Plot Summary for Story Elements

Designed by: Caren L. Hazelwood, Hand Middle School

GRADE LEVEL: 8       SUBJECT: Reading  

1) CORE CURRICULUM OBJECTIVE(S): Recognize elements of plot structure (problem or conflict, rising action, turning point, and resolution).  (8-AL-6)

RESTATEMENT: Students will identify story elements (problem or conflict, rising action, turning point, and resolution) utilizing a plot summary organizer.

2) OVERVIEW:  Students will identify basic situation and story elements (problem or conflict, rising action, turning point, and resolution) utilizing a plot summary organizer.

3) FOCUS/ESSENTIAL QUESTION: What do the story elements tell you about a story?

4) TIME FRAME: Introduction and practice - one 50-minute period.  After the initial introduction, using the plot summary should take approximately 20 minutes.

5) RESOURCES: 

* Short stories (www.storyarts.org contains a variety of short stories)

* Student text book containing short stories

* Paper

* Pencil

* Copy of plot summary

* Transparency

* Overhead projector

6) ASSESSMENT:  A checklist rubric follows the lesson.  [The plot summary organizer can be used as a study tool. It can also be used effectively on tests.]

7) INSTRUCTIONAL ACTIVITIES:

ACTIVITY ONE

Ask students what kind of things makes up a good story.  Record their responses on the overhead projector.  [It is especially good if the various story elements (problem or conflict, rising action, turning point, and resolution) are mentioned.]  After soliciting a number of responses, highlight the story elements.  Next, define the parts of the plot summary organizer and the story elements using an overhead projector.

PRACTICE

The teacher will tell the students the story of the three little pigs.  After telling the story, the class will complete a plot summary organizer on the overhead projector. Teachers may require complete sentences and should model writing in complete sentences and monitor student work. 

Students first identify the basic situation of the story read.  [Basic Situation: The beginning of a story introduces the basic situation.  Here we are introduced to the main characters and the problem/conflict - the main character's struggle against an opposing force.]

Next, students begin determining the events of the story that contain the complications of the story.  [Rising Action: The next events in the plot are shown on a slanted line that moves uphill.  These complications are new problems that arise as the main character tries to solve his or her conflict.]

Many students have trouble determining the climax of the story.  Referring to the climax as the turning point can sometimes remedy this problem.  [Turning Point:  The highest point on the action line is the climax (turning point), which occurs near the story's end.  This is when the reader's interest and suspense are most intense.  At this point, it becomes clear how the problem/conflict must end.]

Lastly, students determine the resolution.  [Resolution: The resolution is the final tying up of the story's details.  This part of the story is often very brief.  The resolution brings the story's plot to an end.]

After completing the group plot summary, students will practice using it in pairs.  Divide students into pairs by either counting by 1-2, self-selecting partners, or having the teacher pre-select partners.  The students should select a fairy tale that they remember from their childhood (e.g., Cinderella, Goldilocks, The Three Billy Goats Gruff, Jack & the Beanstalk, etc.).  The students retell the story together in their groups.  Next, they will complete their own plot summary based on the story chosen. Supply students with the checklist rubric to ensure their understanding of grading requirements. They should use the rubric to review their work.  Monitor student work for the successful completion of the plot summary.  Students will publish one plot summary for presentation, publication, and display.  The pairs will join together to form groups of four and share their plot summary with each other.  Ultimately the plot summaries are shared with the whole class if time allows.  The plot summaries can be displayed in the classroom or halls. 

FIRST USE WITH ASSIGNED SHORT STORY - Before students use the plot summary on their own with a short story read for class, they should work with a partner or in small groups to complete the plot summary.  Students will use the checklist rubric to self-monitor their work.  Teachers should monitor student work for the successful completion of the plot summary checking for complete sentences.  Each pair of students turns in a copy for evaluation.

As new short stories are read, students can be assigned a plot summary organizer.  They should retain a copy of the plot summary and the grading checklist in their notebooks for future reference.

The plot summary organizer is an effective tool in testing the elements of a story.

 PLOT SUMMARY ORGANIZER FOR

_____________________________(Story Title)