Created by:

Profile image
Add teacher to your contacts Send a message
5 - 6
Class Size:
Recent Resources
  1. Plot/Story Problem/ Resolution
More Resources

There are 2 assets for this resource.


Materials: The Girl Who Loved Wild Horses by Paul Goble, Greyling by Jane Yolen,

The Patchwork Quilt by Valerie Flournoy (Coretta Scot King Award Dial books for Young Readers 1985) Think Aloud Poster, Definition for Plot/Story Problem/Resolution Transparency, Overhead or Elmo, Plot/Story Problem Resolution graphic organizer transparency, Plot/Story Problem/Resolution #2 graphic organizer transparency, Plot Diagram Graphic Organizer,


References: Stop To Think Comprehension Strategies To Create Life Long Learners, and Developing Readers Modeling-Independence


  • Students will complete plot/story problem/ resolution graphic organizer
  • Students will read three picture books

Resource Instructions

Step 1 –Introduction


Using the transparency Plot/story Problem/Resolution definition, introduce the strategy.

Have students copy the definition in their reading journals.


Step 2- Plot/Story Problem/Resolution-Modeling


Review the definition for Plot/Story Problem/Resolution using the transparency.

(Choose one character and analyze the character’s problem.)


The teacher reads The Girl Who Loved Wild Horses by Paul Goble using “Think Aloud” strategies.


Work on completing the Plot/Story Problem/Resolution transparency as you read the story.


  • Character/Beginning—describe main character, setting, and any background

  • Turning Point-could be getting lost in the storm, but girl does not seem to view it as a problem. A more likely turning point is when she is forcibly returned to her parents. Her parents want her to stay but she is so miserable she makes herself sick.

  • Resolution-let her live with the horses-she comes back once a year to visit parents

  • End-Her spirit becomes one with the horses she loves when she dies and so her spirit lives forever.


Model how to determine the problem and how the character attempts to solve it. Was the problem solved or not?


Use “Think Aloud” strategies during the daily read aloud.


Strategy Prompts

  • How does ______________help ______________?

  • What problem does ________________have in the story?

  • What is the main problem in the story?

  • The author’s description of ______________helps the reader understand______________.

  • Why is it important that ______________?

  • Why is it important to know that_________________?

  • How does _____________know _________________?

  • What’s ___________________problem in the story?

  • Paragraph ___________is important because it helps the reader understand ________________.

  • Paragraphs __________ to ___________ are important because they help the reader understand ______________________.




Step 3 Plot/Story Problem/Resolution-Guided Practice


Review the definition for Plot/Story Problem/Resolution using the transparency.


Popcorn read Greyling by Jane Yolen with the students. Talk through “Think Aloud” strategies with the students as you read the story with them.


Complete the transparency Plot/Story Problem/Resolution for Greyling with the students.


Work through transparency Plot/Story Problem/Resolution #2 for the same story. Choose one of the three characters to use. Have students complete the same organizer in their reading journals for another character from the story. Allow students to share organizers using the Elmo.



Step 4-Plot/Story Problem/Resolution-independent practice


Display the transparency of Plot/Story Problem/Resolution.


Review the definition for Plot/Story Problem/Resolution using the transparency.


Put students in cooperative groups of three. Have them read The Patchwork Quilt by Valerie Flournoy. Each group must choose one of the organizers used in the lesson or design their own organizer to show Plot/Story Problem/ Resolution.


Groups will present their organizers, using the Elmo, to the class.





Extension Activities—A Step Beyond

  • Students use the graphic organizers used in the lesson to write about a time they faced a problem and how they solved it.

  • Explain to students that authors use problems to make a story exciting. Make a list of problems that would be good for a story.

More Extensions

  • Have students complete the graphic organizer Plot Diagram as a book report for the next novel they read.

  • Have students change the graphic organizer Plot/Story Problem/Resolution to a vertical organizer instead of horizontal. Have them complete the vertical organizer for the next story in their textbook.



The teacher can use a checklist for completion of notes and graphic organizer.  The teacher can develop a rubric for the stories students could write.  Students can self evaluate their group participation and completion

To Top