Building Rising Action

Overview

In this third lesson of the unit Character, Conflict, and Plot, students examine how complications build a larger problem in a narrative. They will read the original short text “The Garden Gate,” sequence rising-action events, and apply the structure by giving an original character a goal and two obstacles.

Learning intentions

Students will be able to:

• Analyze how a sequence of events contributes to the development of plot and conflict.
• Identify a narrative’s rising action and explain how complications increase a problem.
• Summarize key events in logical order without adding opinions.
• Write a character goal and two obstacles using specific verbs and clear sentences.

Success criteria

• I can sequence at least four events from “The Garden Gate” in logical order.
• I can identify two complications that affect the character.
• I can explain how one complication increases the conflict.
• I can give an original character a goal and two believable obstacles.

Curriculum links

• Reading Literature — analyze how a particular scene or section fits into a text’s overall plot structure.
• Reading Literature — determine a theme or central idea through details and summarize objectively.
• Writing Narratives — establish context, introduce characters, and organize events logically.
• Writing Narratives — use description, pacing, and other narrative techniques to develop events and characters.

Lesson structure (55 minutes)

1. 0–8 min · Bellwork and review. Display the bellwork directions in the introduction and bellwork slides and distribute the rising-action analysis worksheet. Students revise five sentences by selecting the correct pronoun, then compare answers with a partner; briefly review pronoun choices and connect clear sentence-level writing to today’s narrative task.

2. 8–18 min · Model the rising-action staircase. Use the rising-action staircase model to show a simple situation in which a character wants to enter a locked room. Think aloud as the event sequence moves from goal to first complication, second complication, and larger problem. Students copy or annotate the staircase on the worksheet and help complete the sentence: “This complication increases the conflict because…”

3. 18–31 min · Read “The Garden Gate.” Introduce the narrator, setting, and character goal using the reading directions and chunk prompts. Read the four numbered chunks of “The Garden Gate” from the worksheet, pausing after each chunk for students to name what changed, what the character wants, and what new problem appeared. Students mark or sketch one important event per chunk and briefly turn-and-talk after each pause.

4. 31–42 min · Sequence and justify events. Direct pairs to cut out and arrange the event cards included in the event cards and staircase organizer. Students place at least four events in logical order, identify two complications, and write or rehearse a justification for one placement: “I placed ___ before ___ because…” Partners then orally explain how one complication moves the plot toward the larger problem; listen for accurate use of event, complication, conflict, and rising action.

5. 42–50 min · Create a character problem. Show the writing frame in the goal-and-obstacles writing prompt. Students give an original character a specific goal and two obstacles, using active verbs and complete sentences, such as “Maya must recover the missing key, but the river rises and her flashlight fails.” They add one sentence explaining which obstacle creates the greater conflict and why.

6. 50–55 min · Exit ticket and share-out. Display the exit prompt in the closing and exit-ticket slide and have students complete the final section of the exit ticket independently: “Name one complication in ‘The Garden Gate’ and explain how it increases the conflict.” Invite two students to share precise answers, collect responses, and preview that the next lesson will examine how rising action leads toward a climax.

Resources

• the rising-action slide deck
• the rising-action analysis worksheet
• Pencils, highlighters, and colored pencils
• Scissors for cutting event cards
• Document camera or interactive display
• Visual timer
• Optional headphones or text-to-speech access
• Board space for the class staircase

Assessment

• During bellwork, check pronoun revisions and sentence-level understanding.
• Formatively assess the event staircase, card sequence, and oral justification. Record whether each student sequences four events, identifies two complications, and explains plot movement.
• Use the exit ticket to determine whether students can connect a specific complication to the larger conflict. Reteach with a completed model for students who describe events but do not explain their impact.

Differentiation

• Provide preordered event cards, a partially completed staircase, numbered chunks, and sentence starters such as “First…,” “The conflict grows when…,” and “This matters because…” for students who need support.
• Allow peer scribing, verbal responses, drawing with labels, or speech-to-text for students whose writing or language processing needs make extended written responses difficult.
• Use an audio-supported version of the text, one event per line, repeated reading, enlarged clear print, and high-contrast formatting for students with dyslexia. Keep the four chunks visibly numbered and pause for comprehension checks.
• Pair students strategically and use a visual timer with a one-minute warning before transitions. Challenge students ready for extension by adding a believable third complication and explaining how it changes the pacing or raises the stakes.