Russell Byers Charter School Lesson Plan

Upper Division, 6th grade: ELA

Week of: Monday Tuesday Wednesday Thursday Friday
March 5-9 Day 1 Day 2

PA CC Standards CCSS.ELA-LITERACY. CCSS.ELA-LITERACY.

WHST.6-8.1.A WHST.6-8.9

Learning Targets I understand that I understand how

the Holocaust Hitler rose to
happened to power.
individuals.

Questions to ask What is a timeline? How do the words

How does a of those who were
timeline help us targeted by the
understand Nazis affect us
historical events? emotionally and
What questions intellectually as we
does this raise? learn about this
history?

Lesson Structure Abby’s Lessons Abby’s Lessons Snow Day 1. Sentence Quiz 1. SR
1. Do now: 2. Introduction to 2. Video & Notes
10 minutes the Timeline on the Rise of
2. Mini Lesson/Active Activity Hilter
Learning checking 3. Timeline Activity: -read aloud
for understanding group work summary
strategy -read, underline 3. Read diary
15 minutes certain information, entries from a
3. Guided place card under Jewish teenager
Practice/Active date who was among
Learning/check for 4. Gallery walk and those confined by
understanding discussion
 strategy 5. Shout outs the Nazis in
10 minutes ghettos.
4. Application “You 4. Written
do”/checking for response: reflect on
understanding the experience of
strategy reading the
35 minutes powerful diary
5. Exit ticket/ Debrief/ entries and share
Next steps some of their
10 minutes responses

Differentiation: Provide support for Provide support for

Support Extend small groups small groups
Extra Materials for unable
to follow along Purposeful Purposeful
groupings groupings

Print out readings

Assessment for Learning -Observational -Observational

Assessment: who Assessment: who
answers the video answers the video
questions questions
-Participation and -Participation and
responses during responses during
discussion. discussion.
-written responses

Homework Finish writing

paragraph
response
Week of: Monday Tuesday Wednesday Thursday Friday
March 12-16 (Allie at Praxis test) Day 4 Day 5 Day 6 Day 7
Day 3

PA CC Standards CCSS.ELA-LITERACY. CCSS.ELA-LITERACY. CCSS.ELA-LITERAC CCSS.ELA-LITERACY

WHST.6-8.2.A WHST.6-8.1.B CCSS.ELA-LITERACY. Y.WHST.6-8.2.A .WHST.6-8.4
WHST.6-8.5
CCSS.ELA-LITERACY.
WHST.6-8.6

Learning Targets I understand what a I will understand I can prepare an I can create a I can use a
“flashback” is. how events during interview. timeline based on Flashback in my
the Holocaust my interview. writing.
impacted the lives
of real people.

Questions to ask How does a Is it courageous to Why did A​nne's What stood out to What are
“flashback” help help someone? actual diary; her your interview as examples of
when story telling? father arranged its important? courage?
publication
-Discuss the immediately after What do we
importance of doing the war's end? define as
the right thing in the “important events”
face of opposition. What makes in our lives?
someone
courageous?
Lesson Structure 1. SR 1. SR 1. SR 1. SR 1. SR
1. Do now: 2. Mini lesson: 2. Read ​Scene 3 2. Read​ Scene 4 2. Read ​Scene 5 2. Quiz on Act 1
10 minutes “flashback” as a -​add Anne’s events -add Anne’s events -add Anne’s 3. Review
2. Mini Lesson/Active literary term to the timeline. to the timeline. events to the “flashback”
Learning checking for 3. Introduce & read 3. (group work) 3. Introduce prompt timeline. 4. Fill out graphic
understanding aloud ​Scene 1-2: Students research for timeline. 3. Model a organizor for
strategy Anne Frank’s a survivor or 4. students write timeline (of my short story
15 minutes Diary​ (play rescurer and interview life) using
3. Guided version) create a poster of questions 4. Create a interview
Practice/Active -add Anne’s events their stories of -Create timeline of that notes
Learning/check for to the timeline courage classification for person’s life 5. Shout outs
understanding 4. Create a list of 4. Gallery Walk of important events. for 5-10 years
strategy people that posters Ex: where they 5. Present
10 minutes helped Anne 5. Discuss in class lived, what jobs timelines
4. Application “You Frank’s family. why you think that they had, etc. groups
do”/checking for Discuss briefly person is 5. Exit slip: -shout-outs
understanding their role. courageous. -Review as a class
strategy 5. shout-outs -Shout outs interview potential
35 minutes questions
5. Exit ticket/ Debrief/ -shout-outs
Next steps
10 minutes

Differentiation: Glossay for vocab Provide support for Provide support for Provide support Provide support for
Support Extend support: small groups small groups for small groups small groups
Extra Materials for http://teacher.schola
unable to follow along stic.com/frank/gloss. Purposeful Glossay for vocab Purposeful Glossay for vocab
htm groupings support: groupings support:
http://teacher.schol http://teacher.schol
 Glossay for vocab astic.com/frank/glos Glossay for vocab astic.com/frank/glo
support: s.htm support ss.htm
http://teacher.schol
astic.com/frank/glo Collaborate on Website: timeline scaffoling: graphic
ss.htm interview questions creator organizer for story
of courage

Assessment for -Participation and -Participation and -Participation and -Participation and -quality of writing
Learning responses during responses during responses during responses during and
discussion. discussion. discussion. discussion critical-thinking
-Galley walk poster -Observational -timeline rubric skills
-quality of writing Assessment of -quiz
and research skills potential interview
as evidenced by questions
students retelling -Ability to create
the story of a quality interview
Holocaust survivor questions
or rescuer.

Homework Finish Scene 1& 2 Finish reading Finish reading Finish reading Finish graphic
scene 3 scene 4 scene 5 organizor for story
of courage
Interview someone
who you can write
5-10 events on
timeline
Week of: Monday Tuesday Wednesday Thursday Friday
March 19-23 Day 8 Day 9 Day 10 Day 11 Day 12

PA CC Standards CCSS.ELA-LITERACY CCSS.ELA-LITERACY. CCSS.ELA-LITERACY. CCSS.ELA-LITERACY CCSS.ELA-LITERACY.

.WHST.6-8.1 WHST.6-8.1.D WHST.6-8.1.B .WHST.6-8.1.E WHST.6-8.5
CCSS.ELA-LITERACY
.WHST.6-8.2.A

Learning Targets I can write a short I can write an I can write 2 body I can write a I can revise my
story. introduction paragraphs of a conclusion classmate’s letter.
paragraph of a letter. paragraph of a
letter. letter.

Questions to ask Why did you What are examples Do bad things Anne is a good How can we help
choose this person of courage in this seem to get worse example of strengthen our
to represent play? when they’re kept someone who classmate’s work?
courage? secret? never gives up,
What makes How do others in
someone a the attic compare
“survivor”? with her?

How can we fight

hatred and
intolerance?

Lesson Structure 1. SR 1. SR 1. SR 1. Read​ Scene 5 1. SR

1. Do now: read 2. Read​ Act 2, 2. Read ​Scene 2 2. Read ​Scene 4 2. Video & 2. Quiz ​on Act 2
10 minutes Scene 1 3. Watch video of 3. Letter: writing questions 3. Letter: writing
2. Mini Lesson 3. Review story of Holocaust to a Holocaust 3. Letter: writing to to a Holocaust
/Active Learning courage rubric survivors Survivor: a Holocaust Survivor
checking for 4. Students write a https://www.youtub graphic Survivor: graphic 4. Students
understanding short story using e.com/watch?annot organizor organizor revise peers
strategy a graphic ation_id=annotatio 4. Students work 4. Students work work: graphic
15 minutes organizor n_2415995189&fea on letter’s on letter’s organizor
3. Guided 5. Shout-outs ture=iv&src_vid=p3 body conclusion 5. Shout-outs
Practice/Active TYsR3oDZU&v=dU paragraphs 5. Shout-outs
Learning/check 7q04r5iW4 5. Shout-outs
for 4. Introduce letter:
understanding writing to a
strategy Holocaust
10 minutes Survivor
4. Application “You 5. Students work
do”/checking for on letter’s
understanding introduction
strategy
35 minutes
5. Exit ticket/
Debreif/ Next
steps
10 minutes

Differentiation: Provide support for Provide support for Provide support for Provide support for Provide support for
Support Extend small groups small groups small groups small groups small groups

Glossay for vocab Glossay for vocab Glossay for vocab Glossay for vocab Glossay for vocab
support: support support support support
http://teacher.schol
astic.com/frank/glo Scaffolding: Scaffolding: Scaffolding: Scaffolding:
ss.htm Graphic organizor Graphic organizor Graphic organizor Graphic organizor
of introduction of body paragraph of conclusion for revising
elements elements elements
Assessment for -Participation and -Participation and -Participation and -Participation and -Participation and
Learning responses during responses during responses during responses during responses during
discussion. discussion discussion discussion discussion
-quality of writing -letter rubric -letter rubric -letter rubric -letter rubric
and -Introduction para. -body para. -conclusion para. -peer revisions
critical-thinking -quiz on act 2
skills

Homework Finish scene 1 Finish scene 2-3 Finished scene 4 Finish scene 5 Revise letter-due by
Finish story of Work on Work on body Work on conlusion Monday April 2nd
courage introduction of paragraphs of letter *Finish letter (after spring break)
letter

Use ideas from: ​http://teacher.scholastic.com/frank/tguide.htm#snapshot

Anne Frank’s Diary Play PDF Act 1:
http://www.emcp.com/product_catalog/school/litLink/Grade08/U10-03annefrankact1/selection.php
-with guided reading questions
Anne Frank’s Diary Play PDF Act 2: starts pg91
https://www.northbergen.k12.nj.us/cms/lib05/NJ01000984/Centricity/Domain/50/Textbook%20pgs%20708%20to%20921.pdf
-with guided readins questions
-Another version of Act 2:
https://www.slideshare.net/CarolClaudio13/the-diary-of-anne-frank-act-2-scene-1-5
Day 1: Thursday
I Need​:
class list printed
White Board
Projector
Binder paper, pencils
Timer, stop watch visible for students

Google Classroom:
Extra acitivty ​Read: ​https://www.ushmm.org/learn/timeline-of-events/before-1933

Students need​:
computer, literacy notebook, Pens

PRINT:
Sentence quiz
Dates
ID cards (2)
Laws (2)

1. Sentence Quiz (​15 minutes)

2. Timeline Activity (google doc) ​(45 minutes)
https://docs.google.com/document/d/1vZJ5EoQ5boITvWyQ2ZGuowuyndeRl9esK5E1H1z56A8/edit
3. Exit Slip: shoutouts

Activities for students who finish early:

Read: ​https://www.ushmm.org/learn/timeline-of-events/before-1933
-add events to timeline on blank paper
Day 2: Friday
I Need​:
class list printed
White Board
Projector
Binder paper, pencils
Timer, stop watch visible for students

Google Classroom:
link for materials: diaries & blank document for response
https://www.facinghistory.org/holocaust-and-human-behavior/chapter-8/jewish-ghettos-separated-world
Doc for written response with rubric

Students need​:
journal, blank paper, Pens, computer

PRINT:
Video Questions

1. SR ​(10 minutes)
2. Watch History Channel Video ​(20 minutes)
http://www.history.com/topics/world-war-ii/adolf-hitler
https://docs.google.com/document/d/1h133AEqp-7Ff8Q8eDInCkbm3yqurGBriQ7_jjScNNyA/edit
a. Students answer video questions ​(5 minutes)
b. Go over the answers ​(5 minutes)
c. Discussion​(10 mintues)
i. Why is pride so important to people?
ii. Why would people in Germany support this man?
iii. add to timeline missing events
3. Writing what emotions we feel when reading a diary (google doc) ​(30 minutes)
https://www.facinghistory.org/holocaust-and-human-behavior/confronting-suffering-caused-nazis
https://docs.google.com/document/d/1ZXRyRcp5lFhOoSndxQ6VilVW1rha9fsYtnb4bm44278/edit#
Prompt: Write one paragraph (5 sentences)
Sentence 1) What emotions did you feel when reading this diary?
Sentence 2) Use a quote from the diary as an example of what made you feel those emotions.
Ex: For example, I felt _____ when I read this sentence, “_______”.
Sentence 3) Does this remind you of current events today? Do we have ghettos?
Sentence 4) Do you relate to anything this girl is saying in her diary?
Sentence 5) Why should we readdiaries like that of the anonymous girl from Łódź? What do you think we can learn from sources like
this diary?

homework:
Finish writing paragraph-due monday
Day 3: Monday
I Need​:
class list printed
White Board--->write the character roles on the board
White paper
Timer, stop watch visible for students

Google Classroom:
Anne Frank’s diary play

Students need​:
journal, blank paper, Play

PRINT:
Anne Frank’s Dairy Play (30)

Objective: I will learn about historical events through a time line.

1. SR ​(10 minutes)
2. Mini lecture/discussion​(5-however long needed minutes)​: ​In Germany, the Nazis were taking all Jews into death camps
(concentraton camps). Non-Jews would rat-out Jewish families to the Nazis. Everyone in Germany knew where the Jewish
people were going-death camps where they would be killed or imprisioned for years.
-How can people turn on each other so easily?
(It’s so easy to stand aside and let something happen, but it takes courage to do something about it.)
-Why were Anne frank’s neighbors were courageous?
(because they refused to stand by and watch their neighbors get taken and killed, they risked their own lives to save Anne’s
family)
HOOK: Watch video: ​https://www.youtube.com/watch?v=JQFfj6ZShIE​ ​(2 minute)
3. Mini lecture: Review was a “flash back” is in a story
A. Introduce & ​read aloud:​ ​Anne Frank’s Diary​ (play version) ​Scene 1-2 (​ ​20 minutes)
B. Assign roles: Ms. Jones=narrator
i. Write the roles on the board for remebering roles
Mr. Frank Mr. Van Daan Margot Frank Mr. Kraler
 Miep Peter Van Daan Anne Frank Mr. Dussel

Mrs. Van Daan Mrs. Frank

-Use guiding questions during reading on the Play

4. Create a list of people that helped Anne Frank’s family. Discuss breifly their role. ​(10 minutes)
a. on white board
b. Students take notes
c. add Anne’s events to the timeline on blank white pieces of paper (merit if they find an event)
5. Write 1 paragraph ​OR​ discuss ​(15 minutes--can be deleted if previous discussion went long)
Prompt: ​“if you were a non-jew in Germany, and knew the risk of helping hide jews was death or life in prison for you and your
family, what would you have done for Anne’s family? WHY”
-Discuss the importance of doing the right thing in the face of opposition.
4. Exit ticket:​ (if time, 3 minutes)
-Shout-outs

Homework:
finish reading scene 1 & 2
Day 4: Tuesday
I Need​:
class list printed
Projector & computer connection
Timer, stop watch visible for students
Blank white paper
Poste paper: 8

Google classroom:
website for rescurer/survivor’s bios

Students need​:
Computers, play

PRINT: (extra)
Pictures of rescurers/surviors---glue to poster paper

1. SR ​(10 minutes)
2. Read aloud​ Play: Scene 3 ​(10 minutes)
b. add Anne’s events to the timeline on blank white pieces of paper (merit if they find an event)
3. ​Group work​: Students research a survivor or rescurer and create a poster of their stories of courage ​(30 minutes)
http://teacher.scholastic.com/frank/stories.htm
a. Assign groups, assign survivor/rescurer (2 minutes)
i. Count off by 3s=8 groups
4. Gallery Walk of posters ​(10 minutes)
5. Discuss in class why you think that person is courageous ​(if time, 5 minutes)
-Shout outs

Homework:
Finish reading scene 3
Day 5: Wednesday
I Need​:
class list printed
White Board
Projector & computer connection
Timer, stop watch visible for students
Blank paper for timeline

Google classroom:
Interview questions doc

Students need​:
Colored markers, journal, Play, computer

PRINT:

1. SR ​(10 minutes)
2. Read aloud:​ ​Anne Frank’s Diary​ (play version) Scene 4 (​ 10 minutes)
a. add Anne’s events to the timeline.
3. Introduce prompt for timeline. ​(10 minutes)
a. Does not have to be family member, students write interview questions to ask
b. As a class, Create classification for important events. Ex: where they lived, what jobs they had, etc.
i. type on computer, project on board
4. Students create a list of questions for interview independently ​(15 minutes)
a. Meet with absent students, students who need extra help on missing assignments from this week
5. Exit slip: ​(5 minutes)
-Review as a class interview potential questions
-shout-outs

Homework:
finish reading scene 4
Interview someone couragous
Quiz on Act 1 friday
Day 6: Thursday
I Need​:
class list printed
White Board
Projector & computer connection
Timer, stop watch visible for students

Google classroom:
Timeline creator/doc

Students need​:
Play, Computers

1. SR​ (10 minutes)

2. Read ​Scene 5 ​(10 minutes)
-add Anne’s events to the timeline.
3. Model how to create timeline (of my life) ​(10 minutes)
4. Create a timeline of that person’s life for 5-10 years ​(25 minutes)
a. Using their homework notes
b. If they did not do homework, assign them a woman (women’s month theme)
5. shout-outs ​(2 minutes)

Homework:
Finish reading scene 5
Finish timeline
Quiz on Act 1 friday
Day 7: Friday
I need:
class list printed
White Board
Projector & computer connection
Timer, stop watch visible for students
Characters names on the board for re-assigning

Google classroom:
story-Graphic organizor
quiz

Students need​:
Play, Computers, cut up long strips of paper for timeline

PRINT:
quiz

1. SR ​(10 minutes)
2. Quiz ​Act 1​(20 minutes)
3. Mini lesson: flashblack review, Introduce story prompt ​(15 minutes)
a. Introduce prompt: write a short story about the person who showed courage from timeline assignment.
4. Students write fill in the graphic organizer of their story. ​(25 minutes)
5. Share who they chose and why ​(if have time, 5 minutes)
-shout-outs

Homework:
Finish graphic organizor
Day 8: Monday
I Need​:
class list printed
White Board----new roles on the board
Projector & computer connection
Timer, stop watch visible for students

Google classroom:
Timeline rubric doc
Timeline creator website

Students need​:
Play, Computers

1. SR ​(10 minutes)
2. Read aloud Act 2: ​Scene 1​ ​(20 minutes)
a. Reassign reading roles
3. Review story of courage rubric ​(10 minutes)
4. Students write a short story using thei graphic organizor ​(20 minutes)
5. shout-outs

Homework:
Finish scene 1
Finish story
Day 9: Tuesday
I Need​:
class list printed
White Board
Projector & computer connection
Timer, stop watch visible for students
Powerpoint of camps

Google classroom:
Letter prompt
Graphic organizor
Letter draft doc

Students need​:
Play, Computers, notebooks

PRINT:
Video questions

1. SR ​(10 minutes)
2. Read aloud Act 2: ​Scene 2-3​ ​(10 minutes)
3. Liberated survivor: Watch video ​https://www.youtube.com/watch?v=p3TYsR3oDZU​ (4 minutes)
a. Answer video questions
b. Go over answers ​(10 minutes)
c. Assess students: write down participators
4. Introduce letter: writing to a Holocaust Survivor ​(10 minutes)
a. Graphic organizor
5. Students work on letter’s ​Format & introduction​ ​(13 minutes)

Homework:
Finish scene 2-3
Finish intro of letter
Day 10: Wednesday
I Need​:
class list printed
White Board
Projector & computer connection
Timer, stop watch visible for students

Google classroom:
Graphic organizor for body paragraphs

Students need​:
Play, Computers

PRINT:

1. SR ​(10 minutes)
2. Read aloud ​Scene 4​ (10 minutes)
3. Letter: writing to a Holocaust Survivor ​(10 minutes)
a. Go over graphic organizor
4. Students work on letter’s ​body paragraphs​ ​(23 minutes)
5. Shoutouts ​(2 minutes)

Homework:
-finish reading scene 3
-finish writing body paragraphs
-Quiz friday
Day 11: Thursday
I Need​:
class list printed
White Board
Projector & computer connection
Timer, stop watch visible for students

Google classroom:
Play reading
Graphic organizor for conclusion

Students need​:
Play, Computers

PRINT:
Video questions
1. Read aloud​ Act 2: Scene 4​ (10 minutes)
2. Holocaust survivor:
https://www.youtube.com/watch?annotation_id=annotation_2415995189&feature=iv&src_vid=p3TYsR3oDZU&v=dU7q04r5iW
4​ ​(8 minutes)
a. 0-1:27 (review video questions: what were the ghettos like? How much food were they given?)
b. 2:51-3:41 (review video questions: what happened when Jewish people were brought to Camps?)
c. 4:51-7:18 (discuss-what does he want us, the future, to stop doing?)
3. Go over video questions ​(10 minutes)
4. Letter: writing to a Holocaust Survivor ​(10 minutes)
a. Go over graphic organizor
5. Students work on letter’s ​conclusion​ ​(23 minutes)
-Shoutouts ​(2 minutes)

Homework:
-finish reading scene 4 & 5
-finish writing conclusion
-QUIZ friday
Day 12: Friday
I Need​:
class list printed
White Board
Projector & computer connection
Timer, stop watch visible for students

Google classroom:
Play reading
Graphic organizor for body paragraphs

Students need​:
Play, Computers

PRINT:
Anne Frank’s play (30)
1. SR ​(10 minutes)
2. Quiz​ Act 2 (​15 minutes)
3. Letter: writing to a Holocaust Survivor ​(10 minutes)
a. Go over graphic organizor for peer revising
4. Students ​revise​ their peers ​(23 minutes)
5. Shoutouts ​(2 minutes)

Homework:
Letter due 4/2
Extra Resources:
-interview of Anne Frank’s best friend
http://teacher.scholastic.com/frank/tscripts/hanneli.htm

To Do:
-​day 3 ​creategraphic organizer for story of courage
-​day 5 ​Act 1 quiz
-​day 10​ Act 2 quiz
-Graphic organizor: introduction of a letter, body paragraph of a letter, conclusion of a letter
-​day 6 ​timeline of my life, powerpoint on science facts & bio of holocaust survivor
-day 11 holocaust survivor video question
Timeline Rubric: Interview

CATEGORY 4 3 2 1

Readability The overall The overall The timeline is The timeline is

appearance of the appearance of the relatively readable. difficult to read.
timeline is pleasing timeline is somewhat
and easy to read. pleasing and easy to
read.

Title The timeline has a The timeline has an The timeline has a The title is missing or
creative title that effective title that title that is easy to difficult to locate.
accurately describes accurately describes locate.
the material and is the material and is
easy to locate. easy to locate.

Preparation The student had The student had The student had The student had not
(interview notes about all the notes about almost all notes about most prepared adequate
events and dates s/he the events and dates (~75%) of the events notes before
questions and
wished to include on s/he wished to include and dates s/he beginning to design
notes) the timeline before on the timeline before wished to include on the timeline.
beginning to design beginning to design the timeline before
the timeline. the timeline. beginning to design
the timeline.

Dates The timeline The timeline The timeline The timeline

contained at least contained at least 6-7 contained at least 5 contained fewer than
8-10 events. events. events. 5 events.
 Story of Courage Rubric
CATEGORY 4 3
Drafting Student devotes a lot of time and
effort to the writing process
(prewriting, drafting, reviewing,
and editing). Works hard to make
the story wonderful.
Introduction First paragraph has a \"grabber\"
or catchy beginning.
Focus on The entire story is related to the
Assigned Topic assigned topic and allows the
reader to understand much more
about the topic.
Organization The story is very well organized.
One idea or scene follows
another in a logical sequence with
clear transitions.
Spelling and There are no spelling or
Punctuation punctuation errors in the final
draft. Character and place names
that the author invented are
spelled consistently throughout.
Student devotes sufficient time and
effort to the writing process
(prewriting, drafting, reviewing, and
editing). Works and gets the job
done.
First paragraph has a weak
\"grabber\".
Most of the story is related to the
assigned topic. The story wanders
off at one point, but the reader can
still learn something about the
topic.
The story is pretty well organized.
One idea or scene may seem out of
place. Clear transitions are used.
There is one spelling or punctuation
error in the final draft.
2 1
Student devotes some time and
effort to the writing process but
was not very thorough. Does
enough to get by.
A catchy beginning was attempted
but was confusing rather than
catchy.
Some of the story is related to the
assigned topic, but a reader does
not learn much about the topic.
The story is a little hard to follow.
The transitions are sometimes not
clear.
There are 2-3 spelling and
punctuation errors in the final
draft.
Student devotes little time and
effort to the writing process.
Doesn\'t seem to care.
No attempt was made to catch
the reader\'s attention in the
first paragraph.
No attempt has been made to
relate the story to the assigned
topic.
Ideas and scenes seem to be
randomly arranged.
The final draft has more than 3
spelling and punctuation errors.
Story of Courage Graphic Organizer
1. Flash back
2. Introduce the characters in the story
3. Describe the setting
4. Introduce the problem
5. Build suspense and reveal more information about the problem.
6. What prevents the main character in the story from getting what he/she wants? What does the main character do to continue
to try to get what he/she wants?
7. Climax: Create a dramatic turning point for the story. How does the main character come
face to face with the major problem of the story? How does this experience
change the main character?)
8. (Falling Action/Resolution: Tie up the loose ends and bring the story to a close.
What is the ultimate solution to the main problem? What is the final result
of this solution?)