A common use for Storyboard That is to help students create a plot diagram of the events from a story. Not only is this a great way to teach the parts of the plot, but it reinforces major events and helps 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. For each cell, have students create a scene that follows “Shooting An Elephant” in sequence using: Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution.
As a young British Imperial police officer in Moulmein, Burma, the narrator is routinely subjected to hateful stares, jeers, and insults. The Burmese people have an intense disdain for their British oppressors, but while the narrator internally agrees and sympathizes with them, he also knows that he has a job and a position to uphold for the time being.
The narrator is called about an elephant that has gone “must”, or mad, and has been showing aggressive behavior in the local bazaar. The mahout, the trainer and caretaker of the elephant, had gone out searching for the elephant after it escaped, but he went in the wrong direction. The narrator takes a rifle and goes out in search of the elephant, but isn’t sure what he will do when he finds it.
The narrator comes across the elephant who has just killed a native Dravidian coolie. The narrator sends someone for an elephant rifle and a crowd gathers. While the narrator initially sent for the rifle for defense, the gathering crowd follows him as he finds the elephant peacefully eating grass in the field. While the narrator knows the elephant is no longer a danger, the 2,000 people behind him want a show. If he simply walks away, he will look like a fool.
The narrator does not want to shoot the elephant. The elephant is an important and expensive possession, and the narrator sees no sense in killing him. But, his pride and his position as a white police officer makes him decide to shoot anyways. The narrator doesn’t know how to shoot to kill an elephant, and the elephant falls to the ground in agony, but does not die.
The narrator continues to shoot the elephant in places where he thinks the death will come quickly, but he’s not totally sure of the elephant’s anatomy. Several shots to his chest and head don’t work. The elephant continues to suffer until finally the narrator has to walk away. The Burmans strip the dead elephant to the bones.
The narrator recounts the aftermath of the shooting. The owner was furious, but the owner was an Indian, so his opinion did not count for much. Because the elephant had killed the coolie man, the narrator was legally in the right for killing the elephant. One European man mused that it was a shame to kill the elephant for killing a coolie, because the elephant is worth more financially. The narrator knows he did it because he didn’t want to look like a fool.
Grade Level 9-10
Difficulty Level 2 (Reinforcing / Developing)
Type of Assignment Individual or Group
Type of Activity: Plot Diagrams and Narrative ArcsCommon Core Standards
(These instructions are completely customizable. After clicking "Use This Assignment With My Students", update the instructions on the Edit Tab of the assignment.)
Create a visual plot diagram of “Shooting An Elephant”.
(You can also create your own on Quick Rubric.)
| Proficient |
| Emerging |
| Beginning |
| Try Again |
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.
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.
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.
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