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.


• 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.



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.
It is the fuel that keeps the action moving forward.
A conflict can be external or internal.
See Page 24
Stages of Plot
1.
2.
3.
4.
5.
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/vocabularyseventh-grade-by-gary-soto/
Read “Seventh Grade”
Remember to “connect.”
After Reading
Comprehension
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
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
After Reading
Literary Analysis
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
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
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
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
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
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
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
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.