Some ideas for teaching plot elements to help students recall stories in sequential order, summarize stories, and understand theme.
Unit 1 Short Stories During this unit, we will focus on theme, or the lessons we learn about life from reading. Setting and Plot are the two major concepts we are learning in our class. We will determine the meaning of plot and setting, then apply our knowledge of these terms to summarize the plot of short stories and describe the setting of each story. Elements of Setting Elements of Plot This is an example of a plot diagram worksheet that we will fill after reading a story. Theme is an idea about life that characters, actions and images express. What is the common theme of the songs below?
Please CLICK HERE To Learn About The Perfect Plot Structure In Film Script Writing - FREE GUIDE!!
My students and I have been reading the book Ungifted over the last several weeks. It is an absolutely PERFECT read aloud for fifth-grade students. It has allowed me to teach so many reading skills in one text, plus my kids fell in love with the main character. Now that we are finished, I wanted […]
There are so many great plot structure mentor texts out there! It was incredibly difficult to narrow it down to these. In an effort to keep the post short, I
The tone of The Plot is like a snarkier version of Less - meets Crime And Punishment, meets I Know What You Did Last Summer. It's a delightful take-down of the publishing industrial complex...
A blank novel outline template for use with Google Docs, Google Keep, and Scrivener. The One Page Novel is a simple, memorable structure for novelists.
Plot structure can mean the difference between 50,000 words worth of beautiful descriptions, action-packed scenes, and witty dialogue—and an actual story.
Outline for the first arc of my current WIP Until quite recently, I'd considered myself a loud and proud pantser. I had tried outlining in detail once before, it killed my muse, and I declared that I'd never do it again. Then I started getting writer's block more often than not, and would stare at the page and not know what comes next. I mixed and matched outlining methods and ways to structure story to find the one that suited me that best. Right now, I've come up with the spreadsheet method that's shown on the right, but I promise it isn't as terrifying as it looks. This is by no means the best or only way to outline, but it's my way. Quick things to note: I sort of use the three arc structure. I use the scene/sequel structure (if you don't know what that is, click here and here). My current manuscript is told from a singular first person POV (I'll suggest alternatives for people working with dual/multiple POV further down) I'll be using Pride and Prejudice examples taken from K.M. Weiland's Structuring Your Novel to illustrate everything as I learnt a lot from it. Row = Horizontal, Column = Vertical This post is a little long, so I'll put it underneath a cut. Okay! So let's get started. I open up Excel and start to fill in the top row. If I was outlining Pride and Prejudice, it would look something like this: From left to right, my columns are set as such: Arc - I use this column to track where my Key Points are (more on those later) ✓ - I place a tick there when I finish writing that scene Summary (Protagonist POV) - 1-2 sentence summary of the scene, Place - Where the scene happens Time - When the scene happens One column each for significant supporting characters - A line about what they're doing either behind the scenes (if important) or in the scene. If they're not in the scene, whether doing something important behind the scenes or not, I block it out with grey Scene/Sequel - See linked posts above Goal/Reaction - See linked posts above Conflict/Dilemma - See linked posts above Disaster/Decision - See linked posts above Short-term goal - Not the scene goal, but a very minor goal that takes more than one scene to complete (e.g. to steal enough money to pay the dressmaker) Long-term goal - Big Picture things that are needed to achieve the end goal (e.g. to disguise herself as a noblewoman to enter the palace) Overarching goal - The end goal, what the protagonist wants (e.g. to kill the royal family) While the sheet is still empty (apart from the column labels), I copy it twice so I have three sheets which are exactly the same. I name them Arc One, Arc Two and Arc Three. You could keep it all in one spreadsheet, but because I plot out every scene, it tends to get very long and I'd rather click between tabs than keep scrolling. These are columns are completely flexible, I have some characters don't get their own columns until arc two, and some characters who were significant enough to get their own column in arcs one and two, but ends up dying during the third plot point and no longer needs a column. If you don't think it's important to keep track of the location of the scene, you don't need a location column. If the weather is important, add a weather column. One scene in one row. I fill in all the columns, and if major parts that make up the scene/sequel are . missing, I know that I'll have to seriously rethink about whether or not I need that scene. Potential filler scene avoided before it even began. I can move the scenes around, insert new rows if I need a scene to go in-between, and easily get rid of scenes that I no longer want. Then I add another sheet called "Key Points." Pride and Prejudice would have one that looked something like this: In column A, I write down in each row: Hook Inciting Incident Key Event First Plot Point First Pinch Point Midpoint Second Pinch Point Third Plot Point Climax If you have no idea what any (or some) of these points here, click here. In column B, I write down the scene(s) involved involved in that plot structure point. I edit and add to this as I outline-- usually it goes from a vague idea (e.g. Elizabeth rejects Mr Darcy), to an more concrete idea (e.g. Elizabeth rejects Mr Darcy in the rain after he acts like an asshole and insults her entire family before declaring his love). This really helps me keep track of where the story is going. I usually set up empty spreadsheets for all of my significant characters, and everything and anything that suddenly comes to me goes there. Pictures, dialogue, "what-ifs," all the ideas I get during outlining that I'm not quite sure where to put. Same goes for a worldbuilding and locations. Quick Tips: Freeze the top row. Colour is your friend. Colour code everything. Wrapping the text will save you. If something no longer works, change it. If you suddenly feel the need to revamp everything, click Save As and save it as a new file before going on a deleting spree. If you have more than one POV character then one way of adapting it would be to repeat the scene summary column for as many POV characters you have, and add a POV column. Indicate which POV is being used (through colour or column) and keep notes about what your other POV character is doing during that time in their columns. Hopefully, all of this made sense and didn't confuse anyone too much. If you have any questions or want me to expand on something, feel free to leave a comment!
Want to write a story that works? Learn how to plot your novel using the Save the Cat! Beat Sheet in this post! (Free worksheet included!) #writingtips
Teaching plot elements to upper elementary students? Use a picture book to engage your students! Read it aloud, and then create a plot diagram!
A few weeks ago, I was at the half-way point of my first draft and having trouble with my plot. After ten months of steadily pounding away at the keyboard and chipping at the word count, I was incr…
The Plot Chickens is about Henrietta, a writing chicken who uses the book Writing Rules to explain story elements and her story writing process with her chicken aunts and...
We all know the importance of reading stories in the the classroom. They can build background knowledge on a topic being discussed. It is a great way to increase vocabulary. Students get excited about learning. Plus, you can increase students reading and listening comprehension. I want to challenge you to go beyond they everyday read ... Read More about Interactive Read Aloud
Teaching plot elements to upper elementary students? Use a picture book to engage your students! Read it aloud, and then create a plot diagram!
Books for teaching sequencing should have a clear beginning, middle, and end. Here are 16 great books for kindergarten or first grade.
I love to read in my class. It is just something that brings so much joy to so many, that I feel like it needs a place of honor in my room. And while we do read our fair share of nonfiction, where I find myself (and my students) drawn to is the fiction stories. They are just so full of awesomeness that I can't help myself. With those great reads comes great lessons. Books (in general) have a beginning, middle, and end. They start with introductions, take the reader through many different actions which lead to the climax, that point we have been waiting for, and then solve the problems with a nice, neat ending. (OK, OK...I know not every.single.book does that, but I am talking in general!) So this past week, I wanted to focus on that story structure we call PLOT and bring it to the attention of my students. One thing that I have been doing, and have written a bit about in the past few weeks, is take a large reading topic (character, setting, plot) and teach it to my students over the course of the week. I break the idea into smaller, 20 minute chunks, and teach from there. It is working so very well! This week's chunk lessons all dealt with the idea of plot and how everything we read follows the same basic "formula". We started with an anchor chart describing each part of the plot diagram. What is exposition? Why is rising action the longest part? What does climax do for the story? Falling action and resolution are different? Then, we discussed how There's A Boy in the Girls' Bathroom by Louis Sachar follows this plot structure. I asked them to think-pair-share with a partner to see if they could come up with examples that fall into each of the categories. Then, after a group debrief on their T-P-S, I sent them back to their seats, with a plot diagram I had made and asked them to write down their thoughts. You can grab this diagram here. Day Two and Three had us looking at a story (written by my husband!) and trying to dissect it for plot elements. We read the story aloud, and then color coded the story using our crayons to represent different elements of plot. Deciphering between the exposition and rising action, and then falling action and resolution proved to be quite challenging! Our discussion kept us moving along though and the students were able to do this quite well. On these days, I wanted them to create a little drawing/writing project that would keep them interested in the story and also serve to get their ideas from the oral discussion to a more written, concrete form. So I asked the students to take the color-coded writing and draw a picture for each of the five elements. What picture would represent the exposition? What about the climax? How would the resolution be drawn? For Day Three I asked them to do the same thing, but instead of drawing it, I wanted written EVIDENCE FROM THE TEXT (ahhh....getting some of that testing jargon in there!!) Everything seems to go back to that test, doesn't it? That then lead us into the writing portion of this for the week. I wanted the students to be able to write a clear, coherent paragraph on the subject of plot so for Day Four and Five, I had them choose a picture book that they were familiar with. I guided them towards books that I knew had a clear beginning, middle, and end (ie: Madeline by Ludwig Bemelmans or Stellaluna by Janel Cannon ) and gave them an organizer to fill in outlining the plot details of the story. Then, using a paragraph organizer, I asked them to construct a complete paragraph plot summary. This was to tell what happened in the story, from exposition to resolution, without giving everything way. It was to be barebones and focus on the main ideas in the text. Using the organizer really helped the kids to do this. They were forced to only pick a few of the details, and really helped them to be sure they had parts from each plot element. I wish I had a completed one, but I forgot to take pictures of it! So sorry about that!! So that is what we did for our study of Plot in 5 Days. If you would like to have the full lesson plans, standards addressed, organizers, and all, I have complied them for you in my TpT store. I really, really love how these lessons turned out and kept my kids focused. It was great hearing them talk about Plot even out of context of language arts (ie: in theatre or when discussing a movie they had seen.) I also love that I was able to do this, and produce some bulletin board worthy products, in 5 days! Win-win for all! What are some things you do to teach your students about plot?
Teaching theme in fourth grade is not easy, but it is very rewarding to see the students' little light bulbs come on! In my experience, students need many
Shortly after selling my young adult novel, Famous Last Words , I received my first editorial letter. It was three or four pages, single...
For all the writers reading this blog, here’s my cheat sheet for the Plotting Board Method of plotting, which I learned from Cherry Adair. The Cherry Plo...
I love using picture books to teach plot. Here are four of my favorites that I use when it comes to teaching about plot.
Read on to see my list of the 12 best mentor texts for teaching fictional narratives to 3rd grade students. You'll love these picture books!
A plot idea is just the beginning when you want to write a book and these simple questions help you turn that idea into a complete story.
If you’re not sure how to start writing after you get a story idea, you’re probably here looking for answers rather than questions. Yet asking the right plot questions will help you develop a single idea into a complete story. Every element of a story, whether it’s a character, a setting or just a certain […]
Teaching with the Story Mountain Plot Diagram bulletin board set for students makes teaching books and stories much simpler.
Author Tricia Goyer shares Free Printables for Writing Your Novel. Do you want easy-to-use worksheets to help novel writing? Grab these!
Your elementary, middle & high school students will love these fun visual-style Plot Summary worksheets for Language Arts Literary Analysis of any story or book. 4 Differientiated levels.
Want to write a story that works? Learn how to plot your novel using the Save the Cat! Beat Sheet in this post! (Free worksheet included!) #writingtips
Check out these Pigsty activities, lesson plans & read aloud ideas to engage your elementary students in their learning.
Every writer has their own process, and apparently J. K. Rowling is a meticulous plotter. This hand-written spreadsheet from Harry Potter and the Order of the Phoenix plots out everything from the month a chapter takes place to what is happening on or off screen in each subplot: The first few columns are pretty simple: chapter […]
A great graphic organizer for plot and sequencing! Teach your kids that a story plot has many important pieces beyond the basic beginning, middle, and end. Helping them to visualize the ups and downs of a story is an easy way to help with comprehension. ** Differentiation: For a next step, ask your students to identify the type of conflict from the story!
Rina Kent's "God of Fury" is the fifth novel in the Legacy of Gods series and features a solo MM collegiate romance. The plot focuses around Nikolai Sokolov,
If you want to send your readers into a 3AM reading frenzy, these ideas could help!
I should start by saying, first, I am not an organized writer. And that's part of the reason I'm writing this post. Until I started writing mysteries, I was a proud pantser who sorta/kinda organized plot events as she went along. But no more. For one thing, mysteries need to be tightly plotted. For another, I'm contracted to turn in an outline many months in advance of a manuscript. And though the outline was helpful, it wasn't enough for me in terms of structuring my story. I needed an extra layer of organization that would help me flesh out and manage the main mystery plot, as well as the subplots. So I tried each of the following, sometimes in isolation, sometimes all together: sticky notes colored sticky notes index cards colored index cards writers' software highlighting text in Word changing the color of my text in Word using an Excel spread sheet using the table function in Word using a large whiteboard with different color dry erase markers using a blotter-size desk calendar for the timeline making a flow chart of plot events As you can imagine, my office is a pretty messy place. The index cards kept getting lost and the sticky notes wouldn't stay stuck. Excel, it turns out, will screw with you even more than Word, and I would end up getting confused by my own flow charts. (And I know that one of the QT bloggers uses writing software with great success, but her name is not Rosie.) So now I'm down to three main tools: the white board, which is invaluable in terms of scribbling ideas, re-ordering them, or just writing little notes to myself. The blotter size desk calendar serves well for a timeline; the blocks are large enough to write in, and personally, I need big visuals. But the board and the calendar, like my editorial outline, aid me in macro-plotting: where the story is going and how it's getting there. I think of those things as a map. It's the micro-plotting--exploring motivation and showing cause and effect, planting clues and red herrings, both to the mystery and to the personal life of my protagonist, and delineating the interior life of my main character--that I tend to get lost. So my third tool is the table function in Word, which I use to create a compass to go with the map: The table function in Word helps me track my main plot and subplots. While working with Word can be less than rewarding for a writer, I do like the nifty table function. It's easy to use and manipulate. I set up a fairly simple chart for myself; the one pictured here is the one I'm using for my WIP, The Wedding Soup Murder. It uses a chapter breakdown in which I indicate place, time, date, and characters. I use red text for the main mystery plot, and other colors for the subplots. As I draft each chapter, I go back and fill in the chart. The chart, or my story compass, helps me stay on course in a number of ways. For example, cozy mysteries move at a fairly quick pace. If I look back over my chart and see that the green, purple, and blue text is taking up more space than the red, I go back to the ms and ensure that the subplots aren't bogging down the main story. I can read straight down the red text and isolate the main plot from the subplots, to make sure the mystery arc is swift, tight, and logical without the distraction of my main character's love life. On the other side of things, I can choose a color and follow that subplot, but I can also see how it is threaded into the main story, chapter by chapter. The chart also helps me identify a missing element. My main character has two love interests; I indicate one in green text and the other in blue. When I looked over my chart I realized that the blue ink didn't show up until Chapter Six. Her second guy had gotten short shrift in the story, so now I am working on ways to introduce him sooner. One last reason to love the chart: it makes a nice break from composing. Filling in another chapter is rewarding, and provides evidence of my progress. Whether we use sticky notes or fancy software, we all need to find our own way through our stories. What about you? What serves as your map? Your compass? A Jersey girl born and bred, Rosie Genova left her heart at the shore, which serves as the setting for much of her work. Her new series, the Italian Kitchen Mysteries, is informed by her deep appreciation for good food, her pride in her heritage, and her love of classic mysteries, from Nancy Drew to Miss Marple. Her debut novel, Murder and Marinara, will be released October 1. An English teacher by day and novelist by night, Rosie also writes women’s fiction as Rosemary DiBattista. She lives fifty miles from the nearest ocean in central New Jersey, with her husband, two of her three sons, and an ill-behaved fox terrier.
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We talk a lot about using picture books in our teaching. I am wondering though if you are using wordless picture books in your lessons. If not, you are missing out on a great teaching resource. I try to incorporate wordless picture book in my lessons for a variety of lessons. picture source Well, besides the fact that a picture is worth a thousand words, there are plenty of other great reasons to incorporate wordless picture books in your teaching: -They lend themselves to any lesson you could think to teach. -They level the playing field in the class. Without text to contend with, you can still teach reading and writing skills/strategies to the whole class or mixed ability groups without needing to level. This is great for your lower performing students and your ELL friends. In fact, I find that my high ability students are often the ones that don't so as well with wordless book activities. They often like to stick to the text and want it to be "right." With wordless picture books, you have a lot of wiggle room which can make them uncomfortable. My lower performing students are often able to take the lead in these types of activities. -It sparks your friends imagination. Without text, you will be amazed at what they read into what they see. -You can use the same books across many grade levels depending on what you ask your friends to do with them. They aren't just for little kids! -A lot of the ways I use these books require my kids to be up and moving or working on the floor in small, cooperative groups. Anything different from seat work is always welcome! -These lessons also often require collaboration, conversation, and decision making as a class. I thought I would share with you some of the ways in which I have used wordless picture books in my classroom. Now, for each of the skills/strategies I list below, I have given an example of how you can teach it. However, there are a bazillion other ways you could teach these lessons. These are just some examples. You could expand the lesson or simplify it as you see fit or maybe you have your own idea on how to do it. Do what works for you! Sequencing -Copy all the pages of your book. Divide the pages into three parts; beginning, middle, and end. Give it to three groups. Each group sequences their pages. Then, bring the three groups together to decide the sequence of the three sections. Once they have decided, I tape the pages in order up around the room and we view the story from beginning to end. As a groups, they can make any last minute changes at this point. We then read the actual book and see if we sequenced the same way the author did. This is where the real lesson comes in. If there were no changes, you can discuss how they determined sequence. It's important for them to verbally justify their reasoning. If their sequence doesn't agree with the book, they have to defend their reasoning. I find that there are times when the sequencing my friends do really does make more sense than what is done in the actual book. It is in the discussions where I hear how my friends are applying sequencing skills. This is great for your ELL friends as it puts them on an equal playing field to the rest of the class as there is no text to struggle with, and still teaches them the skill. Many of the lessons that follow are great for your ELL friends for the same reason. This is also great for the lower grades if you use a simple book. They can organize simply for beginning, middle, and end. Inferencing & Predictions Without words, you must really analyze the story story through the illustrations. When reading the book with your friends, have them make predictions before the next page. Without text to cite, they really must apply some good inference reasoning. When you do this as you read the book, they are always in anticipation of turning the page to see if they were correct. Dialog & Mood Select a page or two that has two characters. What would those characters be saying in this situation? How do I write that dialog? Using just one page for this makes it a good quick hit for a mini-lesson. You can then give your friends another page to write the dialog in independent practice. This is a great way to have them practice crafting power sentences as it forces them to incorporate mood, which they must determine from what is happening in the illustration. You can also just use the illustrations to determine mood without having to write the sentences. In this case, the dconversation you have with your friends is critical. They need to explain how they determined mood. What in the picture gave you that idea? What are the characters doing? What is the setting? Did the illustrator use darker, moodier colors or brighter, happier colors? I find this same technique an excellent way to teach internal monologue. After reading the book with the class, I focus on a page that comes later in the story. At this point, there is something going on in the story, some conflict, so my friends have something to work with. We then focus on one character in the illustration. I ask my friends what this character might be thinking. What would his thought bubble say? We go on to discuss how internal monologue gives us insight to the characters, their feelings, motivations, etc. and how it can give us additonal information that we may not otherwise know. My friends then work in pairs to come up with internal monologue for different characters in the book or for the same character in different parts of the book. Without fail, I find after I do this lesson, my friends begin to incorporate internal monologue in their own writing. Character Analysis After reading the book, what do you know about the main character/protagonist? This really focuses your friends on a characters actions. Create a list of character traits with your friends. The lesson comes, again, in having your friends justify their choices. What makes them say the character is kind or frustrated or loving? You get the idea! Narrative Writing Obviously, there is no text in a wordless picture book. Have your friends write the story guided by the illustrations. This is a good way to teach or review narrative writing. You can write the story on chart paper as a shared writing activity. This way you can be sure to guide them in incorporating the required narrative elements. Or, you can always do this as a small group or independent writing assignment. I like doing it in small groups at the end of the narrative writing unit. I can see my friends applying what we have learned. Also, it is really a lot of fun when we read the stories from the different groups. While we all had the same illustrations to follow, the stories are always different. The plots vary, some go for humor while other groups are more serious. Some groups embellish beyond the pictures, while others pretty much stick to the pictures. Identify Plot Structure, Story Climax For this, I usually have my friends sequence the story first. Then, we discuss the story plot. Once we know what is happening in the story, my friends identify the story page that shows the climax of the story. We can then look at the pages before and after. If you have taped your story along the wall as we do, you can then move the pictures to show the plot mountain. picture source When you tape the pictures in a visual display on the wall, they can then use sentence strips to label the exposition, rising action, climax, falling action, and resolution. It is a very concrete, visual way to teach these elements. Main Idea & Supporting Detail If you've done either the sequencing or plot structure lessons above where you ordered the pages on the wall, you should try this lesson. Have your friends identify the page that essentially shows the maid idea. Once you are all in agreement, have them take down any pictures that don't support that main idea. You will be left with only pages that show events which support the main idea. Again, a very visual and concrete way to teach this skill. I would chart this with words. Write the main idea and then, looking at the pages, come up with a sentence for each supporting detail. I would also just suggest being particular about what book you use. Some wordless picture books tend to be very fanciful and imaginative. This works best with a book that follows a less imaginative, "real" story. Those are just some ideas for lessons you can teach with wordless picture books. Depending on your learning goal and what you require of your friends, I find them to be excellent books to use across all grade levels. In particular, your older students will really get a kick out of using them because it is so different from their norm. So, let's talk books. Wordless picture books can be hard to find if you don't know what you are looking for. In my public library, the wordless picture books are mixed in with all the other picture books. You could spend forever looking for one without words. With a simple Google search, I was able to find a few different lists. Below are two links I think might be helpful in getting you started. I selected these list because they both have books I have used with great success. I'll tell you a little more about two of my favorites that are on the lists. The Carnegie Library of Pittsburgh has a nice selection of books listed online. One of my favorite books on this is list: The Lion and the Mouse by Jerry Pinkney. It is a wordless retelling of the Aesop fable and won the Caldecott in 2010. It's perfect for so many different lessons. This one book can easily be used for all the lessons I listed above. The Louisville Free Public Library also has an online list. A few of the books on their list are the same as on the Carnegie list, but there are some different ones. One I like and have used is You Can't Take a Balloon into the Metropolitan Museum by Jacqueline Weitzman. Being just a quick train ride away from New York City, my friends can always make connections to this book as many have been to large museums in the city. What I really like about this book is that there are multiple illustrations on each page. There is usually a larger, main illustration with smaller ones around it. It is like having supporting details on the page for the main picture and is very helpful for your students that need more information or visual clues. Between these lists, you should have a good starting point. There are a lot of great wordless books out there, and these are just a small sample. There are so many others I could go on about. Talk to your school media specialist, and see what they recommend. It would be nice if they had a special section just for these types of books. However, don't be discouraged if you can't get your hands on any wordless picture books or don't have the time to go looking. It is easily solved. Grab your favorite picture book and some Post-It notes. Simply cut the Post-Its to cover up the text. Voila! You can turn any picture book into a wordless picture book. So, is any of this helpful or have I just rambled on? :-) How are you using wordless picture books? Do you have a favorite to share?
