3.+Lesson+Example+on+TV+Narrative


 * Purpose:** The purpose of this lesson is to introduce the distinct format of TV narrative structure and to give students opportunities to apply and use the TV narrative structure.


 * Objectives: SWBAT:**
 * 1) Identify the overarching plot and subplots of an episode of //Modern Family//.
 * 2) Apply their knowledge of TV narrative structure to create a finished product that presents their own TV episode plot/subplots.


 * Lesson Plan Part One: Overt Instruction**

You can begin overt instruction on TV narrative structure by having a brief discussion about the format of TV narrative. You can introduce an image or drawing of TV open narrative structure (i.e., the example of the story arc and subplots in Pace’s //Teaching Literacy with Narrative Media and Technology//). The students can discuss what they know of TV shows and how episodes might fit in this structure.

After introducing the concept of a story arc (plot A), subplots, and a dangling cause, you can show an episode of //Modern Family// to practice recognizing subplots. If possible, show Season 1: Episode 22 Airport 2010 in class. This episode is an ideal choice for this lesson because the overarching story arc covers two episodes. Have students take notes of what is happening in the episode. After the episode is over, have students make a list on the board of all the subplots they saw during the episode. If you like, you can organize the subplots by families in //Modern Family//. Ask students if they see any dangling causes. This question can also open the class to discussion on how //Modern Family// often ties up all loose ends by the end of the episode, and why this approach is or is not helpful for the success of the show.


 * Lesson Plan Part Two: Situated Practice and Critical Framing**

After you practice using the story arc and subplots structure as a class, break the students into three groups to represent one of the three families from //Modern Family// (Jay and Gloria, Cameron and Mitchell, or Phil and Claire). If possible, you will show Season 1: Episode 23 //Hawaii// which falls under the same story arc as the episode used to practice TV narrative structure. Students should take notes on what happens to their assigned family during the episode, making sure to organize and follow every plot and topic that arises for that family (use the previous portion of the lesson as a model for this assignment). After watching the episode, the class will do a jigsaw and break into groups of three to share specific details about the subplots. As a group, students will draw out the story arc and subplots with labels to represent that episode of //Modern Family//.

Have students stay in the same groups of three to work on the next activity. Students will apply what they have learned about TV narrative structure to create their own story idea of a TV episode. Depending on time, you can have students be as simple or elaborate as you like. Students can do as little as creating a story line and drawing it into the story arc and subplots image, or they can do as much as filming their own TV episode. Give students flexibility on how they develop their plots. If they wish, students can develop a new storyline for the characters in //Modern Family//. Students might want to create a TV episode based on their own lives and experiences (we all know how much drama and “subplots” run throughout the classroom and school on a daily basis). The students can also make up entirely new characters and plot ideas. The only requirement is that the episode must have an overarching Plot A and **at least** three subplots. You as the teacher can choose whether you would like the final product to be an organized chart, a story board, a short film, a script, etc.

Students may use these questions to help with brainstorming ideas: 1. What genre of TV will I use? 2. What is my overarching plot? 3. Will subplots weave with other characters’ subplots? 4. What conflicts will I create to develop subplots? 5. Will I use Todorov, Freytag, or another narrative structure to help design my subplots? 6. Will I include any dangling causes?

As the students work in their groups you can walk around and take note of each group’s progress. You can check to see if every group is able to identify the subplots of the episode and how subplots work together. If any group seems confused you can join the group and address the situation. If many groups are confused you can address the issue as a class.
 * Formative Assessment:**

Once the groups are done organizing their subplots, you can ask for a volunteer to share what subplots their group found (show the class their drawing). Each group will turn their drawing in for a grade. When students begin working on their own TV episodes, continue to walk around the classroom to assist student groups as needed. Depending on time, each student group can share their finished product or you can choose a few volunteers. Use this time to review the TV narrative structure and to have the class discuss how well each group implements a story arc and subplots in their TV episodes. Student groups will turn in their finished product for a grade.

LA.910.2.1.2: The student will analyze and compare a variety of traditional, classical, and contemporary literary works, and identify the literary elements of each (e.g., setting, plot, characterization, conflict) LA.910.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining) LA.910.1.7.3: The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details LA.910.1.7.4: The student will identify cause-and-effect relationships in text LA.910.1.7.5: The student will analyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text LA.910.3.1.1: The student will prewrite by generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests LA.910.3.5.1: The student will prepare writing using technology in a format appropriate to the purpose (e.g., for display, multimedia) LA.910.6.3.2: The student will ethically use mass media and digital technology in assignments and presentations, citing sources according to standardized citation styles LA.910.6.4.1: The student will use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, digital technology)
 * Sunshine State Standards:**