Time Requirement: One 45 minute period Standard:

CCSS.ELA-LITERACY.W.11-12.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.11-12.3.A

Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
CCSS.ELA-LITERACY.W.11-12.3.B

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.11-12.3.C

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

Specific Lesson Goal/Link to Assessment What is the specific lesson goal you will communicate to students? Students will, as a class, create a sample plot outline for a multi-genre narrative. Question: How does this link to previous/future learning? Students will be building a plot outline for their own senior narratives shortly, so this activity will give them a model to use as they create their own narrative. Materials needed A whiteboard, three colors of markers. Instructional Strategies 1. Entry (Set Induction or Lead) I noticed, as you were working on your multiple-genre retellings of your short stories, several questions about sequencing your stories, putting your works together, and

repetends continued to be asked. To help you out, I thought that we would build a plot diagram of a senior narrative as a class, then you could use that to build your own plot diagrams. 3-5 minutes 2. Transition If you notice, Ive drawn a plot diagram on the board. (1-2 minutes) 3. Activity with Checks for Understanding For the next twenty minutes of class, the students will suggest parts of the plot diagram, genres for each plot point, and then select a repetend for the work and where to place it. The plot points will be written in black. First, students will choose characters and select a setting Second, students will create a conflict and three rising action events. Third, students will create one climax event Fourth, students will create two falling action pieces Fifth, students will create one climax piece. After the basic plot is created, students will think of the tone of each moment. Based on that tone, students will share a genre that would capture both the event and its tone. The genres will be written in blue. Last, students will have to think of a reoccurring item, phrase, or genre that will tie the pieces together. For example, if we were on a sinking submarine, the amount of oxygen left in the submarine could be a repetend. Students will need to create the repetend, then where the reader would have trouble seeing the links between pieces. The repetend will be written in red. 4. Transition Now that students have had some experience working on this as a class, start working on your own plot diagrams. 5. Group activity For the rest of class, students will draft their own plot outlines with genres, events, and a repetend. Closure (possibly including Assessment) This plot outline will be turned in with their next senior narrative pieces, so they should work on it for homework and turn it in next week.