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 story 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.
Example "The Interlopers" Plot Diagram
Exposition
The setting is the Carpathian woods on a snowy night.
Major Inciting Conflict
Two men, Ulrich and Georg, involved in a family feud are out searching for one another when a tree falls on them, trapping them in the woods.
Rising Action
The men argue about whose servants will arrive first to save their master and kill the other man. After some time, Ulrich attempts to reconcile with Georg and offers some wine.
Climax
Georg accepts Ulrich’s offer to be friends, and the men reconcile.
Falling Action
They decide to call for help together.
Resolution
No one will ever know the men have reconciled; instead of men coming to help them, a pack of wolves rush towards them.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a visual plot diagram of "The Interlopers".
- 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.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| 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. |
More Storyboard That Activities
Interlopers, The
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