Setting - Ms. Johnson's 7th Grade Language Arts - Home
Name: __________________________________________________ Date: _____________ Hour: __________Story Elements Packet Due Date: _______________20764502343150SettingMoodCharacterizationPlotPoint of ViewThemeSettingSetting is the time and place in which a story occurs. Directions: Read the paragraphs and answer the questions that follow.Not a sound broke the stillness. Jagged red rocks gleamed in the pale sunshine. There were no clouds – ever – in the pale green sky. There were no flowers, no butterflies, no birds in the sky. Nothing crawled. Nothing breathed. Nothing grew at all. The planet seemed to be waiting for the space probe to land. Nothing would ever be the same there again.The story probably takes place…a. on Earth b. on the sunc. under the waterd. on another planetThe covered wagon rolled across the plain. Jeremy sat with his mother in the front seat. His mother held the horses’ reins tightly in both hands. In the wagon, Jeremy’s father was sleeping. He had had a bad fever the day before. Jeremy wondered if they would get through the mountains before the snows came. He wondered what California would be like.When does the story take place?a. in the present b. about 100 years agoc. a few years agod. in the futureThe city felt like a steaming stone jungle. Only the noise of the city traffic broke the stillness of the air. There was not even a breath of wind in the hot streets. Darkness had come at last. Lights from homes, offices, and stores twinkled like stars. The streets had begun to empty. Kids hurried home from the parks, playgrounds, and streets. It was the kind of night that made you want to lie beside a cool, peaceful lake far, far away. Suddenly, everything went dark. As far as the eye could see, all was blackness. The once-twinkling lights had been put out. Even traffic lights were gone. The city was an island of blackness. Only the blazing white headlights of the cars showed. They made a path of light between the dark canyon-like building walls. People on the streets looked up. The lights of the city’s biggest skyscraper were out. The building looked like a giant stone statue against the dark sky.Where does the story take place?a. in a small town b. in a large cityc. near a peaceful laked. on another planetWhen does this story take place?a. early in the morning b. in the middle of the nightc. as night begins d. on a dark and rainy dayIn what season does this story probably take place?a. spring b. summerc. falld. winterMoodMood is the feeling created in a reader by a literary work. The setting, descriptions, and events can all contribute to a story’s atmosphere or mood.Directions: Read each passage below and then describe the mood it creates. Next, underline the specific words in the passage that you think are most important in creating the mood.During the holidays, my mother's house glittered with decorations and hummed with preparations. We ate cookies and drank cider while we helped her wrap bright packages and trim the tree. We felt warm and excited, listening to Christmas carols and even singing along sometimes. We would tease each other about our terrible voices and then sing even louder. Mood: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________After New Year's the time came to put all the decorations away and settle in for the long, cold winter. The house seemed to sigh as we boxed up its finery. The tree was dry and brittle, and now waited forlornly by the side of the road to be picked up. Mood: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The girls were playing in the pond, splashing each other and trying to catch fish with their hands. They were having fun, but kept looking over their shoulders at the looming forest. The long grass of the field kept moving and they felt as if they were being watched. About a half hour passed and still the girls kept checking the field for movements. It seemed like a pair of dark eyes was on them. They even considered going back inside, but that would mean homework time. So they continued splashing, but with caution now. Their eyes hardly left the field.Mood: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________375285045085Check your work!Did you remember to underline words in each passage that you think helped to create the mood?00Check your work!Did you remember to underline words in each passage that you think helped to create the mood?Setting and MoodThe setting of a story often influences the mood. The poems below create a feeling or mood by setting a scene. These poems are a form of Japanese poetry called haikus. Every haiku is three lines long and has about 17 syllables. Directions: After reading the haikus, answer the questions that follow.Haiku #1206438548895Frogs sleep in the sun;Moss grows on shoreline rocks:The clear creek ripples.2085340129540Haiku #2The curtains billow;Sunlight sneaks in the window:Daybreak wakes me up.216086673441Haiku #3Basket crawls with ants;Grapes, peaches warm in the sun;Picnic stretches on.208534073025Haiku #4Crocodiles swim by:Parrots screech; monkeys chitter;Jungle day begins. Look at the first haiku. You can tell that the feeling of this poem is…noisy and busy.peaceful and calm.rainy and windy.cold and icy.Look at the second haiku. Which of the following sentences could you replace the last line with? Remember, you want to keep the same feeling in the poem.Ghosts awaken me.Broken glass hurts me.Tears stain my pillow.Warmth touches my cheek.Look at the third poem. Which of the following sentences tell you about the mood?Everyone hurried to finish the picnic.The picnic was crowded and noisy.It was a long, lazy picnic.The ants shortened the picnic. Which haiku gives you the feeling that you are in a noisy place? What words help you know this? UTQTATQ_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________5357169-135924Characterization MethodsCharacterization is how the writer reveals what a character is like. Directions: After watching the video clip, describe what type of person Goldilocks is and how you know this. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Directions: Read each of the following statements. Then choose which one of the five characterization methods (S-T-E-A-L) was used to help us get to know Rita. Refer back to your story element notes to help you. Rita was small and fragile looking. Method: __________________________________________________Rita said, “I’m afraid to get in but I’ll do it anyway!”Method: __________________________________________________ As the cold water of the lake wrapped around her legs, Rita trembled at the memory of last summer’s accident.Method: __________________________________________________With determined effort, Rita managed to get the rowboat into the lake and clamber aboard.Method: __________________________________________________Polly watched from the shore, knowing it was impossible to stop Rita once she had decided to do something. “She’s so stubborn!” Polly thought. Method: __________________________________________________Identifying Parts of a PlotThe events that take place in a story are called the plot.Directions: “Cinderella” is the story of a young girl who never stops believing in true love. The story line appears below, but has been written out of order. Put the story in order by numbering the events from 1 to 6 and identifying each part: (1) introduction, (2) conflict (3) rising actions, (4) climax, (5) falling actions, (6) conclusion.__________________________________________One day an invitation to the Royal Ball appeared in the mailbox. The invitation said that all women of the household were invited. The evil stepmother said that Cinderella couldn’t go. __________________________________________On the night of the ball, Cinderella cried and cried as her stepmother and stepsisters left in the carriage. As Cinderella was crying she didn’t notice her fairy godmother appear next to her. After a wave of her fairy godmother’s magic wand, Cinderella saw a carriage and was dressed in a beautiful dress. Cinderella was warned to be home by midnight when the spell was broken. When Cinderella arrived at the Royal Ball everyone was distracted by her beauty. The prince immediately fell in love with her. They danced all night and Cinderella was so in love she lost track of time.__________________________________________The prince whisked Cinderella away from the evil stepmother’s house and married her right away. She never had to do housework again, unless she wanted to. As for the stepmother and stepsisters, they finally had to learn what it felt like to break a nail.__________________________________________Once upon a time there was a girl named Cinderella. She lived with her evil stepmother and her two evil stepsisters. Cinderella was forced to do all of the chores around the house. Even though she hated doing all of the chores and she always broke a nail, she did them without complaining because she had such a good heart. __________________________________________The prince vowed to search the kingdom to find the beautiful woman whose foot fit in the slipper. When he arrived at Cinderella’s house, the stepmother locked Cinderella in the attic so the stepsisters could try on the slipper. They did and, of course, the slipper didn’t fit. Cinderella screamed for the prince and when he found her he knew without a doubt that she was the woman from the Royal Ball. He slid the slipper on her foot and, of course, it fit.__________________________________________When the clock struck midnight Cinderella ran out of the prince’s arms, thanking him for the wonderful evening. The prince was in shock as he watched the love of his life run out of the castle, leaving behind a small glass slipper. Point of ViewPoint of view is the author’s choice of a narrator or speaker.Directions: Read the following passages and decide from which point of view each story is told.Passage 1 from The House with a Clock in Its Walls by John BellairsTarby walked out to the mound. Lewis pounded his bat on the plate and waved it the way he had seen George Kell do in Briggs Stadium in Detroit. But when Tarby threw the ball, Lewis missed as usual.Every day for the next two weeks, Tarby met Lewis after school, and they practiced batting. Slowly, gradually, Lewis’s swing got better. He even managed to hit a few line drives. But something even more important was happening. Lewis and Tarby were getting to be friends.This story is written…in the first person from Tarby’s point of view.in the first person from Lewis’s point of view.in the third person from the point of view of a narrator who is not a character in the story.Passage 2 from The Lifting Stone by Anne Eliot CromptonMoses was pretending to fish. In fact, he was just staring sadly into the water. He looked so sad I tried to cheer him up. “Tell you a secret,” I said. I had a little secret Moses might like to know. I led him down to the next hidden pool, where the fish are. That was my little secret. When Moses saw the trout in the pool, he almost smiled. He said, “Mandy Jane, you are clever!” Now, that softened my heart. I know I am clever, but Moses was the first other person to notice it. This story is written…in the first person from Moses’s point of view.in the first person from Mandy Jane’s point of view.in the third person from the point of view of a narrator who is not a character in the story.Passage 3 from Fast Sam, Cool Clyde, and Stuff by Walter Dean MyersI first moved to 116th Street when I was twelve and a half. I really liked the apartment because I had a separate room. I’d started school already, but I had to transfer to a new school called James Fenimore Cooper. It was an older school than the one I’d gone to, but that was okay because they had a really good music department and I played saxophone.This story is written…in the first person from James’s point of view.in the first person from the point of view of a person who doesn’t give his or her name.in the third person from the point of view of a narrator who is not a character in the story.Directions: Re-write each paragraph as a first person narrative.Marsha Marantz liked to write secret messages to people. At home, she wrote “What’s cooking?” on a piece of paper, and taped it to a toaster. She wrote comments in her brother Tad’s sport magazines. Tad ignored her.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Marsha grew tired of people ignoring her messages. One day she read about a message found in a bottle. “Aha!” she cried. She wrote dozens of mysterious notes, signed them, “Trapped on the North Pole,” stuck them in bottles, and threw them in the bay. She figured that would get people’s attention. It did.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________A team was organized to search for the “trapped” person. Marsha was horrified. She rushed to the newspaper office and confessed what she had done. No one believed her._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Now create a conclusion to the story on your own.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ThemeFables and parables are specifically designed to teach a lesson, which often appear at the end. In more complex stories, lessons and other messages about human nature are buried in the text. Most literary works have at least one theme. Many express several themes that are tied together. Your job as a reader will be to infer what lessons the author is trying to convey. Directions: Read the fables below. Decide what lesson you think Aesop was trying to convey with each fable and write it on the lines that follow. 16383002520954686300194945 “The Ant and the Grasshopper”In a field one summer’s day Grasshopper was hopping about, chirping and singing to its heart’s content. Ant passed by, bearing along with great toil an ear of corn he was taking to the nest.“Why not come and chat with me,” said the Grasshopper, “instead of toiling and moiling in that way?”“I am helping to lay up food for the winter,” said the Ant, “and recommend you do the same.”“Why bother about winter?” said the Grasshopper; “we have got plenty of food at present.” But the Ant went on its way and continued its toil. When the winter came the Grasshopper had no food and found itself dying of hunger, while it saw the ants distributing every day corn and grain from the stores they had collected in the summer. What is the lesson or theme of this story?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________16383001041404343400237490“The Dove and the Ant”An Ant, going to a river for a drink, fell in, and was carried along in the stream. A Dove pitied her condition, and threw into the river a small branch. The Ant quickly used the branch to reach the shore. Later, the ant, seeing a man with a rifle aiming at the Dove, stung him in the foot sharply, and made him miss his aim, and so saved the Dove’s life.What is the lesson or theme of this story? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Story Elements Packet Rubric____/3 Setting and MoodOn page 1, the settings are correctly inferred.On page 2, the mood of each passage is correctly described AND words that helped to create the mood are underlined.On page 3, the questions are correctly answered.____/3 Characterization and PlotOn page 4, the response to Goldilocks clip is accurate and complete, including a description of Goldilocks and how the reader can infer these things.On page 4, the characterization methods are correctly labeled.On page 5, the plot is in correct order and each part is accurately labeled.____/4 Point of View and ThemeOn page 6, the point of view for each passage is correctly identified.On page 7, each paragraph is accurately written as a first person narrative. On page 7, The student provides a plausible and satisfying conclusion for the story.On page 8, a logical theme for each fable is provided.____/2 OverallCorrect conventions (capitalization, punctuation, grammar, spelling) and neat work throughout. 503809097790Grading Scale12A11A-10B+9B8B-7C+6C5C-4D+3D2D-1E0N00Grading Scale12A11A-10B+9B8B-7C+6C5C-4D+3D2D-1E0N27622506991350____/12 TOTAL ................
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