Stage 1 Desired Results

Established
Goals
SOL 6.5
The student will read
and demonstrate
comprehension of a
variety of fictional texts,
narrative nonfiction, and
poetry.
a) identify the elements
of narrative structure
including setting,
character, plot, conflict,
and theme.
c) describe cause and
effect relationships and
their impact on plot
f) use information in the
text to draw conclusions
and make inferences
g) explain how
character and plot
development are used
in a selection support a
central conflict or story
line.
CCSS.ELALITERACY.RL.6.2
Determine a theme or
central idea of a text
and how it is conveyed
through particular
details

Name:

Kristina Gooden

Content Area:

Unit Topic: Plot Structure

Grade Level:

English
6

Meaning
UNDERSTANDINGS

ESSENTIAL QUESTIONS

Students will Understand THAT...

Students will keep considering...

U1. All narratives follow the rules of plot structure.

EQ1. What happens if an element of plot structure is

changed or omitted in a story?

U2. The theme or central idea of a text is determined

through the particular details of the story and the
personal or emotional connection the reader forms
with the story.

EQ2. What does the reader bring to the story? How

does a readers life experiences change their
understanding of the story as a whole?

U3. The relationship between cause and effect has an

impact on the plot of a story.

EQ3. If an element of our lives change (people, setting,

etc.), how does that effect our lives overall?

U4. Each chapter or scene contributes to the overall

development of the plot.

Acquisition
KNOWLEDGE

SKILLS

Students will know...

Students will be able to... (include Blooms Label)

K1. The elements of plot structure including exposition

(the background and setting information at the
beginning of a story), rising action (central part of the
story where various problems arise leading to the
climax), climax (the turning point of the story and the
height of the action), falling action (the events following
the climax and leading towards the resolution),
resolution (part of story where problems are resolved
and action comes to an end), theme (the message
about life that becomes the focus of the story).

D1. Determine the overall theme or central idea of a

text.
D2. Evaluate the effect of an authors tone on the
overall effect of the story.
D3. Analyze a story to determine the different elements
of plot structure.
D4. Create a story using the different elements of plot.

CCSS.ELAUnderstanding by Design 2.0 - Wiggins and McTighe, 2011

LITERACY.RL.6.3
Describe how a
particular story or
dramas plot unfolds in a
series of episodes as
well as how the
characters respond to
change as the plot
moves toward a
resolution

K2. No action or even can happen in a story without it

affecting the rest of the story.
K3. The characters and the plot work together in a
story to help the reader achieve an overall
understanding of the story.
K4. The different methods authors use to characterize
individuals in a story (thoughts, words, actions, and
characters reactions to each other).
K5. Characters in a story change as the plot develops.
Performance Assessment: Please Briefly Describe your GRASP and Rubric Categories here.

Stage 2 EVIDENCE (PERFORMANCE ASSESSMENT)

Rubric Criteria
(Categories)

GOAL: To discover the effects of changing one aspect of a story to the understanding of the story as a
whole, demonstrating that when one small piece is changed or omitted the entire story has to change in
some way.

Ideas
Organization
Sentence Fluency
Length of Synopsis
Length of
Explanation

ROLE: Movie Producer

AUDIENCE: The author of ______.
SITUATION: The book you selected above is being made into a movie adaptation but the book is too long
to be made entirely into a movie as is, so one key element has to be left out in order for the story to not be
rushed on-screen. It is your job as the movie producer to work with the book author in determining which
key scene from the book will be left out of the movie and how to properly adjust the rest of the movie in
order to make sense without the key scene. You will be omitting part of the story as you know it and
essentially creating a new ending to sufficiently complete the story without the detail or scene you are
omitting.
PERFORMANCE/PRODUCT: The entirely new ending to the story after the key omission will be presented
in the form of a detailed story synopsis from both versions of the story (the original and the new one you
have created after leaving something out). You will discuss the difference in the two versions of the story
and also include your defense as to why you have chosen to leave out the part that you have chosen and
the major way in which the story has changed as a result of the key scene or detail you have chosen to
omit.
Understanding by Design 2.0 - Wiggins and McTighe, 2011

STAGE 3: THE LE ARNING/FORM ATIVE ASSESSMENT PL AN (USE AS M ANY ROWS AS NECESS ARY)
Le s s on # &
Topi c / Foc us

UKDs (You c a n
i nc l ude # s from
S ta ge 1 )

Conc re te I NDI VI DU AL Forma ti ve

As s es s me nts
(Thoroughl y Des c ri be a nd/ or At ta c h )

Conc re te G RO UP Forma ti ve As s e ss me nts

(Thoroughl y Des c ri be a nd/ or At ta c h )

#1
De fi ni ng
E le me nts of
P l ot

U1 , U3, K1 a,
K1 b, K1c , K1 d,
K1 e, K1 f, K1 g,
K2 , D1 , D4

Fo r t he be gin n in g of t h is u n it o n p lot st ru ctu re ,

I wi ll in t rod u ce t he e le me n t s of plo t an d t he ir
d ef in it ion s. As a b e ginn in g wa rm up , st u de nt s
wil l co mp le t e a 3 -2 -1 Cha rt list in g th re e t h in gs
t he y a lrea d y kn o w ab ou t p lo t, t wo t h in gs th e y
wa n t t o le a rn a bo ut p lo t , an d t he n t he y will
re visit t he wo rksh e et a t t he en d of cla ss to t o
list o ne th in g t ha t th e y h a ve lea rn ed af te r th e
le sson . Af te r t he y ha ve h ad a cha n ce t o f ill in
t he f irst t wo pa rt s of t he ch a rt , I wi ll co lle ct
t he m a nd go o ve r som e of t he m ain que st io n s
t ha t a re a ske d a nd le t t he m kn o w wh et h e r o r
n ot th e y wi ll b e a dd re sse d in t he le sso n to da y.
Af te r f illin g in t he la st p a rt a t t he e nd of th e
cla ss, I will ask som e st ud en t s to sha re wh a t
t he y ha ve le a rne d .

Af t e r in t ro du cin g t he p lot e le me n t s an d t he ir
def in it io n s, I wi ll ask f o r st ud en t s to ca ll ou t
so me n am es of f a vo rit e TV sho ws/ mo vie s/b o o ks
th at t he y a re f am ilia r wit h . The y wi ll t he n b e p ut
int o gro up s b ased o n sim ila r mo vie o r b oo k
int e re st s b a se d o n wh at t he y a re f am ilia r wit h .
Ea ch g rou p wi ll b e a ske d to d iscu ss t he clima x
of th e ir sto r y an d p ost th e ir d iscu ssio n to a
Pa dle t pa ge th at wi ll be cre a te d f or t he cla ss.
Af t e r e ve ryo n e ha s d iscu sse d an d h ad a cha n ce
to po st , we wi ll d iscu ss t he re spo n se s a s a
cla ss t o se e if we ca n a ll a gre e on wh a t t he
clima x is f o r e ach of th e st o rie s.
I h a ve ch o se n clima x f o r t h is act ivit y be cau se it
se em s t o b e t he mo st d iff icu lt o ne to f igu re ou t
wh e n d et e rm in in g st o ry e le me n t s.

#2
Con ti nua ti on of
da y 1 ;
re vi ew ing pl ot
e le me nts

U1 , U2 , K1a ,
K1 b, K1c , K1 d,
K1 e, K1 f, K1 g,
D1 , D2 , D4

A s a con t inu a t ion of da y on e in re vie win g th e

p lot e lem en t s th at we re le a rne d th e d a y
b ef o re, we wi ll re ad t he sh o rt st o r y A ll S u mme r
in a Da y an d t he n th e y wil l wo rk on f illin g in a
pl ot ma p f or t he d iffe ren t e le me n t s of th e
sho rt st o ry. Af te r f illin g it in in d ividu a ll y, we
wil l d iscu ss t he e le me nt s a s a cla ss, t a lkin g
a bo ut wh y ea ch e le me n t co rre sp on d s t o th e
p a rt of t he sto r y t ha t it do es. Th e p u rp o se of
t h is act ivit y is to see ho w mu ch t he y
u nd e rsta nd f ro m t he f irst da y a nd wh ich
p a rt icu la r e lem en t s st ill n ee d m ore em ph a sis.

Af t e r ha vin g a cha n ce t o f ill in t he ind i vid ua l

p lo t ma p, stu de n t s wil l u se th e Fi nd Some one
Who wo rkshe e t to wa lk a rou n d t he roo m an d
ta lk wit h th e ir cla ssm at e s ab ou t th e p lot
e le me n t s of A ll S u mme r in a Da y. Th is wil l b e a
wa y f o r th em to lea rn f rom ea ch o th e r if th e y
a re h a vin g t ro ub le wit h spe cif ic e lem en t s on th e
p lo t ma p. Th is wi ll a lso b e a wa y f o r m e m on ito r
wh o kn o ws wh ich e le me n t s.
W hile th e st ud en t s a re wo rkin g wit h ea ch o th e r,
I wil l be loo kin g o ve r th e ir p lo t ma p a sse ssme n t
to se e ho w mu ch t he y un de rst an d ab ou t th e
e le me n t s in d ividu a ll y.

Understanding by Design 2.0 - Wiggins and McTighe, 2011

Le s s on # &
Topi c / Foc us

UKDs (You c a n
i nc l ude # s from
S ta ge 1 )

Conc re te G RO UP Forma ti ve As s e ss me nts

(Thoroughl y Des c ri be a nd/ or At ta c h )

#3
Di rec t a nd
I ndi re c t
Cha rac te ri za ton

U3 , U4 , K2 , K3 ,
K4 a, K4 b, K4 c

A s an in t ro du ct ion t o cha ra ct e riza t io n an d

cha ra ct e rs, I will rea d t he ch ild ren s st o ry Th e
Re ce ss Q ue e n ou t lo ud to t he st u de n t s,
st op p in g o cca sio na ll y. As I a m rea d in g, th e y
wil l f ill in th e Re ce ss Q uee n note s he e t wh e n
in st ru cte d. The p u rp o se of t h is act i vit y is t o
d et e rm in e wh a t a pa rt icu la r ch a ra cte r s
p e rso n a lit y, o r ch a ra ct e riza t ion , is ba se d on
t he clue s f ro m th e st o r y. The y wil l d et e rm in e
wh a t t he ch a ra cte r is like a t t he be gin n in g of
t he sto r y a nd at th e en d of t he sto r y,
u nd e rsta nd in g th at cha ra cte rs ch an ge a s a
st o ry de ve lo p s.

#4
P rota gonis t/
An ta goni s t a nd
Con fl ic ts
(c ha ra c te r vs .
c hara c ter/ se l f/
na ture /s oc ie t y

U3 , U4 , K2 , K3 ,
K6 , K7 , D2 , D5 a,
D5 b

A s an in t ro du ct ion / ho o k act i vit y f o r co nf lict s in

lit e ra tu re , stu de n t s wil l do a c onfl ic t da i r y .
Th e y wil l be aske d t o f irst t h in k of a na me f o r a
f ict ion a l stu d en t th e ir a ge. Th e y wil l th en b e
a ske d to b ra in st o rm , usin g a sh e et of p ap e r, a ll
of t he conf lict s th is in d ividu a l pe rso n m igh t
h a ve du rin g t he d a y, st a rt in g wit h wa k in g u p,
t ra ve lin g to scho o l, d u rin g scho o l, an d af te r
scho o l. Af te r b ra in st o rm in g ind i vid ua ll y, I wil l
a sk f or stu d en t s to sh a re th e ir co nf lict ide a s
a nd I wil l wr it e th em on th e b oa rd as t he y
sha re . Af te r e ve r yo ne h as sha re d id ea s, we
wil l wo rk as a cla ss to o rga n ize t he m in to
ca te go rie s of t he d iff ere nt lit e ra ry conf lict s:
p e rso n vs. p e rso n , p e rso n vs. se lf , p e rso n vs.
so ciet y, a nd pe rso n vs. na tu re . Af te r
ca te go ri zin g a nd b rie f l y d iscu ssin g ea ch
ca te go r y, we will ta lk a bo ut ho w th e co nf lict
d ia rie s th e y h a ve crea t ed a re like a sho rt st o ry

Conc re te I NDI VI DU AL Forma ti ve

As s es s me nts
(Thoroughl y Des c ri be a nd/ or At ta c h )
To re vie w wh a t wa s ju st lea rn e d a bo ut
ch a ra cte ri za t io n of ch a ra ct e rs, st u de nt s wil l be
pu t in t o g rou p s f or t he Whi c h Cha rac te r?
act i vit y. E a ch gro u p wil l be gi ve n a sta ck of
ind e x ca rd s wit h d escrip t io n s f o r a S po n geb ob
ch a ra cte r a nd th e y wil l com pe t e wit h th e o th e r
gro up s t o d et e rm in e wh o th e ir cha ra cte r is
ba sed on th e clu e s th e y a re give n . Fo r e xam p le,
on e g rou p wi ll h a ve ind e x ca rd s th at sa y g rill
ma st e r , I m re ad y, o pt i mist ic , f rien d ly , an d ba d
d rive r all t o d e scribe S po n geb ob . Ot h e r gro up s
wi ll h a ve clue s th a t d e scribe P at rick, M r. K ra b s,
an d S qu id wa rd . Af te r d et e rm in in g wh o th e ir
ch a ra cte r is, t he y wi ll t he n so rt th e ir d escrib in g
wo rd s o r ph ra se s in to t wo ca te go rie s; d ire ct a nd
ind ire ct ch a ra cte ri za t io n. Th is a ct i vit y wil l he lp
me de te rm ine ho w we l l th e y un de rst an d d ire ct
an d in d ire ct ch a ra ct e riza t io n an d if m ore t im e
ne ed s to be sp e nt o n it .
Af t e r rea d in g Th e La nd la d y as a cla ss, I will
ha ve st ud en t s line u p in f ron t of th e ro om
acco rd in g t o h o w m uch t he y like to d ra w. I will
th en f o ld th e line t o m ake p a rtn e rs so t ha t ea ch
pa rt ne r g rou p wi ll h a ve on e p e rso n wh o like s t o
d ra w a nd on e p e rso n wh o do esn t to co mp le te a
S ome bod y Wante d Bu t S o c ha rt f or Th e
La nd la d y to an a lyze th e ir u nd e rsta nd in g of
co n lict s wi t h in a st o ry. The ch a rt re qu i re s o ne
stu de n t t o writ e o ut wh a t ha pp en ed a nd an ot he r
stu de n t t o d ra w it so th a t t he y a re b ot h
e va lua t in g t he sto r y wh ile do in g so in t he
me th od t ha t is p ref e re n t ia l f o r th em . The y wi ll
an swe r th e qu e st ion a t t he bo tt o m st at in g wh at
th e co nf lict is a nd I wil l a sk t he m t o e xp la in wh y
on th e b a ck. I n f illin g ou t t he cha rt , th e y sh ou ld
e xp la in t he co nf lict in wo rd s b y sa yin g th at t he
an ta go n ist wa n te d th e p ro ta go n ist to do
so me t h in g.
Understanding by Design 2.0 - Wiggins and McTighe, 2011

o r a n o ve l, an d h o w t he y a re d iff e re nt . Th is wi ll
le ad in to ou r n e xt sh o rt st o r y, Th e L an d la d y , in
wh ich th e y wil l be asked t o spe cif ica ll y lo o k f or
con f lict s.
#5
O ve r vi ew of
P l ot Uni t,
Re vi ew Da y

U2 , U3 , K1 a,
K1 g, D2, D4

A s a f in al le sson f o r t he p lo t un it , st u de nt s wil l
b e ref le ct in g on wh a t t he yve lea rn ed an d t yin g
it a ll to ge t he r. St ud en t s wi ll co mp le te th e
S hort S tor y P l ot Ma trix f o r a ll of th e sho rt
st o rie s th at ha ve b ee n re a d t h rou gh ou t th e
u n it . Th e y will list th e m a jo r p lot e lem en t s,
cha ra ct e rs an d con f lict s f o r ea ch of t he
st o rie s. This will se r ve as a st ud y gu id e f or th e
f in a l t e st co ve rin g th e diffe ren t ele me nt s of
p lot . W e wi ll go o ve r it a s a cla ss af te r t he y
h a ve ha d t ime to wo rk on it t o ma ke su re t he y
h a ve th e co rre ct inf o rma t ion . I wil l a sk t he m t o
m ake ch an ge s a s we go o ve r it wit h a red pe n
so th at I ca n se e wh at t he y a re st ill m issin g
a nd wh a t e ve ryo n e se em s to ha ve m ast e red .

Af t e r ea ch stu d en t ha s th e o pp o rtu n it y to ref le ct

on wh a t h e o r she ha s lea rn ed a nd is st il l
st ru ggl in g wit h, if an yth in g, st ud en t s wi ll mo ve
int o gro up s of t h re e o r f o u r t o co mp le te M y
Tex tbook P a ge go in g mo re in de pt h wit h som e
of th e un de rst an d in gs th a t sho u ld be so lid if ie d
at th is p o in t . The y wi ll b e a b le to u se an y of th e
no te s o r act i vit ie s th at h a ve be en co mp le te d
th ro u gho u t t he u n it t o h e lp wit h com p let in g th e
te xt b oo k p a ge. Th is wi ll a lso se r ve as a st ud y
gu ide f o r th e f in a l t e st so we wi ll go o ve r it a t
th e e nd of t he cla ss t o m ake su re a ll of th e
inf o rma t ion t ha t th e g rou p s ha ve is a ccu ra t e.
I a m loo kin g f or d et a iled inf orma t io n in ea ch of
th e b o xe s so t ha t ea ch stu d en t ha s ple nt y of
inf o rma t ion t o ref e r to wh e n st ud yin g. I also
th in k th at t he kee p in m in d / rem em be r t o bo x
wi ll b e p a rt icu la rl y he lpf u l to d iscu ss a s a cla ss
be cau se t he y can sha re ide a s an d h ea r t ip s
f rom th e ir cla ssm at e s th at t he y m ight n ot ha ve
th ou gh t ab ou t .

Understanding by Design 2.0 - Wiggins and McTighe, 2011

Name:_________________________

3-2-1
Three Things I know about plot

Two things I want to learn about plot

After Lesson:
One thing Ive learned today

Find Someone Who Review

Name______________________________

Date____________________

Topic______________________________________________________________
Find someone who:
knows the plot

knows the exposition

can describe one rising

action event

can describe the setting

knows the
problem/conflict

can give a theme for the

story

can describe one falling

action event

knows the climax

knows the resolution to the

story

The Recess Queen

Characterization Activity
In the beginning,
Mean Jeans character is

___________________________________________
___________________________________________
___________________________________________
___________________________________________

At the end,
Mean Jeans character is

___________________________________________
___________________________________________
___________________________________________
___________________________________________
__

What are some plot influences that caused Mean

Jeans character to change from the beginning to the
end of the story?

___________________________________________
___________________________________________
___________________________________________
___________________________________________
__

Somebody Wanted But So

Name:________________________ Title of Story:__________________________

_________________ wanted
______________________________________________________

but________________________________

so__________________________________________________________________

What is the conflict?

Person vs. _________________________

Name:_____________________

Story Title
Plot Elements

All Summer
in a Day

Date:__________________

The Recess
Queen

The
Landlady

Plot

Characters
(protagonist
and
antagonist)

Setting

Climax

Theme

Conflict

Short Story Plot Matrix

My English Textbook Page

Name___________________________

Date________________

Description/Summary of the Topic:

Important vocabulary terms and

definitions:

Connection between reading and writing:

Cause and Effect relationships:

Hints/tips:
Keep in mind Remember to

Important images (drawings):

Concept/Topic__________________________________________