I can Identify the Plot and Subplot
Grade Level: 3-5
Big 5 Focus Area:
Comprehension
Objective(s)
(Specify skills to be learned as
result of completing this activity.)
Activity/Process
(What are students expected to do
at this center. Describe the steps of
this independent activity, i.e. give
the instructions for task completion.
All, worksheets, and other included
materials must be
attached/uploaded, and also listed
in the materials section.)
Center/Workstation: Reading Center Prepared By: Brittany Price
IL Learning Standards:
IL-PTS.2
STANDARD: Human Development and
Learning: The competent teacher
understands how individuals grow, develop
and learn and provides learning opportunities
that support the intellectual, social, and
personal development of all students.
IL-PTS.2.I
P: TCT introduces concepts and principles at
different levels of complexity so that they
are meaningful to students at varying levels
of development and to students with diverse
learning need
2A4 D
Identify and discuss the elements of plot and
subplot.
Skill/Focus
Sequencing
In pairs students will be able to identify the plot and subplot in a
non - fiction literature.
1. Teacher will print two plot diagrams for the main plot and sub
plot including the four parts of a plot: exposition, rising action,
climax, and falling action on large piece of construction paper.
2. Place the large construction sheets at the center. Provide each
pair a two copies of a short non-fiction literature.
3. Students will read silently the text. Materials Needed
4. Students will collaborate and discuss the plot and sub plot of the • Large Printed Plot Diagram
desired non-fiction text. Construction Paper
5. Students will complete the diagram using text and illustrations to • Age- Appropriate non-fiction text
display the five parts of a the main plot and sub plot. • Markers/crayons/color pencils
6. Continue activity until student sheets are complete.
 Verification/Evaluation Students’ sheets are collected as means of evaluation
(How will you verify activity
completion and check for student
understanding. All assessment
tools must be attached [checklist,
rubrics, etc.)

Extensions & Adaptations Resources/References (APA Style)

(How can this activity be extended Use picture books to extend this activity to students with disabilities.
or adapted to meet the needs of
diverse learners [students with
disabilities and those who are Use flow diagram worksheets to extend this activity to students
linguistically and/or culturally during a Literature Lesson
diverse]? Tell how the extensions
will meet their needs.)

Check List
Main Plot
• Correctly Identified the exposition _____
• Correctly Identified the rising actions____
• Correctly Identified the climax___
• Correctly Identified the falling action___

Sub Plot
• Correctly Identified the exposition _____
• Correctly Identified the rising actions____
• Correctly Identified the climax___
• Correctly Identified the falling action___
 Classroom Management:

In pairs students will work collaboratively together in the reading

center. The class will be evenly divided into three different centers. The
teacher will work collaboratively with struggling students.