Overview

ELA, 7 Grade, Standard level

60 minutes of a 90 minute class period
Unit Theme: Folklore
Lesson Concept: StorytelL.g
th

Class context:
This lesson is for a middle school, 7 grade standard level classroom. The class is 20
students, seated in small-groups of 4 students each. The class is mixed-ability, with several
students having IEPs and several students identified as English Language Learners. It is a
fairly even mixture of girls and boys, and diverse in ethnicities and SES backgrounds. There
are students with ADHD, SLDs, and behavioral concerns. Many students are below grade level
in reading.
The class is familiar with conflict in stories and can identify different types of conflict.
The class has been introduced to plot structure a few weeks ago. Todays lesson will quickly
review plot sequence in a Do Now, followed by a Quickwrite and a 5-7 mini lesson on plot
sequence by the teacher. The students will then use most of class time on guided and
independent practice. Students will do paired readings of an annotated myth, focusing again on
narrative structure and plot sequence. They will complete graphic organizers during
independent practice, and these can serve as a formative assessment. After todays lesson,
the students will continue exploring mythology and folklore, and start studying the details of the
genres.
th

Virginia Standards of Learning

7.5. The student will read and demonstrate comprehension of a variety of fictional texts,
narrative nonfiction, and poetry.
a) Describe the elements of narrative structure including setting, character development, plot
structure, theme, and conflict.
j) Identify the authors organizational pattern.
Objectives:
Students will UNDERSTAND that:
Authors tell stories in a logical pattern so that we can understand them. (U1)
Students will KNOW that:
Narrative structure includes setting, characters, conflict, and plot. (K1)
Plot is the development of the central conflict, including: (K2)
o - initiating event
o - rising action
o - climax
o - falL.g action
o - resolution
Students will (DO) be able to:
Identify the setting and main characters of a myth (D1)
Identify the central conflict of a myth (D2)
Locate the following elements in a myths plot sequence: (D3)
o - initiating event
o - rising action
o - climax
o - falL.g action
o - resolution

Assessments:
Diagnostic: Do Now Entrance Ticket- Match plot sequence elements to their
definitions.
Formative: During-reading graphic organizer with comprehension questions about
the myth, Independent practice graphic organizer asking students to identify the
plot sequence of the myth.
Summative: N/A
Modifications to assessments:
See Attention to Individual Student Needs section below
Materials Needed:
Do Now printout- Photocopied
Powerpoint- 3 slides: Agenda, Quickwrite image, Ugly DuckL.g Review slide
Guided reading organizres- Photocopied
Short story w/ annotations- Photocopied
Independent practice organizers- Provided by Ms. S
Instructional Steps (Procedures):
Transitional time: CB: Have student pass out Do Now slips to each table during
introduction. MW: Get technology set up.
(MW)Intro and Welcome- Agenda [SLIDE 1]- 1 minute
MW: Hi everyone! Mrs. L. and I will be leading the class today to talk more
about plot sequence. here is a quick look at what we are going to do.
Walk through slide one, Todays Class
(CB) Activate prior knowledge: 4 minutes
Do Now- Printed slip matching plot sequence elements to the plot diagram.
o After self-grading and turning it in, other teacher assesses whether to
make independent practice a guided practice activity.
CB: Thanks Ms. Wolf! Everyone take a Do now slip from your table. Does
this diagram look familiar?
You are matching the definitions at the bottom of the paper into the correct
boxes in the plot sequence. Just write the letter in the box, you do not need
to write the whole definition. Take 2-3 minutes! Any questions about this?
..While students write, pass out journals
Ok, lets quickly grade these ourselves to see where we are.
Call on students for answers, have students self correct their sheets.
Collect sheets.

(CB) Hook- [SLIDE 2] Quickwrite. 3 minutes

CB: Please turn to your writing journal in your notebooks. We are now
going to do a quickwrite to get your brains moving. Prompt on slide:
Take 3 minutes to write. How did the car end up in the tree? How
can the car get down from the tree?" Are there any questions about
what you are supposed to do right now?
MW: During Quickwrite, look at Do Nows and consider if final activity should
be independent or in pairs. (Informal FA)
Follow up. 2 minutes

Would anyone like to share out their story? Call on 3-4 students. What
youve done, without knowing it, is just what authors do...you have
come up with a plot sequence that makes logical sense! Stories
typically follow a pattern that makes sense in our minds so we can
really enjoy a story.
(MW) Model the skill: [SLIDE 3] 5-7 minutes.
Pull up Ugly Duckling story and think-aloud the plot sequence.
Now, remember a couple of weeks ago when we talked about plot structure
and read The Ugly DuckL.g together? Last time, we picked out the events in
the story and mapped them onto a plot diagram. Today, were going to
review the story and the different elements of the plot of The Ugly DuckL.g.
On the screen behind me is the story. I shortened it for class today, so youre
not crazy if you remember it being longer. Lets start by reading the story
over, just to refresh our memory. MW reads story
To identify plot structure, there are a couple of things I need to think about. I
believe you did this as a class yesterday, is that right? Who can remember
the different parts of plot structure?
Students raise their hands to volunteer. Get as close as we can to having
them identify: characters, setting, conflict, initiating event, rising action,
climax, falL.g action, and resolution. MW writes the elements of plot on the
board as the students call them out.
Excellent! So lets think about the setting of this story. Theres not a really
clear setting to this story. Even though the text behind me doesnt say this, I
know he is born onto a farm, then he moves to live with the wild geese, and
then he lives with the swans. I think for now, Ill say the setting is the
Wilderness. Now lets talk about the characters. The main character, of
course, is the ugly duckL.g. Then there are his yellow-feathered family
members, then his friends the wild geese, and finally the swans. But the main
character is whom? The Ugly DuckL.g. Good.
Next, lets think about the conflict in this story. We know that the Ugly
DuckL.g is rejected and he feels bad about himself because he is ugly. He
leaves to try to go somewhere else so that he can belong. So lets say that
the main conflict in this story is that the Ugly DuckL.g does not feel like he
belongs anywhere and he is looking for a place to belong.
Okay, so were off to a great start with identifying the setting, characters,
and main conflict of this story. Are there any questions about anything weve
talked about up to this point?
Okay, so I am going to move on to the plot structure. Who can raise their
hand and remind us what exposition is? It might take us a minute to revisit
this because it was not on our Do Now...The exposition of a story is
essentially the introduction of the setting and characters. So keeping that
definition in mind, Im looking at our first paragraph here. We see that the
Ugly DuckL.g is introduced, we get a description of him - he does not like his
family members. This first paragraph gives us details that help us to
understand the story that is about to take place, and so each of these details
are the exposition of The Ugly DuckL.g.
Now, the next part of plot structure were going to revisit is the initiating
event. Who can raise their hand and remind us of what an initiating event is?
Think back to the Do Now we just did. Student answers. Yes, so keeping in

mind that an initiating event is the event that introduces the main conflict in
the story, and given that we just decided that the main conflict in this story is
that the Ugly DuckL.g is looking for a place to belong, we can gather that the
initiating event is when the Ugly DuckL.g leaves to find a place to belong.
This is the initiating event because he takes an action to try to resolve the
conflict of his lonesomeness.
And once he makes this decision, the story builds until the Ugly DuckL.g
belongs with the swans. So, the rising action, of the event or events that
build up to the main turning point - or climax - of the story is going to be that
the Ugly DuckL.g makes friends with the wild geese, but then is alone again
because the geese are killed by the hunters. Another part of the rising action
of this story is when the Ugly DuckL.g sees the beautiful swans. And actually,
this part of the rising action happens right before the climax.
Who can raise their hand and remind us what the definition of climax is.
Student answers. Good, and based on that definition, what part of this story
do you think is the climax? The Ugly DuckL.g goes to meet the swans? Yes,
exactly. The Ugly DuckL.g decides he is going to do something about his
loneL.ess once and for all, so for better or for worse, he decides to meet the
swans. And that is the big turning point of the story, or, the climax.
After the climax, the swans rejoice in seeing a swan just like them. The Ugly
DuckL.g has turned into a beautiful swan, and so the other swans are not
repulsed by him. These events in the story, especially the part when the
swans are happy to see the Ugly DuckL.g, are the falL.g action of the story.
The falL.g action or falL.g actions are the series of events that resolve the
conflict. Who can remind us what the main conflict of this story is? The Ugly
DuckL.g gets rejected. Right, the main conflict is that the Ugly DuckL.g is
rejected and does not feel like he belongs anywhere. So, since we know that
the Ugly DuckL.g feels belonging at the end of the story, and in this
paragraph we read that the swans do not reject him, we can conclude that
this event is part of the falL.g action.
The last part of plot structure is which part? The resolution. Yes, the
resolution. And what is the resolution again? Student answers. The resolution
is the final turning point in the story when the main conflict is resolved, yes.
So, remembering our conflict of the Ugly DuckL.g needing to belong, and
given that the Ugly DuckL.g feels belonging when the swans welcome him
into their family, the resolution of this story is when the Ugly duckL.g finally
feels loved and accepted.
So there you have it, these are the different parts of the plot structure of The
Ugly DuckL.g. Does it make sense that, when you figure out the different
parts of plot that we see in the story, we would refer to the definitions of the
parts of plot to make sure were correct? Did we also noticed that it is helpful
to first identify the main conflict and characters and setting of a story before
trying to identify the initiating event, rising action, climax, falL.g action, and
resolution? Do you all have any questions about what we just did?

Well thanks for staying tuned everyone. We are going to do this in pairs in a
little while, so be thinking about these strategies for picking out the plot
structure of a story by looking at all the parts and events of a story.
CB: Pass out annotated short story to each student during this activity.
Second look through students Do Nows if extra time.

(CB) Reading and Guided Practice: 20-25 minutes

Read todays story in pairs, filL.g in annotations that practice same skills as
assessed in graphic organizer. MW pass out the reading and the Reading Questions
worksheet.
Now we are going to read a really cool MYTH about a huge beaver and a coyote.
We want you to read in pairs. Read with the person sitting next to you. Take a
second to figure out who that person is. (Assist students who are not
communicating with their partner...i.e., J, you are with D. Groups of 3-you can do
the same thing in your trio).
You are going to take turns reading each paragraph. So N, you read a paragraph,
then A reads the next, then you read again. What questions do yall have about
these instructions?
As you read, you will see lightning bolt symbols in the text margins. Listen closely
to this. Wait for all eyes. When you come to a part of the story that has a lightning
bolt in the margin, stop reading. They are numbered, so find the corresponding
question on your worksheet and answer it with your partner before you continue
reading.
Any questions about this?
CB and MW: Circulate the room and assist pairs with the process. Answer
questions. Make sure students are on task.
CB: Write instructions for independent practice on the whiteboard.
Transition into independent practice:
While MW explains procedure, CB pass out graphic organizers.
(Independent) Practice: 10-15 minutes
Now that youve read the story, we want you to fill in the graphic organizer about
this same story. Look back at the text and your annotations to help you!
Everyone take a look at the organizer right now what questions do you have
about what you are going to be doing?
Mrs. L. and I will be here for your help, just raise your hands. Youve got about 15
minutes.
(MW) Closing : Take up reading w/ annotations and graphic organizers.
Go ahead and pass in your short stories and organizers. These arent an official
grade but just help us all know how you are doing with plot sequence.
(CB) Wrap up and revisit the big picture: Guys, why do we care about plot
sequence? Do you remember the weird story I told about the car in the tree that
didnt make sense? Do you think Daphmarys version was cooler?
Thanks for being such hardworking students for us today, we really love the
opportunity to teach you.

Attention to Individual Student Needs:

There are students with ADHD, SLDs, behavioral challenges, and ELLs. The
instructor requested using 5-6th grade reading levels, or below, rather than 7th, as
many students are very behind in reading. To cater to this diverse group of needs,
we have selected annotated texts at the appropriate level. The graphic organizers
have a large font and are clearly organized. We will speak clearly and constantly
check for understanding. We will also make sure not to exceed about 10 minutes of
talk without giving the students some time to move around, which was a strategy
recommended by the instructor.
Technology Use:
Smartboard to project 3 slides
Materials Needed:
Do Now printout- Photocopied
Powerpoint- 3 slides: Agenda, Quickwrite image, Ugly DuckL.g Review slide
Guided reading organizres- Photocopied
Short story w/ annotations- Photocopied
Independent practice organizers- Provided by Ms. S
Works Consulted:
Cite story source
(http://americanfolklore.net/folklore/2010/08/coyote_and_wishpoosh.html )

DO NOW:

Put the following definitions of each of the 5 plot elements into the box it
matches. You may just write the letters (i.e. A or C) in the box.
A. The main conflict is resolved.
B. The event introducing the main conflict in the story.
C. A series of events that resolve the conflict.
D. A series of events that lead up to the climax of the story.
E. The big moment, or turning point, of the story.

Readinghandout:
WishpooshandCoyote:HowHumansWereCreated
AmythfromtheChinookNativeAmericanTribe

WishpooshthemonsterbeaverlivedinthebeautifulLakeCleellum
whichwasfulloffish.Everyday,theanimalpeoplewouldcometothe
laketofish,butWishpooshthegiantbeaverdrovethemawaywithmany
threatsandgreatsplashing.Iftheanimalpeoplerefusedtoleave,
Wishpooshwouldkillthembydraggingthemdeepintothelakeand
drowningthem.
CoyotewasveryupsetwithWishpooshforthewayhetreatedthe
animalpeople.Coyotedecidedthathewouldkillthemonsterbeaver,
andsohewenttoLakeCleellumwithhisspeartiedtohiswrist.Toget
Wishpooshsattention,Coyotestartedtofish.AssoonasWishpoosh
sawCoyotefishing,thegiantbeaverattacked.Coyotethrewthespear
anditpiercedthebeaver.Immediately,Wishpooshdovetothebottomof
thelake,draggingCoyotewithhim.
CoyoteandWishpooshwrestledandfoughteachotheratthebottomof
thelakeuntilthesidesgavewayandallthewaterrushedout.Thewater
pouredoverthemountainsandthroughthecanyonsuntilitcollectedin
KittitasValleyandformedanother,largerlake.CoyoteandWishpoosh
burstintothenewlake,shoutingandfightingeachotherwithrenewed
vigor.Astheyfought,thesecondlakegavewayandthewaterjoinedin
withthewatersofseveralriverstoformamassivelakeatToppenish.
Wishpooshthemonsterbeaverwouldnotgiveupthefight.Hebitand
clawedatCoyoteandtriedtodrownhiminthemassivelake.Coyote

foughtbackfiercely,andsothemassivelakegaveway.Thewater
roareddownintothemeetingplaceoftheriversColumbia,Yakima,and
Snake,whereitdammedupintoalakesohugethatnoonehaseverseen
itslikebeforeorsince.
CoyoteandWishpooshdraggedateachother,pulL.gandtuggingand
rippingandbitinguntilthedamgavewayandahugewaveofwater
sweptdowntheColumbiaRivertowardsthesea.CoyoteandWishpoosh
tumbledinthewateroverandoveragainastheyweresweptdownriver
inthemightywaveofwater.Coyotegrabbedbushes,rocks,andtrees,
tryingtopullhimselfoutofthemassivewave.Bytheseeffortswasthe
ColumbiaGorgewasformed.ButCoyotecouldnotpullhimselfoutof
thegreatwave,andsohetumbledafterWishpooshtothebitterwatersat
themouthoftheriver.
Wishpooshwasfurious.HewasdeterminedtobeatCoyotewhohad
drivenhimfromhisbeautifullake.Thegiantbeaversweptallthe
salmonbeforehimandatetheminonegulptoincreasehisstrength.
ThenheswamouttoseawithCoyoteinpursuit.Themonsterbeaver
threwhisgreatarmsaroundawhaleandswalloweditwhole.
Coyotewasfrightenedbythisdemonstrationofthemonsterbeaver's
strength,buthewasthemostcunningofalltheanimalsandhecameup
withaplan.Turninghimselfintoatreebranch,Coyotedriftedamong
thefishuntilWishpooshswallowedhim.Returningtohisnaturalform
inWishpooshsstomach,Coyotetookaknifeandsliceduptheinsides
ofthegiantbeaver.Wishpooshgaveagreatcryandthendied.
Coyotewastiredafterhislongfightwiththemonsterbeaver.Hecalled
tohisfriendMuskrat,whohelpeddragthebodyofWishpooshtoshore.

CoyoteandMuskratcutupthegiantbeaverandthrewthepiecesupover
theland.Fromthesepieces,thetribesofmenwerecreated.
TheNezPercewerecreatedfromtheheadofthegiantbeaver,andthey
weregreatincouncil.TheCayuseswerecreatedfromthemassivearms
ofWishpooshsothattheywouldbestrongandpowerfulwiththewar
clubandthebow.Fromthebeaver'sribs,CoyotemadetheYakimas,
andfromthebelly,theChinooks1.Coyoteusedthebeaver'slegstomake
theKlickitatssothattheywouldbecomefamousfortheirskillin
running.Withtheleftoverskinandbloodofthebeaver,Coyotemade
theSnakeRiverIndianswhothrivedonwarandblood.
Thusthetribeswerecreated,andCoyotereturnedupthemighty
ColumbiaRivertorestfromhisefforts.

1 The Chinook people are the ones who created this myth and tell this story.

WishpooshandCoyoteReadingQuestions
As you read todays Wishpoosh and Coyote myth, please answer
questions about the myth on this handout. Every time you see a
lightning bolt symbol, you will answer a question on this handout.
The lighting bolt symbol looks like this:

1. Lightning Bolt One: What is the setting of this myth?

2. Lightning Bolt Two: Why do Wishpoosh and Coyote get into a fight?

3. Lightning Bolt Three: As Wishpoosh and Coyote fight, changes happen to

the land and water. Write one thing about the land or water that changed.
4. Lightning Bolt Four: Describe Wishpoosh and Coyotes fight. Please write at
least two details about it in the space below.

5. Lightning Bolt Five: At this point, Coyote and Wishpoosh are getting ready
for their final show down. Who do you think will win, Wishpoosh or
Coyote?
6. Lightning Bolt Six: How did Coyote kill Wishpoosh?

7. Lightning Bolt Seven: What did Coyote do with Wishpooshs body?

8. Lightning Bolt Eight: This is a Chinook Native American myth, and it states
that Coyote made the Chinook people from Wishpooshs belly: why might
this myth be important to the Chinook people?
9. Please identify the main characters in this myth.

10.What is the main conflict in this myth?

AnswerKey:WishpooshandCoyoteReading
Questions
As you read todays Wishpoosh and Coyote myth, you please
answer questions about the myth on this handout. Every time you
see a lightning bolt symbol, you will answer a question on this
handout. The lighting bolt symbol looks like this:

1. Lightning Bolt One: What is the setting of this myth?

Lake Cle-el-lum
2. Lightning Bolt Two: Why do Wishpoosh and Coyote get into a fight?
Initiating Event: Coyote is angry at Wishpoosh for kilL.g the
animal people, and so he decides to kill Wishpoosh to kill the
animal people.
3. Lightning Bolt Three: As Wishpoosh and Coyote fight, changes happen to
the land and water. Write one thing about the land or water that changed.
Rising Action: A lake is formed in the Kittitas Valley/a lake is
formed in Toppenish/a lake formed at the intersection of the
Columbia, Yakima, and Snake rivers
4. Lightning Bolt Four: Describe Wishpoosh and Coyotes fight. Please write at
least two details about it in the space below.
Rising Action: Wishpoosh and Coyote fight in the depth of a
lake/Wishpoosh and Coyote pull and tug at each
other/Wishpoosh and Coyote tumble into the sea
5. Lightning Bolt Five: At this point, Coyote and Wishpoosh are getting ready
for their final show down. Who do you think will win, Wishpoosh or
Coyote?
Climax: Wishpoosh and Coyote engage in their final battle
6. Lightning Bolt Six: How did Coyote kill Wishpoosh?
FalL.g Action: Coyote kills Wishpoosh
Answer to question: Coyote disguises himself and cuts
Wishpoosh open from the inside

7. Lightning Bolt Seven: What did Coyote do with Wishpooshs body?

FalL.g Action: Coyote created the tribes of Native American
people (humans)
8. Lightning Bolt Eight: This is a Chinook Native American myth, and it states
that Coyote made the Chinook people from Wishpooshs belly: why might
this myth be important to the Chinook people?
Resolution: Coyote is the creator of the Chinook tribe
9. Please identify the main characters in this myth.
Wishpoosh, Coyote, honorable mention to Muskrat
10.What is the main conflict in this myth?
Wishpoosh and Coyote fight to the death over the animal people

Title of Story
Characters
Setting
Conflict
Independent Practice
Identifying Elements of Plot

Plot Diagram
3.
Climax
2. Rising
Action

Expositio 1. Initiating
Event
n

4. FalL.g
Action

5.
Resolution