Map a story's plot on a diagram
When to use this goal
For secondary students who can retell but cannot identify the structural parts of a plot (exposition, rising action, climax, falling action, resolution) that literature classes expect. Base the choice on literature class data and retell quality.
- Baseline
- Score two diagrams on short stories with clear structure. Note which element is weakest; the climax is usually hardest because it requires judging importance. The film condition separates plot understanding from reading and can show where the barrier is.
- Tips
- Aligns with literature standards in middle and high school, so the data support general education grades as well. Use the film or graphic novel condition to teach the structure before applying it to dense text. Accept bulleted responses.
- Limits
- Not all stories fit the diagram; choose conventional narratives for data. Rubric scoring needs anchor examples. Novels read over weeks test memory as much as structure; use short stories for clean data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-016.
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Goal
By the annual IEP review date, after reading an unpracticed short story at the student's instructional level, given a blank plot diagram, the student will complete the plot diagram with the exposition, the main conflict, two rising-action events, the climax, and the resolution independently, earning a score of at least 10 out of 12 on a 6-element plot diagram rubric scored 0 to 2 per element, on 3 of 4 consecutive scored diagrams, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 12 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Reading Comprehension.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Reading - Reading Comprehension
- Baseline
- 3 out of 12 rubric points.
- Annual goal501 characters
- By the annual IEP review date, after reading an unpracticed short story at the student's instructional level, given a blank plot diagram, the student will complete the plot diagram with the exposition, the main conflict, two rising-action events, the climax, and the resolution independently, earning a score of at least 10 out of 12 on a 6-element plot diagram rubric scored 0 to 2 per element, on 3 of 4 consecutive scored diagrams, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After reading an unpracticed short story at the student's instructional level, given a blank plot diagram
- Behavior
- The student will complete the plot diagram with the exposition, the main conflict, two rising-action events, the climax, and the resolution independently
- Criteria
- Earning a score of at least 10 out of 12 on a 6-element plot diagram rubric scored 0 to 2 per element, on 3 of 4 consecutive scored diagrams
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 10 out of 12 on a 6-element plot diagram rubric scored 0 to 2 per element
- Mastery rule:
- on 3 of 4 consecutive scored diagrams
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after reading an unpracticed short story at the student's instructional level, given a blank plot diagram, the student will complete the plot diagram with the exposition, the main conflict, two rising-action events, the climax, and the resolution independently, earning a score of at least 10 out of 12 on a 6-element plot diagram rubric scored 0 to 2 per element, on 3 of 4 consecutive scored diagrams, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Exposition: names the setting and main character | Conflict: states the main problem | Rising action: gives two events that build toward the climax | Climax: identifies the turning point | Falling action or resolution: tells how the conflict is settled | Order: elements are placed in the right sequence on the diagram | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 6-element plot diagram rubric scored 0 to 2 per element. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.