This course goes over the incidents that comprise a fictional text's storyline. At the end of the lesson, students are able to:
- determine the primary events in a work of literature.
- determine a fictional text's storyline.
- determine the order of events in a work of fiction.
- ascertain the effects of a character's actions on the flow of events.

- How can literary and informational writings make sense to strategically minded readers?
- What is the true purpose of this text?

- Literary Elements: The essential techniques used in literature (e.g., characterization, setting, plot, theme).
- Sequence: The order in which events occur in a story; chronological order or the order of steps in a process
- Plot: The structure of a story. The sequence in which the author arranges the events in a story.

- Madonna. (2003). Mr. Peabody’s Apples. Callaway(or another book that has a distinct timeline of events).
- Janet Stevens. (1995). Tops and Bottoms. Harcourt Children’s Books.
- Mr. Peabody’s Apples and Tops and Bottomswere chosen because of their strong plot lines and clear-cut events. 
Alternative books:
- Peter Brown. (2009). The Curious Garden. Little, Brown Books for Young Readers. 
- Anthony Browne. (1990). Piggybook. Dragonfly Books.
- Teachers may substitute other books to provide a range of reading and level of text complexity.
- large sheets of paper (one for each event in Mr. Peabody’s Apples)
- student copies of the Story Line graphic organizer (L-3-1-2_Story Line). You can find additional examples at http://freeology.com/graphicorgs/index.php- 
Suggested material: https://freeology.com/graphicorgs/

This lesson aims to deepen and broaden students' comprehension of storylines, events, conflicts or issues, and resolutions. Evaluate each student's development using anecdotal notes and observation. To ascertain which pupils have achieved the objective, employ the subsequent exercises: Assign students a choice of books to read and a visual organizer. Ask them to complete the chosen story's graphic organizer. Ask them to identify the story's dilemma and solution as well. When teaching children how to recognize the events, the issue, and the resolution in a narrative, use a visual organizer with the stages of beginning, middle, and end, such as The Three Little Pigs, to serve as a model for them. Then, employing strange anecdotes, leads students through further work. Encourage pupils who might require more practice to utilize the illustrations to assist them in recognizing the story's events.

Using modeling, scaffolding, and explicit instruction
W: Summarize the events and set the scene. Demonstrate how to arrange a story's major scenes and determine the issue and its resolution. Talk about the ways that the characters' deeds or emotions influenced the course of events.
H: Assign students to collaborate to determine Mr. Peabody's Apples' storyline, issue, and resolution.
E: Assist students in recognizing the theme, the issue, and the resolution of a different work of fiction. Ask pupils to assess how each character affects the flow of events.
R: Give pupils the chance to clarify or defend their decisions.
E: Watch pupils as they exhibit their comprehension of the plot.
T: Give students the chance to express their opinions through writing about how to recognize the plot's occurrences.
O: This lesson's learning exercises include large-group instruction and discussion, small-group inquiry, pair work, and individual application of the material.

Focus questions: What is the text's order of events?  What role do the characters' deeds and/or feelings have in the events that unfold?

Part 1

Put the words "plot and events" on the interactive whiteboard or board. Ask: "When we discuss a story, what do you think these words mean?"

Events: the principal occurrences in a narrative

Plot: the series of incidents that form a narrative.

Say, "Let me read you a story. I'll ask you to recount the incidents in the narrative's chronological order after I'm done." Read Mr. Peabody's Apples out loud. Invite partners to talk about the story's events and the sequence in which they occurred.

Students should be asked to recount the story's events. Record every occurrence on a sizable piece of paper. Once all the events have been recorded, ask the students to hold up the pages in the chronological order in which they occurred. After reading the events aloud, decide whether the sequence needs to be adjusted or if any events that are missing need to be added. Tell the class that they have located the plot. Make note of the fact that while they have recounted all the significant events, they have not given every detail of the story. Remind students that they revised their group project after reading it again and making the required adjustments.

Ask pupils to evaluate the acts of the characters to see how they influenced the events that transpired. (Tommy's activities serve as the basis for the story's events.)

Question: "Did this story have any issues?" (yes) "What was the issue?" (Tommy Tittlebottom called Mr. Peabody a thief because he believed that he was stealing apples.) "How did Tommy's actions affect the story's timeline of events?" (They started the issue.) This event sheet should be taken and put up on the board.

Question: "What was the problem's solution?" (Mr. Peabody received an apology from Tommy.) "How did Tommy's action affect the story's timeline of events?" (The story's dilemma was resolved by the author using Tommy's act of apology.) Talk about the theme of this narrative and how it relates to the other literary devices: Tommy attempted to resolve the issue. Still, there might have been a more ideal course of action. The idea is to gather the necessary facts before speaking negatively about another person.) Put the event sheet on the board with Tommy's apology to Mr. Peabody on it.

Talk about the points in the story where the issue and its resolution arise. You ask your students, "Do you believe you would see a similar pattern in the majority of stories?"(Yes, the plot of the majority of stories does involve a problem and a solution.)

You continuously ask, "What makes each story different, even though most have a plot with a problem and a solution?" (The behaviors and feelings of the characters)

Part 2

To demonstrate that some stories have many issues, introduce Tops and Bottoms.

Say, "Tops and Bottoms is the story we shall read. Concentrate on Bear and his issue. Seek to determine the answer."

Read the tale out loud. After that, present a copy of the Story Line worksheet (L-3-1-2_Story Line worksheet). Inform the pupils that this is akin to Mr. Peabody's Apple activity they completed earlier. Provide a model of the first significant event in Tops and Bottoms for the pupils in the first box. Collaboratively identify the remaining significant occurrences and document them on the spreadsheet. Once the events have been enumerated and verified for correctness and sequence, ask students to pinpoint the issue. Draw a red outline around the problematic box. Next, ascertain the answer. Draw a blue outline around the box containing the answer. Talk about how the story includes the dilemma and its solution.

Part 3

Say, "Let's now test your ability to recognize the plot of a different novel. Additionally, you must locate the issue and its resolution inside the narrative." Give a fiction narrative for the pupils to read. Give students the Story Line worksheet to finish. A straightforward graphic organizer with the headers Beginning, Middle, and End could be helpful for students who require further reading practice or who are struggling to recount a story's events. Instruct students to make a list of the actions that take place in each chapter. Assist them in realizing that the issue typically arises at the start or middle of the narrative and that the resolution typically occurs at the conclusion.

Throughout the exercise, move around, giving students feedback and taking notes on their progress.

Extension:

Offer a tale text to pupils who require more practice and instruct them to make a picture book. Describe the process by which writers and illustrators choose which sections of the story to include on each page and create the graphics based on the events in the story. First, have students look at a range of picture books to evaluate how the writer or illustrator emphasizes the problem, the solution, and the events leading up to the problem.
Provide pupils with an issue, a solution, and a topic if they are prepared to go beyond the basics. Ask students to use this knowledge to create a story.