Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 48617
Conflict Drives the Plot
The objective of this lesson is to review and reinforce the elements of a short story. The importance of the conflict is emphasized to show how it
fuels the action of the story to keep it moving toward the resolution. The setting and characters are also important elements that affect what
happens. The students will use a variety of illustrations, sentence descriptions, and a quote from the story to portray the action chronologically in a
plot diagram. The students will also write a paragraph explaining how the conflict drives the plot toward the resolution using support from the text.
Subject(s): English Language Arts
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection, LCD
Projector, Microsoft Office
Instructional Time: 4 Hour(s)
Freely Available: Yes
Keywords: plot, story elements, plot diagram, text evidence, reading response
Instructional Design Framework(s): Direct Instruction, Writing to Learn
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Rubric for Evaluation of Plot Diagram.docx
Rubric for Evaluation of Paragraph.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The student will be able to identify the elements of a short story: exposition, rising action, climax, falling action, and resolution.
The student will be able to describe the conflict of the story and demonstrate how the conflict moves the plot to the resolution.
The student will be able to construct a plot diagram using a specific story to depict events chronologically.
The student will be able to write a paragraph on a specific topic using correct grammar, spelling, and punctuation.
The student will be able to use evidence from the text for support.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should know story elements including characters, setting, and events.
Students should be able to quote accurately from a text.
Students should be able to write a paragraph using grade-level conventions and organizational patterns.
Guiding Questions: What are the guiding questions for this lesson?
What is a short story?
What are the characteristics of a short story?
How does the conflict in the short story drive the action to a resolution?
What is the conflict in this specific short story ?
How does the conflict drive the action to a resolution in this story?
page 1 of 4 How do the characters respond to the events in the story?
Teaching Phase: How will the teacher present the concept or skill to students?
Class discussion: What do think are the most important elements of a short story?
Front loading the Lesson: Show video of an animated short story. I suggest Goldilocks and the Three Bears or The Lion and the Mouse. Also preview the elements
of a short story with a YouTube video on that topic.
Student Activity: Write a brief summary of a short story you've read in the past. Describe characters and events that made it memorable to you. If you can, state
something that you learned from the reading this story. (Students may need teacher's assistance with recalling a short story and its elements. This activity will help
ascertain the amount of background knowledge the students have.)
Activity: Read orally the short story - "The Dinner Party" - by Mona Gardner (1000L)- with the students (This can be found in many textbooks. If this story is not
available, any short story can be used). Discuss briefly the setting, characters, conflict, and plot.
Then divide the students into 4 groups and assign sections of the story that represent the different stages in the plot. The groups will identify these stages in the plot
and share with the class. This can be done by having the entire group present in front of the class with one self-appointed speaker.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Completion of Plot Diagram (see ReadWriteThink for more information about plot diagrams):
1. The teacher will show the students a blank plot diagram (on chart paper or projector) and review the story/plot elements. NOTE: Samples of plot diagrams have
been attached: Option 1, Plotting the Plot, accessed from http://www.fcrr.org/studentactivities/c_005c.pdf or Option 2, Plot Plan, accessed from
http://www.fcrr.org/studentactivities/c_006c.pdf.
2. Then the teacher will show an example of a plot diagram that has been completed on another story. The class will review and discuss.
3. The teacher will display or provide a copy of the rubric that will be used to evaluate the students' plot diagrams and discuss.
4. After questions and discussion about the expectations, the students will complete a plot diagram of the short story The Dinner Party.
5. The plot diagrams must include brief descriptions of each element (in complete sentences), at least one quotation from the story, and a variety of illustrations (can
be actual drawings, pictures from magazines, and/or online pictures/images).
Reading Comprehension
Please answer these questions in complete sentences. Make sure you use evidence from the text for support.
1. How does the setting influence the events in the story?
2. How does the "spirited discussion" energize the plot?
3. What does the American notice that no one else does?
4. How does the author increase the suspense in the story? Use at least one quotation from the story for specific evidence.
5. What ironic twist occurs at the end of the story? Does this resolve the conflict?
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Formative assessment: Quiz on the plot diagram terms. Provide a blank plot diagram and have students fill in the appropriate terms.
Summative Assessment: Students will write a paragraph explaining how the conflict drives the plot using complete sentences, at least one compound sentence,
correct spelling and punctuation. The students will use the 5 terms of the plot diagram learned in the lesson and underline them. This technique assists the students
as well as the teacher with keeping track of terms. A rubric will be on the other side of the Plot Diagram Rubric and will include: organization and neatness, sentence
structure, spelling and punctuation, evidence with at least one quotation from the story (can be the one used in the Plot Diagram from Guided Practice), and
thoughtfulness.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students will write an Exit Slip to agree or disagree with the author's resolution in the story.
If using The Dinner Party - PROMPT: Do you think that men are braver than women? Why or why not?
Summative Assessment
1. Students will complete a plot diagram on a provided short story. See rubric.
2. Students will write a paragraph explaining how the conflict drives the plot using complete sentences, at least one compound sentence, correct spelling and
punctuation. The students will use the 5 terms of the plot diagram learned in the lesson and underline them. This technique assists the students as well as the
teacher with keeping track of terms. A rubric for evaluation will be on the other side of the Plot Diagram Rubric and will include: organization and neatness,
sentence structure, spelling and punctuation, evidence with at least one quotation from the story (can be the one used in the Plot Diagram from Guided Practice),
and thoughtfulness.
Formative Assessment
Class discussion - What do you think are the most important elements of a short story?
Student Activity - Write a brief summary of a short story you've read in the past. Describe characters and events that made it memorable for you. If you can, state
something that you learned from the reading this story. (Students may need teacher's assistance with recalling a short story and its elements. This activity will help
ascertain the amount of background knowledge the students have.)
Quiz - Students will be given a quiz in which they must label a plot diagram with the correct story element terms during the Guided Practice portion of the lesson.
Feedback to Students
While the students are watching the short story video, score the short story paragraphs and return after the elements of a short story video has been shown and
discussed. This will give the teacher important information on students' background knowledge for a short story and a sample of writing skills and organization of
thought processes.
Throughout the lesson the teacher will monitor students' progress by walking around the room and giving verbal acknowledgments making sure that all students are
engaged in the activities. Appropriate scales/signals that have been previously implemented should be used for checking understanding.
Rubrics will give students specific feedback at the completion of the activities.
page 2 of 4 Students' Plot Diagrams can be displayed in the room, hallways, or Media Center.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Teachers could include more scaffolding in the instruction of this lesson to meet individual student's needs.
The illustrations on the plot diagram would be very helpful for students who have difficulty in formulating sentences. Teacher could facilitate more with the
instruction of writing a complete sentence.
Use an audio tape as students follow along reading the short story or present on the screen with the LCD projector.
This short story could be easily acted out to portray the sequence of events in the story. The facial gestures and hand movements would be helpful to indicate the
tension that builds.
Extensions: If using "The Dinner Party"
The following vocabulary words could be used in sentences with context clues to determine meaning. They could also be used in writing the paragraph.
colonial
colonel
veranda
hostess
contracting
rafters
rupees
National Geographic Cobra video - could show video and have students participate in research project about snakes.
If NOT using "The Dinner Party"
Students could write their own short story, using a plot diagram as a planning tool prior to writing.
Students could analyze other stories and films for the elements of plot.
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector, Microsoft Office
Special Materials Needed:
Magazines for pictures
Paper for Plot Diagrams
Colored pencils
Glue sticks
Sample Plot Diagram for ideas
Short Story "The Dinner Party" by Mona Gardner (1000L) - if available
Youtube video on plot diagrams/elements of plot
Attached rubrics
Further Recommendations: Construct a large Plot Diagram on poster board for an example to display in the classroom area using a variety of illustrations.
Additional Information/Instructions
By Author/Submitter
This lesson references a classic short story that adapts well to instruction on plot elements. Because it is short and not difficult to comprehend, the lesson is good for middle
school students with varying abilities. It is available in many textbooks, but cannot be provided in the lesson due to copyright. However, the structure of the lesson can be
used with any short story.
SOURCE AND ACCESS INFORMATION
Contributed by: betty king
Name of Author/Source: betty king
District/Organization of Contributor(s): St. Johns
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.6.RL.1.1:
LAFS.6.RL.1.3:
LAFS.6.W.2.4:
Description
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond
or change as the plot moves toward a resolution.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.)
page 3 of 4 LAFS.6.W.4.10:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
page 4 of 4