Teacher: Ryan Ball Subject/Course Title: Mrs.

itle: Mrs. Hewitt’s 8th Grade English Class (Period 5) Date: April 22, 2019
Measurable Lesson Objectives and Assessment of the objectives
By the end of the class session, students will be able to:

Create their own plot diagrams and apply them to any story.

Content Objectives:

Students will be able to analyze basic story structure, in sequence, through the use of the plot diagram.

Academic Language Objectives:

Define and use the words plot diagram, exposition, hook, rising action, climax, falling action, and resolution.

Why does this lesson matter?

Students will learn to read texts critically and contextualize stories in the framework of the plot diagram: Through the plot diagram,
students will learn what makes a story a story. This will allow them to think more deeply about texts. This lesson will also drastically
improve their own creative writing. Students will also develop collaborative discussion skills.

Assessment Statement: How will students show they have met the objective?

Students will demonstrate their mastery of the content objective by accurately diagraming chapter one of The Sword and the Circle, as
well as a favorite story of their choosing.

Standards Addressed:

8.RL.1
Read a variety of literature within a range of complexity appropriate for grades 6-8. By the end of grade 8, students interact with texts
proficiently and independently.

8.W.3.3
Write narrative compositions in a variety of forms that –
● Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.
● Organize an event sequence (e.g., conflict, climax, resolution) that unfolds naturally and logically, using a variety of transition words,
phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
● Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
● Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and
events.
● Provide an ending that follows from and reflects on the narrated experiences or events.

8.SL.2.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and
issues, building on others’ ideas and expressing personal ideas clearly.

Supporting Diverse Learners

Diverse learners are supported in this lesson through heterogenous grouping. A diverse mix of learners can raise the achievement
threshold for all students, according to the Zone of Proximal Development: Students can help each other solve problems.

I am making my input comprehensible by scaffolding knowledge: I will model the plot diagram before asking my students to engage with
it themselves.

I am adding movement to the lesson by having students move to new groups and by asking them to post their answers on the whiteboard.
Movement is an adolescent need of all learners.

I am allowing students to diagram any story they wish at the end of the lesson. By allowing students to choose, I connect to the personal
and I do not assume cultural schema.
Method(s) for Instruction

Grouping Strategies:
Teacher Modeling/Demo YES
Class/Group Discussion YES
Journal writing NO
Cooperative Learning YES
Role Play NO
Small Group YES
Hands-on YES
Guided Practice YES
Inquiry Learning NO
Lab NO
Game NO
Lecture or Direct Instruction
Simulation/Role Playing NO
YES
Independent Learning NO
Question/Answer NO
Model building YES
Learning Stations NO
Other
Readers/Writers Workshop NO

Lesson Agenda
Time Teacher Will Be: Students Will Be: Rationale:

10 minutes Drawing a plot diagram Drawing the same plot This review of the plot
on the board and asking diagram on their own diagram will be primarily
students the names and piece of paper and raising led by student input. This
purpose of each part. their hand to share what differentiates instruction:
After this review, I will they already know about Students may challenge
introduce the next step. the plot diagram. themselves by
volunteering information,
while students who are
less familiar with the plot
diagram can sit back and
take in the review.

20 minutes Dividing the students into Students will move into
random groups. Then, I randomly assigned
will move around the groups. Once there,
classroom and join students will review
conversations. Chapter One of The
Sword and the Circle and
identify each part of the
plot diagram within the
text. They will write their
answers on slips of paper.
This exercise will
reinforce comprehension
of Chapter One and
bolster understanding of
the plot diagram. I am
allowing for the
adolescent need of
movement by moving
students around the
classroom. I am also
creating an opportunity
for collaborative learning
and positive social
interaction through group
work.

10 minutes I will read students Students will get up and Again, I am allowing for
answers aloud and ask post their answers on the movement here. My hope
students to agree or plot diagram on the is that the plot diagram on
disagree with the claims I whiteboard. Then, the board will become a
read. students will discuss strong visual and
kinesthetic memory. I am
also giving students an
 whether or not they agree
with their peers’ answers.
opportunity to practice
their debate skills: They
will be asked why they
agree or disagree with the
claims I read.

20 minutes The teacher will be
visiting tables as students
share their diagrams,
checking to see if students
are accurately using the
language taught in the
lesson.
Using the plot diagram
they drew at the
beginning of class,
students will diagram a
favorite story of their
choosing. Afterward,
students will share their
plot diagrams at their
tables.
This activity allows for
creative expression and
self-definition. At the
same time, I can check for
understanding without
assuming cultural schema.

Closing: Wrap up and Assessment How do you know your students met your lesson objective(s) and to what extent?

My lesson will conclude with students sharing their own plot diagrams at their tables. I will check for understanding by visiting tables and
determining if students are using their plot diagrams accurately.

Daily Assessment
Higher Order Thinking Addressed Formative Assessment: Summative Assessment:
Today: X Class discussion Test
Entrance/Exit slip Project
X knowledge
X Teacher Observe Report
X comprehension
X Listened to conversations Presentation
X application
Quiz Final Exam
X analysis
Thumbs up, neutral, or down Other ________________
synthesis
Homework check
evaluation
Video quiz
Voting
What would it take to move students from recall
X Whiteboard Check
into higher order thinking?
Other ______________
In a future lesson, it would be important to ask
students why authors follow the plot diagram
structure. Why is it important?

Materials Needed for this Lesson:

The Sword and the Circle. One book per student.

Multiple stacks of precut slips. One stack per group. Each stack should contain six slips. The slips are attached at the end of
this document.

A whiteboard and dry erase markers

Magnets

Safety Considerations: Nothing out of the ordinary.

Exposition: Who is the protagonist? In what time and place does the story take place?
Inciting Incident or Call to Action: What brings the protagonist into the conflict?

Rising Action: What does the protagonist want? What events help or prevent the protagonist
from getting what he wants?

Climax: When does the protagonist get what he wants? How does he overcome the conflict?
Falling Action: What happens after the climax that leads into the resolution?

Resolution or Denouement: How does the story end? Does the protagonist’s life return to
normal?