Short Story: Plot

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Introduction

 

This webquest has been created for you so that you may take an active role in your learning.  You will explore the links provided to gain an understanding of the plot of a short story.

You will work on your own to gain the required information.  You will then have an opportunity to meet with your group members to discuss what you learned.

Your group will be responsible for presenting the information you gained in the form of an informal 1-2 minute "mini-lesson."  This will require your group to work together to become "experts" in your area.

You will be evaluated on your group work, you will evaluate yourself and you will evaluate your peers.  Please note that you will NOT be evaluated on your presentation.

 

 

Task

The goal of the webquest is for students to become experts on the plot of short stories.

 

Step 1: Each student will be assigned a topic group.  Each group covers an area to be investigated.

     Group 1: Expostion

     Group 2: Rising Action

     Group 3: Climax

     Group 4: Falling Action

     Group 5) Resolution

 

Step 2:  Research on your own the topic assigned to your group

Step 3: When the teacher indicates to do so: meet with your group and prepare a SHORT 1-2 minute oral "mini-lesson" on

            your topic

Step 4: Present your topic with your group

Step 5: Fill out and hand in the self evaluation and peer evaluation check lists

 

Process

GROUP 1:  Your job is to be come an expert on the EXPOSTION of a short story.  Use the links at the bottom to find the information.  Remember you will be teaching your classmates what exopsition is so keep the following question in mind:

    1)  What is the definition of exposition?

    2)  What is the purpose of an exposition?

    3)  Where does exposition fit on the plot diagram

 

GROUP 2: Your job is to become an expert on the RISING ACTION of a short story.  Use the links at the bottom to find the information your require.  Remember you will be teaching your classmates what exposition is so keep the following questions in mind:

     1)  What is the definition of rising action?

     2)  What is the purpose of rision action?

     3) Where does exposition fit on the plot diagram?

 

GROUP 3:  Your job is to become an expert on the CLIMAX of a short story.  Use the links at the bottom to find the information your require.  Remember you will be teaching your classmates what the climax is so keep the following questions in mind:

     1)  What is the definition of climax?

     2)  What is the purpose of the climax?

     3)  Where does the climax fit on the plot diagram?

 

GROUP 4:  Your job is to become an expert on the FALLING ACTION of a short story.  Use the links at the bottom to find the information you require.  Remember you will be teaching your classmates what the falling action is so keep the following quesitons in mind:

     1)  What is the defintion of falling action?

     2) What is the purpose of the falling action?

     3)  Where does the falling action fit on the plot diagram?

 

GROUP 5:  Your job is to become an expert on the RESOLUTION of a short story.  Use the links at the bottom of this page to find the information you require.  Remember you will be teaching your classmates what the resolution is so keep the following questions in mind:

     1)  What is the definition of resolution?

     2)  What is the purpose of the resolution?

     3)  Where does the resolution fit on the plot diagram?

 


Please use the following links to gain all of your information from:

Plotting the Short Story – this is also a possible source to
use to study for the Short Story Terms quiz

https://wikis.engrade.com/plottingashortstory



Site Name: “Ineractives” – Elements of a Story: this site explicitly explains elements of a story – good
site for visual learners and auditory learners

http://www.learner.org/interactives/story/exposition.html

English-Zone.com – provides practice identifying parts of
the story – This link could be a possible source to use to study for the Short
Story Terms quiz

http://english-zone.com/writing/parts-story.html

Parts of a story – good site for auditory learners

http://www.youtube.com/watch?v=ADFCzrseP4o

 

 

Evaluation

 

You will be responsible to fill out a peer evaluation:

AM 10Group Work Peer Assessment Checklist

 


 


            Your Name: ____________________________________

 

Group Members'


 

 

Date: ___________________________________ _


 


Criteria

Name:

Name:

Name:

Name:

We organized our group and

Never

Never

Never

Never

assigned roles.

Sometimes

Sometimes

Sometimes

Sometimes

 

Often

Often

Often

Often

We asked questions of each other

Never

Never

Never

Never

to clarify ideas and opinions, and

Sometimes

Sometimes

Sometimes

Sometimes

to add information,

Often

Often

Often

Often

Each person shared ideas,

Never

Never

Never

Never

opinions, and points of view

Sometimes

Sometimes

Sometimes

Sometimes

appropriately,

Often

Often

Often

Often

We encouraged one another to

Never

Never

Never

Never

contribute ideas and participate,

Sometimes

Sometimes

Sometimes

Sometimes

 

Often

Often

Often

Often

We listened respectfully and

Never

Never

Never

Never

thoughtfully to new ideas.

Sometimes

Sometimes

Sometimes

Sometimes

 

Often

Often

Often

Often

We evaluated the information for

Never

Never

Never

Never

bias and accuracy,

Sometimes

Sometimes

Sometimes

Sometimes

 

Often

Often

Often

Often

We resolved group conflicts

Never

Never

Never

Never

showing respect for each other.

Sometimes

Sometimes

Sometimes

Sometimes

 

Often

Often

Often

Often

We worked to build consensus in

Never

Never

Never

Never

the group when making decisions,

Sometimes

Sometimes

Sometimes

Sometimes

 

Often

Often

Often

Often

Members of our group helped one

Never

Never

Never

Never

another when necessary.

Sometimes

Sometimes

Sometimes

Sometimes

 

Often

Often

Often

Often

Our group shared a positive

Never

Never

Never

Never

attitude and commitment to the

Sometimes

Sometimes

Sometimes

Sometimes

task,

Often

Often

Often

Often

Each person completed his or her

Never

Never

Never

Never

task(s) as required.

Sometimes

Sometimes

Sometimes

Sometimes

 

Often

Often

Often

Often

 

Skill Connection:

4.3 Present and Share / 5.2 Work in a group

 

One strength our group showed:

 

 

 

One thing we could have done better:

 

 

 

How could we have accomplished this?

 

 

 

 

Teacher Comments:

 

Copyright © Oxford University Press 2007. Permission to reproduce for classroom use restricted to schools purchasing Living in a Globalizing World.

 

You will also have to evaluate yourself:

GROUP WORK SELF – ASSESSMENT CHECKLIST

 

Student: ______________________________________ Task: _________________________________________

       

         Date: _________________    Class:_________________________

 

Criteria

 

 

 

Contributions

Evaluation

 

 

I shared relevant and practical ideas that were useful to the

Sometimes

Always

Never

group.

 

 

 

I asked thoughtful and relevant questions.

Sometimes

Always

Never

I supported group ideas.

Sometimes

Always

Never

I listened to other ideas respectfully and incorporated new ideas

Sometimes

Always

Never

into the group's discussion.

 

 

 

Organization

Sometimes

Always

Never

I completed my assigned tasks as required and on time.

Sometimes

Always

Never

Communication and Cooperation

Sometimes

Always

Never

I shared ideas respectfully and appropriately.

Sometimes

Always

Never

I considered ideas of others with openness, tolerance and

Sometimes

Always

Never

respect.

 

 

 

I helped to resolve conflicts, solve problems and formulate

Sometimes

Always

Never

positions.

 

 

 

I showed a positive attitude towards the group.

Sometimes

Always

Never

Metacognition

Sometimes

Always

Never

I reflected on the way I completed my assigned task.

Sometimes

Always

Never

 

Skills Connection:

            4.3 Present and Share / 5.2 Work in a Group

Comments:

 

Suggestions for improvement:

 

Copyright © Oxford University Press 2007. Permission to reproduce for classroom use restricted to schools purchasing Living in a Globalizing World.


 

 

 


Conclusion

This task will provide you the opportunity to say:

- I can plan and facilitate small group work

- I can present to the whole class to share information

  - I can evaluate the quality of my contributions to the group

  - I can offer constructive feedback and make suggestions for improvememnt