Literary Terms Review

Reviewing Characters, Setting, and Theme

Literary Text Elements

Let's Review the Key Vocabulary

• Drama - a play

• Character - a person, animal, or made-up creature in a fictional story or play

• Motivations - the reasons why characters act, think, and feel as they do in the story

• Character Traits - special qualities of the characters, such as honesty or shyness

Let's Review the Key Vocabulary

• Setting - where or when a story happens

• Events - important things that happen to the characters in a story

• Problems - situations that characters go through that are hard for them

• Solutions - how the characters figure out how to solve their problems

Let's Review the Key Vocabulary

• Theme - an important message or lesson about people or life

• Infer - when you make a guess or statement based on the information you have in front of you

• When you INFER something, you are making an INFERENCE!

How do we analyze character traits?

We pay attention to the actions, words, feelings, and thoughts of each of the characters in the story.

How do we analyze a story's setting?

We pay attention to the details of where the events in the story are happening and when the events are happening.

Where - location

When - time of day (afternoon) or time in history (year)

Multiple Choice

How do we analyze a story's theme?

• We pay attention to what the characters are wearing.

• We pay attention to how the setting looks.

• We pay attention to when the author wrote the story.

• We pay attention to the life lessons that the characters learn throughout the story.

How do we analyze a story's theme?

We pay attention to the moral (good or bad) lessons that the character's learn about life.

Example:

In the story of the scorpion and the frog, the scorpion ends up hurting the frog even after he said he wouldn't.

The lesson in that story is that creatures rarely change their nature.

The frog should have known that the scorpion was dangerous even if he said he wasn't.

THEME

THE MEssage: the author's message to the reader; usually a lesson that is INFERRED and not directly stated

DETERMINING a THEME

*Theme is an author’s message or statement

*It is the lesson being taught to the reader by the author.

*THEME IS not a topic, or just one word.  It is a sentence, or statement.  

*Theme is not directly stated by the author, it is inferred by the reader based upon the TEXTUAL EVIDENCE presented by the author.  

What is the THEME?

Since both girls wanted to pass their classes, they got to talking and agreed to help one another. So every day after school for the next few weeks, Suzie tutored June in reading and then June tutored Suzie in math. By the time report cards came were distributed, Suzie and June were passing all of their classes. The girls were delighted, but their mother was happiest of all. Not just because her daughters passed their classes, but because they had learned to be good sisters.

Multiple Choice

What was the THEME of the previous passage?

• Suzie and June help each other to pass classes

• Siblings can be similar, but also can be different

• When we work together instead of against each other, progress can be made

After setting his alarm clock for PM instead of AM, Eric woke up late for school. In his haste, he forgot to pack a lunch or bring lunch money. Eric did not mind much at the time and figured that he could just eat some of his friend's food. During lunchtime, Eric explained his situation to the people at his lunch table. His friends were sympathetic, but they only packed lunches for themselves, not Eric. Katie offered Eric a small bag of carrots. "Yuck! I hate carrots." Chuck offered Eric his milk, to which Eric responded, "Is that skim milk? Ewww…. I hate skim milk. Does anyone have any chocolate milk?" Some people at the table did have chocolate milk, but they did not want to give their milk to Eric. Ben offered Eric half of his egg salad sandwich, but Eric again refused quite rudely, "Egg salad is gross. Doesn't anyone have anything good for me?" But that was the last offer that Eric would receive that day.

Multiple Choice

What is THE MEssage of the previous passage?

• When in a rush, it is wise to double check the AM/PM button on your alarm.

• Egg salad, carrots and skim milk are not gross- they are good for you!

• People who depend on the generosity of others are no position to demand what others give to them.

• Eric was in a rush and did not pack a lunch. Then, he was mean to his friends when they offered their own food to him.

Multiple Select

When asked, a student responded that KARMA was the theme, or central message, of FLUSH. Check the box that indicates what is wrong with the student's response.

• A theme is an author's lesson and Hiaasen NEVER mentions karma

• The theme is inferred by the reader and Hiaasen never gives hints about karma in the book.

• A theme is not just one word, it is a statement.

• Karma is not a lesson.

Multiple Choice

The schoolmaster was leaving the village, and everybody seemed sorry.

(Thomas Hardy, Jude the Obscure)

• First Person

• Third Person Limited

• Third Person Omniscient

• Second Person

Multiple Choice

Whether I shall turn out to be the hero of my own life or whether that station will be held by anybody else, these pages must show.

(Charles Dickens, David Copperfield)

• First Person

• Third Person Limited

• Third Person Omniscient

• Second Person

Multiple Choice

As Mr. John Oakhurst, gambler, stepped into the main street of Poker Flat on the morning of the 23rd of November, 1850, he was conscious of a change in its moral atmosphere since the preceding night.

(Bret Harte, "The Outcasts of Poker Flat")

• First Person

• Third Person Limited

• Third Person Omniscient

• Second Person

Multiple Choice

The bus picks up students in groups of four or five. As they walk down the aisle, people who were my middle-school lab partners or gym buddies glare at me. I close my eyes. This is what I've been dreading. As we leave the last stop, I am the only person sitting alone.
^{From Laurie Halse Anderson, Speak. Copyright 1999 by Laurie Halse Anderson}

• First Person 
• Second Person 
• Third Person Limited
• Third Person Omniscient

Multiple Choice

 Identify the point of view: Make sure to wash your hands before forming the batter into different shapes. Germs can spread easily, especially when cooking, and it is important to stay clean and healthy. 

• First Person 
• Second Person 
• Third Person Limited
• Third Person Omniscient 

Multiple Choice

Identify the point of view: Amy sprinted as fast as she could with her neighbor’s dog running right behind her. Amy was terrified of him, and thought that he would bite her. In reality, the dog just wanted to play, and thought of Amy as a friend. 

• First Person 
• Second Person 
• Third Person Limited
• Third Person Omniscient 

Multiple Choice

 Identify the point of view: Once you have the cake in the oven, start to make the whipped cream frosting. Combine whipping cream, powdered sugar, and food color in a small mixer bowl. Make sure you add just a small amount of food color. 

• First Person 
• Second Person 
• Third Person Limited
• Third Person Omniscient 

Multiple Choice

 Identify the point of view: I walked towards the bus stop, hoping to not see Maria. She told everyone my biggest secret and I was never going to forgive her, no matter how hard she tried to cheer me up. 

• First Person 
• Second Person 
• Third Person Limited
• Third Person Omniscient

Point of View

POV Practice

Point of View Definition

Point of view (POV) is what the character or narrator telling the story can see (his or her perspective). The author chooses “who” is to tell the story by determining the point of view. Depending on who the narrator is, he/she will be standing at one point and seeing the action.

First (1st) Person

First person: The example above with little Rachel is told in the first-person point of view, meaning that we are seeing events through the eyes of the character telling the story.

Pronouns: I, we, me, my, our, mine

Second (2nd) Person

In second person, the narrator is speaking to YOU. This isn’t very common in fiction, unless the narrator is trying to talk to the reader personally. We see second-person point of view mostly in poems, speeches, instructional writing, and persuasive articles.

Pronouns: you, your, yours

Third (3rd) Person

With third-person point of view, the narrator is describing what’s seen, but as a spectator. If the narrator is a character in the story, then we are reading what he or she observes as the story unfolds. This narrator has three possible perspectives.

Pronouns: she, he, they, him, her, them

3rd Person

Limited – In limited third-person, the narrator sees only what’s in front of him/her, a spectator of events as they unfold and unable to read any other character’s mind. Omniscient – An omniscient narrator sees all, much as an all knowing god of some kind. He or she sees what each character is doing and can see into each character’s mind. This is common with an external character, who is standing above, watching the action below (think of a person with a crystal ball, peering in).

Limited Omniscient – The limited omniscient third-person narrator can only see into one character’s mind. He/she might see other events happening, but only knows the reasons of one character’s actions in the story.

Making Inferences

And citing evidence

What do I see?

What can I infer?

I SEE someone kneeling on one knee, a ring, and a beach background.

Based on my background knowledge, I INFER that this is a marriage proposal.

Making Inferences

Let's Review!

Multiple Choice

Ana and Sophie sat in their chairs staring straight ahead for nearly two hours. They did not talk or hardly even move, but they were not bored at all. Where were Ana and Sophie?

• At the movies

• At church

• At a football game

What is an Inference?

An inference is when you take clues from the text and what you already know to draw a conclusion. 

-Schema is your background knowledge- what you ALREADY know.

Text clues + What you know (schema) = Inference! 

What I Read

+ What I Know

= What I Infer

How do I find an Inference?

• Inferences require you to read between the lines to figure out what the author is trying to tell you. 

• Inferences are NOT directly stated in the text.  You must think deeper to understand what is going on.

Steps to INFER:

• Read the text 2 Times

• Read the question

• Search for evidence / clues / details in the text

• Make an inference

• Explain your thinking

Multiple Choice

Before the 1800's people didn't have right or left shoes. They had shoes of just one shape that they used for both feet. When people first saw right and left shoes, they laughed. They called them "crooked shoes." "What a silly idea," they said. You can tell that shoes before 1800:

• were pretty

• didn't look alike

• didn't fit very well

Multiple Choice

Many breeds of dogs are used for work. In many cultures dogs are used to herd sheep. The dogs keep the flock from being attacked by animals such as wolves. They also keep sheep from wandering off. Sheepdogs are known for their loyalty and gentleness.

Based on your reading of the text, you can INFER that:

• Sheepdogs are not very smart dogs.

• There are many breeds of dogs.

• Sheepdogs are gentle and loyal.

Plot and Character Analysis

​

Plot

The chain of events in a narrative.

Exposition, Rising Action, Climax, Falling Action, and Resolution are all parts of a plot.

Story Elements

Best way to understand a story is to analyze its structure.

Story Elements

• Best way to understand a story is to analyze its structure (PLOT).

• Stories have 5 parts:

• Characters

• Setting

• Plot

• Conflict

• Resolution

So what is PLOT?

• Sequence of events in a story

• BEGINNING: Introduces character & setting

• MIDDLE: Tells how characters react to the problem

• ENDING: Tells how the problem is solved

• 
  

• 
  

• 
  

Multiple Choice

Plot is the __________.

• moral or lesson learned

• characters in the story

• beginning, middle, and the end of a story

• setting

Multiple Choice

What is the main idea?

• What the text is mostly about 
• Facts that support the main idea 
• Description of the cause and effect 
• Key ideas that support the general idea 

Multiple Choice

Which part of the story is represented by this blue blob?

• exposition
• rising action
• climax
• resolution

Multiple Choice

Which part of the story is represented by this blue blob?

• exposition
• rising action
• falling action
• resolution

Multiple Choice

Which part of the story is represented by this blue blob?

• climax
• rising action
• falling action
• resolution

Multiple Choice

Which part of the story is represented by this blue blob?

• climax
• exposition
• falling action
• resolution

Multiple Choice

What is the conflict of a story?

• the problem faced by the main character
• a bad hair day
• the ending of the story
• a boxing match

Multiple Choice

What is the definition of plot?

• The lesson in the story
• The sequence of events in the story
• The turning point of the story
• The conflict in the story

Multiple Choice

The story's time and place is called the....

• tone
• plot
• setting
• voice

Multiple Choice

When do you usually meet main characters?

• In the end

• During the conflict

• In the solution

• In the introduction

Multiple Choice

Choose the two words that best complete the sentence.
During the exposition, it is important to introduce the ________ and the ________.

• characters, setting 
• characters, falling action 
• climax, conflict 
• conflict, resolution

Multiple Choice

The events in the plot usually build up to an important event called a CLIMAX. What is a CLIMAX?

• the time and place the story happens

• the most exciting point in the story

• the people or animals in the story

• the lesson or moral taught in the story

Multiple Choice

Characters can face several problems in one story. The main problem is called the:

• solution

• conclusion

• climax

• conflict

Multiple Choice

What is another word for conclusion?

• End

• Beginning

• Middle

• Title

Multiple Choice

Carlos laughed when he thought about how scared he was in the haunted house at the carnival last year. He had no way of knowing he was about to face a fright that wasn’t meant to be fun.

• Foreshadowing

• Flashback

Multiple Choice

Cassie poised at the end of the diving board, ready to plunge into the water. Suddenly, she was five years old again, standing on the edge of a dock and falling backward, unable to control her fall, and unable to swim.

• Foreshadowing

• Flashback

Multiple Choice

When the alarm clock sounded, Amy leaned over to turn it off and got up to start her day. She had no idea it would be one of the most memorable days of her life.

• Foreshadowing

• Flashback

• Suspense

Multiple Choice

Joyce watched the clock. The minute hand seemed frozen over the ten. The slow tick tock seemed to promise that time was moving forward, but Joyce had no sense of it. All she knew was that she had to wait until 8:00.

• Foreshadowing

• Flashback

Multiple Choice

As their car rumbled down the dirt road toward the lake cabin, Kim was transported back to last summer. She remember the hard work it took to get the cabin in shape for another summer at the lake. “We have to work before we can play,” her mother had reminded her.

• Foreshadowing

• Flashback

​Figurative Language

​Figurative language — language not intended to be taken literally but layered with meaning through the use of imagery, metaphors, and other literary devices

Multiple Choice

Joe’s boots crunched through the hard packed snow and broke the forest’s silence.

The word "crunched" is an example of...

• Simile

• Metaphor

• Imagery

• Onomatopoeia

Multiple Choice

"I told you a million times, do not exaggerate!"

This sentence is an example of

• Personification

• Hyperbole

• Idiom

• Tone