{"id":1276,"date":"2015-03-16T20:08:31","date_gmt":"2015-03-16T20:08:31","guid":{"rendered":"http:\/\/tedb-wp.byu.edu\/?page_id=1276"},"modified":"2015-05-15T19:48:27","modified_gmt":"2015-05-15T19:48:27","slug":"plot-structure","status":"publish","type":"post","link":"https:\/\/tedb-old.byu.edu\/?p=1276","title":{"rendered":"Plot Structure"},"content":{"rendered":"

Objective<\/strong><\/h4>\n

Students will demonstrate their understanding of Plot Structure by identifying the elements of such in a fairy tale and in their duo scenes.<\/p>\n

\u00a0<\/strong><\/p>\n

Materials Needed<\/strong><\/h4>\n

\u201cScary Mary Poppins\u201d video (can be found by searching for \u201cScary Mary Poppins\u201d under the video option on google.com)<\/p>\n

Plot Structure Graph (per student) \u00a0Plot Structure Graph<\/a><\/p>\n

Group Plot Structure Worksheet (per group) \u00a0Group Plot Structure Worksheet<\/a><\/p>\n

Glue sticks<\/p>\n

4 envelopes<\/p>\n

Fairy Tales broken into different parts \u00a0Fairytale Plotlines<\/a><\/p>\n

\u00a0<\/strong><\/p>\n

Lesson Directions<\/strong><\/h4>\n

Write the following question on the\u00a0<\/em>board:\u00a0\u201cWhat do you think of when you think\u00a0of<\/p>\n

\u2018plot?\u2019 What makes a plot \u2018good,\u2019 and how is\u00a0it important to a story?\u201d\u00a0Allow the class to ponder<\/p>\n

then and discuss.<\/p>\n

 <\/p>\n

Step 1<\/strong>\u2014<\/em>Ask the students to summarize\u00a0the story\u00a0of \u201cMary Poppins.\u201d<\/em><\/p>\n

Show the video: \u201cScary Mary Poppins<\/em>\u201d video.<\/p>\n

Afterwards, ask them what they think.\u00a0If any of them have seen\u00a0Mary Poppins<\/em>\u00a0before, then they<\/p>\n

will know it is not the way this clip presents it.\u00a0Discuss with them the ways that the creators of<\/p>\n

the clip made it different than the original.\u00a0Many answers are correct and good, but eventually<\/p>\n

lead the discussion towards the conclusion that it is the way everything was\u00a0organized<\/em>\u00a0that makes<\/p>\n

the difference.\u00a0Each element of the clip, even the spooky music, is all a part of the original film,<\/p>\n

and all they did was reorganize it to create an entirely new story.<\/p>\n

\u00a0<\/strong><\/p>\n

Step 2<\/strong>\u2014<\/em>Pass out the Plot Structure outline to the students and draw your own diagram on the<\/p>\n

board.\u00a0Have the class fill in each element along with you, stopping to explain what each one is:<\/p>\n

Exposition:<\/em>\u00a0Setting the scene and introducing the characters<\/p>\n

Inciting Incident:<\/em>\u00a0The moment were the action begins\u2014without it the story would not\u00a0happen<\/p>\n

Rising Action:<\/em>\u00a0Action during which the conflict becomes more and more complicated as<\/p>\n

the antagonist (villain) and protagonist (hero) struggle against one another<\/p>\n

Climax:<\/em>\u00a0When the action reaches it\u2019s highest peak and there is a turning point (for good or<\/p>\n

bad)<\/p>\n

Falling Action:<\/em>\u00a0Action during which the conflict unravels.<\/em><\/p>\n

Resolution:<\/em>\u00a0The action reaches the final outcome and the story concludes<\/p>\n

\u00a0<\/strong><\/p>\n

Step 3\u2014The Plot Structure Dance<\/strong>:<\/em>\u00a0Do the Plot Structure Dance with the students several times,<\/p>\n

until they\u2019ve become familiar with the terms and the order in which they occur. Have the class together create a physicalization for each of the plot structure steps that has a physical connection to the step (i.e. stepping up stairs for rising action or a burst of energy explosion for climax) and then stringing the actions together to create a “dance” of the plot structure.\u00a0 Have students vocalize as they move and play with vocal qualities to show the structure steps too (i.e. speaking exposition slowly and clearly to lay it out or letting inflection drop when you hit denoument).\u00a0 It’s a great tool to get the structure into their bodies as well as their minds and it’s great to do WITH the students so they are creating it instead of you telling them how to do it.<\/p>\n

 <\/p>\n

Step 4\u2014Guided Practice<\/strong>: Using the plot structure diagram on the board, have the students help<\/p>\n

you identify the plot structure elements within a story.\u00a0Disney\u2019s\u00a0Beauty and the Beast<\/em>\u00a0is given<\/p>\n

here as an example, but the teacher or students may choose any other story as well.<\/p>\n

 <\/p>\n

Beauty and the Beast<\/em><\/p>\n

Exposition:<\/em>\u00a0Learning the history of the Prince\/Beast, and then Belle walking through the\u00a0town singing; other characters (including the villain, Gaston) are introduced and some history is given as to who Belle is and where she and others fit in this town.<\/p>\n

Inciting Incident:<\/em>\u00a0Belle\u2019s father, lost in the woods and being chased by wolves, chooses to find sanctuary in the Beast\u2019s castle.<\/p>\n

Rising Action:<\/em>\u00a0Gaston proposes and Belle refuses, he swears to have her as his wife no matter what he has to do; Belle searches for her father, finds him locked in the Beast\u2019s castle, and she offers to become the Beast\u2019s prisoner; we learn about the curse on the castle\/Beast; Belle runs away and the Beast saves her; they become friends; the Beast tries to win her love; Belle\u2019s father is sick and he lets her go; the townspeople find out about the Beast, and they go to kill him, while Belle tries to stop them.<\/p>\n

Climax:<\/em>\u00a0Gaston is beating up the Beast, but then Belle arrives (the turning point) and instead of losing, he starts to fight back and defeats Gaston<\/p>\n

Falling Action:<\/em>\u00a0Belle and the Beast are together again, and she professes her love for him; the Beast changes magically back into the Prince; all the enchanted objects turn back into people<\/p>\n

Resolution:<\/em>\u00a0The curse is broken and everyone happily watches Belle and the Prince waltz the right away<\/p>\n

 <\/p>\n

Step 5<\/strong>\u2014<\/em>Analysis<\/strong>:<\/em>\u00a0Break the students up into four groups and have them do Part 3 again<\/p>\n

together.\u00a0Give each group one of the following fairy tales:<\/p>\n

Little Red Riding Hood<\/em><\/p>\n

Cinderella<\/em><\/p>\n

The Little Mermaid<\/em><\/p>\n

The Three Bears<\/em><\/p>\n

Each fairy tale will have an envelope with different moments in the story inside.\u00a0The group will need to work together to put the events in order and decide which moments fit into exposition, the inciting incident, rising action, the climax, falling action, and resolution.\u00a0(They will glue them to a piece of paper that has a plot structure diagram on it.)\u00a0Rove through the groups to make sure they are on task and understanding.<\/p>\n

 <\/p>\n

Assessment:<\/strong><\/h4>\n

Each group will select a spokesperson to present their fairy tale\u2019s plot structure to the class.<\/p>\n

 <\/p>\n

Optional<\/strong>:<\/h4>\n

If students have their own performance piece like a scene, have the students meet with their scene partners and mark the different plot elements that appear in their own scene.<\/p>\n","protected":false},"excerpt":{"rendered":"

Students will demonstrate their understanding of Plot Structure by identifying the elements of such in a fairy tale and in their duo scenes.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[47,51],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/posts\/1276"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/post"}],"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=1276"}],"version-history":[{"count":5,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/posts\/1276\/revisions"}],"predecessor-version":[{"id":3539,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/posts\/1276\/revisions\/3539"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1276"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1276"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1276"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}