Plot Lesson TPT

Plot
Teacher: Kali Dzon

Grade: 2
Content Area: Reading

1. Content and Standards:
CC.1.3.2.G→ Use information from illustrations and words, in print or digital text, to
demonstrate understanding of characters, setting, or plot.
CC.1.3.2.K→ Read and comprehend literature on grade-level, reading independently and
proficiently.
CC.1.3.2.B→ Ask and answer questions such as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
2. Prerequisites:
 The students should be able to understand plot and how to pull what they are reading
about in a story and connect it to each plot stage.

3. Essential Questions: List essential questions (Usually, this is in your curriculum
documents.)
- How do strategic readers create meaning from informational and literary text?
What is this text really about?
How does what readers read influence how text should be read?
4. Materials and Equipment: List all materials and equipment to be used by the teacher and
students. Tell how they will be used to meet the objective.

- Plot graphic organizer
- Plot resource page
- Plot video
- Chrysanthemum story
- The graphic organizer will be used to assess the children on if they were able to
successfully determine what part of the story went with each stage of the plot.

4. Instructional Objective: State what students will know and be able to do at the end of
this lesson. Fill in the blanks:

- Following the read aloud of “Chrysanthemum” students will take what they learned about
plot to fill out the plot graphic organizer.

5. Instructional Procedures: List instructional strategies and learning experiences that are
in alignment with the objective(s). Include information about what teaching strategies
you will use to engage students. Include information about what type of technology,
manipulatives, etc. you will use to facilitate students meeting the objectives.

- Before: I will introduce the lesson for today.
- Today we are going to discuss plot and what to look for when reading stories. We are
going to first watch a video where it explains the plot in a well-known story “The Three
Little Pigs” and why plot is important. After the video, we are going to then read the
story, “Chrysanthemum” and see if we can detect the different parts of the plot in the
story.
- Ask the children if they remember learning about plot in first grade (activate any prior
knowledge)
- The students will learn this by listening to the video and story and by independent and
collaborative practice.

- During: Make sure all necessary supplies are out on their desks. After introducing the
lesson, I will put on the short video explaining plot and going through each part of plot
with the well-known story “The Three Little Pigs.” Explain/reiterate each part of plot-
showing the different parts of the plot and using the roller coaster approach to understand
exposition, rising action, climax, falling action, and resolution. I will then begin to read
“Chrysanthemum” aloud and discuss the events in the story. Ask each student to
brainstorm and think about what the exposition(beginning) of Chrysanthemum is and
what the story is telling us from the start. Allow time for each student to think. (Instead
of calling randomly on the students with their hands up or picking sticks to get an
answer- use the TPT think-pair-share.)
1. Continue using think-pair-share throughout the lesson until the graphic organizer is
complete (bring them back together after a few minutes of having them share with a
partner)
2. Discuss each part of plot and have the children tell me why they think this part would fit
each stage of plot
3. The lesson will be wrapped up by reiterating what plot is and how to spot plot in the
stories that they read independently. Go over the plot resource page that they can have
handy while they are reading on their own to help them understand the details. I will
congratulate them on a job well done of being detectives and really breaking up each part
of Chrysanthemum to answer about plot.
- After: Today the students learned how to spot plot and really look closely at what plot is
and how we can use it while reading our own stories. The students were able to practice
plot during the read aloud “Chrysanthemum” as a whole group and then were able to go
off and read independently and look at plot in their own stories. Tomorrow the children
will look closely at another reading strategy.
6. Assessment: Tell how you will know if all students have met the instructional
objective. What tool(s) will you use to measure if all students can meet the objective?

- Walk around and listen to think-pair-share with each other
- Continue to discuss plot during the whole lesson. The graphic organizer that we
worked together on will be collected at the close of the lesson to see if it is
completed and if they are understanding the plot.
- Thumbs up, sideways, and down for understanding

7. Differentiated Instruction: Tell how you will meet the needs of all learners during the
lesson. This has to be in alignment with the objective. Look back at the objective and
think about how you can support the learners in this lesson. Will you differentiate
content, process, and/or product? Will you make it more challenging, or do you have
students that need support in meeting the objectives?

- If students can’t tell the different parts of plot in the story, I will work with them one-
on-one to help them determine which part should go into each part of plot. If they aren’t
understanding how to decide which part goes where I will let them practice more on
being able to tell me what happens in the beginning, middle, and end and then work our
way up to the rising action and falling action.
- Think-pair-share with others or me

- Answer questions
- Questioning about plot
- Thumbs up or down for understanding
- Work one-on-one on plot with the students after the activity
- Assign the partners for think-pair-share

Plot Lesson TPT

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Plot

Teacher: Kali Dzon

- Think-pair-share with others or me

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