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Copy of Plot Components

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Emily Wood

on 7 August 2013

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Transcript of Copy of Plot Components

Who? What? Where? When? Why?
The author begins his or her story with the exposition. It establishes the setting, introduces some of the main characters, explains background, and introduces the characters’ main conflict.

As you view this video clip,
identify the setting, main
characters, and conflicts.
The series of events, such as the conflicts, complications, and struggles, that lead to the climax, or the highest point of action in the story.
Rising Action
Plot Diagram
A struggle between a
character and another
physical force, such
as another character
or a natural disaster.
External Conflict
Man versus self
Man versus society
Conflict - A struggle between two opposing forces
Internal Conflict
A mental or emotional struggle that occurs within a character.
1. What is Cinderella’s initial conflict?
2. How does she try to resolve it?
How does her effort complicate the
situation even more?
This is the second component of plot. Here, characters take some action to resolve conflict but are instead met with more problems such as danger, hostility, fear, or even a new threatening situation.
This is the third part of a story. It is the tense, exciting, or terrifying moment when the reader’s emotional involvement is greatest. It is the point of the story where the action comes to a peak. It might be the turning point of the story. All earlier action leads up to the climax (called the rising action), and all following action fades (called the falling action).
What clues hint that this is the
highest point of the story’s action?
Climax - From Walt Disney’s Cinderella
The events that follow the story’s climax. These events lead to the story’s resolution.
Falling Action
Man versus nature
Man versus man
Man versus nature
Hint: Think about the change in music
and the facial expressions of the characters
in the scene.
This happens at the end of the story when all struggles and conflicts have been resolved and we know what is going to happen to the people in the story.
As you view this video clip,
fill out your Story Mapping worksheet.
This worksheet will be collected
at the end of class.
As you view the rest
of this clip, try to identify
both the falling action
and the denouement.
Character &

Types of character:
A character who does not change/evolve over the course of the narrative.
A character who undergoes change over the course of the narrative.
A character who is characterized enough to seem real or life-like.
An author can achieve this
through use of:
The character's change is often prompted by a lesson that they were forced to learn in order to resolve a major conflict.
A character who is not developed
or characterized enough to seem
"real" or life-like.
A struggle between a character and another physical force, such as another character or a natural disaster.
External Conflict
Internal Conflict
A mental or emotional struggle that occurs within a character.
Other examples of internal conflicts:
How does the author
enhance the climax?

The feeling of uncertainty or anxiety, which an author instills in a reader, as he/she questions the outcome of events.
How does an AUTHOR create it?!
How is suspense created in this clip?

As you watch, jot down notes to answer this question.
Pacing: Speeding up the action.
Foreshadowing: Giving hints or clues as to what might happen later.
Dangerous actions or events: Having a main character face bodily harm, firsthand.
As you watch this next clip. Take note of how the suspense is created. Does the director use foreshadowing, dangerous actions/events, pacing, or all three?
Isn't it Ironic, Don't Ya Think?
Verbal Irony
Situational Irony
Dramatic Irony
(Saracasm) When a character says
one thing but means another.
This occurs when the reader's
expectations are not met by the reality.

We expect one thing to happen and often
the exact opposite occurs in reality.
This occurs when the audience knows something that characters in the story do not know.
While watching this clip,
answer the following:
1. What does the character say?
2. What does the character mean?
While watching this clip,
answer the following:
1. What do we expect?
2. What actually happens?
While watching this clip,
answer the following:
1. What do we know that the character does not know?
Point of View
First Person
Third Person Omniscient
Third Person Limited
-Is a character in the story.

-Reader gets a first hand account of conflicts and complications as they occur.

-Reader can not trust a first person narrator. Because the narrator is directly involved in the action, reader never knows whether or not narrator is telling the truth. Narrator could be lying to make him/herself look better.
Key Words:
I, me, we, us, our
-Not a character within the story
-Tells the story by expressing the thought process, emotions, and decisions of only one character within the story.

-Allows reader to get inside character's mind to understand thoughts, feelings, emotions, conflicts.

-Reader learns about events as character does.
-Only get thoughts/emotions of one character. Story may be biased (one sided).

Key words: he, she, they, their, his, hers
-Not a character in the story
-Tells the story by expressing the thoughts, emotions, and decisions of many/all main characters in the story.

-This point of view is most trust worthy/least biased. Reader is told the thoughts of many characters. Therefore, reader experiences most/all sides of the story, conflicts, events.

-Author cannot incorporate as much suspense and irony because reader knows often knows all.
Key words: She, he, her, him, they, their, them
While watching these clips, decide from which point of view they are narrated.

A statement that teaches the reader a lesson about human nature or life in general. The author doesn’t typically tell us the theme. It is usually implied. We have to figure out what it is!
What is the life lesson of this story?
How can I figure out the theme of a story??
What is the message that the author is
trying to convey?
What is the big idea?
What universal lesson can you draw from
this story and apply to your own life?
Often, a dynamic character must learn this lesson in order to undergo change.
As you watch this clip, identify the theme.
What life lesson is the author trying to teach?
Authors can use different literary elements
such as character development, irony,
and figurative language to create different themes.

Example: Richard Connell, the author of
The Most Dangerous Game used situational
irony to emphasize one of the many messages
of his short story.
In the beginning of the story, Rainsford judges
Zaroff based on his manners and intellect. He
views Zaroff as a generous host. However, after
finding out that Zaroff is the exact opposite of what he expected (situational irony), he changes his opinion.
Through use of situational irony, the author is
trying to teach the theme:

"appearances can be deceiving"
Through his use of irony,
what theme is O'Flaherty
trying to convey?
Through characterization,
what theme is O'Flaherty
trying to convey?
Through his use of figurative language,
what theme is O'Flaherty trying to convey?
What themes are present
in The Sniper??
Themes are universal.
This means that all readers
can identify or relate to these
lessons in some way.
What themes are present
in Dahl's Lamb to the Slaughter?

What devices (characterization, figurative language, irony) does the author use to convey these messages? (Use my MDG example as a template.)
What is a symbol?
What is the purpose of signs/symbols/logos?
An object that represents an idea.
Authors use symbols to send implicit (hidden) messages to readers.
Symbols are shortcuts that authors use so that they don't have to spend time explaining these messages. They assume that readers can make meaning on their own.
Description that creates mental pictures/images in the readers' mind while reading.
By triggering the five senses
2) Smell
3) Taste
4) Touch
5) Hear
The clay oozed between Jeremy's fingers as he let out a squeal of pure glee.
Tumbling through the ocean water after being overtaken by the monstrous wave, Mark unintentionally took a gulp of the briny, bitter mass, causing him to cough and gag.
Peter's socks, still soaked with sweat from Tuesday's P.E. class, filled the classroom with an aroma akin to that of salty, week-old, rotting fish.
Paola's eyes were endless pools of beauty.
Authors will also often use figurative language to create sensory images (imagery):

machine guns and rifles broke the silence of the night, spasmodically, like dogs barking on lone farms.
What does the blackbird symbolize? What message (theme) is McCartney trying to convey through this symbol?
What is imagery?
Why would the author want to incorporate imagery?
To make readers feel as though they are in the story. To get them more interested in the plot.
1) See
“Look what I shot.” Gale holds up a loaf of bread with an arrow stuck in it, and I laugh. I take it in my hands, pull out the arrow, and hold the puncture in the crust to my nose, inhaling the fragrance that makes my mouth flood with saliva. Fine bread like this is for special occasions.

“Mm, still warm,” I say.
He tosses a berry in a high arc toward me. I catch it in my mouth and break the delicate skin with my teeth. The sweet tartness explodes across my tongue.
The stew doesn’t taste bad, but there’s a certain sliminess that’s hard to get around. Like you have to swallow every bite three times before it really goes down.
…the second knife catches me in the forehead. It slices above my right eyebrow, opening a gash that sends a gush running down my face, blinding my eye, filling my mouth with the sharp, metallic taste of my own blood.
How can an author help readers create mental images?
While listening to the song, identify specific lyrics that help you to create mental images.

Which of your senses does this song engage?
Full transcript