Introduction
The plot is the reason you want to read the story. It is what makes the story interesting and emotional. Understanding the plot will help in understanding with is happening throughout the story. The plot is the meat of the story. It is connect to the "big" events that happens to the characters. There are three parts to the plot in a story. The rising action which relates to the character’s problem, the climax, which is the most intense moment in the story, and the falling action that wraps up the story events.
You have been instructed to demonstrate an understanding of the plot structure by analyzing the short story “Marigolds” by Eugenia Collier
Task
Groups will create a posterboard presetation of the plot for "Marigolds" by Eugenia Collier.
Individually write a literary analysis indentifying three literary terms and how they connect to "Marigolds."
Process
Part One
Groups will read and explore the story “Marigolds.”
Part Two
Each group member will work through the story, identifying how their assigned literary term correlates with the story. Watch video of plot diagram.
[video:https://www.youtube.com/watch?v=WH5jlkK4aUI]
Part Three
Each group member will be assigned a literary topic from the plot diagram
Group member 1: Exposition
Group member 2: Rising Action
Group member 3: Climax
Group member 4: Falling Action
Group member 5: Resolution
Group members research their assigned topic and prepare a 1-2 minute oral “mini-lesson” explaining the topic and how it applies to “Marigolds.” The information provided by each group member will be
Group members will arrange the significant events as they relate to the plot structure of exposition and so forth on a poster board.
Evaluation
PLOT Diagram RUBRIC
Book: _________________________ Members: ______________________________________________
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1. TITLE
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5 -Title is correct -Placed in upper left corner -Handwriting easy to read |
3 –Title correct -Placed in upper left corner -Handwriting a little hard to read |
1 –Title correct -Not placed in upper left corner -Handwriting is legible |
0 –Title not present or -Handwriting not easy to read |
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2. SETTING, CHARACTERS
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10 –Time and place included in setting -Major and minor char- acters are appropriate- ly listed |
8 –Time and place inclu- ded in setting -Most major and minor characters are appropriately listed |
6–Time or place not inclu-ded in setting -Some major and minor characters are appropriately listed |
4–Time or place not inclu-ded in setting - Major and minor characters are not listed appropriately |
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3. CONFLICT, RESOLUTION, THEME
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10 –The conflict stated is the most major conflict in the book -The resolution and theme are related to the conflict -Both are written in complete sentences |
8–The conflict stated is significant in the book -The resolution is related to the conflict -The theme relates to the book -All are written in complete sentences |
6–The conflict stated is not a major conflict in the book -The resolution is not related to the conflict -Theme relates to the book -Complete sentences are not used |
4–The conflict, resolution, and theme do not relate to each other or are missing. -The group seems to not understand these concepts |
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4. RISING ACTION
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15-All points listed chronologically -Points are written in complete sentences with page numbers -At least 7 events listed |
12- All points are listed chronologically -Points are written in complete sentences with page numbers -6 events listed |
9- Events are not in chronological order -Some points are not written in complete sentences -5 events listed |
6- Some/none of the events have page numbers -4 or less events listed |
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5. CLIMAX
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5-Climax written in a complete sentence -Accompanied by corresponding page numbers -This is the turning point in the book that leads to the falling action |
3-Climax is written in a complete sentence but is missing the page number -Leads to the falling action |
1- Climax is not written in a complete sentence OR does not have a page number -Fails to lead to the falling action |
0-The climax is not a significant turning point in the book |
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6. FALLING ACTION
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10- All points listed chronologically -Points are written in complete sentences with page numbers -At least 5 events listed |
8- All points are listed chronologically -Points are written in complete sentences with page numbers -4 events listed |
6- Events are not in chronological order -Some points are not written in complete sentences -3 events listed |
4- Some/none of the events have page numbers -2 or less events listed |
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7. FINAL EVENT
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5-The final event is clearly written and easy to identify -Written in a complete sentence accompanied by correct page number |
3-The final event is easy to identify -Written in a complete sentence accompanied by correct page number -Close to the final event |
1- Final even is listed -Not written in complete sentence form -Missing page number -Close to the final event |
0-The final event is not even close to the final event in the story |
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8. NEATNESS
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10-No erase marks -Easy to read -Everything written in marker -Straight lines |
8-Minimal erase marks -Easy to read -Everything written in marker -Straight lines |
6-Many erase marks -Difficult to read -Things are cluttered -Rulers were not used to create straight lines |
4-Looks messy overall -Rulers were not used to create straight lines -Information is not spaced well |
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9. CONVENTIONS
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10-All capitalization and punctuation are correct -No grammatical errors -No spelling errors |
8- 1-2 mistakes concerning capitalization, punctuation, grammar, and spelling |
6 -3-4 mistakes concerning capitalization, punctuation, grammar, and spelling |
4 –At least 5 mistakes concerning capitalization, punctuation, grammar, and spelling |
Conclusion
After completing the group assignment – now is the time to prove your understanding of the literary terms. Individually write a literary analysis identifying three literary terms and how they connect to "Marigolds." Remember to write your essay in MLA format.
Use the liteary analysis format below:
http://www.udc.edu/docs/asc/Outline_Structure_for_Literary_Analysis_Essay_HATMAT.pdf
Credits
Credits
Clip Art was provided by
DeviantArt
Stroy provided by
Montgomery Schools
Teacher Page
A learner should be engaged in communicative learning as he/she learns a second language. The internet has made such communication available to the classroom setting. Using WebQuest is one way of integrating technology into the ELL learning environment. WebQuest helps with student motivation and a way for them to be involved in real life learning.
ELL Advantages
Completing the Webquest in a cooperative group, rather than as an individual is one way of overcoming the language barrier. This allows the student to gain access through the use of his peers as resources.
Translation tools found on the internet are also a great resource for ELL students to utilize alongside the WebQuest. Google actually has a translation tool that is built into its tool bar.
The use of pictures alongside the given task is another way to help the ELL student connect his language with the English equivalent.