Story Literary Elements

1. Story Literary Elements Some basics that every good story must have ….

2. ___________ Every story needscharacters Animals _____________ People OrCreatures __________________

3. The protagonist is the “good guy, girl, animal, creature or force.”PROTAGONIST = PROBLEM SOLVERTHINK: How is the protagonist important to the PLOT?

4. The antagonist is the “bad guy, girl, group, animal, creature or force.” ANTAGONIST = PROBLEM MAKERHow is the antagonist important to the PLOT?

5. PRACTICE TOGETHER 1. Think about 2 characters or group of characters who were protagonist(s) from the novel we just finished, A Long Walk to Water. 2. What character trait shows that that the character(s) is/are an protagonist(s)?3. Provide an example or examples of how this trait is revealed.4. I will do the first one for you.5. Work with a partner for the second one.5. FILL IN THE CHART BELOW: Walked a very long distance every day to provide water for her family. Nya Responsible

6. PRACTICE TOGETHER!1. Think about 2 characters (or group of characters) who were antagonist(s) from the novel we just finished, A Long Walk to Water. 2. What character trait shows that this character(s) is/are the antagonist(s)?3. Provide an example of how this trait is revealed.4. I will do one for you. Fill in on your sheet.5. Work with a partner for a second one.6. FILL IN THE CHART BELOW: Changing the law so all would become Muslim The Sudanese Government intolerant

7. SETTINGWhere and when the story takes place.

8. It’s important to be able to DESCRIBE the setting.To describe means to give great detail.Use your 5 senses to help you DESCRIBE! EXAMPLE: Describing the setting of Salva’s school: The year was 1985 and Salva Dut was sitting in a one room school house with mostly boys. The classroom consisted of a chalk-board and benches with tables (what could be seen). Salva could feel the hard, but old wood of the desk under his hand (felt). It was daytime and the air was hot and dry (felt). There was the smell of animals (smell) Salva could hear the sound of guns firing (heard).

9. Your turn . . . TOGETHER, WITH A BUDDY Use your 5 senses to describe the setting as Salva is sitting in the refugee camp in Ethiopia. See: ____________________________________________ Smell: ___________________________________________ Hear: ___________________________________________ Taste: ____________________________________________ Feel: _____________________________________________

10. Many times the setting is inferred. Text will not always tell you exactly where and exactly when. You need to figure that out.FOR EXAMPLE: “The workers seemed excited. They were moving quickly as their leader called out orders. Then – WHOOSH! A spray of water shot high into the air!”Describe the scene: hmmmm. . . . Let’s think. I need to infer because I wasn’t actually there. So, the text says the workers were excited so it must be daytime – it was light out. The Whoosh sound and the water shooting in the air may have meant that they had hit water under the earth. They are close to a water source! So, I could describe the scene something like this . . . This must be near the village and it must have been hot and sunny. People were all talking at once and gathering around the work area. I see people jumping back and cheering loudly when the water hit them. They may have even done a dance of celebration.

11. The Setting Affects Literary Elements They are DIRECTLY connected! It is important to also be able to analyze how the setting affects: • The Character • Plot • The Mood • Conflict/Resolution • The Theme

12. SETTING & PLOT (Remember, a plot includes exposition, rising action, the problem, climax, falling action and resolution) Let’s take a look at the setting and the plot in historical fiction or a biography:A story set in a specific historical time period would look different than a setting now or at another time.EXAMPLE: Salva is uprooted from his family because of a war going on in the country of Sudan. A few years earlier or later and he may have been able to grow up comfortably with his family like the generations before him. ANOTHER EXAMPLE: Close your eyes and picture Gettysburg during the Civil War.How would the setting in that specific time period look differently than now? Why?

13. The setting may actually be a part of the conflict in the story. In other words, it can be the cause of the conflict. This would be Human vs. Nature.This is common in adventure stories in which characters becomes trapped or lost in forests, avalanches, and so forth. The setting may also provide the way in which the conflict is resolved. In such instances, a character uses a feature of the setting to his/her advantage.EXAMPLE: In a Long Walk to Water, the setting is in Sudan, Ethiopia and Kenya, which are in Africa. We know that there is very little access to clean water. So, because of that . . . Nya walked to get water (problem) and Salva began his organization (solution).THINK-PAIR-SHARE:Let’s pretend for a moment that the story took place in Alaska. What would be different? Discuss with a partner. THE SETTING & THE CONFLICT/PROBLEM (PART OF THE PLOT)

14. Setting and MoodSometimes, the setting provides the details about the mood of a story.Examples:A story set in a haunted house would probably be filled with mystery and suspense.A story set at a carnival would be light-hearted and fun. THINK-PAIR-SHARELet’s say the main character is at a basketball game and his team is playing and winning. How would that setting be different than if the character were in his classroom?

15. The Setting and the Character(s) The setting of the story can determine who the protagonists or antagonists of the story will be. For example: If a story were set in a hospital, we could infer that the nurses were protagonists because nurses are generally kind. If the story is set during a war, the antagonists could be the enemy soldiers. Again, you may need to infer this. THINK TOGETHER:How did the setting in A Long Walk to Water give us protagonists? How did the setting in A Long Walk to Water give us antagonists?

16. Independent Practice The setting in the picture above is most likely . . . • In the cool mountains • In a hot desert • In hot and humid mountains The mood in the setting of the picture above is most likely . . • Despair • Excited • Silly "Students! Stay in your groups," Ms. Calendar ordered. "Do not leave your parental monitor's side. Students who misbehave will get detention!" Xander groaned and moved toward his group. It was the sixth grade field trip, and he was hoping for some fun. Every year, the sixth graders went to check out the animals. Each student had to write a report on one of the animals they saw. All Xander cared about was not being in class. Plus, he liked messing with the little monkeys in the cages. "Okay, parents," Ms. Calendar said. "You can take your groups now. See you all in two hours!" "This is going to be great," Xander said. "We get to play for two hours, and we don't have to sit in class and learn boring stuff." "Aren't you forgetting something?" Gloria asked. "We have to write a paper on an animal. I like zebras. What are you going to write about?" "Write? Paper?" Xander joked. "Please, I am just here to enjoy a little class-less time." Where does this story take place? A. on an airplane at night B. a zoo in the afternoon C. a school in the morning D. a car on a quiet road

17. It was still dark when the school bus pulled out of the school parking lot. Most of the students inside rested their heads against the windows, trying to fall asleep. They had an hour ride ahead of them, and they weren't used to getting up that early. When they pulled into the parking lot of their destination, the Washington Natural History Museum, the sun was above the trees, revealing a beautiful spring morning. The students looked out at the enormous building they were about to enter. Energy flowed through their bodies and took away the last traces of sleepiness. Joel and Manuel headed together into the prehistoric portion of the museum. Here, the fossilized skeleton of a gigantic Tyrannosaurus Rex towered overhead. Manuel felt how the beast could have eaten him in one bite. A large, winged pterodactyl hung from the ceiling. It could have swooped down and carried him off as easily as he carried his notebook. The sun was beating down when the students left the museum. The temperature had climbed, warming up the day considerably. The energy the students received by being in such an exciting and interesting place slowly began to leak away. Each student climbed back onto the bus, ready again to sleep during the return trip home. When the bus arrives at the museum, how does the setting affect the students' feelings? A. It makes them feel energized. B. It makes them feel sleepy. C. It makes them feel bored. D. It makes them feel nervous

18. Your turn: • Reading Response: • Write the title of the book you are reading – and the page you are on when you finished reading • In paragraph form answer: • 1. Who is the protagonist and how do you know? Give details from the story to explain. • 2. I there an antagonist? Who is it and how do you know? Give details from the story to explain. • 3. Describe the setting using information from the story. Be sure to answer Where and When. Include words using all five senses.

19. Plot is on another Power Point

20. The point of view is the perspective of the story “I was framed! I just wanted to borrow a cup of sugar!” “That rotten wolf tried to eat us!!!!”

21. Whether you’re the reader, or the writer, a great story includes all these literary elements!!! foreshadowing protagonist conflict climax characters setting point of view antagonist