

1) Hanson, D. (2017, February 20). Teaching Plot with a Picture

Bookwith a freebie! Retrieved February 25, 2017, from
http://www.pinterest.com/pin/38843615517556732/

2) M.B. (2012, November 12. Summarizing Short Stories: Story

Elements and Conflict. Retrieved February 25, 2017, from
https://allaccesspassblog.com/2012/10/03/summarizing-short-
stories-story-elements-and-conflict/

3) Newsela Article: King Tut

Newsela (2015, October 2). Secret chambers in King Tuts tomb
may sold ancient Egypt mysteries. Retrieved February 26,
2017, from https://newsela.com/articles/eqypt-
antiquities/id/12209/
4) Newsela Article: Spy Museum
Newsela (2016, December 15). Exhibits are toned down at the
spy museum for autism awareness day. Retrieved February 25,
2017 from https://newsela.com/articles/spy-museum-autism-
access/id/24910/

5) Newsela Article: Python

Newsela. (2016, December 13). A record-breaking meal: python
found with three deer in its stomach. Retrieved February 25,
2017 from https://newsela.com/articles/python-big-
gulp/id/24774/

6) Newsela Article: Liger

Newsela (2017, February 6). What happens when you cross a lion
with a tiger? You get a liger! Retrieved February 25, 2017 from
https://newsela.com/articles/Russia-animal-liger/id/26470/

7) Newsela Article: Kuiper Belt

Newsela (2016, December 14). The kuiper belt, filled with icy
worlds. Retrieved February 25, 2017 from
https://newsela.com/articles/lib-nasa- kuiper-belt/id/23295/