A common activity for students is to create a plot diagram of the events from a story. Not only is this a great way to teach the parts of a plot but to reinforce major events and help students develop greater understanding of literary structures.
Students can create a storyboard that captures the concept of the narrative arc in a story by creating a six-cell storyboard which contains the major parts of the plot diagram. For each cell, have students create a scene that follows the story in a sequence using Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution.
The story begins when Goodman must say goodbye to his wife, Faith, to go on an errand. Faith tells Brown that she is not comfortable staying by herself and wished he would not go.
Brown leaves without stating the purpose of the journey, yet the reader infers that the reason is related to dark matters. On his way he encounters the devil who attempts to woo him.
Despite numerous persuasive tactics, Brown refuses the devil; until he thinks he hears Faith’s scream. Using the devil’s staff, Brown is transported to the devil's forest ceremony.
At the ceremony the fire lights the faces of good pious people in his community: the Deacon Gookin, Goody Cloyse, and others. Suddenly, he realizes that Faith is among them. As he tells her to resist the devil and look towards the heavens he is transported back through the forest alone.
The next morning, Brown returns to the village unaware if what he experienced was real or a dream. He sees the same members of the community that were at the fire and cries out, defaming them in wickedness.
For the rest of his life, he is changed, trusting no one, especially not his wife, Faith.
Grade Level 9-10
Difficulty Level 2 (Reinforcing / Developing)
Type of Assignment Individual or Partner
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 "Young Goodman Brown".
(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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