Lord of the Flies Summary Activity: Plot Diagram

Activity Overview

A common use for Storyboard That is to help students create a plot diagram of the events from a novel. Not only is this a great way to teach 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 novel with a six-cell storyboard containing the major parts of the plot diagram. For each cell, have students create a scene that follows the novel in the sequence using: Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution.

Lord of the Flies Plot Diagram Example

Exposition

The boys' plane crashes, and they are stranded on a deserted island. When they all swim ashore, the boys find a conch shell and use it to call to the others.

Conflict

A struggle for power begins. Most of the boys, particularly Ralph, attempt to create order. However, some of the boys, especially Jack, do not want to listen to Ralph.

Rising Action

As Ralph struggles to maintain order, the lack of adults, laws, and structure creates chaos among the boys. Rumors of a monster on the island begin to circulate. Jack and his hunting party vow to kill the monster.

Climax

Piggy is killed, and the faction led by Jack has taken on a savage, ritualistic mentality. Ralph goes to confront them.

Falling Action

Jack and the hunters turn on Ralph and begin to hunt him.

Resolution

Ralph runs to the beach to escape Jack. There, he encounters a British naval officer. As he attempts to tell him what has happened, he breaks down into tears. When the other boys arrive, they also begin to sob.

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Template and Class Instructions

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Student Instructions

Create a visual plot diagram of Lord of the Flies.

Separate the story into the Exposition, Conflict, 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.
Write a description of each of the steps in the plot diagram.

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Lesson Plan Reference

Grade Level 6-8

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual

Type of Activity: Plot Diagrams and Narrative Arcs

Common Core Standards

[ELA-Literacy/RL/9-10/2] Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
[ELA-Literacy/RL/9-10/5] Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
[ELA-Literacy/RL/9-10/10] By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently

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Rubric

(You can also create your own on Quick Rubric.)

Plot Diagram Rubric (Grades 9-12)

Create a plot diagram for the story using Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution.

	Proficient 25 Points	Emerging 21 Points	Beginning 17 Points	Try Again 13 Points
Descriptive and Visual Elements	Cells have many descriptive elements, and provide the reader with a vivid representation.	Cells have many descriptive elements, but flow of cells may have been hard to understand.	Cells have few descriptive elements, or have visuals that make the work confusing.	Cells have few or no descriptive elements.
Grammar/Spelling	Textables have three or fewer spelling/grammar errors.	Textables have four or fewer spelling/grammar errors.	Textables have five or fewer spelling/grammar errors.	Textables have six or more spelling/grammar errors.
Evidence of Effort	Work is well written and carefully thought out. Student has done both peer and teacher editing.	Work is well written and carefully thought out. Student has either teacher or peer editing, but not both.	Student has done neither peer, nor teacher editing.	Work shows no evidence of any effort.
Plot	All parts of the plot are included in the diagram.	All parts of the plot are included in the diagram, but one or more is confusing.	Parts of the plot are missing from the diagram, and/or some aspects of the diagram make the plot difficult to follow.	Almost all of the parts of the plot are missing from the diagram, and/or some aspects of the diagram make the plot very difficult to follow.