This document provides a mini-lesson plan for teaching students about plot structure. It includes 5 days of instruction:
1) Explicit instruction on plot elements like rising action, climax, resolution using a familiar story example. Key vocabulary is introduced.
2) Modeling of a plot graphic organizer using a read-aloud text. The teacher models thinking aloud as filling it out.
3) Guided practice retelling stories and filling out plot organizers in pairs with teacher support. Formative assessments check understanding.
4) Independent practice where students read their own texts and complete plot organizers on their own.
5) A final assessment where students write everything they remember about plot in a "memory download" and share with
Students who connect to a book are more likely to read and enjoy it. Reader response techniques encourage students to think, talk, and write about their reading so they can develop those connections. Various strategies will be shared, including: response journals, prediction reaction journals, front page news, and literacy circles.
This is a Language Arts unit plan for the intermediate level. It is done according to the grade level expectations of the Department of Education of Puerto Rico new Common Core Standards.
Students who connect to a book are more likely to read and enjoy it. Reader response techniques encourage students to think, talk, and write about their reading so they can develop those connections. Various strategies will be shared, including: response journals, prediction reaction journals, front page news, and literacy circles.
This is a Language Arts unit plan for the intermediate level. It is done according to the grade level expectations of the Department of Education of Puerto Rico new Common Core Standards.
TEACHERS OF TOMORROW LESSON PLAN FORMAT NAME New Teacher .docxrhetttrevannion
TEACHERS OF TOMORROW LESSON PLAN FORMAT
NAME: New Teacher SUBJECT: Grade 7 Language Arts
State Standard: (6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw
conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
Students are expected to:
(B) analyze the development of the plot through the internal and external responses of the characters, including their
motivations and conflicts; and
(C) analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited.
LEARNING OBJECTIVE(S): The student will analyze the development of the plot through the internal and external responses of
the characters, including their motivations and conflicts, and analyze different forms of point of view, including first-person,
third-person omniscient, and third-person limited by selecting from a group of tasks that include creating a character analysis
cut-out or poster, acting out a character in a presentation, or pretending to be the author of a book during an interview.
ASSESSMENT: With the assistance of a peer, students will create a mock interview and presentation in which each student
will discuss how they created a character in the book. Students must identify the four aspects of characterization and how
they pertain to the character. Students will submit the interview and present to the class for evaluation.
MATERIALS and SETTING Small groups (3 – 4) determined by the teacher
Notebook paper, pencil, colored pencils for ‘tweet sheet’, paper sack, objects for the bag
Thirsty, Burger Wuss, The Chocolate Wars, Feed, and Refugee books
KEY VOCABULARY and
ACADEMIC LANGUAGE
Review definitions for analyze, plot, internal/external responses, character, characterization,
point of view
FOCUS ACTIVITY Students will create a character chart from two poems (“The Peanut Butter King” and “Sarah
Cynthia Sylvia Stout Would Not Take the Garbage Out.” to review ‘static’ and ‘dynamic’
characterizations.
CONNECTION TO PRIOR
LEARNING
Students will review the four different characterization concepts we have learned in the last
two weeks.
OBJECTIVE STATEMENT Students, today we will continue our study of characterization, plot development and point
of view. You will complete a project of your choice for the final assessment of your
understanding of characterization and the role of plot and point of view in characterization.
PURPOSE OF LEARNING This is important for us to know so we can understand how writers utilize characters to
impact story lines, and in real life, helps us recognize how other people impact our lives.
INSTRUCTIONAL STEPS
Include:
Step by step instructions
Key points
Directions to give
1. Review: I will review the different characterization concepts with the students prior to
starting them on the activity. These concepts include antagonist and p.
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Plot mini leson
1. Mini-Lesson Planning for Plot
Benchmark(s)/Standard(s) What is the next benchmark(s) on my course timeline or FCIM calendar?
LA.3.2.1.2; LA.4.2.1.2; LA.5.2.1.2
Understands the development of plot and how conflicts are resolved in a story
Definition
Plot refers to the series of events that give a story its meaning and effect. Plot describes the structure of a
story and shows how the events in the story are arranged. (Cause and effect are an important part of plot.)
Essential Question(s): How can readers use graphic organizers to map the plot of a story? How do readers
identify the characteristics of fictional genres in order to understand plot structures? How do readers analyze the
author’s plot organization in stories or novels?
FCAT Stem Questions
What problems did the character face?
What happens that causes the character to change from the beginning to the end of the story?
How is the problem solved in the story?
What events lead to the resolution of the problem in the story?
Materials/Resources: What do I have or need to have in order to teach the lesson objective(s)?
Teacher: Picture book or completed class novel; chart paper, overhead (LCD projector or doc camera),
text samples, graphic organizer templates (students can also draw these on paper)
Student: Paper, pencil
Lesson Agenda: How will I deliver this lesson to help my students answer the essential question(s)?
FCIM Mini-Lesson: Sequencing
Day One: Explicit Instruction (10 min)
Day Two: Modeled Instruction (15 min)
Day Three: Guided Practice (15 min)
Day Four: Independent Practice (10 min)
Day Five: Mini-Assessment (10 min) & Review Student Responses
Special Note: Day One could be Explicit and Modeled Instruction; Days Two and Three could be Guided
Instruction; Day Four could be Independent Practice. This depends upon your Instructional Focus
Calendar.
Suggested Read-Aloud: The Hundred Penny Box by Sharon Bell Mathis
Pre-read the book, “The Hundred Penny Box” (or other appropriate piece of text). Anticipate where
background knowledge needs to be built. Highlight places to stop, question, make predictions or make
connections. Identify the author, title, setting, characters, etc. Activate prior or common knowledge. Take a
picture walk. List the important words in the story. During oral reading, conduct several teacher think-
alouds. Include statements like, “This character ____ is like____ because…” “This is similar to…” “This
story takes place...” “The events in the story are…” “ The difficult situation that happened in this story
was…” etc. Students need to hear your thinking so they can do this as they read independently.
Special Note: This is a suggested piece of text. Use any other story, informational text, literature from
Trophies, or other familiar text that is appropriate for your students. The format for presentation would be
similar.
2. Activating Strategy: What’s Already in My Head?
Students fill in the thought bubble with words and/or pictures to show what they think about when they
think about the topic “plot”. Their responses (prior knowledge) go in the thought
bubble. Example:
Plot
Mini-Lesson Delivery for Plot
Day One: Explicit Instruction: (through Read-Aloud) How will I focus my students on what they need to
learn? What important vocabulary will I introduce/review?
Signal Words and Phrases
Add the following signal words and phrases to interactive word wall: author, setting, character, mood, theme, plot,
style, resolution, conflict, rising action, problem
Explain that plot helps us understand a story from beginning to end and helps us answer certain questions
(use the FCAT stem questions as examples) about the story.
Draw the "plot mountain" as you do a think-aloud of each of the sections (climax, problem, resolution,
etc). Discuss what each of the sections means. Use a simple story that in which every student should be
familiar (like Goldilocks and the Three Bears) to construct examples to match each section. It is important
that the text is familiar for this activity…not necessarily “grade and age appropriate”. You are teaching the
skill...not the story.
Model with students as you write AND do think-alouds throughout.
Day Two: Modeled Instruction: How will I show my students what they are expected to do to
answer the essential question(s)?
Read Aloud – The Hundred Penny Box by Sharon Bell Mathis (or other familiar text)
Explain that plot helps us understand a story from beginning to end and helps us answer certain questions
(use the FCAT stem questions as examples) about the story. Using one of the graphic organizers below,
model the components in the graphic organizer based on events in The Hundred Penny Box (or other
familiar text or trade book that is familiar to students.)
Model with students as you write AND do think-alouds throughout.
Title: _____________
Characters:
Setting: Climax
Rising Action
Resolution
Problem
______
Character
setting problem
3. Day Three: Guided Practice: How will I help students practice answering essential question(s)? How will I
incorporate collaborative structures and checks for understanding?
Practice 1:
Draw the plot chart on the board. Have students draw the chart on a paper. Label the parts together.
Have students retell the story of The Three Little Pigs, The Hundred Penny Dress, or other story that is
familiar. (Student accountable discussion) Model writing their responses in the appropriate section of the
graphic organizer.
Practice 2:
Pair up the students, giving each a blank graphic organizer (or have students draw one of the ones
above). Have them repeat the same activity with their partner. (Collaborative structure) Students should
then take turns briefly retelling the story to each other, using the graphic organizer as a tool. They should
use the words: character, setting, etc. as they retell.
Additional strategies/activities:
Draw the plot mountain. Write the components on index cards. Have students come to the board
and label the plot chart with the terms, describing what each term means. This can be done with
any of the graphic organizers.
Provide students with their own set of terms. Have them draw the plot mountain and use their
terms to label the chart independently. This can be done with any of the graphic organizers.
Select several favorite picture books from the library (Stellaluna, Rainbow Fish, etc). Have
students pair up and select one of the books. They should discuss and complete a plot mountain
about the book they have chosen as a team.
Title: _____________
Characters:
Setting: Climax
Rising Action
Resolution
Problem
______
Story Mapping
Title: ______________________
Setting:
Characters: _________________
Problem:
Event 1: ___________________
Event 2: ___________________
Solution:
Flow Map
4. Special Note: It is important that students are able to recognize the plot and use the vocabulary terms
associated with plot.
Day Four: Independent Practice/Processing Activities
Students will complete one of the graphic organizers independently using their guided reading book,
library book, or other story they are currently reading (could be Trophies).
Additional strategies/activities:
Provide students with their own set of terms. Have them draw the plot mountain and use their
terms to label the chart independently. This can be done with any of the graphic organizers.
Select several favorite picture books from the library (Stellaluna, Rainbow Fish, etc). Have each
student select one of the books. Each student should complete a plot mountain about the book
chosen
Repeat the above activities using any one of the graphic organizers for plot.
Special Note: It is important that students are able to recognize the plot and use the vocabulary terms
associated with plot.
Day Five: Assessment: How will I know if my students can answer the essential question(s)?
Extended and Refining Activity: Memory Download
For three minutes, students write everything they can remember about plot and story mapping. Then, they
share at their tables or with a partner and add anything to their notes that someone else remembered that
they did not include.
