Activity Overview
Creating a plot diagram not only helps students learn the parts of the plot, but it reinforces major events and help students develop greater understanding of literary structures. Students can create a storyboard capturing the narrative arc in a work with a six-cell storyboard containing the major parts of the plot diagram. In this activity, students will create a visual plot diagram of major events in Because of Mr. Terupt. Students should identify major turning points in the novel such as the Exposition, Rising Action, Climax, Falling Action, and Resolution.
Plot Diagram Example
Exposition: It’s the beginning of fifth grade, and Mr. Terupt is their new teacher. Seven different personalities, seven different challenges, and one teacher who changes their lives forever.
Rising Action: Mr. Terupt gives the students engaging projects that encourage teamwork and collaboration. The students have trouble getting along sometimes, but are given more freedom and responsibility.
Climax: The class earns a reward for positive behavior and they choose to have an outdoor day in the snow. Mr. Terupt is hit with an icy snowball and is rushed to the hospital. He is in a coma.
Falling Action: Students visit Mr. Terupt in the hospital, and their relationships with one another and themselves change for the better.
Resolution: Mr. Terupt recovers from brain surgery and surprises the class on the last day of school. They rejoice as they learn he will be their teacher next year as well.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a visual plot diagram of Because of Mr. Terupt.
Student Instructions:
- Click "Start Assignment".
- Separate the story into the Title, Exposition, Rising Action, Climax, Falling Action, and Resolution.
- Create an image that represents an important moment or set of events for each of the story components using appropriate scenes, characters, and items.
- Write a short description of each of the examples in the plot diagram.
- Save and exit when you're done.
Lesson Plan Reference
- [ELA-Literacy/RL/6/3] Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution
- [ELA-Literacy/RL/4/2] Determine a theme of a story, drama, or poem from details in the text; summarize the text.
- [ELA-Literacy/RL/5/2] Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Design | Cells include images that help to tell the story and do not get in the way of understanding. Descriptions match the images. | Descriptions do not always match the images. | Descriptions are missing or do not match the images. |
| Plot | Each of the six cells represents a different part of the story. The cells are in order from beginning to end. | Two cells or fewer are out of order, or the storyboard is missing important information. | Important information is missing and/or three or more cells are out of order. |
| Spelling and Grammar | Spelling and grammar is mostly accurate. Mistakes do not get in the way of understanding. | Spelling is very inaccurate and hinders full understanding. | Text is difficult to understand. |
How to Conduct a Comparative Analysis with 'Because of Mr. Terupt' Plot Diagramming
Understanding Plot Structure
Begin with teaching the elements of a plot structure – exposition, rising action, climax, falling action, and resolution. Use "Because of Mr. Terupt" as an example to illustrate these elements. Ensure students have a firm understanding of these concepts as they will apply this knowledge in their comparative analysis.
Plot Diagramming of 'Because of Mr. Terupt'
Guide students in creating a detailed plot diagram for "Because of Mr. Terupt." They should identify and map out the key events that correspond to each part of the plot structure. This exercise will form the basis for their comparative analysis.
Choosing a Comparative Book and Diagramming
Have students select another book they have read previously (or assign a book) for comparison. They will create a plot diagram for this book as well, using the same criteria as they did for "Because of Mr. Terupt." The goal is to prepare them to directly compare the narrative structures of the two books.
Comparative Analysis and Presentation
Instruct students to compare and contrast the plot structures of "Because of Mr. Terupt" and the second book. They should prepare a presentation or written report detailing similarities and differences in the narrative structure, pacing, and how key events influence the overall story in each book. Encourage them to offer insights into how different narrative structures can affect a reader's experience.
Frequently Asked Questions about Visual Plot Diagram for Tuck Everlasting
What is the significance of each part of the plot in 'Tuck Everlasting'?
In "Tuck Everlasting," each segment of the plot plays a crucial role in unfolding the story. The exposition introduces the key characters - Winnie Foster and the Tuck family - and sets up the story’s central conflict, the discovery of a spring that grants immortality. The rising action involves Winnie’s growing relationship with the Tucks and her learning about the spring’s secret, which heightens the narrative tension and builds the story’s momentum. The climax, a pivotal moment of conflict involving the Man in the Yellow Suit, represents a turning point where the characters’ fates are decided, particularly highlighting the novel's themes of life, death, and the moral implications of immortality. The falling action deals with the aftermath of the climax, resolving secondary conflicts and leading towards a resolution. The resolution provides closure to the story, revealing the long-term consequences of the characters’ choices and leaving the reader with reflective thoughts about the natural cycle of life.
What are some effective tools or methods for creating a visual plot diagram?
Various tools and methods can be used to create a visual plot diagram for "Tuck Everlasting." Traditional art supplies like paper, pencils, markers, and colored pencils are great for hand-drawn diagrams, allowing for creativity and personal expression. For a more modern approach, digital tools like graphic design software, online drawing programs, or educational apps offer dynamic ways to create and present plot diagrams. These digital platforms can be particularly effective in adding interactive elements or enabling easy revisions. Another method is using storyboard templates, which provide a structured format for plotting out the story. Whichever method is chosen, the key is to clearly delineate the different parts of the plot and ensure that the diagram effectively conveys the sequence and interconnections of events in the story.
How can I differentiate the plot diagram activity for students with varying abilities?
To accommodate students with diverse learning abilities, the plot diagram activity can be differentiated in several ways. For younger or less advanced students, simplifying the plot elements and focusing on the basic structure of the story can make the task more manageable. Providing templates or partially completed diagrams can also help guide these students through the process. For more advanced students, encouraging a deeper analysis of the plot, such as exploring subplots or the nuanced motivations of characters, can add complexity to the activity. Allowing for creative expression and choice in how they represent the plot can also engage higher-level thinking. For students with special needs, using tactile materials, visual aids, or assistive technology can make the activity more accessible and enjoyable. Tailoring the level of guidance and support to each student’s needs ensures that everyone can participate meaningfully in the activity.
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