Grade Level: 9th Grade
Subject: English
Overview: The classic principles of plot create a formula that readers seem to never tire of. The steps introduction, problem, action, climax, and conclusion are often tweaked and rearranged but rarely are they effectively ignored. Tolkien’s The Hobbit follows this formula effectively. He introduces the characters at the beginning of the novel with the “Unexpected Tea Party,” and shortly thereafter brings up the problem concerning the Lonely Mountain, stolen treasure, and Smaug the dragon. The majority of the novel that remains constitutes the action as the characters go through adventures with trolls, in Rivendell, over and under the Misty Mountains, through the Forest of Mirkwood, and into the Lonely Mountain. The climax finally comes with the Battle of Five Armies with the conclusion following shortly thereafter. While this is an extremely common pattern, it is largely intrinsic and often goes unnoticed- especially to untrained readers. This lesson plan informs students as to the steps of plot structure and teaches them to break down story line for themselves.
Standards:
· 1.4: Select, test, and refine topics for specific purposes an occasions, choose credible sources for supporting materials.
· 2.8: Recall and explain a series of events or the sequence of information to hypothesize and/or justify conclusions.
· 2.12: Compare and contrast information, draw conclusions, and synthesize ideas within and across texts to synthesize and draw conclusions.
· 3.1: Analyze the ways in which authors develop literary elements (setting, plot, character, conflict, point of view, mood , tone, theme) to impact works and readers.
· 5.4: Organize writing using a logical progression of ideas and transitions to effectively convey the relationships among them.
· 5.6: Apply conventions of standard written English (e.g., usage, punctuation, spelling) appropriate for purpose, audience, and form.
21st Century Skills:
· 1A: Promote, support, and model creative and innovative thinking and inventiveness.
· 1C: Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
· 2A: Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
· 3C: Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
Technologies Used:
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- Storyboards.com: An online program used to create virtual plot in story board format. Provides an abundance of visual and audio tools for students to add to their plot line. Students who do not feel artistic enough to create story boards by hand (or simply don’t want to) can use this format to develop their storyboard for the lesson.
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- Powerpoint: Powerpoint will allow the teacher to lecture on the elements of plot freely without having to be writing and talking at the same time. It will also provide smooth transitions between points, while an overhead or white board lecture would be choppier.
Lesson Plan Activites: The beginning of class will begin with a lecture on the elements of plot using Powerpoint. The presentation will introduce, explain, and give an example of introduction, problem, action, climax, and conclusion. Once the presentation is complete and students have an understanding of the five basic elements, they will be asked to demonstrate that knowledge with an assignment. Each student will be asked to think of a story from their own life that they enjoy sharing with other people. They will outline the story’s plot on a piece of paper and then story board it to break it up as best as they can into the five categories. If they do not want to storyboard by hand, they will be offered storyboards.com as a digital format to create their piece. Students will have two class periods to complete the assignment. Whatever they don’t complete in class will be homework.
Assessment: The story board assignment will be worth twenty points and will be graded for presence of the five elements, proper English conventions, timeliness, and supporting elements (audio/visual).
| | One | Two | Three | Four | Five |
| Elements | One of five covered | Two of five covered | Three of five covered | Four of five covered | Five of five covered |
| Conventions | More than 6 errors | 5 or 6 errors | 3 or 4 errors | 1 or 2 errors | No errors |
| Timeliness | Four or more days late | Three days late | Two days late | One day late | On time |
| Elements | No supporting elements | One supporting element , effectively used | Two supporting elements, only one used well | Two supporting elements used effectively |
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