Spanish Language Arts.3.8.C

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The student is expected to

analyze plot elements, including the sequence of events, the conflict, and the resolution; and

Artes del lenguaje y lectura en español.3.8.C

Se espera que el estudiante

analice los elementos de la trama, incluyendo la secuencia de eventos, el conflicto y la resolución; y

SLA multiple genres strand teks talk image

Knowledge and Skills Statement

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

Distribuya copias de una historia a la clase. Los estudiantes, individualmente, leen la historia. Posteriormente, proyecte la historia para que todo el grupo la vea y plantee a la clase algunas preguntas, por ej.:

  • ¿Qué pasaría si en esta historia quitáramos esta parte?
  • ¿Afectaría el desenlace?
  • ¿Qué tan importante es esta parte?
  • ¿Cuál es el punto culminante de esta historia?
  • ¿Si cambiáramos esta sección, de todas maneras terminaría igual la historia?
  • ¿Cuál es el conflicto principal de esta historia?
  • ¿De qué manera resolvieron el conflicto los personajes?

Los estudiantes van contestando las preguntas tomando turnos. Ayude a sacar conclusiones sobre por qué la secuencia de la historia está estructurada de esta manera. Revise el trabajo en clase.


Further Explanation

Los estudiantes identifican los elementos de la trama y sacan conclusiones sobre cómo estos elementos influyen en el desarrollo de la historia.

A story's plot provides its organizational structure. Although a story can be told in different ways, the plot of any story generally includes the same basic structural elements revealed in the same forward-progressing order: conflict (main problem or challenge in the story), sequence of events (important moments in the story relating to the conflict), and the resolution (the final outcome in a story). Once students understand that each of these structural elements plays a role in developing a story, they can begin examining how these parts were constructed and eventually draw conclusions about why they were constructed in that manner. This analysis of plot elements can confirm comprehension of the text or the need to review these parts more carefully.
an element of plot when the opposition of persons or forces brings about dramatic tension central to the plot of a story that may be internal as a psychological conflict within a character (e.g., man versus himself) or external as a physical or outward conflict between the character and something/someone else (e.g., man versus man, man versus nature, or man versus society)
the element of plot structure that contains the conclusion or final outcome in a story and, in some capacity, resolves all problems and conflicts Not all stories have clear resolutions.
En literatura, el conflicto es la oposición de personas o fuerzas que resulta en la acción dramática que es el centro de la trama en una historia; el conflicto puede ser interno, como el conflicto psicológico que experimenta un personaje, o externo, como por ejemplo un ser humano contra otro ser humano, un ser humano contra la naturaleza o el ser humano contra la sociedad.
Forma en que se le da solución un problema o a un conflicto.

Research

1. Freeman, J. (2016). Story is king: How to be a great storyteller. School Library Journal, 62(6), 40+. Retrieved from https://link.galegroup.com/apps/doc/A453920020/PROF?u=tea&sid=PROF&xid=1ff34e81.

Summary: The author uses storytelling to build reading skills, such as plot analysis and understanding characters. She provides concrete examples for storytelling in the classrooms and gives a list of 21 classic folk and fairy tales that can be adapted for storytelling.

2. Droop, M., Elsäcker, W. V., Voeten, M. J., & Verhoeven, L. (2015). Long-term effects of strategic reading instruction in the intermediate elementary grades. Journal of Research on Educational Effectiveness, 9(1), 77–102. doi:10.1080/19345747.2015.1065528

Summary: The findings of this research suggest that third and fourth grade students should first attain and enhance their knowledge of reading strategies through teacher modeling. Then, they should learn how reading strategies are used and verbalized. After these steps, students can learn to apply this knowledge when reading. The more often a student uses the strategies, the more internalized the strategies become.