Activity Overview
Creating a plot diagram not only helps students learn the parts of the plot, but it reinforces major events and helps students develop a greater understanding of literary structures. Students can create a storyboard capturing the narrative arc in a work with a six-cell storyboard containing the major parts of the plot diagram. In this activity, students will create a visual plot diagram of major events in Ivy's story in Echo. Students should identify major turning points in Ivy's story such as the Exposition, Rising Action, Climax, Falling Action, and Resolution
.Ivy's Story
Exposition: Ivy Maria Lopez lived in California with her mother, father, and brother Fernando in 1942. Her parents were migrant farmers and moved often. When WWII broke out, Fernando went to fight and the family missed him. Then Ivy learned they'd be moving to a farm where they may own land after the lease is up. Her parents were thrilled, but Ivy was sad to leave her favorite teacher, best friend, and the opportunity to play in her school band with her new special harmonica.
Conflict: Ivy’s family moved to the new farm which they leased from the Yamamoto family. They had been forced to a concentration camp because of their Japanese heritage. The Lopez family cared for the farm in their absence so the Yamamotos wouldn't lose their property. Ivy looked forward to starting school with her new friend Susan Ward. However, she realized that she was forced to go to a separate school because of her Mexican heritage!
Rising Action: Susan's two brothers fought in the war and one had been killed in action. Susan's father was convinced that the Yamamotos were Japanese spies and insisted on searching the house for clues. Rather than find signs of espionage, they found a room full of instruments that were being stored for safe keeping for dozens of Japanese American families forced to go to the concentration camps.
Climax: Ivy joined the school band and her teacher encouraged her to take up the flute. Kenny Yamamoto, who had joined the army, came to visit the farm to sign papers for the Lopez's lease. He was grateful they would care for the farm in his family's absence. Ivy felt compelled to give Kenny her special harmonica when he left for war. One day on her way home, she and Susan spotted a telegram messenger at her door, which meant bad news!
Falling Action: Luckily, Fernando was only wounded in action. He came home and eventually married a teacher from the combined school that Ivy's parents and many others worked to desegregate. The Yamamotos came home after the war and were able to regain their farm. Kenny Yamamoto had also miraculously survived the war all thanks to the lucky harmonica that Ivy had given him! Ivy pursued her passion for music and became an accomplished flute player.
Resolution: At the end of the story, in 1951, Ivy is a new young flute player for the Empire Philharmonic in New York. She is giving a performance in Carnegie Hall and in the audience cheering her on is her dear friend, Kenny Yamamoto.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a visual plot diagram for Ivy's story in Echo.
Student Instructions:
- Separate the story into the Title, Exposition, Rising Action, Climax, Falling Action, and Resolution.
- Create an image that represents an important moment or set of events for each of the story components using appropriate scenes, characters and items.
- Write a description of each of the steps in the plot diagram.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Design | Cells include images that help to tell the story and do not get in the way of understanding. Descriptions match the images. | Descriptions do not always match the images. | Descriptions are missing or do not match the images. |
| Plot | Each of the six cells represents a different part of the story. The cells are in order from beginning to end. | Two cells or fewer are out of order, or the storyboard is missing important information. | Important information is missing and/or three or more cells are out of order. |
| Spelling and Grammar | Spelling and grammar is mostly accurate. Mistakes do not get in the way of understanding. | Spelling is very inaccurate and hinders full understanding. | Text is difficult to understand. |
Activity Overview
Creating a plot diagram not only helps students learn the parts of the plot, but it reinforces major events and helps students develop a greater understanding of literary structures. Students can create a storyboard capturing the narrative arc in a work with a six-cell storyboard containing the major parts of the plot diagram. In this activity, students will create a visual plot diagram of major events in Ivy's story in Echo. Students should identify major turning points in Ivy's story such as the Exposition, Rising Action, Climax, Falling Action, and Resolution
.Ivy's Story
Exposition: Ivy Maria Lopez lived in California with her mother, father, and brother Fernando in 1942. Her parents were migrant farmers and moved often. When WWII broke out, Fernando went to fight and the family missed him. Then Ivy learned they'd be moving to a farm where they may own land after the lease is up. Her parents were thrilled, but Ivy was sad to leave her favorite teacher, best friend, and the opportunity to play in her school band with her new special harmonica.
Conflict: Ivy’s family moved to the new farm which they leased from the Yamamoto family. They had been forced to a concentration camp because of their Japanese heritage. The Lopez family cared for the farm in their absence so the Yamamotos wouldn't lose their property. Ivy looked forward to starting school with her new friend Susan Ward. However, she realized that she was forced to go to a separate school because of her Mexican heritage!
Rising Action: Susan's two brothers fought in the war and one had been killed in action. Susan's father was convinced that the Yamamotos were Japanese spies and insisted on searching the house for clues. Rather than find signs of espionage, they found a room full of instruments that were being stored for safe keeping for dozens of Japanese American families forced to go to the concentration camps.
Climax: Ivy joined the school band and her teacher encouraged her to take up the flute. Kenny Yamamoto, who had joined the army, came to visit the farm to sign papers for the Lopez's lease. He was grateful they would care for the farm in his family's absence. Ivy felt compelled to give Kenny her special harmonica when he left for war. One day on her way home, she and Susan spotted a telegram messenger at her door, which meant bad news!
Falling Action: Luckily, Fernando was only wounded in action. He came home and eventually married a teacher from the combined school that Ivy's parents and many others worked to desegregate. The Yamamotos came home after the war and were able to regain their farm. Kenny Yamamoto had also miraculously survived the war all thanks to the lucky harmonica that Ivy had given him! Ivy pursued her passion for music and became an accomplished flute player.
Resolution: At the end of the story, in 1951, Ivy is a new young flute player for the Empire Philharmonic in New York. She is giving a performance in Carnegie Hall and in the audience cheering her on is her dear friend, Kenny Yamamoto.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a visual plot diagram for Ivy's story in Echo.
Student Instructions:
- Separate the story into the Title, Exposition, Rising Action, Climax, Falling Action, and Resolution.
- Create an image that represents an important moment or set of events for each of the story components using appropriate scenes, characters and items.
- Write a description of each of the steps in the plot diagram.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Design | Cells include images that help to tell the story and do not get in the way of understanding. Descriptions match the images. | Descriptions do not always match the images. | Descriptions are missing or do not match the images. |
| Plot | Each of the six cells represents a different part of the story. The cells are in order from beginning to end. | Two cells or fewer are out of order, or the storyboard is missing important information. | Important information is missing and/or three or more cells are out of order. |
| Spelling and Grammar | Spelling and grammar is mostly accurate. Mistakes do not get in the way of understanding. | Spelling is very inaccurate and hinders full understanding. | Text is difficult to understand. |
How Tos about Ivy\'s Story in Echo
Organize a collaborative plot diagram activity
Invite students to work in small groups to create a shared plot diagram on chart paper or a digital tool. Collaboration encourages discussion about key events and deepens comprehension as students negotiate which moments to include.
Assign roles for group engagement
Designate specific roles—such as scribe, artist, researcher, and presenter—to each student in the group. Defined responsibilities ensure active participation and help students develop teamwork skills.
Guide groups to identify plot parts together
Encourage groups to discuss and agree on the exposition, conflict, rising action, climax, falling action, and resolution. Group decision-making builds critical thinking and helps students justify their choices with text evidence.
Facilitate peer review and feedback
Have each group present their plot diagram to the class. Peers can ask questions or offer feedback, fostering a supportive classroom culture and deeper understanding of the story.
Reflect as a class on key story elements
Lead a discussion about different interpretations of the story's major events and structure. This helps students appreciate diverse perspectives and reinforces understanding of plot components.
Frequently Asked Questions about Ivy\'s Story in Echo
What is a plot diagram and how does it help students understand Ivy’s story in Echo?
A plot diagram visually breaks down a story’s main elements—such as exposition, rising action, climax, falling action, and resolution. For Ivy’s story in Echo, using a plot diagram helps students identify key events, understand character development, and see how the narrative arc shapes Ivy’s journey.
How can I create a visual plot diagram for Ivy’s story in Echo?
To make a visual plot diagram for Ivy’s story, divide the plot into six parts: Title, Exposition, Rising Action, Climax, Falling Action, and Resolution. For each, draw or select images that represent major events, then write brief descriptions explaining what happens at each stage of the story.
What are the major turning points in Ivy’s story in Echo?
The major turning points include: moving to a new farm (exposition), facing school segregation (conflict), discovering the Yamamotos' instruments (rising action), Ivy joining the band and giving Kenny the harmonica (climax), the return of family and friends after the war (falling action), and Ivy’s musical success (resolution).
Why is it important to teach plot structure using stories like Ivy’s in Echo?
Teaching plot structure with stories like Ivy’s in Echo helps students connect literary concepts to real-world themes such as resilience, diversity, and historical context. It also enhances reading comprehension and critical thinking skills.
What are some creative ways to help students identify the exposition, climax, and resolution in a story?
Try using storyboards, graphic organizers, or group discussions to help students spot the exposition, climax, and resolution. Visual aids and collaborative activities make it easier for students to break down complex narratives and remember key story elements.
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