Plot

Teaching Pre K-8, Apr 2001 by Manning, Maryann

Learning how stories are constructed can lead to a better understanding of the stories themselves.

The word plot conjures up unpleasant memories for me. It was always on the outline of the book reports I had to write in elementary and high school. I enjoyed reading the books but I hated writing the reports because it felt like I was destroying the book, tearing it apart.

My schooling occurred before educators realized that it was necessary to demonstrate for their students what they expected them to do. I was simply told to discuss the plot. The following Quick Language Lessons on plot may remind you of better ideas you've been using.

Rationale. A good book, story, play or opera has a well-developed plot. The ability to understand how a plot develops can greatly improve comprehension of the narrative. Analyzing how different authors develop plots helps writers in their own writing.

Lesson. Introductory statements for the discussion of plot may include the following points:

(Primary students)

* The main character or characters in a story usually have some type of problern/conflict.

* The problem often relates to other people or nature.

* Stories usually have several incidents in which the characters deal with the problem.

* There is one point in the story where the problem is solved.

* When the story ends, the main character is often happy or satisfied.

(Intermediate and middle school students)

* The plot is the series of events in a story.

* The plot is composed of the problem (conflict), rising action, climax and resolution.

* The conflict is generally between the main character and another character, fate, him/herself, nature or society.

* The rising action is the series of incidents leading to the climax.

* The climax of a story is the most intense moment in the story.

* The resolution is when the problem has been solved and there is a satisfactory ending to the story.

Demonstrations With texts

1 Read aloud or retell well-known picture books, fairy or folk tales and outline the plot. Younger children usually enjoy acting out the story when discussing the parts. I like using the works of Mem Fox, even for older students, because of their easily distinguishable plots. Hattie and the Fox, Shoes from Grandpa and Koala Lou are examples. Write on a chart tablet the series of plot incidents such as those from Koala Lou.

1. All the animals loved Koala Lou.

2. Her mother loved her most of all but became too busy to tell her.

3. She would get attention if she entered the Bush Olympics.

4. Koala Lou practiced for the Bush Olympics.

5. Koala Klaws climbed the tree first.

6. Koala Lou climbed the tree.

7. Koala Lou came in second so she hid and cried her heart out.

8. She went home and her mother told her she loved her.

The incidents can be placed on a slanted line that drops after the climax. Discuss how the problem is # 2, the rising action is # 3, 4, 5 and 6, climax is #7 and the resolution is # 8.

2 Brainstorm a list of stories that are familiar to most of the class. Discuss with whom there is conflict, the type of conflict and the resolution.

3 When reading a short story or a novel to older students, diagram the plot episodes. Discuss the use of flashbacks and parallel plot lines. Books that make use of flashbacks include Hatchet by Gary Paulsen and Midnight Fox by Betsy Byars. Books with parallel plot lines include Holes by Louis Sachar and A View from Saturday by E.L. Konigsburg.

Demonstrations by the teacher

1 Write a story on the overhead projector and have the students follow along as you read it aloud. Mark the transparencies with where you introduced the conflict, incidents that lead to the climax, the climax, and the resolution. Ask the students to brainstorm additional or different incidents that you might have used.

2 Compose a group story on the overhead projector. Begin with a main character and a setting such as "The old woman lived in a run-down house at the edge of the town." Talk about how there needs to be a series of incidents leading to the climax, which is followed by the resolution.

Demonstrations by students

1 Have the students read a folktale. Ask students to outline the incidents in the plot line. Ask students to illustrate different incidents, the climax and the resolution. Create a bulletin board or mural that is a pictorial profile of the plot.

2 Ask students to choose a piece of their writing and analyze it for the plot line. Ask them to share the plot line with the class.

3 During writing workshop, conduct a Quick Language Lesson on the development of a clear plot. Ask pairs of students to trade pieces of writing and to identify the plot line of each other's pieces.

Facilitating social interaction

Increase discussions about plot by calling attention to a very clear plot. Diagram the plot line as a natural part of the follow-up to some read-alouds.

Encourage older students to record plot lines in their literature response journals.

During the revision stage of a narrative in writing workshop, suggest that students trace the plotline of their writing.