Breaking Down the Components of a Plot

The Four Parts of a Plot

The Conflict

The main conflict gives the story purpose and drives it to completion. It's helpful for young students to read about problems they can relate to. If the challenges faced by the main character of a story are similar to those the reader faces, the reader will be better able to identify them as problems. It might be hard for a child to recognize the central problems of a struggling painter, but the problems faced by a boy living on a farm in Oklahoma might be easier to understand

Rising Action

The rising action usually appears near the beginning or toward the middle of the book. The character and setting have been established and readers start to learn about the main problem facing the characters. The characters struggle with the problem looking for the best solution. The rise of action usually consists of how the character deals with the problem. It allows the reader to bond with the characters and the story and helps them to identify with the situations.

The Climax

The climax is when the main action has occurred, initiating a turn in action and reaching toward the solution of the primary problem. It is critical for a student to recognize this part of the story because it's the culmination of all the action leading up to it. If a student can't identify the climax of a novel it might mean they haven't fully understood all of the action that has occurred. Quiz your child while they're reading to make sure that they are keeping up with the main plot points. Ask your elementary student which part of the novel they think they are reading. If you notice a critical point has occurred but your child did not put much emphasis on the action, encourage them to reread this part of the novel.

The Resolution

The resolution when all of the lose ends are tied up. The main characters have found the resolution to their problem and have learned or are learning how to deal with the resulting situation. At this point your child should feel satisfied with the story and be able to retell the story to a parent, highlighting the main characters, setting, and the four main components of the story's plot.

http://mathandreadinghelp.org/articles/Elementary_reading%3A_Breaking_down_the_components_of_a_plot.html

Write Your Own Tall Tale ( page 128)

First start planning your Tall Tale. Use the graphic organiser to help you.

Elements of a Story - Setting

The Setting Of A Story

The setting means the time and place that form the background for the story. The settings sometimes play a vital role in the short story where by the setting of the story set the reader’s mode and a good description of the setting will make the reader more eager to keep up and follow the events of the story.

Setting in short story includes:
· place – geographical location. Where is the action of the story taking place?
· time – When is the story taking place? (historical period, time 
of day, year, etc)
· weather conditions – Is it rainy, sunny, stormy, etc?
· social conditions – What is the daily life of the characters like? Does the story contain local color (writing that focuses on the speech, dress, mannerisms, customs, etc. of a particular place)?
· mood or atmosphere – What feeling is created at the beginning of the story? Is it bright and cheerful or dark and frightening?
Points to determine the setting of a story :
reference to the time or date
the names of the characters
description of clothing
reference to events

Knowing the setting of the story can give us a picture of where the story is taking place and when it’s taking place. The setting gives the reader a better sense of the story. It allows them to visualize what is going on and connect with the characters better; the setting should be connected to the theme of the story.

Tips when writing the setting:
In a short story you have a limited number of words to convey your message , you must choose your settings carefully & wisely
Make the reader of the short story able to imagine themselves and put themselves in the characters positions.
Appeal to your reader’s five senses to make your setting more real. Remember to combine setting with characterization and plot of the story.
Use two or more senses in your description of setting

Also here is a mind map that you can use to brain-storm some ideas for the setting of short story:

Relate
d articleshttp://vixstories.wordpress.com/2011/05/11/the-setting-of-short-story/

EXERCISE: Try to create a story that takes place in a specific setting, but DO NOT use the name or time within the story.  Reveal the setting to your readers through your use of details within the story.

Use Pronouns Clearly

In a group, copy the sentences and then correct them.

1. Move the car out of the garage and paint it.



2. After Mary had paid Jane, she looked happy.



3. Since my friends like hotdogs, I often serve them as a snack.



4. Mark visited Sam while he was in town.



5. Take the curtains off the windows and wash them.



6. After Marie left her daughter at camp, she felt sad.



7. Romeo pulled the disk out of the computer and destroyed it.



8. Harold beat Ted when he was not playing well.



9. When the bus reached the station, it was almost empty.



10. James is going to keep the dog in a kennel as soon as he gets one.

Possessive Adjectives

Possessive adjectives a1 from monira21

John Henry Races the Steam Drill

Reading Comprehension Questions

After reading the Tall Tale; “John Henry Races the Steam Drill”, circle the letter of answer that
correctly responds to each comprehension question.

1. How did Little Bill, the shaker, help John Henry?
 a. He played the drum to keep the steel drivers working at a steady pace.
 b. He supplied water and food between hammer blows.
 c. He turned the drill and pulled it out when the hole was done.
 d. He oiled the hammer and stood watch over it every night.

2. What happened after John Henry drilled enough holes?
 a. The shakers searched the holes for gold dust and copper.
 b. The steel drivers placed lard oil torches in the holes.
 c. The post drivers placed steel posts in them and filled them with dirt.
 d. The demolition crew filled them with explosives to blow up the rock.

3. While he drove steel, John Henry always ...
 a. sang.
 b. cried.
 c. prayed.
 d. told jokes.

4. In John Henry’s song, the next line after “This old hammer” is ...
 a. “knocks those rocks”.
 b. “rings like silver”.
 c. “swings so smooth”.
 d. “sings like a bird”.

5. If John Henry beat the steam drill, Captain Tommy offered to give him ...
a. one hundred dollars and a new suit.
 b. a new job on the demolition crew.
 c. one year’s pay.
 d. a farmhouse with animals


6. Select an example from the story which shows that the main character is responsible. Don't forget to write down the page number.

Earthquake Terror Part 1

After listening

In pairs discuss and record your answers in your blog book.

1. Who is the narrator?

2. How does the narrator create suspense in the story?

3. What is the setting of the story?

4. Who are the characters in the story?

5. From whose view point is the story told?

Character Compare (Snoopy Vs Scooby Doo)

Charlie and the Chocolate Factory

In pairs, answer the following questions. You can use your books.

Chapters 1- 6

1. How many people live in Charlie's house? Name them.

2. Who works in the family? Where does he/she work?

3. Tell me something about Charlie's family?

4. Why did Willy Wonka close the factory doors?

5. What is Charlie's favorite thing to eat?

6. How often does he get this?

7. Who were the first 2 winners of the golden tickets?


Chapters 7 to 11

1. What did Charlie get for his birthday?

2. How did Charlie get the second bar?

3. Charlie found a dollar bill which he spent on candy while his family was starving. Was it a good idea? Why or why not?

4. What would you do? Give reasons and details,

5. Who were the next 2 winners?



Chapters 11 to 17

1. What did Willy Wonka look like?

2. Why do you think it is fair for Grandpa Joe to go with Charlie to the factory?

3. Name 2 important instructions Charlie must follow to get into the factory.

4. What type of food do the Oompa-Loompas most like?


Chapters 18 to 23

1. Describe the gum that Wonka invented. What can it do?

2. How can you tell that Mr. Wonka doesn't like Veruca Salt?

3. Name and describe 2 things Mr. Wonka showed his guests in the Inventing Room.

4. What 2 things would the Oompa-Loompas like to cure Violet of?

5. Who is your favorit character and why?

Reading Connections

Making connections from sisolica

Plural Nouns

Learn these for the test on Friday.

Watch the video to help you remember the rules.

Branch	branches	Man	men
Toothbrush	toothbrushes	Woman	women
Trophy	trophies	Tooth	teeth
Loaf	loaves	Goose	geese
Ability	abilities	Person	people
Leaf	leaves	Box	boxes
Army	armies	Festival	festivals
Life	lives	Tax	taxes
Slave	slaves	Baby	babies
Mouse	mice	Child	children
Country	countries	Foot	feet

Happy Birthday Dr.King

For Tuesday 5th May. Come prepared for our dialogue circle.

Homework directions.

1.Read the story Happy Birthday, Dr. King! (page 535) to your mum or dad or an adult who understands English

Here is a link if you would like to listen to the story before you read aloud.

After reading:

1. Ask the person you read to, the following  and write down the answers.

a) Tell me about a valuable lesson you learned from another person.

b) What is your dream for Brazil or for the country you come from?

c) How did I read? I would like feedback on my speed, fluency and expression.

Speed
Fluency
Expression

Who did you read to? __________________________________________________________

Plural Nouns

Subject and verb agreement : Negative sentences

POSITIVES AND NEGATIVES

POSITIVE                                                                          NEGATIVE

I watch TV every day.	I do not (don’t) watch TV every day.
She watches TV every day.	She does not ( doesn’t )watch TV every day.
I watched TV yesterday	I did not (didn’t) watch TV yesterday.
She watched TV yesterday.	She did not (didn’t) watch TV yesterday.
There is a dog outside.	There isn’t a dog outside.
There are 2 dogs outside.	There aren’t 2 dogs outside.
There was a dog outside.	There wasn’t a dog outside.
There were 2 dogs outside.	There weren’t 2 dogs outside.

Subject/ Verb Agreement

Quiz time Directions: Select the correct form of the verb in the sentence. 1.  Some people  is/are/am  very good at math. 2.  Somebody   have/has    the winning  ticket. 3.  The doctor who  visit/visits lots of countries and  help/helps thousands of patients all around the world   is/are/am   over there. 4.  There   is/are/am   two sides to every argument. 5.  Jill as well as Jack   is/are/am   up there. 6.  Either Heather or I   go/goes  . 7.  A:  There   is/are/am   a lot of people here.      B:  Yeah.  Everybody   is/are/am   here for you.  All of them   is/are/am  waiting to listen to your song. 8.  Ten dollars   is/are/am   ok.  I need the extra money. 9.  Rice   is/are/am   a common food all over the world.  It   is/are/am   very cheap.  Two bags of rice   cost/costs  only £7. 10.  Either the bus driver or the motorcycle rider is/are/am responsible for the accident. 11.  Many  countries is/are/am members of the United Nations. 12.  There  is/are/am   so many computer games on the internet..

Ensure subject-verb agreement--Lesson 2 of 3 (Common Core Standard L.3.1f)

Character Compare (Snoopy Vs Scooby Doo)

Introduction to Compare and Contrast

Apostrophe

grammar, apostrophe from Causing the Song to Sing

Apostrophe and possession

Apostrophes possession from Blanca Arias De Anda

The Limerick Song

LIMERICK #1

http://mrswarnerarlington.weebly.com/poetry.html

Saint Patrick's Day

Saint Patrick's Day from fengchuishaster

Limericks

Limericks from gherm6

How to write a limerick from strawberryqueenj

To be : in the past

In your Language Arts blog book, copy the chart below and do the exercises. Write out the full sentence with the correct option

A. Complete the sentences with WAS-WASN`T-WERE-WEREN`T.

1. Paul waswasn`t in the cinema yesterday. He waswerewasn`t at his granparents house.

2. WasWereWasn`t they happy at the party? Yes, they waswereweren`t

 

3. WereWasWasn`t Paul at school yesterday? No, he waswasn`tweren`t. He werewasn`twas sick.

 

4 Kate werewaswasn`t with her friends all afternoon. They wereweren`twas very happy together.

 

 

 

B. Complete the gaps with WAS-WASN`T-WERE-WEREN`T.

1.   Tom werewasweren`t very romantic yesterday.               

2.  The kids waswasn`twere   at a birthday party. 

 

3.  Jane werewaswasn`t very sick..                                           

4.  Peter waswereweren`t late for work.

 

 

5. Jack waswasn`twere at a party he waswerewasn`t at work.         

 6. Paul wasn`twaswere very happy, he werewaswasn`t angry.

 

 

7.John and Patwereweren`twas very happy.                                

 8. Peter werewaswasn`t in a big hurry.

 

 

9.   Susan  waswereweren`t tired of cooking.                     

 10. They weren`twerewas singing very loud.

 

 

11.  Jack waswasn`twere sad. He werewasn`twas  happy.                         

 12 Tim werewaswasn``t a priest , he waswereweren`t a musician.

 

 

13   Mr. Parker  werewaswasn`t a great painter.                     

 14.They waswasn`twere happy with the concert.

 

 

15 Andrew  werewasweren`t playing computer games.                 

16.  The mother waswereweren`t really desperate.

 

 

17. The cat  waswasn`twere afraid of the small mouse.                 

18.  Jim werewaswasn`tcompletely exhausted.

 

 

19.  Mr. Smith  waswerewasn`t very hungry.                              

  20.  Tom waswasn`twere with his friends. he wasn`twerewas alone.

 

http://www.englishexercises.org/makeagame/viewgame.asp?id=3509

Reading Assessment

In your blog book, copy the question and the correct answer. You do not need to write all the options. 

Choose the correct option.

1. Why do you think Marvin thought of his family when he was frightened by the grizzly bear and Jean Louis?
   1.  he was probably afraid he wouldn't see them again
   2.  He used skis to get around in the snow
   3.  it was based on how much wood they cut
   4.  the author was Marvin's daughter
2. How was Marvin's life in Duluth similar to his life at the lumber camp?
   1.  He used skis to get around in the snow
   2.  Jean Louis walked Marvin back to the camp
   3.  he made up a system for paying men.
   4.  he organized the payroll
3. Could all the lumberjacks write? How do you know?
   1.  manager of the lumber camp
   2.  Jean Louis walked Marvin back to the camp
   3.  no, Jean Louis' chit had a thumbprint on it
   4.  meat with dairy products
4. How was the great North Woods different from home?
   1.  his parents sent him so that he would not get sick with the flu
   2.  the snow was cleaner & white. at home the snow turned to soot from smoke from chimneys
   3.  he was probably afraid he wouldn't see them again
   4.  maybe from France. His name was Jean Louis and he spoke French
5. How did Marvin determine the amount of pay for each lumberjack?
   1.  Jean Louis walked Marvin back to the camp
   2.  it was really Jean Louis
   3.  manager of the lumber camp
   4.  it was based on how much wood they cut
6. How can you tell that the Great Woods are very cold?
   1.  he made up a system for paying men.
   2.  He used skis to get around in the snow
   3.  it was based on how much wood they cut
   4.  bells rang. First at 4, next 4:15, third 4:20
7. How can you tell that the Great Woods are very cold?
   1.  used fire for heat, bearskin for blankets, double-thick long underwear, two pairs of socks, pants, & sweaters
   2.  he did not want to have to wake up the lumberjack
   3.  He had bearskin for blankets, used inkwell to write, and kerosene in lamps
   4.  his parents sent him so that he would not get sick with the flu
8. How did Marvin solve his breakfast problem?
   1.  He used skis to get around in the snow
   2.  it was based on how much wood they cut
   3.  he would eat steak one day, then pancakes, then oatmeal with milk
   4.  he did not want to have to wake up the lumberjack
9. Where was Marvin's home?
   1.  freightened
   2.  10
   3.  he was cheerful
   4.  Duluth
10. How could you tell that Marvin was intelligent?
    1.  Marvin was good at math
    2.  it was really Jean Louis
    3.  he made up a system for paying men.
    4.  he organized the payroll
11. Where do you think the lumberjack was from?
    1.  he made up a system for paying men.
    2.  maybe from France. His name was Jean Louis and he spoke French
    3.  he did not want to have to wake up the lumberjack
    4.  He used skis to get around in the snow
12. Who is Murray?
    1.  Marvin cold write
    2.  Marvin was good at math
    3.  manager of the lumber camp
    4.  he was cheerful
13. How do you think the author felt about her father?
    1.  he was probably afraid he wouldn't see them again
    2.  he wanted to show the readers what the men did for entertainment
    3.  she was proud of her father. that is probably why she wrote the true story about him
    4.  maybe from France. His name was Jean Louis and he spoke French
14. Why was Marvin sent to the Great North Woods?
    1.  Jean Louis walked Marvin back to the camp
    2.  he was probably afraid he wouldn't see them again
    3.  He used skis to get around in the snow
    4.  his parents sent him so that he would not get sick with the flu
15. Since Marvin was Jewish, what was he not allowed to eat?
    1.  Marvin cold write
    2.  he was cheerful
    3.  meat with dairy products
    4.  Marvin was good at math
16. What was the setting of the story?
    1.  He used skis to get around in the snow
    2.  he made up a system for paying men.
    3.  takes place in the lumber camp in northern part of Minnesota in 1900's
    4.  manager of the lumber camp
17. How old is Marvin?
    1.  10
    2.  he was cheerful
    3.  Duluth
    4.  freightened
18. What are some of the words that the author used to describe how immense the lumberjacks were?
1.  he was probably afraid he wouldn't see them again
2.  feet were big as skillets, like poking a granite boulder, Louis' thumbprint was size of baby's fist
3.  his parents sent him so that he would not get sick with the flu
4.  no, Jean Louis' chit had a thumbprint on it

Answer in full.

19. Reread paragraph 2 and 3 on page 433.  Use evidence from the text to describe Marven’s problem and how he solves it.

20.    Throughout the story, Marven displayed courage in many difficult situations.  Choose one event from the story where Marven had to overcome his obstacles by using courage.  Use examples from the text to support your answer.