4

Lesson

Plot

P
erformance Objective: Using Plot Diagram, SW independently arrange key events
correctly organizing at least two out of three events.

Resources or Materials Needed: SW need a computer or tablet and Internet access to utilize Plot
Diagram.

Time: 60 minutes.

Step 1: Pre-Instructional Activities: SW think of their favorite book and think about what happened in
the beginning, middle, and end of the story. SW share their synopsis with a partner.

Step 2: Content Presentation: TW display Learner’s Dictionary to define the term, plot and explain the
importance of developing and identifying story plots. TW demonstrate how to use Plot Diagram to enter
main events from the beginning, middle, and end of “Goldi Rocks and the Three Bears”.

Step 3: Learner Participation: SW collaborate with a group of three students such that one student will
recall the plot from beginning, the second student will recall the plot from the middle, and the third student
will recall the plot from the end of “Don’t Squeal Unless It’s a Big Deal: A Tale of Tattletales.” SW engage
in a Round Robin where they each take turns naming the plot from their part of the story. TW assess each
group’s answers. Using Plot Diagram, TW input and display the general outcome of each group’s
collaboration.

Step 4: Assessment: Independently, SW input the events they discussed with their group into Plot Diagram
to complete the Plot Diagram assessment (See Lesson 4 – Assessment (4)).

Step 5: Follow-Through Activities: SW do a Gallery Walk including the teacher’s Plot Diagram (each
group will walk clockwise to the next group to view their work). SW read what each of the other groups
added to Plot Diagram. CW discuss their findings.

Lesson Plan Summary: The main instructional strategies used in this lesson plan are explaining,
demonstrating, modeling, and organizing strategies. During the content presentation, the teacher explains
the term, plot and demonstrates how to use Plot Diagram to display the main events of a story. Plot Diagram
helps students to organize the events in a story in a meaningful way that helps them to later recall this
organizational skill. During the learner participation, students have the opportunity to collaborate with their
group and apply the learned organizational skills to their story. These instructional strategies support the
Cognitivism learning theories, because they help the students to organize information so the performance
can be elicited (Gagne, 1998, p. 197).
 4
Lesson

Assessment (4):

P
lot Diagram Assessment.

Plot Diagram Assessment

Directions: Form a group of three students. Each

group will do a Round Robin. The first student will

recall the plot from beginning of the story, the second

student will recall the plot from the middle of the

story, and the third student will recall the plot from

the end of the story. Each student will take a turn

discussing the plot from their part of the story in

sequential order. Independently, on your computer or

tablet, input the events you discussed with your

group into Plot Diagram.