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Copy of Plot Components
Transcript of Copy of Plot Components
As you view this video clip, identify the setting, main characters, and basic scenario
The series of events, such as the conflicts, complications, and struggles, that lead to the climax.
A struggle between a
character and another
physical force, such
as another character
or a natural disaster.
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?
Characters try to resolve their conflict but their action makes it even worse by causing even bigger problems such as danger, hostility, fear, or even a new threatening situation.
Three things typically happen here.
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.
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 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
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.
A mental or emotional
struggle that occurs within
Other examples of internal conflicts:
How does the author
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.
Speeding up the action.
: 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?
Point of View
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.
I, me, we, us, our
-Not a character within the story
-Tells the story by expressing the thought process, emotions, and decisions of
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?
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.
This means that all readers
can identify or relate to these
lessons in some way.
Description that creates mental pictures/images in the readers' mind while reading.
By triggering the five senses
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 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.
“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?
1. The reader is the most emotionally involved in the story.
-The reader might be happy, sad, excited, or terrified.
2. The action is at its highest point.
-A war or fight may be at its deadliest stage.
3. The story is at its turning point.
-A character might undergo change after learning an important life-lesson.
Complete the worksheet as you view the following videos.
View the next two video clips. Chose one on which to focus. Then complete the Complication worksheet.
The exposition occurs at the beginning of the story. It
the following parts of the story:
the setting (the where and when)
the main characters (the who)
the introduction of the conflict (the what)
The exposition introduces many of the main characters. One character is clearly central to the story with all major events having some importance to this character. This character is called the PROTAGONIST.
protagonist = main character = hero
The ANTAGONIST is what is in conflict with the protagonist.
antagonist = main character = villain