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Grade 7 · unit review

Review: How Setting, Sound and Medium Shape a Text

Apply explain a setting constraint, analyze a sound pattern, recognize a poetic structural turn, compare a medium technique using supplied texts and original responses.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. Original excerpt A: The workshop closes at five. It is four fifty-nine, and Jo is still down the street. Use excerpt A only. What stated condition constrains the character’s action?
Need a hint?
  • A locked gate is a physical barrier.
  • A deadline differs from a rule about permission.
2. Original excerpt B: The train runs past the lane / Its window carries rain. Inspect the two line endings: which sound pattern do they demonstrate?
Need a hint?
  • Assonance concerns vowel sounds.
  • Same printed letter may make different sounds.
3. Original excerpt C: The wet steps gleam beneath the light. // I wonder why that pause now feels so large. Use excerpt C only. Which change is stated at the poem’s turn?
Need a hint?
  • A turn can happen inside a stanza.
  • Do not assume every poem has an identical turn.
4. Original excerpt D: Film plan: show only the clock hands while the footsteps continue offscreen. Use excerpt D only. Which technique is specific to the supplied adaptation choice?
Need a hint?
  • A sound effect can convey an offstage event.
  • A line break is different from a camera cut.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Make a short complete response demonstrating the four skills in this unit. Write an original 12-line poem about a missed bus. Include a time constraint, one accurately named sound pattern and a turn from description to reflection. Describe a film close-up and an audio choice that would emphasize different parts of the same event. Longer writing targets in optional extensions can be completed in a later session.

Work on paper or in your own document. Explain the choices you made.

  • Connect the condition to the stated blocked or required action. Distinguish a material obstacle from a rule, deadline or knowledge gap.
  • Say the supplied words and identify where the repetition occurs. Explain how its recurrence affects emphasis or musicality.
  • Read the stated before-and-after relation and name the exact shift. Explain what readers understand differently afterward.
  • Name the technique actually described and explain what it emphasizes. Do not pretend to have watched an unavailable film.
Compare with a model response

Twelve-line original poem: The clock taps softly by the door; Our bags wait quietly on the floor. A single minute holds the light; The final bus slips into night. I step outside beside the rain; Its windows carry us away again— No, only empty seats pass by; I lift one hand against the sky. I thought a minute could not matter; Now rain makes all the windows chatter. I read the time I let pass through; One small delay can change what I do. The clock and final bus supply a time limit; door/floor is end rhyme. The last four lines turn from the observed departure to reflection. Film: a close-up of the clock emphasizes the time cue. Audio: silence after the engine fades emphasizes the missed departure. These are planned choices.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.