Lesson Overview:

In this lesson, students explore how the elements of fiction can enhance and develop their writing. Students investigate plot as an element of fiction. They consider how details and events are selected and arranged to contribute to the outcome of the story.

Length of Lesson:

Three 45-minute periods

Instructional Objectives:

Students will:

• demonstrate the ability to write for the purpose of expressing personal ideas.
• explore plot as an element of fiction
• write for a variety of audiences: peers, teachers, parents, school-wide community, and beyond.

Supplies:

• Ruled paper
• Pens and/or pencils

Instructional Plan:

Establish with students that plot, one of the elements of fiction, is the sequence of events in a story. (For the elements of fiction, see the ReadWriteThink lesson, Book Report Alternative: The Elements of Fiction.) Plot is the writer’s plan for what happens when and to whom. It centers on some internal or external conflict. In a carefully constructed plot, details and events are selected and arranged in a cause-effect relationship so that each is a necessary link leading to the outcome of the story. The events usually follow a pattern: a situation is established; a conflict or problem arises; certain events bring about a climax, or a character takes a decisive action; and the conflict is resolved (resolution).

Conflict

In the plot, the writer develops a conflict—a struggle between opposing forces. It creates tension and suspense in a story. Sometimes there may be only one main conflict. Sometimes characters may be involved in several conflicts.

• External Conflict: In this type of conflict, a character struggles with some outside person or force. One character may oppose another character. Sometimes a character struggles against a force such as a blizzard, a flood, poverty, etc.
• Internal Conflict: In this type of conflict, a struggle takes place within the mind of a character. For example, the character might struggle with himself or herself to do the right thing.

Climax

The climax, or turning point, is the high point of interest or suspense in a story. It takes place when the reader experiences the greatest emotional response to a character’s problem, when the situation is such that the conflict must be resolved one way or another, or when a character starts to take a decisive action to end the conflict.

Resolution

The resolution is the point in the plot at which the loose ends are tied up. The conflict is resolved and closure occurs.

Types of Plots

A plot moves a story from point A to point Z. Some commonly used plot patterns that move stories include the following:

• from problem to solution
• from mystery to solution
• from conflict to peace
• from danger to safety
• from confusion to order
• from dilemma to decision
• from ignorance to knowledge
• from questions to answers

Ask students the following discussion questions:

Think about the plots of some of your favorite books. Can you pick out which plot pattern or patterns are at work in each of them? Do your favorite books tend to have similar plot patterns or a wide variety of them? Why do you think a certain type of plot appeals to you?

General Guidelines for Plot Building

(These are also included in the accompanying Building a Plot handout).

• Let characters influence the plot. Think about the characters in a particular situation, and plot ideas will emerge. Suspense author Andre Jute says, "Plot flows most easily and genuinely from character . . . and the actions characters undertake because of the relationships they have and the frictions built into such contact. On the other hand, if you first work out the plot and then simply people it with characters who can carry out the actions you’ve dreamed up, your characters will seem wooden and unreal."
• Avoid too much plot. Don’t create a crisis every two pages, too many characters and story lines, characters that are "in action" so much they do not have time to think, etc. Many writers go back through a first draft and look for story lines, characters, and plot events they can cut to improve the story’s focus on the theme.
• Know when to start the story. The action of your story should begin at the point at which the characters start moving toward the end of it. For example, a story about a family coping with the breakup of the parents’ marriage might begin on the day one parent moves out.
• Let readers wait. Anticipation is part of the fun for readers. Readers get involved because they want to know what happens to the characters. If you answer that question too soon, you may have to dream up another plot to finish the story.
• Pace the plot. Think of your plot as having a kind of wave motion: with ups and downs, action sequences and calm scenes (sitting, talking, thinking, etc.), and tension that builds up, comes to a crest, and then settles down. This kind of pacing sets your reader up for the final climax.
• Let your characters grow. In most stories, plot is about how life affects people or characters. Between the beginning and the end of your story, your main characters should learn, grow, and be in some way affected by the events they have just lived through.

Have students complete one of the writing activities on the accompanying Developing a Story handout.

Instruct the students to share their stories with the class. The students will select one story to turn into a small play. (If necessary, divide the class into small groups and let them work on adapting different stories.) Allow students to create simple costumes and props to support the production. This can be done in class or at home. If possible, arrange for the students to perform the play for a kindergarten or lower-grade class within the school.

Assessment:

Assessment of student writing will occur through the social dynamics of the classroom (peer response, cooperative learning, student-teacher conferences, discussions, etc.) A scoring rubric and checklist will be developed with students to help evaluate their writing. See the Standards for Rubrics guide for reference.

Extensions:

Create a literary magazine for the class, in which students’ drawings and stories can be published.

Sources:

Print:

• Klugerman, Rita, et al. Globe Writing Program, Book A. Englewood Cliffs, NJ: Globe Book Company, 1989.
• Gregory, Cynde. Childmade: Awakening Children to Creative Writing. Barrytown, NY: Station Hill Press, 1990.
• Hubert, Karen M. Teaching and Writing Popular Fiction. New York: Teachers & Writers Collaborative, 1976.
• Mellon, Nancy, Storytelling and the Art of Imagination, Rockport, MA: Element, Inc., 1992.
• Millet, Nancy C. and Raymond J. Rodrigues. Explorations in Literature. Glenview, IL: Scott Foresman and Company, 1989.
• Rico, Gabriele Lusser. Writing the Natural Way. Los Angeles: J. P. Tarcher, Inc., 1983.

• Willis, Meredith Sue, Blazing Pencils. New York: Teachers & Writers Collaborative, 1990.

• Willis, Meredith Sue, Personal Fiction Writing. New York: Teachers & Writers Collaborative, 1984.
• "Writing." Delran, NJ: Weekly Reader Company. November 1993, December 1993, March 1994, April 1994, October 1994, March 1995, September 1995, April/May 1995, February 1996, and March 1996.

Web:

• ReadWriteThink: Book Report Alternative: The Elements of Fiction
  http://www.readwritethink.org/lessons/lesson_view.asp?id=138

Authors:

• Kathy Cook, Teacher
  Thomas Pullen Arts Magnet School
  Landover, MD