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Credits:
INTERACTIVE READING LITERATURE NOTEBOOKS
Table of Contents
Terms of Use 2
Table of Contents 3-4
How-To Videos (NEW!) 5
GETTING STARTED GUIDE FOR INTERACTIVE NOTEBOOKS 6-9
Lesson 1: Basic Story Vocabulary Completed Student Pages 10
Lesson 1: Basic Story Vocabulary Teacher’s Instructions 11-13
Lesson 1: Basic Story Vocabulary Student Pages 14-15
Lesson 2: Elements of Plot & The Plot Pyramid Completed Student Pages 16
Lesson 2: Elements of Plot & The Plot Pyramid Teacher’s Instructions 17-21
Lesson 2: Elements of Plot & The Plot Pyramid Student Pages 22-31
Lesson 2: Bonus Activity Student Example 32
Lesson 2: Bonus Activity Student Page 33
Lesson 3: Internal & External Conflict Completed Student Pages 34-35
Lesson 3: Internal & External Conflict Teacher’s Instructions 36-37
Lesson 3: Internal & External Conflict Student Pages 38-39
Lesson 4: Four Types of Conflict Completed Student Pages 40-41
Lesson 4: Four Types of Conflict Teacher’s Instructions 42
Lesson 4: Four Types of Conflict Student Pages 43-45
Lesson 5: Story Devices Completed Student Pages 46
Lesson 5: Story Devices Teacher’s Instructions 47
Lesson 5: Story Devices Student Pages 48
Lesson 6: Character Traits Completed Student Pages 49
Lesson 6: Character Traits Teacher’s Instructions 50
Lesson 6: Character Traits Student Pages 51
Lesson 7: Characterization Completed Student Pages 52-54
Lesson 7: Characterization Teacher’s Instructions 55-56
Lesson 7: Characterization Student Pages 57-67
3 ©2013-2016 erin cobb imlovinlit.com

Table of Contents
Lesson 8: Types of Characters Completed Student Pages 68
Lesson 8: Types of Characters Teacher’s Instructions 69-70
Lesson 8: Types of Characters Student Pages 71-73
Lesson 9: Theme Completed Student Pages 74-76
Lesson 9: Theme Teacher’s Instructions 77
Lesson 9: Theme Student Pages 78-79
Lesson 10: Point of View Completed Student Pages 80
Lesson 10: Point of View Teacher’s Instructions 81
Lesson 10: Point of View Student Pages 82-84
Lessons 11-19: Figurative Language & Card Sort Teacher’s Instructions 85
Lessons 11-19: Figurative Language & Card Sort Completed Student Pages 86-93
Lessons 11-19: Figurative Language & Card Sort Student Pages 94-104
Lessons 20-21: Figurative Language Review Completed Student Pages 105-107
Lessons 20-21: Figurative Language Review Teacher’s Instructions 108-109
Lessons 20-21: Figurative Language Review Student Pages 110-115
Lesson 22: Mood and Tone Completed Student Pages 116-117
Lesson 22: Mood and Tone Teacher’s Instructions 118
Lesson 22: Mood and Tone Student Pages 119-121
Lesson 23: Genres of Fiction (Novel Genres) Completed Student Pages 122-123
Lesson 23: Genres of Fiction (Novel Genres) Teacher’s Instructions 124-126
Lesson 23: Genres of Fiction (Novel Genres) Student Pages 127-134
Lesson 24: Folktale Genres Completed Student Pages 135
Lesson 24: Folktale Genres Teacher’s Instructions 136-137
Lesson 24: Folktale Genres Student Pages 138-139
Common Core Alignment 140-141
TEKS Alignment 142-143

How-To Videos
The most exciting update included with this notebook is the all-new How-To Videos
posted for each 3-D activity!
You can find these videos posted on my YouTube channel here:

https://www.youtube.com/channel/UCowDaHsmQB4S9T7-XxfIMCQ
I have created a playlist for all Reading Literature foldables here:

https://www.youtube.com/playlist?list=PLxo41mMZYaynMj-CLq6_q2LyTpvFygMCh
I have included links for each activity’s how-to video on that lesson’s teacher’s
instructions page, and I have also listed them in an easy reference chart below.
ACTIVITY HOW-‐‑TO VIDEO

Lesson 1 Activity 1 https://goo.gl/GqQU6D
Lesson 1 Activity 2 https://goo.gl/DI3oZA
Lesson 2 Activity 1 https://goo.gl/h3mWtk
Lesson 2 Activity 2 https://goo.gl/Lfvf5Z
Lesson 2 Activity 3 https://goo.gl/02yo7F
Lesson 3 https://goo.gl/FUFEin
Lesson 4 Activity 1 https://goo.gl/Lntdz9
Lesson 5 https://goo.gl/H0N7ey
Lesson 6 https://goo.gl/Rc3WU1
Lesson 7 Activity 2 https://goo.gl/HcesfD
Lesson 8 Activity 1 https://goo.gl/M9jWbq
Lesson 10 https://goo.gl/0apNiQ
Lessons 11-‐‑19 https://goo.gl/CtU5jW
Lesson 20 Activity 1 https://goo.gl/YaXUEN
Lesson 20 Activity 2 https://goo.gl/yHR6Bc
Lesson 22 https://goo.gl/GmkdoK
Lesson 23 https://goo.gl/McC6p9
Lesson 24 https://goo.gl/1i90Y5

INTERACTIVE READING LITERATURE NOTEBOOKS, BOOK 2
Interactive Notebooks ~ Getting Started Guide
Why should I use interactive notebooks when I’m already struggling to fit everything
into my day?
Interactive notebooks should not be another thing added to your day on top of what
you are already doing. Instead, change what you are already doing to accommodate
interactive notebooks. As a middle school teacher, I was already having my students
take notes into their notebooks anytime I taught new content (such as what is included
in this packet). Interactive notebooking took the place of my giving notes. I consider
the time it takes my students to construct their interactive notes as part of my explicit
instruction time. And it is so much more meaningful than a lecture!
When students construct these 3D graphic organizers and then put the information
they are learning into them, they are making connections and organizing these topics in
their brains in a different and more meaningful way than they would be if I were simply
lecturing this material or if they were simply taking notes. Furthermore, most of my
interactive notes are organized in a way that students can study them like flashcards
without having to go through the trouble of writing out flashcards.
Do I have to use composition notebooks?
Although teachers have successfully used spiral notebooks for interactive notebooking,
composition books are truly better. They are more durable, less likely to fall apart, and
the pages are far less likely to get torn out.
I first decided to use interactive notebooks after a summer workshop when school
supplies had already been ordered. Since I have about 150 students, my school
(mandates that students purchase pre-packaged supplies) had already purchased 150
Five Star spiral 3-subject notebooks for me. No way was I getting composition
notebooks on top of that! So I waited for them to go on sale at Wal-Mart and Target for
$0.50 each and slowly purchased 150 of them, about 40 at a time. Some were also
purchased (in limited quantities) at Big Lots and Walgreens for as low as $0.20.
Now, you can still implement interactive 3d graphic organizers without ever putting
them into a notebook if this works better for you. One teacher I met makes lapbooks
for each of her social studies units. After she grades them and shows students their
grades, she collects the unit lapbooks and files them. Then, she hands them all back
before state testing so that students can study. If you’re interested in compiling these
into lapbooks, here’s a great tutorial on constructing lapbooks:
http://www.youtube.com/watch?v=t1inXbba3cg
Does the type of glue really matter?
Absolutely! You definitely need to use Elmer’s school glue when gluing items into your
interactive notebooks. Many students may purchase and use the glue sticks, but these
are definitely not recommended for interactive notebooking. Yes, they’re more
convenient and less messy, but they will not bond the paper permanently. I always tell
my students that we use liquid glue because it will stick “forever.”
Not only does the type of glue matter, but the method of gluing matters also. Here’s a
tip I learned at a workshop: NO TOASTER STRUDELING! You know what I’m talking
about, and your kids will LOVE this analogy. I even begin by putting an image of a
yummy cream cheese toaster strudel up on my SmartBoard and asking my students if
they’ve ever eaten one. Most of them have. Do you like putting on the icing? Most
students will say it’s their favorite part! Well, you will NOT be toaster strudeling in my
classroom! This analogy really works for reminding students of the correct method of
gluing items into interactive notebooks. Toaster strudeling will result in wavy pages and
huge, sticky messes. So what’s the proper way to glue? Use small dots (I call them baby
dots) spread about 1 inch apart. That’s it! The phrases I use with my students are “just a
dot, not a lot” and “baby dots” and of course “NO toaster strudeling!”
How should I organize my interactive notebooks?
Before interactive notebooks, my students’ literature notebooks were a nightmare!

Now, instead of students having a hodge-podge spiral notebook that contains many
random things (and notes here and there), they have an organized reference book of
everything I’ve taught them that makes it easy to study now and easy to save for future
reference.
When you begin using your interactive notebooks, be sure to leave about 3 blank
pages at the beginning for your table of contents. Every time you make another entry,
log it in your table of contents. What a great real-world lesson on this text feature! Here
is an example of what one page of the table of contents looked like for my 7th grade
notebook.
7
In what order should I teach the

concepts in the Interactive Reading
Informational Text Notebooks packet?
These lessons can be taught in any

order or sequence that fits your
classroom and the skills that you teach!
You can skip some skills, dig into
others more deeply, and mix and
match them as you see fit. Take what
works for you and modify it to fit your
own classroom needs.
Furthermore, if you look closely at the

table of contents, you will see that not
everything in my students’ interactive
notebook is content. I also have
students glue in their AR goals,
records, and even instructions that I
don’t want them to lose, such as how
to access my Quizlet site.
You recommend Youtube video clips, but my school blocks Youtube on our network.
There are a couple of ways around that. First, you can create SafeShare.tv links from
home by visiting http://safeshare.tv and entering in the Youtube video link I have
provided. This will produce an ad-free (and comment-free!) video page that many
schools allow on their network.
The second option and the option I use is http://www.savetube.com. You might be
required to update your java, but after that you will be able to enter a Youtube video
link and then download a .mp4 file (Mac) or a .wmv file (Windows) that you can bring
to school on a flash drive, network drive, or stash in your Google drive. I like using this
method because I can keep the video clips saved for next year, but it does require a
level of technical proficiency and some users struggle with it.
*IMPORTANT* Links in a PDF do not always work correctly. If you receive an error
when clicking a link, try copying and pasting the link instead of clicking it.
Do I need separate composition notebooks for poetry, reading literature, reading

informational text, grammar, and/or writing?
NO! My students keep all of their ELA interactive activities in ONE notebook. I can
imagine that using multiple notebooks would create a nightmare of having the right
notebook at the right time and gluing the wrong template into the wrong notebook. I
have come a little close, but I have never filled an entire composition notebook. If we
happened to fill one, I guess we’d just get new notebooks and start over, keeping the
old ones around for reference! As long as we‘re logging what we’re doing in the Table
of Contents, it will be easy enough to find what we need, even if it IS all in one
notebook.
What about Bell Ringers and/or daily writing entries? Do you put those into the
interactive notebook?
NO WAY! I never have my students “stick” random things into their precious interactive
notebooks. These notebooks are sacred and no kind of daily work or jargon goes in
there. Everything we put into our notebooks is useful in some way. I put things into the
notebook that we will need to refer back to at some point, to help recall information,
and as a record of the concepts, skills, and strategies we’ve learned. Don’t junk up that
notebook! I have another place for daily activities and free-write stuff.
Still have questions? There are dozens more questions and answers online. Please
check my online FAQ at http://imlovinlit.blogspot.com/2014/07/interactive-notebooks-
faq.html

Lesson 1: Story Vocabulary Activities 1 & 2

Lesson 1: Story Vocabulary Activity 1
Purpose: Introduce students to story vocabulary and provide background knowledge to

prepare students for Lesson 2: The Plot Diagram.
Technology/Resources:
Youtube video clips of Little Red Riding Hood-
http://www.youtube.com/watch?v=GbzMC6qAzVU (2 minutes)
My older students enjoy the British accents. There are several more cartoon videos on
Youtube to choose from.
How-To:
How-To Video - https://goo.gl/GqQU6D
Page 1:
1. Start by cutting out along the top and
bottom of the horizontal dotted lines above
and below the story scene. There is no need
to trim the sides.
2. Now is the best time to color the scene if
you plan to.
3. You will make each dotted box into a window that swings
open from the top. To do this, you will need to cut 3 of the
4 sides (leave the solid line at the top in tact). Do a soft
fold of the paper (do not crease) to begin a cut.
4. For younger students, use a hole punch at a bottom corner
of one of the window boxes. Then, have students insert
scissors there and cut.
5. Once you have cut out 3 sides for each window,

swing it open from the top and crease it.
6. Flip the scene over and place small dots of glue

around the perimeter and throughout the back of the
scene. Be sure the windows are open so that you do
not glue the windows.

7. Flip the scene over and place small dots of glue around the perimeter and
throughout the back of the scene. Be sure the windows are open so that you do
not glue the windows.
8. Allow the glue 2-3 minutes to dry.
9. Open each window. On the top of the window (underside of flap), write the
vocabulary word. On the inside of the window (notebook page), write the
definition for the word. See the example on the first page of this lesson for the
finished product.
Notes for Activity 1:
Plot – the chain of events that make up a story

Setting – the time and place of a story
Complications – problems that arise as characters struggle to reach their
goals
Protagonist – the main character in a story
Antagonist – the character or force in conflict with the protagonist

How-To:
How-To Video- https://goo.gl/DI3oZA
Page 2:
1. Page 2 is an extension of Page 1 and part of the Story Vocabulary lesson. It can be
used in several different ways.
a) As an alternate to Page 1: Write the definitions for each word under the tab.
b) As guided practice with “Little Red Riding Hood.” This is how it is shown in
the pictures and the following instructions.
c) As guided practice with another story. Instead of finding and writing the plot,
protagonist, etc. for “Little Red Riding Hood,” determine these things for
another story you read.
2. First, cut out each individual tab. Leave the thin rectangle at the top attached to the
larger rectangle. If you are going to color the pictures, now is the best time.
3. Fold the tab at the top down like shown below.
4. Glue on the back of the tab only so that each tab
swings up and open. Spread them out on the notebook
page so that all pieces fit.
5. Allow the glue about

1-2 minutes to dry and
write under the tab
onto the notebook
paper. See #1 for what
to write here. I applied
the vocabulary to the
Little Red Riding
Hood story as shown
below.
Notes for Activity 2:
Plot – While visiting her sick Granny, Little Red Riding Hood
finds the big, Bad Wolf dressed as Granny and in her bed to
trick Little Red so that he can eat her!
Setting – In the woods, at Granny’s house, a long time ago
Complications – Big Bad Wolf eats Granny and pretends to be
her
Protagonist – Little Red Riding Hood
Antagonist – The Big Bad Wolf

Story Vocabulary
Plot – the chain of events Protagonist– the main

that make up a story character in a story
Setting– the time and

place of a story Antagonist– the
character or force in
Complications– problems conflict with the
that arise as characters protagonist
struggle to reach their
goals

Story Vocabulary
Plot Protagonist
Setting Antagonist
Complications
Lesson 2: Elements of Plot & The Plot Pyramid Activities 1, 2, & 3

Purpose: Introduce students to the structure of the plot diagram and the purpose of
each of the elements of plot. Teach students through guided practice how to identify
each of these plot elements in a story (Goldilocks).
Technology/Resources: - Youtube video clips of Goldilocks and the Three Bears

http://www.youtube.com/watch?v=Oaw-d3r_gIc
(2 minutes)
My older students enjoy the British accents. There are several more cartoon videos on
Youtube to choose from.
How to Teach Lesson 2:

1. I start by constructing the foldable in Activity 1 and having students write the notes
for each element of plot inside the foldable. I like to teach my students the Inciting
Incident as a separate part of the diagram (in between the exposition and rising
actions, although I tell them this is basically the first rising action). Still, if you
prefer to exclude the inciting incident from this vocabulary lesson, all activities
include a version without this listed as a separate term.
2. Shortly after, I introduce them to the Plot Diagram template (found in this section
as a Bonus Activity). It is sized so that when you cut it out it will fit nicely into a
composition notebook. If I haven’t taught the other parts on this diagram such as
point of view, conflicts, etc., we might skip that part. Or, some of my more
advanced students might like guessing what goes there. Still, I can tell students we
will come back and fill out that part later when we get to it. How you handle those
parts is up to you.
3. After watching the video clip above of Goldilocks and the Three Bears, we fill out
the Plot Diagram Template and glue it into their notebook near their notes. I have
included the “answers” at the end of lesson 2 to help you.
4. Next, I apply this to a story we are currently reading in class and now move on to
Activity 3 for this. The guiding questions really help students just starting to learn
the parts of the diagram, and you can do this same activity over and over again
with different stories until your students are comfortable doing this. Here are the
short stories I use for the grades I teach, found in our anthologies and in many
places online:
6th grade – Just Once by Thomas J. Dygard
7th grade – The Monsters are Due on Maple Street Teleplay (The Twilight Zone)
8th grade – Flowers for Algernon by Daniel Keyes (short story version)
5. You will find that I have also included a worksheet version of Activity 3 for extra
practice or assessment.

Element Symbol Notes

∗ the first part of the plot
∗ characters, setting, and basic
Exposition
situation are revealed
∗ the event that sets the story in

Inciting motion
Incident ∗ makes the rest of the story
possible
∗ main part of the story
∗ moves the plot along
Rising Action
∗ where complications arise
∗ the most exciting or intense

part of the story for the
Climax protagonist
∗ the OMG!
∗ usually a turning point
∗ events that follow the climax
and lead to the resolution
Falling Action ∗ conflicts begin moving towards
resolution
∗ the end of the story
∗ loose ends of the plot are tied
up
Resolution
∗ remaining questions are
answered
∗ conflicts are resolved

Directions for Pyramid Foldable

How-To Video - https://goo.gl/h3mWtk
1. Cut out foldable along 2. Fold along the dotted

the perimeter on the outer lines.
black lines.
4. Write in and/or color

3. Cut along the black your foldable. You can
borders between elements, write the definitions and
stopping at the dotted fold characteristics for each
line. element OR you might
dissect a specific story’s
plot elements.

Directions for Tab Foldables
How-To Video - https://goo.gl/Lfvf5Z
1. Cut out foldable along the
perimeter on the outer black lines. 2. Fold the
Now is the best time to write on left vertical
top of the foldable or color the tab only
foldable if you plan to. inward as
shown on
the right. On
the back of
this vertical
tab is the
only place
you will put
glue.
3. Glue the foldable into
notebook by putting glue ONLY
on the back of the long left 4. Cut along the bold black
vertical tab. lines between each tab only
AFTER the vertical tab is
The rest of the glued down and dry.
foldable should
swing free as
shown.
5. Pull back each tab

to write definitions,
characteristics, or a
description of each
plot element for a
specific story under
each tab.
How-To Video- https://goo.gl/02yo7F
1. Color tabs
for plot 3. Fold in each
pyramid. I side tab.
like to color- 4. Glue on the
code with back side of
poster set. each tab
2. Cut out ONLY.
tabs, keeping
sides attached.
5. Line up each tabbed piece with

the corresponding section on the
plot pyramid.
6. While the piece is lined up, fold
the tab over and glue it down. The
tab piece should swing open so
you can write directly onto the plot
pyramid.
7. Once all tabs are glued

down, let them dry for
about 2 minutes. 8. Swing
each tab open to write.
Read the questions written
on each tab, and use them
to guide you to fill in the
parts of the plot pyramid.

Plot Structure

Plot Structure

Plot Structure

Elements of Plot
Exposition
Inciting Incident
Rising Action
Climax
Falling Action
Resolution

Elements of Plot

Elements of Plot
Exposition
Rising Action
Climax
Falling Action
Resolution

Elements of Plot

Cut-Out Tabs for Plot Pyramid
Rising Action: Falling Action:

What are the What events
most important take place after
complications and the climax that
events in the story prepare the story
that move the plot for its resolution?
along?
Exposition: Who are the

main characters? Where is
the story set? What event
Climax:
makes the rest of the story
How
possible?
does the
main problem
reach its peak?
Resolution: How are the

loose ends tied up? What
questions are answered?
How is the conflict resolved?

Plot Pyramid Structure

Most fictional storie s that you read have the same basic structure. The beginning of a story is calle d the
exposit ion. This is where the characters are introduced, the setting is described, and any background
information is revealed. The incit ing incident sets the story in motion and makes the rest of the story
possible. The rising action moves the plot along as complications arise and conflicts become more intense.
When the conflict reaches it s most intense part, this is calle d the climax. During the falling action, the
excitement subsides and the story starts to wrap up. At the resolution, remaining questions are answered
and conflicts are resolved as the story reaches the end.
Title: Directions:
Glue the Cut-Out Tabs
onto the plot pyramid.
Author: Use the questions on the
tabs to help you fil l in
the different parts of
the Plot Pyramid.

Plot Pyramid Structure
Most fictional storie s that you read have the same basic structure. The beginning of a story is calle d the
exposit ion. This is where the characters are introduced, the setting is described, and any background
information is revealed. The incit ing incident sets the story in motion and makes the rest of the story
possible. The rising action moves the plot along as complications arise and conflicts become more intense.
When the conflict reaches it s most intense part, this is calle d the climax. During the falling action, the
excitement subsides and the story starts to wrap up. At the resolution, remaining questions are answered
and conflicts are resolved as the story reaches the end.
Title:
Author: How does the main

problem reach its peak?
What are the most What events take

important complications place after the climax
and events that move Climax that prepare the story
the plot along? for its resolution?
Who are the main How are the loose ends

characters? Where is tied up? What remaining
the story set? What questions are answered?
event makes the reset How is the main conflict
of the story possible? resolved?
Ris ing Action Falling Action
Exposition Resolution

Lesson 2: Elements of Plot & The Plot Pyramid BONUS Activity

Lesson 2: Elements of Plot & The Plot Pyramid BONUS Activity

Lesson 3: Internal & External Conflict


Purpose: Introduce students to the meaning of conflict and how to differentiate

between internal and external conflicts.
Technology/ Resources: -
Youtube video clips of internal and external conflicts from the Toy Story movie series:
•External Conflict (Buzz& Woody fighting) –
https://www.youtube.com/watch?v=9nuoxJyUdfQ
•Internal Conflict (Andy’s decision) –
https://www.youtube.com/watch?v=TwlwBR1XFB8
•Short Story: The Stone by Lloyd Alexander –
•http://goo.gl/Yjq51w
How to Teach Lesson 3:
1. I start by constructing the internal/external foldable and discussing conflict as the

students write the notes into the foldable and onto the page.
2. Once I’ve discussed these two types of conflict, I like to provide examples for
students that most of them are already familiar with. For this reason, I show the Toy
Story video clips. First, I show the clip of Woody and Buzz fighting. After showing
the clip, I ask the students what type of conflict that was and why. That one is pretty
easy to get! Then, I show them the second video clip, only up to exactly 3:00, when
Andy is making a decision. At that moment I pause the video clip and discuss with
students that Andy is having an internal conflict because he is torn whether or not to
give woody away.
3. Once students have these definitions and concrete examples, we read “The Stone: by
Lloyd Alexander. If you do not have a copy of this story or if it is not in your
anthology, you can find it at the website above. I pass out mini-post–it- notes and as
we read the story the students identify conflicts when they find them. With some
classes, this may take prompting. There are many examples of both types of conflict
in this story, but I have pictured for you the conflicts that my students found. We
wrote them on post-it-notes as we read and then classified them in the students’
interactive notebooks after the story was read.

Notes for Writing Inside Conflict Foldable
Internal Conflict:
*takes place inside a character’s mind or heart
*sometimes involves a decision
External Conflict:
*takes place between a character and something outside the character
*outside forces = nature, an event/situation, or another character
Other Notes on Conflict Page:
Conflict: a struggle between a opposing forces or characters
*without conflict, a story would be boring!

*a story can have several conflicts
*the main conflict is central to the plot and is usually resolved by the resolution
How to Construct Internal & External Conflict Foldable

How-To Video - https://goo.gl/FUFEin
1. Cut out each piece separately, being careful to

keep the lightning bolt in tact and attached to the
internal piece.
2. Fold each tab inward and glue on the back of the

tab only so that each piece swings open to the side.
Match them up in the middle like shown below.
3. Write notes on the inside of the foldables and

additional notes above and below them.

Lesson 3: Internal and External Conflict
Internal
External
Conflict
Internal Conflict Examples External Conflict Examples

Conflict
Internal Conflict Examples External Conflict Examples

Lesson 4: Four Types of Conflict, Activity 1


Notes for Writing Inside Four Types of Conflict Foldable
Man vs. Self (internal)

*a struggle between a character and his feelings, conscience, or fear
Man vs. Man (external)
*a struggle, mental or physical, between two characters
*other character may be the antagonist
Man vs. Nature (external)
*a struggle between a character and mother nature
*mother nature = weather, animals, insects, sickness, epidemics
Man vs. Society (external)
*a struggle between a character and the laws or beliefs of a group
*could involve poverty, politics, social norms, expectations, or values
How to Construct Four Types of Conflict Foldable

How-To Video - https://goo.gl/Lntdz9
1. Cut out each piece separately, being careful to leave the tab on.
2. Place all pieces into the notebook so that the points of the triangle meet up. Then,
glue each tab only down so that all pieces swing open at the middle.
3. Write notes onto notebook paper and/or the inside flap of the tabs. I like to assign
each conflict a certain color, so have students color code the pieces if you wish. I also
like to outline the center in color as I’m filling in notes.
Activity 2
1. Activity 2 is a simple column sort. Simply cut out
the pieces, color code the headings if you wish, and
have students sort them into the proper columns.
2. A larger version of the key shown below is at the
beginning of this lesson for your reference.

Types of Conflict
vs.
vs.
vs.
vs.

Types of Conflict

Types of Conflict
vs. vs. vs. vs.
A woman is A woman is A man tries to Two boys get

tempted to unable to decide whether into a fist fight
steal money function to stay with his because they
from her because of an family or move disagree over
employer to illness. to another which book is
feed her state to take a best.
hungry better paying
children. job.
A doctor is in A boss fires A family hides A man is stalked
a hurry and an employee. in a storm by a wolf in the
runs a red shelter during a forest.
light. tornado.
A teenager A husband and A man stands A teenager is
breaks the wife disagree up for what he torn between
curfew set by about where believes is right, ditching class
his parents so to spend the even though with her friends
he can go to Christmas almost and staying to
the movies. holiday. everyone take a test in a
disagrees with class she is
him. failing.

Lesson 5: Story Devices

Notes for Writing Inside Story Devices Foldable

Flashback – interrupting the plot of the story to recreate an incident of earlier time
Suspense – the anxiety a reader feels about what may happen next in a story
Cliffhanger – an ending to a section, chapter, or book that leaves the reader in suspense
Foreshadowing – hints or clues suggesting what may happen later in a story
Story Devices are techniques that writers use to make a story more interesting and to
enhance the experience for the reader
How to Construct Story Devices Foldable

How-To Video - https://goo.gl/H0N7ey
1. Color and cut out each iPod and definition tab.

2. Glue the iPods into the notebook.
3. Fold each definition tab forward at the top and glue only on each tab so that it
swings open from the top. Line the top of the definition tab with the top of each iPod.
4. Write the definition for each story device under the tab.
5. As you are reading, use small Post-It notes to jot down examples of each story
device. Return to this foldable and place the examples onto the iPods.

Story Devices
Foreshadowing Flashback
Suspense Cliffhanger

Lesson 6: Character Traits
49 © 2013 erin cobb imlovinlit.blogspot.com

Notes for Character Traits Foldable

Character traits describe a character on the inside.
A fabulous sample list of character traits can be accessed here:
http://www.readwritethink.org/files/resources/lesson_images/lesson175/traits.pdf
I like to choose traits from this list at the Read, Write, Think website and have my
students list positive character traits on the left side of the foldable and negative
character traits on the right side of the foldable.
As students open the foldable to write character traits on the inside, I stress to them that
character traits are found on the inside of a character and are different from physical
traits or physical features, which describe the outside of a character.
How to Construct Character Traits Foldable:

How-To Video - https://goo.gl/Rc3WU1
1. Color and cut the foldable around the outside perimeter only.
2. Place glue on the backs of the narrow
rectangular tabs on the side only and glue
it into the notebook.
3. Once the glue has had a minute or two to
dry, cut the middle line so that the foldable
swings open in the middle.
4. Write sample character traits on the inside.

Character Traits

Lesson 7: Characterization, Activity 1



Lesson 7: Characterization Activities 1, 2 & 3
Purpose:
Introduce students to the way writers characterize their characters. I teach students
these five ways using the included graphic organizers:
Thoughts – thought bubble
Words – speech bubble
Feelings – heart
Choices – hand
Actions – foot/shoe
Technology/Resources – I use the short story, “Ta-Na-E-Ka,” by Mary Whitebird, when

teaching characterization, so the resources in this lesson are for that story. If it isn’t in
your anthology, you can find it online here: http://humans-
environment.wikispaces.com/file/view/Ta-Na-E-Ka.pdf
Instructions for Activity 1:

1. Color and cut out (approximate cuts, don’t have to be precise here) both pages of
activity 1. You can choose whether or not you want the labels on the part or if you
prefer that students write them. I like for my students to write them.
2. For this activity, simply have students label and glue the parts onto the body/picture
while discussing how writers/authors characterize their characters.

How-To Video – https://goo.gl/HcesfD
1. This activity takes Activity 1 one step further. Students will color and cut out both
pages and glue the tabs ONLY onto the enlarged parts of the Characterization
interactive graphic organizer.
2. I have the students write the text evidence on the outside and their inferences drawn
from the text on the inside.
1. Activity 3 is a simplified version of Activity 2 that you can
use over and over again for analyzing characters with
different stories. I have included an answer key with
sample answers for using this chart with “Ta-Na-E-Ka.” I
use this for assessments as well.
2. When gluing this chart into the notebook, fold the right
column of the chart onto the left so that only the right
column swings open. This will allow the chart to fit into
the notebook.

Characterization Character: Mary

Story Title: Ta-Na-E-Ka
Clues
Text Example My Inference
“I had no intention of living Mary is ambitious and she
on a reservation for the does not plan to be confined
rest of my life!” by her heritage.
Thoughts
“I’ll babysit for you ten Mary is responsible. Mary is
times.” a clever thinker and she
plans ahead.
Words
Mary is angry when Ernie Mary is proud of her Kaw
calls her Kaw customs silly. heritage after all!
Feelings
Instead of eating insects in Mary is bold and not afraid
the woods, Mary orders to go and get what she
food at Ernie’s. wants!
Choices
Mary confesses the truth Mary is honest and
about her Ta-Na-E-Ka respects her grandfather
experience to her and their Kaw traditions.
grandfather.
Actions

Thoughts
Characterization
Words
Feelings
Choices
Actions

Characterization

Characterization

Thoughts
Characterization
Words
Feelings
Choices
Actions

Lesson 7: Characterization, Activity 2 (Boy)
Characterization

Words


Lesson 7: Characterization, Activity 2 (Girl)
Characterization

Words


Characterization Character: ______________________________

Story Title: ______________________________
Clues
Text Example My Inference
Thoughts
Words
Feelings
Choices
Actions

Lesson 8: Types of Characters

Lesson 8: Types of Characters Activity 1
Zweck:
Introduce students to the following character types: protagonist, antagonist (both a
review actually), flat, round, static, dynamic, minor, sympathetic
Technology/Resources – In order to really show and discuss the differences between

static and dynamic characters and flat and round characters, a novel (or maybe novella)
is the best. I use Freak the Mighty with my 7th graders, so I’ve also included the filled in
chart key for that book.

How-To Video - https://goo.gl/M9jWbq
1. The infinity fold is probably the hardest fold to demonstrate with paper instructions!
Start off by coloring any areas that you plan to (I have my students outline the
perimeter) and writing notes/definitions on the foldable. See 1st picture below.
2. Cut out the entire perimeter of the foldable.
3. To begin constructing the foldable, fold it in half twice (rectangles, not triangles) so
that it looks like the 2nd photo below.
4. Now, open it back up and fold it in half backwards so that it forms a triangle with
the written parts on the outside.
5. With the sympathetic triangle pointing downward, bring in the flat triangle as
shown above ( 4th photo). Do the same with static on the other side (below). Finally,
fold the top overhang down, too.
6. Glue the foldable into the notebook

by putting glue on the back of the
minor/sympathetic square only.
Glue it as shown and label and/or
decorate the front tab. It should open
as shown.

Lesson 8: Types of Characters Activity 1
Notes for Writing inside Types of Characters Foldable:
Protagonist – the main character in a story (in a work of literature)
Antagonist – the character or force in conflict with the protagonist
Flat Character – a character that you do not know well
Round Character – a character that you know a lot about
Static Character – a character that stays the same throughout the story
Dynamic Character – a character who undergoes an important inner change such as a
change in beliefs, personality, or attitude
Sympathetic character – a character whose situation you understand, sympathize with,
or can relate to
Minor Character – a character mentioned only briefly (less than a flat character)

Lesson 8: Types of Characters, Activity 1
Types of Characters

Character Types in __________________________

Character Protagonist Flat Static Sympathetic
OR OR OR OR
Antagonist? Round? Dynamic? Minor?
P A F R S D SY M
Freak (Kevin)
Maxwell
The Fair
Gwen
Grim
Gram
Killer Kane
(Kenny)
Iggy Lee
Loretta Lee
Dr. Spivak
Ms. Addison
72
Character Types in __________________________

Freak the Mighty by Rodman Philbrick
Character Protagonist Flat Static Sympathetic

OR OR OR OR
Antagonist? Round? Dynamic? Minor?
P A F R S D SY M
R S SY
Freak (Kevin)
P R D SY
Maxwell
The Fair F S SY
Gwen
R S
Grim
R S
Gram
Killer Kane
A R S
(Kenny)
F S
Iggy Lee
F S SY
Loretta Lee
M
Dr. Spivak
M
Ms. Addison
73
Lesson 9: Theme Activity 1
74
©2013-2016 erin cobb imlovinlit.com


Lesson 9: Theme Activities 1 & 2
Zweck:
Introduce students to the meaning of theme and provide them with a few non-text
examples before progressing on to finding the theme of a story or passage.
Technology/Resources – Full House theme song video clip:

http://www.youtube.com/watch?v=vUlgBSz3AkY
Christian the Lion video clip:
http://www.youtube.com/watch?v=ZDZaWgf_bk0

1. The theme tree does not actually fold but is instead a graphic organizer template. For
activity 1, use the blank tree to discuss and define theme. Be sure to refer to the full
page photo of this activity and the notes can also be found below.

1. When I actually teach students how to find the theme, I like to use non-text examples
first. To begin, view one of the video clips and have students brainstorm the subjects
or topics (big ideas) covered in the video clip. This also helps students differentiate
between simple topics/subjects and themes, which are expressed as a statement and
not a phrase or a few words.
2. Write the topics/subjects in the designated area at the bottom of the tree trunk.
3. Watch the video clip again and have students jot down somewhere what they think
the theme is.
4. Discuss the theme and write it in the branches of the tree.
5. Use the leaves of the tree to provide textual evidence (or in this case, just evidence) of
the theme. Remind students that any theme is legitimate if you can support it with
evidence from the text and stories usually have several themes.
6. If viewing the Full House theme song video clip, it might be helpful to include the
lyrics for students. You can find them in the youtube video clip description.
Notes for Theme Tree:

Theme – the central idea or truth a story reveals about life
• it is a moral, life lesson, message, or meaning
• it is a debatable opinion.
• it is implied, not stated.
• ANY theme can be considered valid IF you can support it with text evidence!

Theme

Lesson 9: Theme Activities 2-3
Theme
Text Evidence
Theme
Theme Topics

Lesson 10: Point of View

Notes for Point of View Foldable:
Point of View – the standpoint from which a story is told
First Person Point of View – told from the viewpoint of one of the characters using the
pronouns “I” and “we”
Third Person Limited Point of View – the narrator is an outside observer that focuses on
the thoughts and feelings of only one character
Third Person Omniscient Point of View – the narrator is an outside observer who can
tell us the thoughts and feelings of all of the characters in a story
Third Person Objective Point of View – the narrator reports the facts of a narrator as a
seemingly neutral and impersonal outside observer
Instructions for Point of View Foldable:

How-To Video - https://goo.gl/0apNiQ
1. Color (if desired) and cut out each window and curtain. Be sure not to color on the
inside square of the window and the area of the curtain around each type of point of
view.
2. Fold the top of the curtains forward as if they were typical tab foldables and glue
them on at the top of the windows so that the tabs swing open from the top as shown
below.
3. Write the definition for each type of
point of view under the tab onto the
window.
4. As you read different stories and
study literature, come back to this page
and write the titles of stories that match
each type of point of view onto the top
of the curtain tabs around the point of
view.

Point of View

Point of View
Third
First Person
Person Limited
Third Third
Person Person
Omniscient Objective

Point of View

Lessons 11-19: Figurative Language & Card Sort
Zweck:
Introduce students to 8 types of figurative language (simile, metaphor, personification,
hyperbole, idiom, allusion, alliteration, onomatopoeia) and practice identifying each
one in song lyrics.
Technology/Resources – all included in packet
Instructions
How-To Video - https://goo.gl/CtU5jW
1. Each figurative language term has its own page with a definition card that includes
examples, nonexamples, tips, and a definition. It also includes a short excerpt of
lyrics from a song that showcases that form of figurative language. Of course, I like
to have my students color code their cards in the same colors that are on the poster
set I have displayed in my classroom.
2. Pay careful attention to the photos on the previous pages. These will serve as answer
keys, as the figurative language in each song is underlined.
3. After having students underline in the song lyrics, write out to the side an analysis of
the figurative language. This will be either what the author/singer meant by the
words OR what effect the figurative language has on the reader/listener, whichever
is appropriate for that form of figurative language.
**Gluing in the Definition Cards**

1. I have highlighted this section as it’s very important that students glue the definition
cards into their notebooks as I describe below. After students have learned all forms
of figurative language, they will be sorting cards into pockets and the definition
cards will serve as those pockets. Make sure to glue ALL of those definition cards in
carefully so that students are ready for the sort card activity that comes later.
2. To glue the definition cards in

properly, place glue around the
sides and bottom but NOT around
the top edge. Also, put a very thin
line of glue about an inch above
the bottom so that the pocket will
hold the cards at a nice height.
KEY for Sort Cards: Hyperbole – 1, 9, 12, 18, 30 Personification – 2, 6, 16, 19, 29
Simile – 8, 17, 23, 26 Personification – 2, 6, 16, 19, 29 Alliteration – 5, 20, 24
Metaphor – 10, 21, 31, 33, 34 Alliteration – 5, 20, 24 Onomatopoeia – 7, 14, 27, 35
Hyperbole – 1, 9, 12, 18, 30 Allusion – 3, 11,, 13, 15, 28 Idiom – 4, 22, 25, 32, 36

Lesson 11: Similes

Lesson 12: Metaphor

Lesson 13: Hyperbole

Lesson 14: Personification

Lesson 15: Idiom

Lesson 16: Alliteration

Lesson 17: Allusion

Lesson 18: Onomatopoeia

Lesson 11: Similes
{Song Lyric Excerpt}
“Mean” by Taylor Swift

You, with your words like knives
and swords and weapons that
you use against me
You have knocked me off my
feet again, got me feeling like
I'm nothing
You, with your voice like nails on
a chalkboard, calling me out
when I'm wounded
You, pickin' on the weaker man
© Sony/ATV Music P ublishing LLC
simile
a comparison of two unlike
things using the words like or
as Example: As the girl was
humiliated, her cheeks
TIPS: turned as red as an
•the two things
being apple.
compared (cheeks and apples are
must be unlike)
completely
different Non-Example: The girl
(unlike) is as tall as her brothers.
•not every (the girl and her
sentence that brothers are not unlike
contains like or things; they both
as is a simile
describe people)

Lesson 12: Metaphor
“I’m Already There” by

Lonestar
I'm already there
Don't make a sound
I'm the beat in your heart
I'm the moonlight shining down
I'm the whisper in the wind
And I'll be there to the end
Can you feel the love that we share?
Oh I'm already there
© Universal Music Publishing Group, OLE MEDIA

MANAGEMENT LP, Kobalt Music Publishing Ltd.,
Sony/ATV Music Publishing LLC
metaphor
a comparison of two unlike
things by saying that one
thing is a dissimilar object
TIPS:
•usually contain or thing
“be” verbs, Example: Dad is a monster in the
such as am, are,
morning before he drinks coffee.
is, was, were
•can be (Dad and monster are dissimilar
changed into a and the comparison is explained)
simile by
including like or Non-Example: Dad is a boat.
as (although Dad and a boat are
•comparison dissimilar, there is no clear reason
should be for the comparison, so it doesn’t
obvious or be make sense as a metaphor)
explained

“One Thing” by One Direction

Shot me out of the sky
You're my kryptonite
You keep making me weak
Yeah, frozen and can't breathe
Something’s gotta give now
Cause I'm dying just to make
you see
That I need you here with
me now
Cause you've got that one thing
© Kobalt Music Publishing Ltd., BMG RIGHTS MANAGEMENT US,

LLC, Sony/ATV Music Publishing LLC, EMI Music Publishing
hyperbole
an exaggeration that
cannot possibly be true
Example: Josie’s new friend is

as skinny as a toothpick.
(no person could possibly be
as thin as a toothpick)
Non-Example: Josie’s new
TIPS:
friend is as skinny as a fashion
•often intended to be model.
humorous or fun (since a girl could be as thin
•if it could happen in real as a model, this isn’t a
life, then it isn’t actually a hyperbole)
hyperbole

“Wind Cries Mary” by Jimi

Hendrix
You can hear happiness staggering
on down the street
Footprints dressed in red
And the wind whispers Mary
A broom is drearily sweeping up
the broken pieces of yesterday’s
life
Somewhere a queen is weeping
Somewhere a king has no wife
And the wind, it cries Mary
personif ication
giving human
qualities to
nonhuman things
Example: The sun smiled at
the world as it rose in the
morning.
(smiling is unique to humans)
Non-Example: The pink
TIPS: flowers swayed in the April
•the human quality must be breeze.
completely unique to
human
(although humans can sway,
•sometimes an action (the flowers can sway too, so this
sun smiled) or an adjective characteristic is not unique to
(the angry wind howled) humans)

Lesson 15: Idiom
“Rolling in the Deep” by

Adele
Throw your soul through every
open door
Count your blessings to find
what you look for
Turn my sorrow into treasured
gold
You'll pay me back in kind and
reap just what you sow
© Universal Music Publishing Group, EMI Music Publishing
idiom
a group of words whose collective
meaning is quite different from
their individual, literal meaning
Example: When Bill joined the
military, Dad said he was
swimming with sharks.
(there were no sharks; this
means Bill was in a lot of
TIPS: danger)
•when translated into
another language, Non-Example: After falling
idioms do not make overboard, I saw that I was
sense swimming with sharks!
•many idioms have
historical explanations
(words keep their literal
meaning)

“Song of the South” by

Alabama
Sing it…
Song, song of the South
Sweet potato pie and I shut my
mouth
Gone, gone with the wind
There ain’t nobody lookin’
back again
© Universal Music Publishing Group
alliteration same initial consonant

the repetition of the
TIPS: sound in a series of words

•often used in
brand names
like Coca-
Cola, Dunkin’ Example: Hal hit the house
Donuts hard with the hammer.
•may contain (most, but not all words, start
words that do
with the /h/ sound)
not start with
the same Non-Example: Andy hit the
consonant, nail with the hammer.
especially (only two initial /h/ sound
prepositions
words are separated by most
and articles
of the sentence)

Lesson 17: Allusion
“Someday We’ll Know” by

New Radicals
Someday we’ll know
if love can move a mountain
why the sky is blue
why I wasn’t meant for you
why Samson loved Delilah
One day I’ll go
dancing on the moon
© EMI Music Publishing
allusion
a reference to a person,
place, or event from
TIPS: literature, sports, history,
•helps the movies, or the arts
author to
explain or Example: Heather’s mysterious
describe and smile rivaled the Mona Lisa.
the reader to (picturing the Mona Lisa helps
visualize or the reader visualize Heather’s
imagine
smile)
•the reader
must have prior Non-Example: The Mona Lisa
knowledge of can be viewed in Paris.
what is being (this sentence states a fact
referenced to
about a painting but does not
“get” the
allusion use it to explain or compare)

“Twang” by George Strait
‘Cause I need a little twang

A little hillbilly bending on some
guitar strings
Some peddle steel whining like a
whistle of an old freight train
To get that foot stomping, honkey
tonkin’ feeling going through my
veins
I need a little twang, twang, twang
© Songs Of Windswept Pacific, Wudang Mountain Songs,

Marvel Man Music
onomatopoeia
words whose
sounds suggest
their meaning
TIPS:
•animal Example: The door
noises such as slowly creaked open
moo, meow, and then slammed shut!
hiss, quack, (creak and slam imitate
oink, tweet
•sometimes
sounds)
the sentence Non-Example: “Hello!” I
is
exclamatory
shouted into an empty
and ends with house.
an (hello is dialogue and
exclamation not a natural noise or
mark sound )

Lesson 19: Figurative Language Sort
1 7
You’ve already told me I heard the whoosh
that story a million of the tennis racket
times. as it sliced through
the air.
2 8
The spicy food danced The water reflected
around my taste buds. colors like a rainbow.
3
Mark has more ideas
9
Bethany could sleep
about science than
through a tidal wave.
Ben Franklin.
4 10
Shelly gave me a The toddler’s eyes
heads up about the were sparkling gems.
planned fire drill at
school.
5 11
Let’s stop at Dunkin We felt as though
Donuts on the way! Jack Frost had come
to live with us.
6 12
The floor boards My backpack weighed
moaned as I tiptoed a ton.
across the room.

13 19
Chase sure was an The wind whistled
Einstein today. through the tree
branches.
14 20
The car’s engine The bouncing baby
roared as the driver babbled as he drank
sped off. his bottle.
Everyone called Kate,

15 21
You are the sunshine
Loren, and Emma the
in my days.
Three Musketeers.
16 22
The shelf seemed to When Cam was
actually grab the dust caught, I knew we
and hold on to it. were all in the same
boat.
17 23
Finally, my temper Playing tag, Dean felt
exploded like a like a dog chasing its
bomb. tail.
18
It felt like it took
24
I rode down the Red
thousands of years to
River on a raft.
finish college.

25 31
Mrs. White’s math Babysitting for the
test was a piece of Jones Family is
cake. running a three-ring
circus.
The toddlers sat in

26 32
I passed Spanish by
their booster seats
the skin of my teeth.
like birds on a high
line.
Furious, Sara
stormed off and
27 Tyler’s room is a junk
yard.
33
slammed her
bedroom door.
28 34
Dad was almost as Bryan’s teeth are a
hairy as Godzilla. car wreck.
29
Kelly shivered and
35
The chair sat lonely
her teeth chattered
in the corner of the
as she waited for the
room.
bus.
30 36
Math class can drag At the county fair,
on for days. Jeremy was not a
happy camper.

Lesson 20: Figurative Language Review Activity 1

Lesson 20: Figurative Language Review Activity 2

Lesson 21: Annotate Figurative Language

Lessons 20 & 21: Figurative Language Review & Annotate
Purpose:
Review the 8 types of figurative language studied and have all 8 definitions in one
central location. Identify a variety of different types of figurative language in one text.
Technology/Resources – all included in packet
Instructions for Lesson 20

1. Now that students each have a page for the different types of figurative language, I
like for students to also have the definitions all together on the same page for
reviewing, studying, and reference. There are two different types of figurative
language foldables to choose from here (Activity 1 or Activity 2).
2. After writing the definition inside the foldable, write an example for each type of
figurative language on the backside of the flap. Detailed instructions for each one are
included on the next page.
Instructions for Lesson 21

1. Now that your students can define each type of figurative language and even
identify them in isolation, it’s time to move on to a more challenging activity! Can
they identify several different types of figurative language in one text? Begin by
having students read the story and underline and label each example they find.
2. Have students use the checklist to check off each type found, going back and
rereading as necessary until all instances are found. I have included an answer key to
help you.
3. After the activity, simply cut out the annotated passage and glue into notebook. This
will serve as additional examples for students to refer back to.

Lesson 20: Figurative Language Review, Activities 1 & 2
Figurative Language Foldables How-To
How-To Videos – Activity 1 - https://goo.gl/YaXUEN
- Activity 2 - https://goo.gl/yHR6Bc
8-door shutter fold 9-tab fold
1. Color foldable
1. Color foldable – I suggest color-
– I suggest color- coding the terms
coding the terms with the posters.
with my posters
if you have 2. Cut out
them. around the entire
perimeter only.
2. Cut out
around the
entire perimeter
only. 3. Fold side vertical
tab in so that a strip
of the back shows.
3. With the foldable
facedown, fold in 4. Put glue on the
the sides so that it back of this side
looks like a vertical tab ONLY
window shutter. (as shown).
4. Cut between the

dotted lines to
make a total of 8
“shutters.”
5. Using “Notes for

Writing Inside 5. After the glue has had a minute to
Foldables,” write dry, cut between each tab so that
the definition for they swing open. The left vertical
each term on the side should not be cut at all.
back of the glued
portion and write 5. Using “Notes for
Writing inside
the example on the
inside flap of the Foldables,” write the
definition for each
shutter.
term under the tab.
You can also write the
example on the back
of the tab if you wish.

Lesson 20: Figurative Language Review, Activity 1
Figurative Language
(glue this section only)
simile metaphor
ß Cut along dotted lines ONLY à
hyperbole personification
ß Fold along solid vertical lines à
onomatopoeia alliteration
idiom allusion
(glue this section only)

Figurative Language
(glue this section

only)
ß Cut along dotted lines ONLY à
ß Fold along solid vertical lines à
(glue this section

only)

Figurative Language
simile
metaphor
hyperbole
personification
alliteration
onomatopoeia
idiom
allusion
oxymoron

Figurative Language

Figurative Language
Find, underline, and label each instance of figurative language in the paragraph.
Check it on the list as you go. You should find:
____ simile (2) ____ personification (2) ____ idiom
____ metaphor ____ alliteration (2) ____ allusion
____ hyperbole ____ onomatopoeia (2)
Tonight was the night she had been waiting for. Princess
Penelo pe was head over heels for Prince Patrick, and she had finally
persuaded her father to allow her to attend the annual royal ball. She
could hardly wait. Upon hearing the news, Penelope had sprinted like a
cheetah all the way down to the royal dress shop to pick out the
perfect dress. As she searched through the racks, each dress
seemed to shudder with excitement, waiting to be chosen. Glancing
around, Penelope’s eyes landed on the mo st beautiful dress ever
made. The dress was a sparkling ruby as it reflected light from
every angle. Penelope thought the dress mu st be the color of
Dorothy’s slippers. Trying on the dress, Penelo pe knew it was m eant
to be worn by her. Now at the ball, her dress swished as she passed
the prince. When she turned around, she found his eyes fixed on
hers like laser beams.

Lesson 21 KEY
Tonight was the night she ha d been waiting for. Princess Penelope
alliteration
was head over heels for Prince Patrick and she had finally persuaded
idiom alliteration
her father to allow her to attend the annual royal ball. She could hardly
wait. Upon he aring the news, Penelope had sprinted like a cheetah all the
simile
way down to the royal dress shop to pick out the perfect dress. As she
searched through the racks, each dress seemed to shudder with

onomatopoeia
excitement, waiting to be chosen. Glancing around, Penelope’s eyes
personification personification
landed on the most beautiful dress ever made. The dress was a
hyperbole
sparkling ruby as it reflected light from every angle. Penelope thought
metaphor
the dress must be the color of Dorothy’s slippers. Trying on the dress.
allusion
Penelope knew it was meant to be worn by her. N ow at the ball, her
dress swished as she passed the prince. When she turned around, she
onomatopoeia
found his eyes fixed on hers like laser beams.
simile
Find more Figurative Language Stories like this one, along with
questions, analysis, and revising worksheets to go along with each
story, in my TpT store. Search for Figurative Language Stories.
http://www.teacherspayteachers.com/Store/Lovin-Lit

Lesson 22: Mood and Tone Activity 1


Lesson 22: Mood and Tone Activities 1 & 2
Purpose:
Introduce students to mood and tone and help students to distinguish between the two.
Technology/Resources – all included

How-To Video - https://goo.gl/GmkdoK
1. Color and cut out the top definition tabs and bottom words tabs.
2. Glue the bottoms (words) into the notebook as shown in the first photo below.
3. Line the top definition frames with the bottom frames and then glue the tab only to
the side so that the frames line up and the tabs swing open from the left. See second
photo below.
4. Write Tone and Mood notes onto the top of the definition tab.
1. Before cutting out the chart, I like to have students outline the chart in matching
colors to the definition/word tabs created in Activity 1.
2. Complete this activity with students, deciding which tone and mood applies to each
face. Students are not bound to use only the suggested word lists in Activity 1 but
can refer to them for ideas as needed.
3. The selected tone for each face does not have to match with the chosen mood. Some
faces could show more than one emotion so I like to let my students be free with
this one.
4. Glue the chart into the notebook.
Notes for Mood & Tone Tabs

Mood - *reader-centered*
the overall feeling or atmosphere created by a
work of literature (influenced by the setting)
Tone - *writer-centered*
the attitude a writer takes towards the subject
or the reader

Mood
Tone

Mood Words
cheerful mysterious sad
hopeful holy terrifying
lighthearted intense horrific
comical mournful morbid
joyful grotesque pessimistic
optimistic dark eerie
soothing ominous chilling
romantic threatening dismal
calm spiritual depressing
powerful melancholic gloomy
Tone Words
sincere paranoid hurt
enthusiastic playful soothing
honest pleading nervous
critical passive depressed
ecstatic proud disappointed
ironic serious aloof
affectionate suspicious apathetic
approving condescending light-hearted
encouraging aggravated objective
scornful cynical somber

Face of the Writer Face of the Reader
Tone VS Mood
In what tone does this What mood is this
person speak? person in?

Lesson 23: Genres of Fiction (Novel Genres) Activity 1


Purpose: Introduce students to the 4 main fiction genres: realistic fiction, historical
fiction, science fiction, and fantasy.
Technology/Resources: - all included

*NOTE*
Teaching genres is so hard! There is so much conflicting information out there in
regards to what is called a genre and what isn’t. I find that all novels can fall into one
of these four categories, so these are the four genres I teach. I also teach my students 3
subgenres that I want them to know and identify, but I make sure to tell them that
there are MANY more subgenres and new subgenres are identified all the time.
Here are the subgenres I teach and their definitions. I have my students put these on
the back side of their flip open foldables:
mystery (subgenre of realistic fiction) – involves the search for answers surrounding
an unexplained event
adventure (subgenre of realistic fiction) – consists of incredible journeys or the
struggle to survive
dystopian fiction (subgenre of science fiction) – set in a post-apocalypse society or
future society in which the laws and morals that govern the people have regressed to
the point of repression or loss of human rights
How-To:
How-To Video - https://goo.gl/McC6p9
1. Cut out foldable pieces along the perimeter on the
outer black lines. Now is the best time to write on top
of the foldable or color the foldable if you plan to.
2. Fold the left (realistic and science) or right (historical
and fantasy) vertical tabs only inward as shown on the
right. On the back of this vertical tab is the only place
you will put glue.
3. Glue each of the 4 tabs into notebook so they open
facing each other like window shutters. They should
almost touch each other when closed and all swing
open in the middle.
4. Pull back each tab to write definitions, characteristics,
and/or examples of each genre under the tab. The
backside of the tab can be written on also – this is
where my students write the subgenres.

Notes for Writing Inside Genre Foldables

Purpose: Provide students with ample practice classifying books by genre based on a
book summary and characteristics of the book.
Technology/Resources: - all included

How-To:
How-To Video - https://goo.gl/McC6p9
1. Cut out each of the genre pockets around the perimeter. If
you’re going to color them, do it now. You won’t need to
color the entire pocket for all 4 of them, only the one you’ll
put at the bottom.
2. Begin layering and gluing in the pockets from the TOP
down. You’ll only need a few dots of glue around the
perimeter of the pocket (on the back of the outlined narrow
sides) but not at the top above the genre since this part will
be open and for inserting cards.
3. Continue to stagger the pockets down the page
until all 4 are glued on 3 sides and left open at the
top.
4. Cut out the sort cards and place them in the proper
pockets. I like to have my students write at least
one characteristic on the back that the student used
to identify the genre. For example, for card 1, a
student might write “could really happen” or “set
in the modern present.”
5. To get the most out of this activity, spread the 4
pages of cards out among several days or weeks
and only do one page (6 cards) at a time.

science
fiction
fantasy
realistic historical
fiction
Genres of Fiction
fiction

Genres of Fiction

Realistic Fiction
Historical Fiction

Science Fiction
Fantasy

Road Trip by 1 Dangerous Waters 2

Gary Paulsen by Gregory Mone
Father and son team up for an The great ocean liner Titanic is
unforgettable road trip to rescue a preparing to cross the Atlantic. On
border collie. When their truck board is a sinister thief bent on
breaks down, they commandeer an stealing a rare book. Patrick is a
old school bus, along with its twelve-year old Irish boy working as
mechanic, Gus, and a waitress a steward on the ship. Can Patrick
escaping a tense situation. stop the thief?
Sink or Swim by 3 Black Hole Sun by 4

Sarah Mlynowski David Macinnis Gill
Abby and her little brother Jonah On Mars, it stinks, it’s hot, and the
get pulled through the mirror in their air reeks of burning fuel. The rivers
basement into the story of the Little and lakes seethe with sulfur.
Mermaid! When they accidentally Durango and his fellow
mess up the Little Mermaid’s story, mercenaries must protect miners
they must figure out a way to restore on Mars from a band of cannibals
her happy ending. and their evil queens!
The Apothecary 5 Ender’s Game by 6

by Maile Meloy Orson Scott Card
A magical elixir cured Janie of her The Earth is under attack from
homesickness after moving from Alien buggers who are poised for a
Los Angeles to London, but now final assault. The survival of the
the local apothecary who created human species depends on a
it has disappeared! Can she find military genius who can defeat the
him-before his other more deadly buggers. But who? A child named
potions fall into the wrong hands? Ender Wiggin.

I, Emma Freke by Vietnam Book One:

7 8
Elizabeth Atkinson I Pledge Allegiance
by Chris Lynch
Poor Emma! In one year, she’s Morris, Rudi, Ivan, and Beck are
grown twelve inches, turned into best friends for life. So when one
a blazing redhead, and changed of them is drafted into the Vietnam
schools. No wonder she feels like War, the others sign up too – each
a freak! Will her look-alike Freke with a different branch of the U.S.
family make things better? military. Can Morris help to keep
his friends safe?
Beautiful Creatures 9 See You at Harry’s 10

by Kami Garcia by Jo Knowles
Lena is a member of the Starting middle school brings all

magical Casters – and on her the usual challenges. On top of
16th birthday, she will be that, Fern’s family has four kids and
claimed for Light… or dismal, a restaurant to run, so no one has
gothic Dark. Can a small-town time for her. When an unthinkable
boy like Ethan save her? tragedy happens, can Fern’s family
find a way to heal?
The Bar Code Tattoo 11 Jefferson’s Sons by 12

by Suzanne Weyn Kimberly Brubaker Bradley
Imagine if the man who wrote the
In the future, everyone is required Declaration of Independence was
to get a bar code tattoo. It will your father… and your slave master?
make your life easier and become Jefferson’s biracial sons do get
your identity. But what if you special treatment but they must
don’t want to become a code? keep the identity of their father a
What happens when you say no? secret. Will they ever be free?

Cinder by Pegasus by
13 14
Marissa Meyer Kate O’Hearn
As humans and androids crowd the When Pegasus crashes onto a
raucous streets of New Beijing, a Manhattan roof during a terrible
deadly plague ravages the storm, Emily’s life changes forever.
population. From space, a ruthless Suddenly allied with a winged
lunar people watch, waiting to make horse, Emily is thrust into the center
their move. No one knows that of a fierce battle between the
Earth’s fate hinges on one girl – Roman gods and a terrifying race of
Cinder, a gifted mechanic cyborg. stone warriors.
Prisoner B-3087 I Funny by

15 James Patterson 16
by Alan Gratz
It’s hard to imagine surviving a Jamie is a middle schooler on a
concentration camp, let alone mission: he wants to become the
ten camps – but that’s exactly world’s great standup comedian –
what Yanek must do when the even though he’s in a wheelchair!
Nazis take over Poland. This is Will a new town and an evil bully
a tale of survival against all cousin, Stevie, make Jamie’s plans
odds. impossible?
Navigating Early by Dragon Run by

17 18
Clare Vanderpool Patrick Matthews
Jack feels lost and alone at At a time when dragons rule the
boarding school until he meets a earth, twelve-year-old Al is
boy named Early. When they expecting to be ranked a four like
embark on a quest to track down his parents but is shocked to learn
a great black bear, will these two he ranks as a zero! How can a
boys find more than they nothing like Al save the world from
bargained for? evil dragons?

Down to the Last Out Scrivener’s Moon

19 20
by Walter Dean Myers by Philip Reeve
17-year-old Biddy Owens is part of
In a land once known as Britian,
the Birmingham Black Barons
nomad tribes are fighting a
baseball team and dreams of
terrifying enemy – the first ever
becoming a major league baseball
mobile city. Before London can
player. However, most black players
can only play for the Negro Leagues. launch itself, young engineer must
journey to the wastelands of the
Can Biddy prove he’s good enough
north to seek the ancient
to play in any league?
birthplace of the Scriven mutants.
The Graveyard Book Mockingbird by

21 22
by Neil Gaiman Kathryn Erskine
After the murder of his family, a
toddler wanders into a graveyard Since Caitlin’s brother died in a
where ghosts and other supernatural school shooting, she is having a
residents raise them as one of their hard time seeing anything
own. Now older, if Bod leaves the happy in her world of
graveyard, will he come under attack Asperger’s syndrome. Can she
from the man who killed Bod’s find the closure she and her
family? father desperately need?
Matched by 23 Countdown by 24
Ally Condie Deborah Wiles
Cassia trusts the Society to tell her
Twelve-year-old Franny Chapman
what to read, watch, and believe. At
lives with her family in Washington,
her matching ceremony, she sees
DC, during the days surrounding
two boys’ faces on the portal screen!
the Cuban Missile Crisis. Can she
Will Cassia discover the truth about
figure out where she fits in with her
her government? How will she
family amidst the looming threat of
choose between Xander and Ky?
nuclear war?

Lesson 24: Folktale Genres

Purpose: Define folktale and distinguish between 5 types of folktales: fairytales, tall
tales, legends, myths, and fables.
Technology/Resources: - While there is a huge number of resources out there to

provide literature examples of each of these for your students, I like to use short videos
to get the point across when we first discuss the types of folktales. Here are a few that I
use:
- Pecos Bill (told by Robin Williams) -
http://www.youtube.com/watch?v=yNswbV4BLWk
This video is absolutely *perfect* as an example of a tall tale. Your students will LOVE
the fun story. The main character does appear naked, but of course it’s a cartoon and
nothing obscene shows –I just wouldn’t feel right if I didn’t give you a heads up about
that.
- The Ant and the Grasshopper - http://www.youtube.com/watch?v=ATuBscFxi9U
Not as cute as the Pecos Bill video, but it’s short and it gets the point across and fits the
characteristics of a fable nicely.
- Yeh Shen - http://www.youtube.com/watch?v=4Ou0Wy4ucjs
(Fairytale from China) This story is actually also in our anthology but I found this 3 part
series on YouTube (30 minutes). After reading this story I let my 7th grade students
watch this video. It is somewhat cheesy, but they appreciated the change and I killed
two birds with one stone, addressing the CCSS that states they should compare the
book and movie form of the same story. We used Rachel Lynette’s “Free Book vs. Movie
Worksheet” from TpT, so grab that fabulous resource.
For an example of Legend, we actually read “King Arthur – The Sword in the Stone”
from our anthology (Holt). And for myth, we read “Orpheus, the Great Musician” also
from our anthology.
How-To:
How-To Video - https://goo.gl/1i90Y5
1. This foldable is pretty simple. just cut around the
entire perimeter and fold the petals with the folktale
genres written on them towards the center with the
words facing up.
2. Color code the tabs if you wish.
3. Write the information inside the foldables (back of
tabs) before gluing into notebook. I have my students
write the definition on the under side of the tab, and a
couple of examples that are relevant to the students
right under the tab on the portion glued down.
(See example on previous page).

Notes for Writing Inside Foldable:
folktale – a story set in the past that has been passed down from generation to
generation
fairytale – a folktale that takes place in a magical land ruled by royalty; the characters
are either good or evil and almost always has a happy ending
Examples: Cinderella, Snow White, Beauty & the Beast, Yeh-Shen
tall tale – a folktale with unbelievable exaggerations told as if it were true and meant to
be humorous
Examples: Pecos Bill, Johnny Appleseed, Paul Bunyan
fable – a very short folktale where the characters are usually personified animals that
teaches a moral or a lesson
Examples: Aesop’s Fables, The Tortoise and the Hare, The Boy Who Cried Wolf
legend –a folktale that usually has some connection to a real historical person or event,
combining factual and fictional events with exaggerations that are not meant to be
humorous
Examples: King Arthur (The Sword in the Stone), Robin Hood
myth – a folktale that explains something about the world such as frightening or
mysterious natural forces or how something came to be
Examples: Orpheus, Venus, The Midas Touch

Folktales
fables

Folktales

Interactive Reading Literature Notebooks
COMMON CORE ALIGNMENT
Anchor 4th 5th 6th 7th 8th
Lesson/Topic Standard Grade Grade Grade Grade Grade
Lesson 1: Story Vocabulary (plot, setting, complications, CCRA.R.3 RL.4.3 RL.5.2 RL.6.5 RL.7.3 RL.8.3
protagonist, antagonist) RL.5.3
Lesson 2: Elements of Plot & The Plot Pyramid (expositing, CCRA.R.3 RL.4.1 RLRL. RL.6.5 RL.7.3 RL.8.5
inciting incident, rising action, climax, falling action, resolution) RL.4.3 5.3.5.2
Lesson 3: Internal and External Conflict CCRA.R.2 RL.4.3 RL.5.2 RL.6.5 RL.7.3 RL.8.5
Lesson 4: Four Types of Conflict (Man vs. Self, Man vs. Man, CCRA.R.2 RL.4.3 RL..5.2 RL.6.3 RL.7.3 RL.8.3
Man vs. Nature, Man vs. Society) RL.6.5
Lesson 5: Story Devices (foreshadowing, flashback, suspense, CCRA.R.5 RL.4.3 RL.5.3 RL.6.3 RL.7.3 RL.8.3
cliffhanger) RL.6.5
Lesson 6: Character Traits CCRA.R.3 RL.4.3 RL.5.3 RL.6.3 RL.7.6 RL.8.3
Lesson 7: Characterization CCRA.R.1 RL.4.1 RL.5.1 RL.6.3 RL.7.6 RL.8.3
CCRA.R.3 RL.4.3
Lesson 8: Types of Characters (round, flat, static, dynamic, CCRA.R.3 RL.4.3 RL.5.3 RL.6.3 RL.7.6 RL.8.3
sympathetic, minor, protagonist, antagonist)
Lesson 9: Theme CCRA.R.1 RL.4.1 RL.5.1 RL.6.1 RL.7.1 RL.8.1
CCRA.R.2 RL.4.2 RL.5.9 RL.6.2 RL.7.3 RL.8.2
RL.4.9 RL.6.9 RL.7.9 RL.8.9
Lesson 10: Point of View CCRA.R.6 RL.4.6 RL.5.6 RL.6.6 RL.7.6 RL.8.6
Lesson 11: Similes CCRA.R.4 RL.4.4 RL.5.4 RL.6.4 RL.7.4 RL.8.4
Lesson 12: Metaphors CCRA.R.4 RL.4.4 RL.5.4 RL.6.4 RL.7.4 RL.8.4
Lesson 13: Hyperbole CCRA.R.4 RL.4.4 RL.5.4 RL.6.4 RL.7.4 RL.8.4
Lesson 14: Personification CCRA.R.4 RL.4.4 RL.5.4 RL.6.4 RL.7.4 RL.8.4
© 2013 erin cobb imlovinlit.blogspot.com

COMMON CORE ALIGNMENT
Anchor 4th 5th 6th 7th 8th
Lesson/Topic Standard Grade Grade Grade Grade Grade
Lesson 15: Idioms CCRA.R.4 RL.4.4 RL.5.4 RL.6.4 RL.7.4 RL.8.4
Lesson 16: Alliteration CCRA.R.4 RL.4.4 RL.5.4 RL.6.4 RL.7.4 RL.8.4
Lesson 17: Allusion CCRA.R.4 RL.4.4 RL.5.4 RL.6.4 RL.7.4 RL.8.4
Lesson 18: Onomatopoeia CCRA.R.4 RL.4.4 RL.5.4 RL.6.4 RL.7.4 RL.8.4
Lesson 19: Figurative Language Sorting CCRA.R.4 RL.4.4 RL.5.4 RL.6.4 RL.7.4 RL.8.4
Lesson 20: Figurative Language Review CCRA.R.4 RL.4.4 RL.5.4 RL6.4 RL.7.4 RL.8.4
Lesson 21: Annotating Figurative Language CCRA.R.4 RL.4.4 RL.5.4 RL.6.1 RL.7.4 RL.8.4
RL.6.4
Lesson 22: Mood and Tone CCRA.R.4 RL.6.4 RL.7.4 RL.8.4
Lesson 23: Fiction Genres (Novel Genres) CCRA.R.2 RL.4.9 RL.5.7 RL.6.9 RL.7.9 RL.8.9
CCRA.R.9 RL.5.9
Lesson 24: Folktale Genres CCRA.R.2 RL.4.9 RL.5.7 RL.6.7 RL.7.7 RL.8.7
CCRA.R.9 RL.5.9 RL.6.9 RL.7.9 RL.8.9
© 2013 erin cobb imlovinlit.blogspot.com

TEKS Alignment
Lesson/Topic 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade
Lesson 1: Story Vocabulary (plot, setting,
complications, protagonist, antagonist)
Lesson 2: Elements of Plot & The Plot Pyramid
(expositing, inciting incident, rising action, climax,
falling action, resolution)
Lesson 4: Four Types of Conflict (Man vs. Self, Man
vs. Man, Man vs. Nature, Man vs. Society)
Lesson 5: Story Devices (foreshadowing, flashback,
suspense, cliffhanger)
Lesson 7: Characterization
Lesson 8: Types of Characters (round, flat, static,
dynamic, sympathetic, minor, protagonist, antagonist)
Lesson 9: Theme

Lesson 11: Similes
Lesson 12: Metaphors
© 2013 erin cobb imlovinlit.com

TEKS Alignment
Lesson/Topic 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade
Lesson 15: Idioms
Lesson 17: Allusion
Lesson 19: Figurative Language Sorting
Lesson 20: Figurative Language Review
Lesson 21: Annotating Figurative Language
Lesson 22: Mood and Tone
Lesson 23: Fiction Genres (Novel Genres)
© 2013 erin cobb imlovinlit.com

Interactive Reading Literature Notebook
Credits
•Custom Graphics by Poppydreamz Digital Art:
http://www.teacherspayteachers.com/Store/Poppydreamz-Digital-Art
•Some fonts by http://www.kevinandamanda.com/fonts
•Teaching Theme Ideas by Kasey Potter, used with permission:
http://www.teacherspayteachers.com/Store/Mskcpotter
•Other graphics from
•http://www.clker.com
•http://www.graphicsfactory.com
•http://www.teacherspayteachers.com/Store/Teacherscrapbook
•http://www.teacherspayteachers.com/Store/Julie-Phillipps
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3 ©2013-2016 erin cobb imlovinlit.com

4 ©2013-2016 erin cobb imlovinlit.com

You can find these videos posted on my YouTube channel here:

I have created a playlist for all Reading Literature foldables here:

ACTIVITY HOW-­‐‑TO VIDEO

5 ©2013-2016 erin cobb imlovinlit.com

Do I have to use composition notebooks?

Does the type of glue really matter?

How should I organize my interactive notebooks?

Before interactive notebooks, my students’ literature notebooks were a nightmare!

In what order should I teach the

These lessons can be taught in any

Furthermore, if you look closely at the

Do I need separate composition notebooks for poetry, reading literature, reading

9 ©2013-2016 erin cobb imlovinlit.com

10 ©2013-2016 erin cobb imlovinlit.com

Purpose: Introduce students to story vocabulary and provide background knowledge to

5. Once you have cut out 3 sides for each window,

6. Flip the scene over and place small dots of glue

11 ©2013-2016 erin cobb imlovinlit.com

Notes for Activity 1:

Plot – the chain of events that make up a story

12 ©2013-2016 erin cobb imlovinlit.com

5. Allow the glue about

Notes for Activity 2:

13 ©2013-2016 erin cobb imlovinlit.com

Plot – the chain of events Protagonist– the main

Setting– the time and

14 ©2013-2016 erin cobb imlovinlit.com

16 ©2013-2016 erin cobb imlovinlit.com

Technology/Resources: - Youtube video clips of Goldilocks and the Three Bears

How to Teach Lesson 2:

17 ©2013-2016 erin cobb imlovinlit.com

Element Symbol Notes

∗ the event that sets the story in

∗ the most exciting or intense

18 ©2013-2016 erin cobb imlovinlit.com

Directions for Pyramid Foldable

1. Cut out foldable along 2. Fold along the dotted

4. Write in and/or color

19 ©2013-2016 erin cobb imlovinlit.com

5. Pull back each tab

5. Line up each tabbed piece with

7. Once all tabs are glued

21 ©2013-2016 erin cobb imlovinlit.com

22 ©2013-2016 erin cobb imlovinlit.com

23 ©2013-2016 erin cobb imlovinlit.com

24 ©2013-2016 erin cobb imlovinlit.com

25 ©2013-2016 erin cobb imlovinlit.com

26 ©2013-2016 erin cobb imlovinlit.com

27 ©2013-2016 erin cobb imlovinlit.com

28 ©2013-2016 erin cobb imlovinlit.com

Cut-Out Tabs for Plot Pyramid

Rising Action: Falling Action:

Exposition: Who are the

Resolution: How are the

29 ©2013-2016 erin cobb imlovinlit.com

Plot Pyramid Structure

30 ©2013-2016 erin cobb imlovinlit.com

ACTIVITY HOW-‐‑TO VIDEO