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Activity Overview


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.


The Lottery Plot Diagram

Exposition

The crowd in the small village has gathered for an annual lottery that takes place each year at the end of June. Every head of household is called to grab a slip of paper from the box in the center of the village square. Mr. Summers is in charge of the lottery.


Conflict

The conflict arises when Tessie Hutchinson realizes her husband, Bill, is the center of the villagers’ attention. The slip of paper he took has something on it. Tessie begins to yell that it isn’t fair, and that Bill wasn’t given enough time to choose the paper he wanted by Mr. Summers.


Rising Action

The entire Hutchinson family, Bill, Tessie, Bill, Jr., 12-year-old Nancy, and toddler Little Davy, are called up to the box. Mr. Summers puts five slips of paper into the box, including the one Bill Hutchinson had been holding when he was chosen.


Climax

Each member of the Hutchinson family draws a slip of paper from the box. All of the papers are blank, except for Tessie’s, which has a black dot in pencil on it.


Falling Action

Tessie begins to scream that it’s not fair, it’s not right. The villagers begin to pick up the stones they’d gathered earlier and form a circle around Tessie. They want to get this over with before noon dinner.


Resolution

As Tessie screams, a stone hits her on the side of the head. Old Man Warner, the oldest man in the village, urges the villagers on. The villagers descend upon Tessie with the stones.


Lesson Plan Reference

Grade Level 9-12

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 visual plot diagram of The Lottery.


  1. Separate the story into the Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution.
  2. Create an image that represents an important moment or set of events for each of the story components.
  3. Write a description of each of the steps in the plot diagram.



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.




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The Lottery





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