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 story in sequence using Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution.
On quiet, suburban Maple Street, somewhere in America, the inhabitants notice a meteor-like object fly overhead. After it passes, all electronics and electricity go dead.
A young boy named Tommy tells a story he read about aliens arriving from outer space. Believing his story, the people start to suspect each other of being secret aliens.
One resident, Pete Van Horn, leaves to check the next block over. Meanwhile, Mr. Goodman's car mysteriously starts. Everyone accuses him of being an alien. Steve tries to talk some sense into the mob, but fails. He becomes a suspect as attention is directed to the radio in his basement!
The mob sees a figure coming towards them. Charlie grabs a gun and accidentally shoots Van Horn, who has returned. Suddenly, Charlie's lights go on, and now he is the prime suspect.
Everyone is hysterical. Charlie screams that the real alien is Tommy, the young boy who knew the events before they happened.
In the end, aliens watch the town as it destroys itself. A simple trick by the aliens turned the residents against each other; they themselves were the monsters, not the aliens.
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a visual plot diagram of The Monsters are Due on Maple Street.
(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. |
