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 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. For each cell, have students create a scene that follows the story in sequence using: Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution.
Tom Walker and his wife are described as miserly and bitter towards each others. The couple even goes as far as hiding money from each other.
Tom Walker is approached by the Devil to make a deal with him. He offers Tom pirate treasure, buried nearby; this will make him very wealthy.
Tom goes home to think about the deal. His wife urges him to do it, and he spites her by refusing. She goes into the woods herself to take the deal and doesn't return. With his wife gone, Tom revisits the Devil's pact and becomes a usurer in Boston.
Tom becomes very wealthy, but begins to worry about his soul. He regrets the deal and tries to repent by reading the Bible and attending church, but he remains in his nefarious business. While Tom argues with a debtor, there come three loud knocks at his door!
The devil arrives to collect his due: Tom's soul.
The people of Boston appointed a board to oversee Tom's estate. However, when they looked for all the money he had made, there was nothing left. Legend remains that to this day, the black horse and a figure in a white cap can be seen on the marsh, "which is doubtless the troubled spirit of the usurer."
(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 "The Devil and Tom Walker".
Grade Level 9-12
Difficulty Level 3 (Developing to Mastery)
Type of Assignment Individual or Partner
Type of Activity: Plot Diagrams and Narrative ArcsCommon Core Standards
(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.