Unit 1 – “Seventh Grade”

Unit 1 Objectives • identify stages of plot • analyze plot development • identify internal and external conflict • analyze and evaluate setting

What drives a story? Setting is the time and place of the action. The time might be the historical era, the season, or the time of day. The place might be a country, a neighborhood, or a room. In many stories, setting affects the action and the characters’ feelings. • Characters are the people, animals, or imaginary creatures that take part in a story. The characters’ behavior directly affects what happens. • Conflict is a struggle between different forces. It is the fuel that keeps the action moving forward. A conflict can be external or internal. See Page 24

Stages of Plot Exposition Rising action Climax Falling action Resolution http://youtu.be/sfSJnRRj3fM

Stages of Plot Exposition • Introduces the setting and the characters • Sets up or hints at the conflict

Stages of Plot rising action • Shows how the conflict unfolds and becomes more complicated • Builds suspense

Stages of Plot Climax • Is the most exciting moment and the turning point • Often results in a change for the main character

Stages of Plot falling action • Reveals how the main character begins to resolve the conflict • Eases suspense (What’s suspense?)*

Stages of Plot falling action • Reveals how the main character begins to resolve the conflict • Eases suspense (What’s suspense?)* (suspense is a feeling of growing tension and excitement)

Stages of Plot Resolution • Ties up loose ends • Sometimes offers an unexpected twist before the story ends

Stages of Plot Plot diagram http://www.readwritethink.org/materials/plot-diagram/ See page 26-29

Objectives Literary Analysis • explore the key idea of making a good impression • identify stages of a plot • analyze plot development • read a short story Reading • make connections to a story Vocabulary • build vocabulary for reading and writing • understand and use the Latin root uni Grammar and Writing • avoid sentence fragments • use writing to analyze literature

Share How do you make a bad impression?

Share How do you make a good impression?

Reading Strategy Do you enjoy stories about people your own age? If so, explain why such stories interest you.

Reading Strategy - Connect When you connect with characters in a story, you find common ground with the characters by relating your knowledge and experiences with theirs. As you read the selection, use a chart like the one shown in the text to connect what is happening in “Seventh Grade” to your own life.

Vocabulary – Guess from Context 1. A student may quiver when tests are handed back. 2. Feel free to linger after class if you have a question. 3. Sam loves to eat; he is rather portly. 4. The athlete’s ferocity was praised. 5. She smiled sheepishly as she admitted to staying up late. 6. The class recited poems in unison.

Vocabulary – Guess from Context http://prezi.com/uv72wyhq7lti/vocabulary-seventh-grade-by-gary-soto/

Read “Seventh Grade” Remember to “connect.”

Comprehension After Reading 1. RECALL What is the main reason Victor wants to take French? Victor wants to take French because Teresa is taking it. 2. RECALL How does Victor respond when Teresa talks to him after homeroom? Victor can’t look at her and says something awkward. . . .continued

Comprehension continued After Reading Comprehension continued 3. SUMMARIZE Explain the events that happen after Victor tells Mr. Bueller that he speaks French. Victor makes up some words and says them in a French accent. Mr. Bueller knows the truth but doesn’t say anything. After class, Teresa is impressed with Victor and wants to study with him. . . .continued

Literary Analysis After Reading 4. CONNECT Review the chart you created as you read. How do the connections you made help you understand the characters and events that take place in the story? Note specific examples. Students may say that when they can relate to what a character is going through, they are more interested in the story. . . .continued

Literary Analysis continued After Reading Literary Analysis continued 5. COMPARE AND CONTRAST Compare and contrast Michael’s efforts to impress girls with Victor’s efforts to impress Teresa. Give examples from the story. How do their efforts give the story tension–and humor? Michael’s efforts are all about appearances. Victor, at first, makes a real effort to communicate with Teresa, although in the end he tries to impress her by faking knowledge. Both boys’ efforts are rather awkward, making the story amusing and suspenseful. . . .continued

Literary Analysis continued After Reading Literary Analysis continued 6. MAKE INFERENCES The French teacher, Mr. Bueller, realizes that Victor is faking his knowledge of French. Why does he keep the truth to himself? Mr. Bueller sympathizes with Victor; he remembers his own efforts to impress a girl. . . .continued

Literary Analysis continued After Reading Literary Analysis continued 7. ANALYZE PLOT The plot of “Seventh Grade” centers on Victor’s attempts to win Teresa over. Go back through the story and make a list of the important events. Then use a diagram like the one shown, and fill in what happens at each stage of the plot. . . .continued

Literary Analysis continued After Reading Literary Analysis continued Exposition: Victor wants to make Teresa “his girl.” Rising action: Obstacles keep Victor from talking to Teresa. Climax: Victor pretends to speak French in order to impress her. Falling action: Teresa tells Victor his French was good. The teacher keeps Victor’s secret. Resolution: Teresa asks Victor to help her study. He’s happy. . . .continued

Literary Analysis continued After Reading Literary Analysis continued 8. MAKE JUDGMENTS Victor is finally able to impress Teresa. Do you think it matters that this impression is based on something that isn’t true? Explain your answer. Students may say that Victor has created a false impression of himself as someone who knows French. Therefore, their friendship is based on a lie. Others may say that Victor will live up to the impression he created, thus becoming a better person. . . .continued

Extension and Challenge After Reading Extension and Challenge 9. READERS’ CIRCLE In a group, discuss what Teresa might be thinking at each stage in the plot. Draw a diagram like the one shown in question 7, and note on it the thoughts and feelings your group identifies for her. Diagrams should demonstrate an understanding of Teresa’s character and of the stages of the plot. . . .continued

Extension and Challenge continued After Reading Extension and Challenge continued 10. CREATIVE PROJECT: WRITING Imagine that Victor and Michael both work as personalities on a radio talk show. A boy calls in, asking for their opinions about how to impress girls. Write the response each of the boys would give. Responses should reflect an understanding, based on details in the story, of what the boys believe impress girls.