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“Contents of the Dead Man’s Pocket” Plot Diagram

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Contents of the Dead Man's Pocket Summary

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Activity Overview

Template and Class Instructions

Rubric

Activity Overview

A common use for Storyboard That is to help students create a plot diagram of the events from a story. Not only is this a great way to teach the parts of the plot, but it reinforces major events and help students develop greater understanding of literary structures.

Students can create a storyboard capturing the narrative arc in a work with a six-cell storyboard containing the major parts of the plot diagram. For each cell, have students create a scene that follows the story in sequence using: Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution.

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Template and Class Instructions

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Student Instructions

Create a visual plot diagram of “Contents of the Dead Man’s Pocket”.

Separate the story into the Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution.
Create an image that represents an important moment or set of events for each of the story components.
Write a description of each of the steps in the plot diagram.

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Lesson Plan Reference

Grade Level 9-10

Difficulty Level 2 (Reinforcing / Developing)

Type of Assignment Individual or Group

Type of Activity: Plot Diagrams and Narrative Arcs

Switch to: Common Core • Arizona • California • Colorado • Florida • Georgia • Iowa • Kansas • Maryland • Massachusetts • Nebraska • New Jersey • New York • North Carolina • Ohio • Oklahoma • Pennsylvania • Utah

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Rubric

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Plot Diagram Rubric (Grades 9-12)

Create a plot diagram for the story using Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution.

	Proficient 25 Points	Emerging 21 Points	Beginning 17 Points	Try Again 13 Points
Descriptive and Visual Elements	Cells have many descriptive elements, and provide the reader with a vivid representation.	Cells have many descriptive elements, but flow of cells may have been hard to understand.	Cells have few descriptive elements, or have visuals that make the work confusing.	Cells have few or no descriptive elements.
Grammar/Spelling	Textables have three or fewer spelling/grammar errors.	Textables have four or fewer spelling/grammar errors.	Textables have five or fewer spelling/grammar errors.	Textables have six or more spelling/grammar errors.
Evidence of Effort	Work is well written and carefully thought out. Student has done both peer and teacher editing.	Work is well written and carefully thought out. Student has either teacher or peer editing, but not both.	Student has done neither peer, nor teacher editing.	Work shows no evidence of any effort.
Plot	All parts of the plot are included in the diagram.	All parts of the plot are included in the diagram, but one or more is confusing.	Parts of the plot are missing from the diagram, and/or some aspects of the diagram make the plot difficult to follow.	Almost all of the parts of the plot are missing from the diagram, and/or some aspects of the diagram make the plot very difficult to follow.

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