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Curriculum:
ALCOS:
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text. [RL.9-10.1]
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the
theme. [RL.9-10.3]
ISTE:
3. Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
Grade Level: 10
Overview/Purpose: Students will delve into discussion and writing about plot development,
including generating their own reflections, original ideas, and influences on how events interact
and shape character, mood, tone, and conflict
Objective: Using the plot development worksheet and Glogster, students will analyze the plot
development of the novel, The Kite Runner. They will create a visual of plot and character
development over the course of the text through Glogster.
Glogster account
Preparation: Students must be able to identify, explain, and support elements of plot including
exposition, conflict, rising action, climax, and falling action. Students must also be aware of the
Essential Question for the unit or series of lessons, as well as possible themes for the text.
Procedure:
Warm-up (Remembering): Create a brain map on the board or projector. The word
"propel" will be in the middle of the board, and students should be instructed to create
brain map first on their own paper. Students should write whatever comes to mind when
they think of the word "propel." Examples may include the following: propellers, fly,
move, plane, helicopter, boat, etc.
After about 2-3 minutes of brain storming and creating their own word maps, ask
students to Pair and Share their maps with a neighbor. As they pair and share, circulate
around the room and select students to go to the board and add an idea to the word map.
After about two minutes to Pair and Share and after all selected students have added their
ideas to the board, call the class back to attention and discuss their ideas. Ask questions
such as: Using what you see on the board, how would you define "propel?" What does a
propeller do? For a plane? Boat? Helicopter? (Students' responses might include "move,"
"guide," etc.)After a brief discussion of possible meanings of propel, perhaps 2-3 minutes
as a class, draw attention to the student outcome for the day: Today we will be discussing
how events propel the plot, or move it forward.
Activities (Applying): In their same Pair and Share groups, students will create an online
poster through Glogster, answering the questions on the plot development worksheet
about the novel, The Kite Runner.
Worksheet questions:
How to Write About Plot Development
Plot Development- How the plot moves from beginning to end, because every story has a
beginning, middle, and end, and exposition, rising action, climax, falling action, and resolution
(Freytags pyramid or a plot pyramid). Think of propel as what moves the story, the same way
a propeller moves an airplane, boat, or helicopter. Events are moves the story from beginning to
end. A story cannot progress without action (events).
Questions and writing prompts about plot development are usually worded like this:
What events propel the plot?
How does the plot move forward?
How does the plot develop? How is the plot developed?
How to answer this question in an AP-style response:
Tell about the event(s) or series of events (in chronological order).
*Ask yourself what does this do for the character? How does it influence or affect the
character?
*Ask yourself what does this do for the story? Does it establish conflict? Develop
setting? Character? Atmosphere? Tone? Mood? (Create, establish, enhance, highlight,
contrast, build/construct, and develop are good verbs to use here)
Relate it back to the EQ, theme, or prompt, whatever is most appropriate to tie it back to
the big picture/broad application.
*This is where you make an inference or generate a reflection-YOUR OWN
THOUGHTS.
* Write in literary present!
Conclusion: At the end of this activity, students should have a firm grasp on plot
development and how it relates to the theme of a novel. They should be able to support
their claims with strong textual evidence from the text. There will be a formal assessment
of a test after to test their understanding and comprehension gained during this lesson.
Citation: http://alex.state.al.us/lesson_view.php?id=33028
than just filling out a worksheet. This way, I can assess where the student is from their poster
creation and answers and use this to gauge what students are still struggling with this concept
and where they are struggling the most. I can use this to review with the class before testing them
formally with a test on plot development and The Kite Runner.