UNIT DESIGN TEMPLATE (STAGES 1 AND 2)

LTDE 5302 | Foundations of Learning, Technology, and Design

Instructional Designer: Gerald Dolphus Unit Title: Analyzing Plot Intended Audience: 8th Grade
Subject Area: ELA Topic: Elements of Plot Timeframe: 2 Weeks

REQUIREMENTS

STAGE 1: DESIRED RESULTS (100 points)

Goals: Students will summarize plot and analyze linear plot developments (e.g., conflict, rising action,
falling action. ELA.8.6A Students will reflect on understanding to monitor comprehension (e.g.,
summarizing and synthesizing; making textual, personal, and world connections; visualizing. 8.6C

Understandings: Students will understand that…

• Text evidence are the facts and strategies that are used to figure out whether information is
factual.
• The ACE Method for using text evidence when writing is: (Answer, Cite, Explain).
• an open-ended question is phrased as a statement, which cannot be answered with a yes or no
response (a longer response is required).

Essential Questions:
• What are the major elements that need to be included when telling a story?
• How does knowing the elements of plot help to summarize the story?
• What is Text Evidence?
• What is an open-ended question?

Knowledge (Students will know…)

• Students will know the major elements that need to be included when telling a story are:
Exposition, Rising Action, Climax, Falling Action, and Resolution.
• Students will know that open-ended questions cannot be answered with yes or no responses.
• Students will know the ACE Method for using text evidence when writing is: (Answer, Cite,
Explain)

UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3) Page 1 of 7

Skills (Students will be able to…) to be Acquired
• Students will be able to use the elements of plot to help summarize a story. (8.6A)
• Creating a written explanation for the following question: Why is the ACE Method effective when
answering open ended questions? (8.6C)

STAGE 2: ASSESSMENT EVIDENCE (100 POINTS) Performance

Task(s):
TASK: Students will design and label a plot diagram on a sheet of paper in a horizontal direction, properly
identifing where each plot element falls on the diagram, and write/produce a summary of our class
novel: La’Linea,

GOAL:
• Your task is to create a plot diagram and label the elements of plot, using the class novel.
• The goal is to describe and define the components of a plot diagram, and analzye a work of
fiction.
• The problem or challenge is to determine the major Climax, which is harder to do in a novel than
in short stories.
• To overcome this challenge, students must focus on the major thematic thrust of the novel.

ROLE:
• You will partner with another student, and work in groups of two.
• You and your shoulder partner will participate in a read, roll, and retell activity to review the
novel.
• Your job is to complete your diagram and use it to write/produce a summary of La’Linea.

SITUATION:
• The challenge is to determine what the actual climax is; as oppose to subsequent minor climaxes
that occur throughout the novel. You and a partner will roll dice and answer the questions that
correspond to number you land on, each time you roll.

PRODUCT, PERFORMANCE, and PURPOSE:

• You will create a fully labeled Plot Diagram.
• In order to properly summarize the novel, you need to completely detail the Exposition (setting
characters, and conflict), Rising Action, Climax, Falling Action, and Denouement.

UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3) Page 2 of 7

Performance Task Rubric:

Other Evidence: tests, quizzes, etc.

Quiz: Students must demonstrate knowledge of the setting, characters, and conflict; along with all the
elements of plot, using a grapghic organizer. Students must demonstrate understanding of all the parts
of the exposition; as covered in our lesson on Exposition.
Test: Students will demonstrate knowledge of the ACE method as they retell the class novel (for on-level
students). SPED and students with special accommodations will use their self-selected, fictional, just-
right book to complete the assignment.
STANDARDS and CRITERIA for SUCCESS

• Your exposition must be complete, to include the setting, characters, and conflict.
• Your work must must be labeled with all the elements of plot, and the plot of the novel must be
properly identified on your diagram.
• A successful result will detail all of the plot elements as they relate to our class novel, or approved
book.

UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3) Page 3 of 7

STAGE 3: LEARNING EXPERIENCES and PLANNED PACING (100 POINTS)

Monday 9/13/21 Tuesday 9/14/21 Wednesday 9/15/21 Thursday 9/16/21 Fr

UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3) Page 4 of 7

1. Introduction of Plot
I will use a Power Point on
Plot Structure to introduce
students to the Elements of
Plot.
http://www.readwritethink.org/
lesson_images/lesson904/Mi
dPlotStructure.pps
Using a familiar story such
as “The three little pigs,” I
will ask the class to call out
the significant events of the
story. As they give answers,
I will list them on the board.
Then I will pass each
student a sheet of paper,
and guide students through
creating a Freytag Pyramid
(Plot Diagram).
Demonstrating how to label
a Plot Diagram, I will draw
one the board and apply the
significant events from their
list onto it (8 MIN.).
2. Charting a Diagram
(15 min.)
We will read “The Wish” by
Roald Dahl, as a class. I will
arrange students in small
groups and have each group
to chart the course of the
story on a Plot Diagram.
http://www.mrsmccschoolday
s.com/uploads/7/7/3/6/77366
99/the_wish.pdf
I will provide key questions to
guide students’ discussion as
they complete their pyramids:
• What did the author
have to explain for the
reader to identify the
exposition?
• What exciting event
marked the rising
action?
• Where does the story
peak or climax?
• Which event lead to the
conclusion?
• How does the author
resolve the
conflict/story?
Students will share their work
with the class, draw
comparisons to see if
everyone agrees, and point
out evidence to prove their
points.
UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3)
3. Review the
Elements of plot
(10 MIN.)
Using technology,
students will work with a
partner to label a digital
Freytag Pyramid, and
then, fill-in how La’linea
corresponds to the
pyramid.
https://docs.google.com/
drawings/d/1U27FhWKA
v93ESfGIi8rKMEvin2Uoi 6.
nrrUj69bEHBMxw/edit
Instead of calling the
answers out to
students, I will play a
video that explains the
5 elements in a rap
(2MIN).
https://www.youtube.co
m/watch?v=qhsCOlFW9
Ag
4. Color Story
Elements (8-10
MIN.)
As a class, we will read
“Seventh Grade” by
Gary Soto. Students
will assign a different
color to each element
of fiction. As we read,
students will identify
words or phrases that
reveal the characters,
setting, conflict, etc.
https://www.cforks.org/D
ownloads/7.pdf
5. Paraphrasing (7 MIN.) 7. Summary Practice 9.
Activity (10 MIN.)
Stu
I will ask students to tell me the story of our summer reading (La’ abo
Linea). I will present a slide show und
that has four practice
info
passages. We will read
sum
each passage as a class.
I will use a palm-sized, stuffed basketball to move the story along. Then students will break
http
One will tell a part of the story and pass it on. Each, has to tell a into small groups, where
they will create wo
nonrepetitive part of the story. If anyone muddles the details,
she
another student can say, “pass me the ball,” then they can clarify summaries.
or correct. Afterwards, they will ariz
share and discuss their 02/
summaries.
Determining What the
Text is About https://www.ereadingwork
(10-15 MIN.) sheets.com/worksheets/r
eading/summarizing/sum
marizing-practice-activity/ 10.
I will present a Power Point about summary, which will include
several short text. Students will practice “determining what the text
is about.”
8. Create a Summary
In e
https://www.ereadingworksh stu
eets.com/readingcomprehensionworksheets/summarizinglesson.ppt Students will read a stu
passage about trains,
abo
highlight or underline
We will read several small texts that are included in the Power important information and The
Point. Students will summarize those texts in as few words as create a summary (10-15 sum
possible. They will include key information, and we will discuss our MIN.). the
answers. cho
ext
https://www.ereadingwork
MIN
sheets.com/worksheets/r
eading/summarizing/sum
http
marizing-worksheet-01/
wo
she
ariz
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Monday 9/20/21 Tuesday 9/21/21 Wednesday 9/22/21 Thursday 9/23/21 Friday 9/24/21

UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3) Page 6 of 7

11. Using Beginning, Middle,
& End to Help
Summarize (10-15 MIN.)
Students will summarize text,
using Langton Hughes’ classic
story, “Thank You Ma’am.” They stands for: Answer the
will apply the beginning,
middle, and end method to
determine what is necessary
information (to-be-included)
information, and what is
extraneous. Working in groups
of two’s, they will record their
answers on the “Beginning,
Middle, and End” worksheet.
https://docs.google.com/view
er?a=v&pid=sites&srcid=c3R1
ZGVudHMuaGFsbGRhbGUub3J
nfG1zLXJheW1vbmQtcy13ZWJ
zaXRlLW
12. Open ended questions
(8 MIN.)
Using Mrs. Lorber’s anchor
chart, I will explain to students
best practices for answering
open-ended questions.
http://mrslorber.weebly.com/h
ow-to-answer-open-
endedquestions.html
UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3)
13. Open-Ended 15. R.A.C.E. (10-15 MIN.) 17. Gallery Walk 19. Elements of Plot
Questions (20 MIN.) (10 MIN.)
Students will access the
I will introduce the ACE
technique for answering digital worksheet (via the I will break the class up Using technology,
open-ended questions. link below), to write down the into small groups and give students will label a
ACE is an acronym that following question: What each group a number. digital Freytag
obstacles did Helen Keller They will move around Pyramid, and then, fill-
question, Cite the have to overcove to pursue the classroom, visiting 5 in how “The Fly” by
evidence, and Explain or her passion of empowering stations where they will Katherine Mansfield,
Extend your thinking (10 the deaf, blind, and dumb discuss questions about corresponds to the
MIN.). with an education? the Helen Keller story pyramid.
from yesterday.
After writing the question on
https://www.slideshare.n I will provide key
the form, students will use https://docs.google.co
et/cynthiamedina733/ac questions to guide
the R.A.C.E. format to write a m/drawings/d/1U27Fh
e-strategy-38051742 students’ discussion as
paragraph response. WKAv93ESfGIi8rKME
they get to each station: vin2UoinrrUj69bEHB
Mxw/edit
https://www.liveworksheets.
com/ez145533og • What did the author
14. ACE (Peer Editing) have to explain for
15-20 MIN. the reader to identify 20. Quick Write
the exposition?
(Summary)
Working with a shoulder • What exciting event
partner, students will 16. Socratic Seminar marked the rising
apply what they have (15-20 MIN.) action? Students will use
learned about the ACE • Where does the story video prompts to quick
technique to the Helen peak or climax? write summaries using
Students will sit in two •
Keller passage provided. Which event leads to the “Beginning Middle
circles (inner and outer). the conclusion? & End” method.
The inner circle will • How does the author
https://www.k12reader.c naturally discuss the
om/worksheet/evaluatin g- resolve the They will demonstrate
following question: conflict/story?
text-my-life/view/ their ability to write in
complete sentences
In groups of two, What do you think Helen Once students have and use correct
Keller meant when she said, discussed the question in spelling and grammar
students will conduct a
“Keep your face to the each station, they will (15 MIN.).
peer review. Partners sunshine, and you cannot see report to the station that
will provide acceptable a shadow?” corresponds with their
feedback on each https://docs.google.co
assigned number. Then m/presentation/d/1KL
other’s work; focusing they will answer that
The outer circle will silently uyunKTwp1PowsY8p
on grammar observe, take notes, and
question aloud for brief bEh4gCcWhDviLWbD
conventions such as: eventually trade places with
class discussion. IuYFUqack/edit#slide
spelling, punctuation, those in the inner circle =id.ge7449e6a93_0_
capitalization, etc. (either all at once, or by 18. Philosophical Chairs 0
They will make sure tapping in). (10-15 MIN.)
their partner’s ideas
are organized
A statement that has two
effectively. possible responses
(agree or disagree) is
read out. “Helen Keller
acted out when she was a
young child because she
wanted people to pay
more attention to her.
Depending on whether
students agree or
disagree, they will move to
opposite sides of the
room. There, they will
defend their position.
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