Activity Overview
A common use for Storyboard That is to help students create a plot diagram of the events from a novel. 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 novel with a six-cell storyboard containing the major parts of the plot diagram. For each cell, have students create a scene that follows the novel in sequence using: Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution.
Due to the length and multiple subplots of the novel, it is helpful to use more than one cell, where necessary, to show a part of the plot diagram.
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 Great Expectations.
- 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. |
Activity Overview
A common use for Storyboard That is to help students create a plot diagram of the events from a novel. 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 novel with a six-cell storyboard containing the major parts of the plot diagram. For each cell, have students create a scene that follows the novel in sequence using: Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution.
Due to the length and multiple subplots of the novel, it is helpful to use more than one cell, where necessary, to show a part of the plot diagram.
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 Great Expectations.
- 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. |
How To Explore Different Cultures in Literature
Research the Cultural Context
Before reading, learn about the historical, social, and cultural background of the location and time period that the author has chosen to represent in their work. Tell the students that their comprehension will improve if they understand the context. If the students have friends from that particular culture, they can also discuss it with them in a respectful way.
Analyze Topics and Symbols
Keep an eye out for themes that go across cultural barriers, such as conflict, love, and family. Consider how various cultural representations of these subjects differ from one another. Students can also discover what themes are most discussed in different cultures.
Compare Different Cultures
Comparing your own culture's customs to those described in the literature will help you better understand the other. Talk about how societal expectations, values, and conventions differ and are the same. Students can choose one theme such as “family” and compare the views of two different cultures on this theme using a Venn diagram.
Encourage Students to Reflect
Ask the students to consider how the literature has helped them to understand different cultures better and how it has either challenged or confirmed their own beliefs.
Encourage Inclusive Conversations
Establish a secure environment for debate so that all participants feel comfortable expressing their ideas and viewpoints. Remind the students that different cultures have different ideas and beliefs and they should respect this in the conversations.
Frequently Asked Questions About Plot Summary of Great Expectations
How does Pip's trip throughout the story affect the way he develops as a person?
Pip's transformation from a young, ambitious youngster to a wise, self-aware adult lies at the heart of the story. His connections, struggles, and experiences fuel his personal development and force him to reevaluate his goals and ideals.
How do Pip's "great expectations" affect the way he lives his life?
Pip learns that an unidentified donor has given him a substantial quantity of money, enabling him to go to London and lead a genteel lifestyle. He believes Miss Havisham is helping him and that she is preparing him for Estella.
What impression of Joe does Pip have throughout time?
At first, Pip is humiliated by Joe's crudeness and ignorance. But as he gets older and deals with difficulties, he learns to appreciate Joe's generosity, modesty, and moral rectitude. This also reflects Pip’s character development and his guilt towards his past actions.
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Great Expectations
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