Vocabulary Outline

What atmosphere or mood does the setting create (for example, darkness may create a mood of fear or unhappiness while light or bright colors may create one of happiness)?

During the text-based discussion, the student will discuss what the main character in the story said, looked like, acted like, and felt like.

protagonists and antagonists, the plot structure and events of the story and the way he

Analyze characters settings, events, and ideas as they develop and interact within a particular context

• What atmosphere or mood does the setting create? (For example, darkness may create a mood of fear or unhappiness, while light or bright colors may create one of happiness.)

NOW list the events in the SEQUENCE in which they are PRESENTED IN THE STORY (the orchestration of PLOT).

“... A hoarse cry came from his lips as he realized he had reached too far and lost his balance … he struggled up to the surface and cried out, but the wash from the speeding yacht slapped him in the face.”What did you feel there. Were you scared as he fell off the boat into the water? You may have felt this way because of the mood. In the story, “The Most Dangerous Game” by Richard Connell, the mood changes a lot. It goes from a pitch black night falling off a yacht, to a sunny afternoon walk on the beach, then after that a whole other mess of things. All these things make you feel different because of mood. Mood sets the tone through characters, the places they go, and the things they experience.

2. Briefly write the historical and cultural contexts of each story. When and where do they take place? What hints, references, or details do the authors give to let you know the time and place of each story, and/or the cultural background of the characters? Be as specific and concise as possible.

The strategies I did in order to fully prepare myself for this task is read through the theme and the plot for the book and watch the movie understanding what is the story line in the movie. Discussing with my friends about is there any movie can compare with the book. At the beginning, I’m really interested about For today I am a boy this book because this story is different than the other book that I read before. After read the book I thought I can compare the book with similar movie which talking about the boy wants to be a girl or girls wants to be a boy this kind of movie after that my friend recommend the movie Karate Kid which is totally different story line movie. But when I comparing the two main characters, they both have similar points. So I start writing down the similar points and go back to watch the movie and read the book again for finding more details and points. During the conference, my theme and three points was not make any sense. Mr. Tran discuss with me and makes the new theme and new three points.

Discuss the use of imagery in two stories of your choice. How do the various images work in a particular story to bring its subject matter into focus? Is there a central image? And how does this enhance or confuse or complicate the effect of the story?

What would happen if a deadly fever passes through your city killing your friend and getting your grandpa sick.How will Matilda deal with all this loss This sets the mood for this story .Even thouugh people may say that you can’t tell the mood and the setting of this story, but i know that the mood and setting of this story is aparent.While you read this book the bescriptive imagery help reavel the mood and setting makeing you feel like you are a part of the story.

3. The name of the central character, together with a description of the character 's

5. EXPLAIN WHY THE SETTING(TIME AND PLACE) IS SIGNIFICANT IN ESTABLISHING A FRAME FOR THE STORY.

Each character plays a specific role in order to emphasize the lesson of the story. The

Second, she opened a book and read the first two lines. To explain the meaning of what was just read she moved around the classroom and illustrated verbs trough actions. For example, to explain the word ‘perdre’ (to lose) she acted as she was looking for something around the room. Next she asked the students, again in the target language, to read aloud a couple of sentences one by one. After each student read the teacher used gestures and pictures to explain what was written in the text. In order to explain the word ‘país’ she made an example in Catalan using students personal factors: ‘Italia es un país’. While reading the book she showed images that represented what was happening in the story; each line had a different image that helped with