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Priscilla and the Wimps

By Richard Peck

Lesson Activity

A Lesson plan by Katelyn Pryor

Grade 8

In the activity, the students will take the

five major story mapping elements -

exposition, rising action, climax, falling action,

and resolution - and map out the events of

the story.

Template I gave the students

I also gave them a list of elements that needed to be on the poster, it served as my rubric.

Priscilla and the Wimps Poster Requirements Name:

1. Title of the short story

2. List of Characters

3. Setting

4. Illustration of something in the story (colorful!)

5. 5 elements of the roller coaster: exposition, rising action, climax, falling action, resolution

6. Correct spelling and punctuation

Finishing Up

Reading the Text

Priscilla and the Wimps

To wrap everything up I would have a few students share what they found to be the elements of the different elements of the story.

By Richard Peck

The story details an afternoon in an unnamed

school where there is a bully named "Mighty Monk

Klutter" and his crew "Klutter's Kobras". The

Kobras corner a boy named Melvin and his friend,

Priscilla, stands up for him and ultimately confronts

Monk. Monk ends up in a locker and the school is out

for the next week due to snow.

Posttest: Name:

Match the word with its definition by putting the correct letter next to each word.

Rising Action A. The people who are in the story

Exposition B. The main idea of the story

Characters C. The event(s) leading to the solution

Resolution D. The end of the story; the problem is solved

Falling Action E. The beginning of the story

Climax F. The highest, most dramatic point of the story

Setting G. The major event(s) that lead to a turning point

Central Theme H. Putting another person’s words into your own words

Paraphrasing I. The place where the story takes place

In the Classroom

Pre-test

I had the opportunity to use this lesson in the classroom already. I used it with Mrs. Walker's pre-AP class in order to give them a fun way to review for their Oklahoma State Reading Test.

The pre-test will be a matching test of terms and definitions. If this lesson plan was used as an intro to story mapping, it would be a good gauge to see where the students are. After they completed the pre-test we would go over it as a class before continuing on with the lesson.

Accommodations and Modifications:

Learning Styles:

The Pre-test I

used with my class

  • Partner up on the roller coaster

  • Give the student a pre-formed roller

coaster with the events and lines to

write what happened in the story

  • Pre and post test that are in the same

order

Visual: Reading the story, matching the terms and definitions on pre/post tests.

Kinesthetic: getting up to get their coloring supplies. If the pre-test was on the smart board, it would also be Kinesthetic.

Tactile: The use of sticky notes for the definition of the elements of a story allows the students to move things

around on their paper and draw their roller coaster however they please while making sure that they still have the essential five elements.

Pretest Name:

Match the word with its definition by putting the correct letter next to each word.

Exposition A. The end of the story; the problem is solved

Rising Action B. The beginning of the story

Climax C. The highest, most dramatic point of the story

Falling Action D. The people who make up the story

Resolution E. The place where the story takes place

Characters F. Putting another person’s words into your own words

Setting G. The main idea of the story

Paraphrasing H. The major event(s) that lead to a turning point Central Theme I. The event(s) leading to the solution

Standards:

RL 1. Cite the textual evidence that most strongly

supports an analysis of what the text says explicitly

as well as inferences drawn from the text

RL 2. Determine a theme or central idea of a text and

analyze its development over the course of the text,

including its relationship to the characters, setting,

and plot; provide an objective summary of the text.

RL 10. By the end of the year, read and comprehend

literature, including stories, dramas, and poems, at

the high end of grades 6–8 text complexity band

independently and proficiently

L 2c. Demonstrate command of the conventions of

standard English capitalization, punctuation, and

spelling when writing. c. Spell correctly

Image by Tom Mooring

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