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.
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.
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.
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.
Piggy is killed, and the faction led by Jack has taken on a savage, ritualistic mentality. Ralph goes to confront them.
Jack and the hunters turn on Ralph and begin to hunt him.
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.
(These instructions are completely customizable. After clicking "Use This Assignment With My Students", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a visual plot diagram of Lord of the Flies.
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
(You can also create your own on Quick Rubric.)
| 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. |
