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| Overview |
 Comprehension of a story is typically based on understanding the plot. The process
of comprehension includes
not
only understanding what happens in the story, but also recognizing the effect
these events have on the characters and the rest of the story. In this lesson,
students
graphically illustrate the plot of the story, and then assigning positive
and
negative values to each of those occurrences. Students can then draw conclusions
based on their visual representation of the plot.
While this lesson uses The Watsons Go To Birmingham—1963 by Christopher Paul Curtis as an example, any text used in class can be substituted.
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| From Theory to Practice |
Story
maps represent the basic structure of a narrative text, and act as templates
that graphically represent plot elements. Most story maps document the basic
elements of fiction: setting, characters, initiating event, conflict/goal, resolution,
and theme. However, Margaret M. Foley in her article, “The (Un)Making of
a Reader” asserts that we need to ask more from our students when they
respond
to literature. Foley states, “What is lost in our rush to have
everyone comprehend in the same way is the reader’s interests, feelings,
and ideas” (510).
This lesson plan takes comprehension a step further by
asking students to retell the story graphically, based on their own interpretation
of the text. By focusing on a particular change through graphical maps, students
gain a deeper understanding of a text. In such projects, students
think
about the
events, characters, and themes; assign a value to them and think about how the
elements of the story are all interconnected. This idea of comprehension helps
students to read and respond in a deeper fashion.
Further Reading
Foley, Margaret M. (2000) “The (Un)Making of a Reader.” Language
Arts 77.6 (July): 506-511.
This lesson plan was adapted from an idea in Barry Lane’s After
The
End:
Teaching
and
Learning
Creative
Revision (Heinemann, 1993).
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| Student Objectives |
Students will
- discuss the elements of plot.
- create an evaluative scale, from high points to low points, ranking the key moments.
- order key moments in chronological order.
- work in cooperative groups.
- use a rubric to assess their work.
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| Instructional Plan |
Resources
Preparation
- Read The Watsons Go To Birmingham—1963 as a class—either
by read-aloud or using a class set of the book. Students will need to have
completed the book before they begin this project.
- Gather writing utensils for chart paper and the board, and/or post chart
paper.
- Make appropriate number of copies of Graphic Map example and Rubric.
- Acquire an LCD projector if desired.
- Test the Plot Diagram Tool and Graphic Map on
your computers to familiarize yourself with the tools and ensure that you have
the Flash plug-in installed. You can download the plug-in
from the technical support page.
Instruction and Activities
Session One
- Begin by writing the word plot on the board or chart paper.
- Invite students to share what they know about plot and the elements involved.
- If students seem to have difficulty with this task, teach a mini-lesson
on plot before proceeding.
- Using a text recently completed in class, ask students to answer the
following questions:
- What did the author need to explain in the beginning of the story?
- What happens in the story to cause the action to begin to rise?
- Where does the story peak? Is there a clear climax?
- Which events lead up to the conclusion?
- How is the story resolved?
- Record their contributions on the board or chart paper, or using the Plot
Diagram Tool and an LCD projector.
- Facilitate a discussion about the idea of using symbols to represent events
in life. You can begin with some of the following examples:
- the symbol of birth could be a stork or baby
- graduation could be marked using a cap and tassel
- divorce in family could be a drawing of stick people with a lightning strike down the middle
- death could be shown using a grave marker
- Once students understand how to use symbols, refer back to the plot
diagram.
- Using the ideas shared by the class, ask them to assign a positive or negative value to each of the elements of the plot.
- Make a visual representation of this on the board or chart paper, using a symbol for each of the events. This can also be accomplished using the online Graphic Map tool and an LCD projector.
- Open up a conversation about the similarities and differences between a plot
diagram and a graphic map:
- A plot diagram tells the story sequentially.
- A graphic map also tells the story sequentially, but also allows for
emotions and judgments to be recorded in relationship to each plot event.
Session Two
- To introduce the project to the students, share the Graphic Map example from The
Watsons Go To Birmingham—1963. This example was created from Kenny's point of view.
- Discuss how this example combines aspects of a plot diagram and a
graphic map.
- Show the rubric to students and discuss the components.
- Allow students to score the Graphic Map example with the rubric,
so they get a feel for what will be required of them.
- Explain the project to students:
- Working in small groups, students will choose another character in The
Watsons Go To Birmingham—1963 and create a graphic map, following
that character through the story.
- The groups of students will not only retell key events from the story,
but they will also assign a value to each event.
- Using the Graphic
Map Tool, a maximum of 15 entries can be entered.
- In the box labeled Scene, record the page number of the section you
will be documenting.
- The Topic box is for a title of the scene.
- There is an additional box to add a description of the event.
- The final step is to choose a picture to represent the event.
- When students have completed and printed their graphic maps,
allow time for them to share with the rest of the class.
- This sharing may open up discussions about the themes found in this book:
racism, discrimination, differences in the North vs. the South, the decade
and the happenings then, and so forth.
Session Three
- Begin this session by discussing the graphic maps from the previous class
session. Talk about what went well, any difficulties encountered, and any problems
with technology.
- Groups may also want to assess their group graphic map using the rubric to see what they need to improve before they make their own individual graphic map.
- Once students have had practice making a map of a character, explain that
they will create a map on their own, using another text read in class,
as part
of
a literature group, or listened to as a read aloud.
- Allow time during the session for students to work on their maps independently.
If desired, students might work in their journals for homework and then move
to computers during an additional class session.
Session Four
- When students have completed and printed their Graphic Maps for their independent
books, provide time for them to share their work with the class.
- As students share their maps, assess their work using the rubric.
Extensions
- Compare graphic
maps of several characters from the same book to see how their lives
intersect. Ask students to look for places where the characters are at different
or similar points emotionally.
- Choose a character who appears in a series of books. Graph how that character changes or stays the same throughout the different stories. For a more concrete example, view the lesson plan Mapping a Character Across a Series.
- This activity can also be completed using a story that the student has written. The student would be able to visually see how the plot and characters work together in their writing.
- Ask students to create graphic
maps for other aspects of the novels—such as the themes (e.g.,
freedom, civil rights, or maturity). Maps for themes can then be compared
to the maps for the individual characters to see how the similarities and
differences inform the readers’ understanding of the novel.
Web Resources
- Christopher Paul Curtis
http://www.randomhouse.com/features/christopherpaulcurtis/
- Check out the homepage of the author of The Watson's Go To Birmingham,
which includes information about other texts written by the author.
- 1960s
http://en.wikipedia.org/wiki/1960's
- Use this entry from Wikipedia about the decade of the sixties
as a reference to the year that the book takes place.
- 16th Street Baptist Church Bombing
http://www.npr.org/templates/story/story.php?storyId=1431932
- This NPR article includes photos, first hand accounts,
and audio clips that discuss the bombing. There are also links to other sites
on
this topic,
and current connections to this occurrence.
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| Student Assessment/Reflections |
In addition to observing students as they read and discuss the development of the characters in the novel, collect the artifacts from the lesson (Graphic Map printouts, any notes they have taken, scored rubrics, and so forth) to examine students’ understanding of character and character development.
Another form of assessment is to listen to the students as they work in their
cooperative groups. Listen for specific details that indicate engagement with
the reading. Ideally, these discussions will focus on the particular
character and how that character interacts with others. Stronger readers will
look more
deeply and analytically at the character to hypothesize about motivations and
implications for actions and thoughts while reading, and they will draw conclusions
about how the character’s actions and changes affect the overall story
and its themes. Pay attention to strong details and critical thinking rather
than accuracy of predictions as you explore the notes—guessing the wrong
outcome of events is an acceptable response as long as the hypothesis is tied
to details in the story that support the conclusion.
Review Graphic Map printouts for accuracy and the understanding of the characters. For a more specific assessment, take notes and complete the rubric.
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1 - Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2 - Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3 - Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4 - Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5 - Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6 - Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
11 - Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12 - Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
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