Falling Action Consequences

Overview

In this sixth lesson of the unit Character, Conflict, and Plot, students examine how falling action shows the effects of a story’s climax. They connect post-climax events to a character’s earlier decision, then add consequences to their own developing plot plan.

Learning intentions

Students will be able to:

• Explain falling action as the events and consequences that follow a climax.
• Identify two events that occur after a turning point.
• Connect post-climax events to a character’s earlier decision.
• Write consequence sentences using precise verbs and clear pronoun references.

Success criteria

• I can identify two events after the climax.
• I can explain how each event responds to the turning point.
• I can connect a consequence to the character’s earlier decision.
• I can use precise verbs and pronouns that clearly refer to named characters.

Curriculum links

• Narrative writing: establish context, introduce characters, and organize events in a natural, logical sequence.
• Narrative writing: develop experiences using effective technique and relevant descriptive details.
• Narrative writing: provide a conclusion that follows from narrated events.
• Reading literature: determine how a theme is conveyed through details and summarize without personal opinions.

Lesson structure (55 minutes)

1. 0–8 min · Bellwork: clear pronoun references. Display the bellwork on the introduction and bellwork slides and distribute the falling action worksheet and plot-plan page. Students choose or revise pronouns so each sentence clearly identifies the named character, then briefly explain how unclear pronouns can confuse a plot summary.

• Example: “When Maya spoke to Elena, she apologized” becomes “When Maya spoke to Elena, Maya apologized.”

2. 8–17 min · Teach falling action and consequence. Use the falling action explanation and visual sequence to model a simple plot arc: before the turning point, climax, and after the turning point. Teacher explains that falling action shows what changes because of the climax; students help complete the frame, “After ___ decided/acted, ___ happened because ___.” Emphasize transition words such as afterward, as a result, later, meanwhile, and finally.

3. 17–29 min · Read “After the Storm.” Read the short narrative passage in the “After the Storm” passage aloud while students follow, or provide audio text and a dyslexia-friendly copy. Pause after the climax to ask: “What decision or action changed the direction of the story?” Students annotate or orally identify the turning point and listen for two events that show its effects.

4. 29–41 min · Complete the consequence chart. Model the first row of the before/turning point/after chart on the consequence chart, then have students complete the remaining rows independently or with a partner. They record the character’s situation before the climax, the turning point, and two events afterward, including an explanation of how each event responds to the turning point. Teacher circulates, checks evidence, and conferences with students who list events without explaining the connection.

5. 41–50 min · Apply to an original plot plan. Students return to their developing character plot plan on the original plot-plan page and add two falling-action consequences. Each sentence should name the character when needed, use a precise verb, and show how the earlier decision affects what happens next. Invite students who finish early to add a consequence that reveals a character trait, such as responsibility, courage, regret, or perseverance.

6. 50–55 min · Exit ticket and share. Display the final prompt on the review and exit-ticket slides and finish with the Success Criteria exit ticket slips. Students answer: “Name one event after the climax in ‘After the Storm.’ Explain how it shows the effect of the turning point.” Collect the response as students leave and invite two students to share strong consequence language.

Resources

• the complete falling action slide deck
• the falling action worksheet and plot-plan page
• the Success Criteria exit ticket slips
• Teacher-created narrative passage, “After the Storm”
• Highlighters or colored pencils
• Chart paper or whiteboard
• Timer
• Audio reading option and headphones, if available

Assessment

• Check bellwork for pronouns with clear antecedents and address common errors during the mini-lesson.
• Use the consequence chart and brief teacher conferences to assess whether students connect each post-climax event to the turning point rather than merely listing events.
• Use the exit ticket to identify students who can name and explain one consequence; reteach with a modeled plot arc before the next writing session.

Differentiation

• Provide event strips showing before, turning point, and after events for students who need sequencing support; students may arrange the strips before writing.
• Offer explicit sentence frames and a transition bank: “After ___, ___ happened because ___”; “As a result, ___”; “Later, ___.”
• For students with dyslexia, use an accessible sans-serif font, wide spacing, short reading sections, audio text, and color-coded before/turning-point/after sections. Permit oral chart completion or speech-to-text.
• Meet with a small reteach group during independent chart work to rehearse the turning point orally and identify consequences together. Challenge ready students to add a consequence that reveals a trait and explain the trait using evidence.