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Activity Overview


Students can create and show a storyboard that captures the concept of a Five or Three Act Structure by creating either a three or six-cell storyboard which contains the major parts of the diagram.

Aristotle’s Three Act Structure

Aristotle believed that every piece of poetry or drama must have a beginning, middle and end. These divisions were developed by the Roman, Aelius Donatus, and called protasis, epitasis, and catastrophe. The three act structure has seen a revival in recent years, as cinema blockbusters and hit TV shows have adopted it. The beginning (protasis) consists of setup, the middle (epitasis) contains conflicts, thwarted protagonist, or complications, and the end (catastrophe) is where fortunes are reversed and the protagonist meets their fate.

Example Oedipus Rex Three Act Structure

Protasis

A terrible plague is upon Thebes and Oedipus sends Creon to oracle at Delphi to get answers. He finds out that they only way to lift the curse is by expelling the former king's murderer.


Epitasis

Wanting to hear the prophecy for himself Oedipus summons the blind prophet, Tiresias, who declares Oedipus himself is the killer. In disbelief, he goes home to question his wife, a messenger, and others to uncover the truth.


Catastrophe

In despair Jocasta and Oedipus both realize that the prophecy is true. Jocasta is, in fact, Oedipus's mother, and he has murdered his father, Laius, long ago. After this realization, Jocasta hangs herself and Oedipus stabs his own eyes out. He leaves Creon in control of Thebes and exiles himself.


Lesson Plan Reference

Grade Level 9-10

Difficulty Level 2 (Reinforcing / Developing)

Type of Assignment Individual or Group

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/9-10/3] 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
  • [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


Template and Class Instructions

(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 storyboard that illustrates the three act structure of Oedipus Rex.

  1. Use he template provided by your teacher.
  2. Identify the three sections of the play that make up the structure.
  3. Illustrate each step with a key scene from that section using appropriate characters, scenes, and items.
  4. Save and submit your storyboard.


Rubric

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



Three-Act Structure Rubric
The three-act structure play is broken down into three parts: Beginning, Middle, and End. The Beginning takes place in Act I, and incorporates the Exposition and Conflict plot diagram points. The Middle takes place during Act II, and incorporates the Rising Action plot diagram point. The End takes place during Act III, and incorporates the Climax, Falling Action, and Resolution plot diagrams points.
Create a Storyboard that outlines each of the important parts of the three-act structure plot as we read through the play. For each depiction, you should have a description or quote underneath to support that your chosen scene or character is a match to the plot event being depicted in your art.
Proficient
33 Points
Emerging
27 Points
Beginning
22 Points
Try Again
17 Points
Plot Diagram Points and Three-Act Structure
The different plot diagram points are correctly identified and portrayed from the play according to the act in which they occur. The quotes and/or explanations give context to the scene, and are accurate and appropriate to the events being depicted.
4-5 plot diagram points are correctly identified and portrayed from the play according to the act in which they occur. The quotes and/or explanations give context to the scene, and are mostly accurate for the events being depicted.
2-3 plot diagram points are correctly identified and portrayed from the play according to the act in which they occur. The quotes and/or explanations may be minimal or inaccurate for the events being depicted.
1-2 plot diagram points are correctly identified and portrayed from the play according to the act in which they occur. The quotes/and or explanations may be inaccurate, missing, or too limited to score.
Artistic Depictions
The art chosen to depict the scenes are historically appropriate to the play. It is evident that the student spent a lot of time, creativity, and effort into carefully crafting each artistic depiction.
The art chosen to depict the scenes should be historically appropriate, but there may be some liberties taken that distract from the assignment. It is evident that the student stayed on task and put time and effort into crafting each artistic depiction.
Most of the art chosen to depict the scenes are historically appropriate, but there are serious deviations that cause confusion or inaccuracies. The student may not have paid much attention to detail in crafting each depiction, and there may be evidence of rushing or limited effort.
Most of the art chosen to depict the scenes are historically inappropriate, missing, or too limited to score. It is evident that the student did not put a lot of time, effort, and creativity into crafting each artistic depiction.
English Conventions
Ideas and quotes are organized. Displays control of grammar, usage, and mechanics. Shows careful proofreading.
Ideas and quotes are organized. Contains few errors in grammar, usage and mechanics. Shows some proofreading.
Ideas and quotes are organized. Contains errors in grammar, usage and mechanics which interfere with communication. Shows a lack of proofreading.
Contains too many errors in grammar, usage and mechanics; (and/or) errors seriously interfere with communication. Shows a lack of proofreading.




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