Playwriting.PlotStructure<\/a><\/p>\n <\/p>\n
Lesson Directions<\/h4>\n
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Anticipatory Set\/Hook<\/h5>\n
Show students scenes from Walt Disney\u2019s \u201cSleeping Beauty\u201d (Opening scene w\/ curse, Briar Rose in forest, first meeting of Sleeping Beauty & Prince, finger prick on spinning wheel, Prince getting caught, Prince fighting Maleficent). During the climax, as the Prince is fighting the dragon, stop the movie. Tell the students that\u2019s the end.<\/p>\n
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Instruction<\/h5>\n
Step 1 \u2013 Discussion: Ask the students to share how they feel about the story ending there.
Questions to ask: How does your experience change when the story ends there? How does it make you feel? Is the story as good? Why is it important that all the parts of the story be included? What would make the story better?
Possible Answers: Feel uneasy, left hanging, story doesn\u2019t make as much sense, story not as effective, not as enjoyable, story better when has a beginning, middle, end.<\/p>\n
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Step 2 \u2013 Instruction: Have a student go to the board. Ask the class to describe what they saw in the clips.
LECTURE NOTES:
What was going on in the first scene?
Beginning or \u201cExposition\u201d \u2013 where the background information is given to help the audience understand the story (Have student write \u201cExposition\u201d on the board)
What was something important that happened in that scene? (Witch arrives, puts curse on Sleeping Beauty)
Big incident known as \u201cInciting Incident\u201d \u2013 an incident that gets the plot going (without it, there wouldn\u2019t be any story) and sets up the rest of the story. It happens at the end of the Exposition. (Student writes \u201cInciting Incident\u201d on board.)
What were the next scenes? (Briar Rose in the forest, meets Prince)
\u201cRising Action\u201d \u2013 The basic conflict of the story is complicated as related secondary conflicts (and obstacles that get in the main character\u2019s way) are introduced. (Student writes \u201cRising Action\u201d on board)
What happened next in the story? (Sleeping Beauty pricks finger, Prince gets caught)
\u201cCrisis\u201d \u2013 the point in the story when you don\u2019t know if the main character is going to win or not. (Student writes \u201cCrisis\u201d on the board)
Describe the last scene we saw? (Prince fighting dragon)
\u201cClimax\u201d or turning point \u2013 the moment that marks a change (for better or for worse) in the story when we figure out who is going to win and who is going to lose. (Student writes \u201cClimax\u201d on the board)
We didn\u2019t watch the entire climax – do we know who wins? (Can\u2019t tell because we didn\u2019t finish watching it.) Let\u2019s see how the story ends. (Show students the end of the movie, where Prince kills the dragon, kisses Sleeping Beauty, she wakes up and they live happily ever after.)
What did we see?
\u201cDenouement\u201d or Resolution \u2013 the end of the story where all the loose ends are tied up, any questions the audience had are answered; includes all the action that happens after the climax. (Student writes \u201cDenouement\u201d on the board.)<\/p>\n
<\/p>\n
Step 3 \u2013Checking for Understanding: Hand out sheet with definitions of the principles of dramatic structure. As go through the sheet and what\u2019s on the board, have the students tell what part of the film was each part of the plot.
Mid-Lesson Assessment Point: Clarify definitions and answer any questions the students may have.<\/p>\n
<\/p>\n
Step 4 \u2013 Directions: Have the students get into groups of 4-6 students. In the center of the room, toss a pile of fairy tale picture books and have a student from each group choose one. Give the students 15 minutes to go through the story and pick out the principles of dramatic plot structure. They\u2019ll then have to act out the story for the rest of the class, omitting one of the principles of dramatic structure<\/p>\n
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Step 5 \u2013 Group Practice: Each group has 5 minutes to act out their fairy tale.
Mid-Lesson Assessment Point: Determine the student\u2019s understanding and utilization of dramatic structure principles.<\/p>\n
<\/p>\n
Step 6 \u2013 Discussion: After each group goes, ask the students in the audience to describe what they saw and identify which principle was missing.<\/p>\n
<\/p>\n
Step 7 \u2013 Objective Activity: Give students slips of paper with scenarios on them (prepared earlier \u2013 the scenarios include location and time period). Students have 10 minutes to create a five minute story containing the dramatic structure principles taught earlier, which they will have to perform for the class. Tell them you\u2019ll be primarily looking for the principles of dramatic structure in their stories.<\/p>\n
<\/p>\n
Step 8 \u2013Final Assessment: Each group will perform their story. After each group performs, have them describe how they utilized the principles in their story.<\/p>\n
<\/p>\n
Step 9 \u2013 Closure: Each principle is important in dramatic plot structure. The combination of all of them makes a story that is both interesting and enjoyable. The next time you watch a movie or TV show, or the next time you read a book, try to find the principles of dramatic structure in the stories. They are all around us, you can even find them in your everyday life.<\/p>\n
<\/p>\n
Grading Criteria:<\/h4>\n
– Participation (30 pts)
– Group Fairy Tale (30 pts)
– Final Project (40 pts)<\/p>\n","protected":false},"excerpt":{"rendered":"
Objective Students will demonstrate their understanding of basic dramatic plot structure by creating and performing a five-minute story. Materials Needed DVD player, TV, \u201cSleeping Beauty\u201d DVD, illustrated children\u2019s books of fairy tales, paper with locations and time periods written on them (chosen by the teacher), plot structure handout, chalkboard, chalk. Related Documents \u2022 …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/2080"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=2080"}],"version-history":[{"count":3,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/2080\/revisions"}],"predecessor-version":[{"id":3313,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/2080\/revisions\/3313"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2080"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=2080"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=2080"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}