CUA #1 Review

CUA #1 Review

7th Grade ELA

Rising Action

The rising action is the series of events that create suspense, tension, and
challenges for the protagonist, leading up to the story’s climax. It typically begins
after the exposition (introduction of the setting and characters) and ends at the
story’s turning point or climax.

TIPS FOR REVIEWING RISING ACTION

Focus on character motivation: What do characters want, and how do their
actions drive the story forward?
Track how the tension increases: Does each event make the conflict more
intense?
Notice foreshadowing: Does the author hint at future events that might
happen during the climax?

Steps for Reviewing Rising Action

01

IDENTIFY THE MAIN CONFLICT

02

BREAK DOWN THE PLOT
EVENTS

03

LOOK AT CHARACTER
DECISIONS & REACTIONS

04

EXAMINE CHANGES IN SUSPENSE OR
TENSION

05

NOTE THE ESCALATION TOWARD THE
CLIMAX

What is the central problem or conflict in
the story? The rising action is often driven
by the protagonist facing and responding
to this conflict. Look for the moment when
this issue becomes clear to the reader.

Which key events move the story forward?
Rising action often includes a series of
events or complications that make the
conflict more intense or difficult. Each event
should raise the stakes for the characters.

How do characters respond to challenges?
Characters’ choices and reactions are central to
the rising action. Their decisions shape the
direction of the story and increase the tension.

Does the suspense build as the story
progresses? Rising action should increase
uncertainty about the outcome. The reader
should feel more invested in how the story will
end as complications develop.

How do the stakes get higher? In the rising
action, complications should make the
protagonist’s situation harder or more urgent.
The story heads toward a breaking point where
the protagonist must confront the conflict
directly.

Multiple Choice

"As Maria stood at the edge of the forest, the wind howled through the trees, making the branches sway like skeletal arms. She hesitated for a moment, remembering the tales of the dangerous creature that was said to lurk in the woods. But with a deep breath, she stepped forward, determined to find her missing brother before nightfall."

How does this paragraph contribute to the rising action of the story?

• It provides background information about Maria's family.

• It describes a peaceful scene that leads to a resolution.

• It introduces a sense of danger and uncertainty that escalates the conflict.

• It reveals Maria’s final decision to give up on her quest.

Context Clues

Context clues are hints in the surrounding text that help readers understand the
meaning of unfamiliar words or phrases. Here are the main types of context clues
and tips on how to use them:

TIPS FOR REVIEWING CONTEXT CLUES

Read ahead and around the unfamiliar word to gather clues.
Look for signal words like “such as,” “but,” “however,” or “which
means,” which often introduce context clues.
Use what you already know about the situation or topic to make an
educated guess.

Types of Context Clues

01

Definition or Explanation:

02

SYNONYM OR RESTATEMENT

ANTONYM OR CONTRAST

03

GENERAL SENSE OF THE PASSAGE

04

The word’s meaning is directly given in the
sentence or nearby.

●Example: “The arboretum, a place where
trees are grown and studied, was full of rare
species.”

●Clue: The phrase “a place where trees are
grown and studied” defines “arboretum.”

The overall context of the sentence or paragraph gives clues about the meaning.

●Example: “She had a penchant for drama, always seeking attention and creating scenes wherever she went.”

●Clue: The phrase “seeking attention and creating scenes” suggests that “penchant” means a strong liking or tendency.

The sentence provides a synonym (a word with a similar meaning).

●Example: “The boy was elated, or extremely happy,
about his birthday party.”

●Clue: “Extremely happy” is a synonym for “elated.”

The text shows a word with the opposite
meaning to highlight the new word.

●Example: “Unlike his gregarious sister, who loved to
socialize, Tim was introverted.”

●Clue: “Unlike” and the description of the sister’s
outgoing personality help define “introverted” as
shy or reserved.

Multiple Choice

Based on the context of the following sentence, what is the most likely meaning of the word "meticulous"?

"Jane’s meticulous attention to detail ensured that every corner of the room was perfectly arranged, from the symmetry of the picture frames to the alignment of the books on the shelf."

• Careless

• Precise

• Quick

• Uncertain

How Authors Convey Their

Message
When an author writes a story, they often have a message or theme they want to communicate to the reader. This message could be a lesson, insight, or idea about life, society, or human nature.

KEY TAKEAWAY

To uncover an author’s message, look at how they present
characters, conflicts, and ideas. By examining these elements
closely, you can better understand the deeper meanings they want to communicate.

1. Through Characters’ Actions and Growth

●What to Look For: How characters act, change, or respond to challenges can reflect the author’s message.

●Example: In a story where the main character learns to be brave after overcoming several fears, the message might be about the importance of courage.

●Lesson: Pay attention to how the protagonist grows or what they learn. The author's message is often tied to the character's journey.

2. Through the Plot and Conflict

●What to Look For: The central conflict (problem) in the story often highlights the author’s message. How the conflict is
resolved can reveal what the author believes about certain topics.

●Example: A story where teamwork solves a big problem might convey the message that collaboration is valuable.

●Lesson: Analyze how the story’s outcome relates to the central issue. The message is often tied to how problems are solved or not solved.

3. Through Setting and Atmosphere

●What to Look For: Sometimes the setting (time and place) or atmosphere (the mood) of the story reflects a larger idea or theme.

●Example: A story set in a war-torn country might convey the harsh realities of war and its effect on humanity.

●Lesson: Consider how the setting influences the characters or events. The author may use it to comment on a larger social or moral issue.

4. Through Dialogue and Internal Thoughts

●What to Look For: What characters say, think, or discuss often provides direct insight into the author’s message.

●Example: A character who talks about never giving up, even when things are tough, might highlight a message about perseverance.

●Lesson: Pay attention to repeated phrases, inner thoughts, or important conversations. Authors often use these to highlight key ideas.

5. Through Symbols and Imagery

●What to Look For: Objects, colors, or recurring images in the story can symbolize larger ideas related to the author’s message.

●Example: In a story where a withering tree keeps appearing, the tree might symbolize loss or decay, contributing to the message of inevitable change.

●Lesson: Look for symbols or images that appear throughout the story. These often represent deeper themes.

6. Through Tone and Word Choice

●What to Look For: The author’s tone (attitude) and the specific words they choose can influence the message.

●Example: A hopeful, uplifting tone might suggest a positive message about human potential, while a pessimistic tone could suggest a warning or critique.

●Lesson: Consider how the author’s choice of words and tone makes you feel. The tone often hints at the deeper message.

Multiple Choice

How does the author convey their message about the importance of perseverance in the following passage?

"Despite the relentless storms and the constant setbacks, Eliza never wavered in her quest to build her dream garden. Each day, she worked tirelessly, fixing broken fences and replanting with hope, determined that her vision would one day bloom into a vibrant reality."

• By describing Eliza’s frequent moments of frustration and doubt

• By illustrating the physical challenges Eliza faces in her gardening

• By highlighting Eliza’s unwavering commitment and hard work

• By showing how Eliza's dream garden is quickly completed

Why Authors Use Comparisons to

Emphasize Ideas

Authors often use comparisons to help readers better understand or visualize an idea, emotion, or situation. Comparisons create connections between unfamiliar or complex concepts and things that are already well-known or relatable to readers.

KEY TAKEAWAY

Authors use comparisons to clarify ideas, create vivid images, emphasize emotions, and engage the reader. By connecting two different things, comparisons make writing more accessible, relatable, and memorable.

Simile: A direct comparison using "like" or "as."

●Example: "Her smile was as bright as the sun."

●Purpose: This comparison helps readers visualize the intensity and warmth of the smile.

Metaphor: A comparison that states one thing is another.

●Example: "He is a shining star on the basketball court."

●Purpose: This metaphor emphasizes the person's skill and brilliance without directly stating it.

Analogy: A more extended comparison that shows how two different things are similar in several ways.

●Example: "Life is like a race; some run fast, others take their time, but everyone has their own path to the finish line."

●Purpose: The author uses this analogy to emphasize how life's challenges and journeys can be compared to running a race.

TYPES OF COMPARISONS

Simile: A direct comparison using "like" or "as."

●Example: "Her smile was as bright as the sun."

●Purpose: This comparison helps readers visualize the intensity and warmth of the smile.

Metaphor: A comparison that states one thing is another.

●Example: "He is a shining star on the basketball court."

●Purpose: This metaphor emphasizes the person's skill and brilliance without directly stating it.

Analogy: A more extended comparison that shows how two different things are similar in several ways.

●Example: "Life is like a race; some run fast, others take their time, but everyone has their own path to the finish line."

●Purpose: The author uses this analogy to emphasize how life's challenges and journeys can be compared to running a race.

TYPES OF COMPARISONS

To Clarify Complex Ideas

●How: Comparisons break down difficult concepts by linking them to something familiar or simpler.

●Example: If an author says, “Her emotions were like a storm,” it helps readers understand that the character’s emotions are intense and unpredictable, just like a storm.

●Why: Comparisons make abstract ideas easier to grasp.

To Create Stronger Visuals

●How: A comparison helps readers visualize or feel something more vividly by relating it to a more
tangible image or sensation.

●Example: “The classroom was as loud as a zoo” immediately gives readers a clear mental image of chaos and noise.

●Why: Authors want readers to picture the scene or emotion clearly in their minds.

WHY AUTHORS USE COMPARISONS

To Emphasize Similarities and Differences

●How: Comparisons can show how two things are alike or different in important ways, highlighting key
characteristics.

●Example: “His words were like daggers” emphasizes how painful and sharp his comments felt to someone else.

●Why: The comparison emphasizes the emotional impact of the words, making it more memorable and vivid for readers.

To Add Emotional Impact

●How: Comparisons can make an emotion feel more intense by connecting it to something powerful or relatable.

●Example: “She felt as small and insignificant as an ant” amplifies the character’s feelings of being
overwhelmed or unimportant.

●Why: This comparison helps the reader emotionally connect with the character’s situation.

To Engage the Reader

●How: Comparisons can make writing more interesting and creative, drawing readers in and making the text more engaging.

●Example: “The wind was a howling wolf” adds a sense of wildness and danger, making the environment more
dramatic and exciting.

●Why: Creative comparisons spark the reader’s imagination and keep them interested in the story.

Multiple Choice

Why does the author use comparisons in the following excerpt to emphasize their ideas?

"The city was a maze of streets, twisting and turning like a labyrinth. The noise from the traffic roared like a thunderstorm, overwhelming anyone who ventured too close. Amidst this chaos, the old library stood as a quiet oasis, serene and still like a peaceful lake."

• To contrast the quiet library with the noisy city

• To create a vivid description of the library’s architecture

• To illustrate the historical significance of the city

• To show the similarity between different types of noise

Why Authors Include Certain

Paragraphs

Authors include specific paragraphs to serve important functions in a story or text. Each paragraph plays a role in developing the plot, theme, or characters, and
sometimes introduces or emphasizes key ideas.

KEY TAKEAWAY

Authors include paragraphs to introduce key ideas, develop
characters, build suspense, provide background, reinforce themes, or transition between scenes. Each paragraph serves a purpose that contributes to the overall story or message.

To Introduce or Develop Key Ideas

●Purpose: Some paragraphs introduce important themes, conflicts, or concepts that are central to the story or message.

●Example: If an author includes a paragraph about a character’s financial struggles, it may be setting up a larger theme about poverty or personal hardship.

To Develop Character

●Purpose: Certain paragraphs focus on a character’s thoughts, actions, or dialogue to reveal their personality, motivations, or growth.

●Example: A paragraph where a character reflects on their fear of failure helps us understand their inner struggles and what drives their decisions.

To Build Suspense or Tension

●Purpose: Some paragraphs are designed to raise the stakes in the story, building toward a climax or keeping the reader engaged.

●Example: A paragraph describing eerie noises in a dark house might build suspense, leading the reader to expect something frightening.

REASONS AN AUTHOR INCLUDES A PARAGRAPH

To Provide Important Background or Exposition

●Purpose: The author may include a paragraph to give necessary background information or explain the setting, so readers understand the context of the story.

●Example: A paragraph explaining a character’s past experiences can help the reader understand why they act a certain way in the present.

To Highlight or Reinforce a Theme

●Purpose: A paragraph might be included to reinforce a major message or lesson the author wants to convey.

●Example: A paragraph where a character learns the value of friendship reinforces the story’s overall theme about the importance of relationships.

To Transition Between Ideas or Scenes

●Purpose: Some paragraphs act as bridges between major scenes or ideas, guiding the reader through changes in time, location, or focus.

●Example: A paragraph that describes a shift from day to night transitions the reader to the next scene and sets the mood for what’s to come.

QUESTIONS TO CONSIDER WHEN
ANALYZING WHY A PARAGRAPH

IS INCLUDED

1.What new information does this paragraph provide?

2.

How does this paragraph develop the character, theme, or plot?

3.

Does this paragraph add tension, clarify an idea, or provide necessary background?

4.

How does it connect to the paragraphs before and after it?

How does this paragraph develop the character, theme, or plot?

Multiple Choice

Why might the author have included the following paragraph in the story?

"As Sarah walked through the abandoned house, she found a dusty, old photograph tucked behind a cracked mirror. The picture showed a happy family gathered around a dinner table, their smiles frozen in time. This discovery made Sarah pause, as she realized the house had once been filled with warmth and joy, a stark contrast to its current desolate state."

• To introduce a new character to the story

• To reveal important background information about the house’s history

• To describe the setting of the current scene

• To show Sarah’s confusion about her surroundings

How to Choose Relevant Evidence

When answering questions about a text or supporting an argument, it's important to choose relevant evidence that directly supports your point. Relevant evidence is information from the text that is closely connected to the claim or question you're addressing.

KEY TAKEAWAY
Relevant evidence is the backbone of a strong argument or analysis. It must be directly
related to the question or claim, and it should be clearly explained to show how it
supports your point.

KEY TIPS FOR CHOOSING RELEVANT EVIDENCE

Stick to the Point: Only use evidence that clearly supports your answer.
Context Matters: Make sure the evidence comes from a part of the text related to your
point.
Explain Your Choice: After presenting the evidence, always explain how it connects to
the claim.

Understand the Question or Claim

●What is the question asking?

●Focus on the specific detail or idea the question wants you to address.

Look for Key Words or Ideas in the Text

●What part of the text directly relates to the claim or question?

●Look for moments in the text where the key idea is mentioned. Highlight or underline sentences that seem connected to the question.

Select Evidence That Directly Supports Your Point

●Why is this evidence important?

●The evidence should clearly support your answer, providing a reason, example, or detail that helps explain your point.

Avoid Irrelevant or Unrelated Evidence

●Does this evidence match the question or claim?

●Be careful not to choose evidence that may be in the same text but doesn’t actually address the question or claim.

Explain How the Evidence Connects

●Why does this evidence matter?

●Always explain why the evidence supports your answer. Don't just drop a quote—link it back to your point.

Steps to Choose Relevant Evidence:

Multiple Choice

Which piece of evidence most effectively supports the theme of friendship in the story?

• A character’s description of their favorite hobbies and interests

• A character’s internal monologue about their personal goals and ambitions

• A passage detailing the setting and background of the story

• A scene where two characters share a meaningful conversation and help each other through a difficult time

How to Make Inferences

Inference is the process of making an educated guess based on the information provided in a text,
combined with your own knowledge and reasoning. When you make an inference, you read between the lines to figure out something that isn’t directly stated.

KEY WORDS THAT SIGNAL INFERENCES

“I can tell...”
“It seems like...”
“I get the feeling that...”
“Probably...”

Pay Attention to Details: Tiny clues in the text can reveal a lot about a character’s feelings,
intentions, or setting.
Ask Questions: Ask yourself what’s really happening in the scene and why the characters are
acting the way they are.
Look for Patterns: Repeated behaviors or recurring themes in the text can help you make stronger
inferences.

KEY TIPS FOR MAKING INFERENCES

Read Carefully for Clues

●What does the text say?

●Pay attention to details, such as characters’ actions, dialogue, and descriptions. These clues help you infer things that the author doesn’t explicitly state.

●Example: If a character is shivering and wearing a coat, you can infer that it’s cold outside, even if the author doesn’t directly say so.

Use Prior Knowledge

●What do you already know about the situation?

●Combine what you know from real life with what you read in the text. This helps you fill in the gaps and make logical
guesses.

●Example: If someone in a story avoids eye contact and stutters, you might infer that they are nervous because people often act this way when they’re uncomfortable.

Ask Yourself What’s Implied

●What isn’t directly said, but is hinted at?

●Authors often imply things through subtle clues. Consider why a character might act or feel a certain way, even if it’s not directly explained.

●Example: If a character says, “I’m fine” with a frown on their face, you can infer that they’re not actually fine.

Look at Actions and Consequences

●What do characters’ actions suggest?

●Actions and their outcomes often provide clues for making inferences about motives, feelings, or future events.

●Example: If a student hides their homework when the teacher walks by, you can infer that they haven’t completed it.

Steps to Make Inferences

Multiple Choice

Based on the following excerpt, what can be inferred about the character's feelings toward the upcoming challenge?

"Despite the growing anxiety in her chest, Maria straightened her shoulders and walked towards the competition arena with a determined stride. Her eyes, though slightly wide, held a steely resolve as she mentally reviewed her strategy, pushing aside the flutter of nerves."

• Maria is confident and unconcerned about the challenge.

• Maria is indifferent and does not care about the outcome.

• Maria feels anxious but is determined to face the challenge head-on.

• Maria is completely overwhelmed and has given up on competing.