Faculty of Education

Backward Design Plan Template

Title: Plot Diagrams Subject/Course: Language Time: 1 hour

Level: Grade 7

Lesson Description
Students will learn how to create plot diagrams for their Novel Study assignment. They will create a plot diagram in small
groups based on their book then (depending on time) present their plot diagrams to the class.

Stage 1: Desired Results

Big Question (link to the real world)
How do all stories follow a similar structure?
Ontario Curriculum Overall Expectation
C3. Comprehension Strategies: apply comprehension strategies before, during, and after reading, listening to, and
viewing a variety of texts, including digital and media texts, by creators with diverse identities, perspectives, and
experience, in order to understand and clarify the meaning of texts.
Ontario Curriculum Specific Expectation
C2.6. Summarizing: Identifying Relevant Information and Drawing Conclusions: summarize and record the main idea and
supporting details in various texts, and draw well-supported conclusions.
Key Concepts and/or skills to be learned/applied: Prior Knowledge Activation:
Students will learn how to identify the different Ask the students to recite the well-known story of Goldilocks
components of a story (i.e. exposition, rising action, and the Three Bears. Write their ideas on the board in the
climax, falling action, resolution) and how to use them shape of a plot diagram.
to create a plot diagram.
Stage 2: Planning learning experience and instruction
Learning Goals: “clearly identify what students are expected Instructional Strategies:
to know and be able to do, in language that students can
readily understand.”
Success criteria: “describe in specific terms what successful
attainment of the learning goals looks like” (Growing Success
p. 33).
1 – Learning Goal: Today we will learn… about the - Prompt interest and motivation for learning by
different components of a story and how to use getting students to share their understanding of the
them to create a plot diagram. well-known story of Goldilocks and the Three Bears
2 – Why: So that… we can understand how many - Draw plot diagram on whiteboard to reach visual
stories follow the same overall structure learners.
3 – Success Criteria for this Lesson: - Small group work: encourages collaboration and
You know you understand when… you can fill in a idea sharing.
plot diagram for several different stories.
Materials/Student Groupings Differentiation
- One large paper for each group (5 papers) - A brainstorming component, a writing
- Three markers for each group (15 markers) component, and an oral component. Students
may choose how they want to participate and
demonstrate their learning.
Assessment For Learning, Checking for Understanding & Feedback
- Observation – noting who participates in:
a. Initial discussion about story structure
b. Writing in plot diagram in small groups or sharing ideas
 Faculty of Education

c. Speaking when sharing plot diagrams with whole class

- Based on these observations, students will either get a + for surpasses expectations, ✓ for meets expectations,,
or - for working towards expectations in the gradebook.
Stage 3: Learning Activity
Motivational Hook (5 MINS):
Ask students to recite the well-known story of Goldilocks and the Three Bears. Write their ideas on whiteboard in the
shape of a plot diagram.

Open (15 MINS):

Draw in a plot diagram line to demonstrate how the story is structured. Introduce the concept of plot diagrams. Explain
how almost all stories follow this same structure – including their favourite movies, books, TV shows, and even their
Novel Study book. Write definitions for exposition, rising action, climax, etc. on the whiteboard in the corresponding
spots of the story. Students will draw plot diagram line and copy definitions on a blank sheet of paper. Share video on
plot diagrams with movie examples.

Body (modeling, collaborative work, individual = gradual release of responsibility, synthesis) (35-40 MINS):
Split students into groups based on book and provide each group with a large paper and markers. Get students to
collaboratively complete a plot diagram for their book. Once finished and approved by teacher, students will receive a
plot diagram template to copy down their finished plot diagram, and (depending on time) will present their large plot
diagram to the class.

Close (success criteria visited) (1-2 MINS):

Explain to students that plot diagrams can help us better understand a story and/or better communicate it to an
audience. Explain to students that they may use this plot diagram as a reference (not the exact same) if they choose to
do a plot diagram for their Novel Study Box.
Stage 4: Reflection
Student Reflection of Learning (metacognition)

Teacher Reflection
Differentiation helped. Students who did not want to participate in front of whole class participated in small groups.
Many students enjoyed the aesthetic aspect of making the plot diagrams – showcased artistic abilities, visual
organization, and penmanship.

L. Radford & T. Hollweck, adapted from "Understanding by Design", Wiggins

and McTighe (2005).