All Summer in a Day By Ray Bradbury Week 13 November 24-28
The plan…. • Objectives • Review • Author’s Purpose • Background Information for All Summer in a Day • About the Author: Ray Bradbury • Story: All Summer in a Day • Comprehension Questions • Preview • Test
Objectives • Students will recognize details that indicate author’s purpose • Students will utilize background information to determine author’s purpose • Students will demonstrate ability to read and comprehend short stories; identify, recall and improvise sentences with section vocabulary; and identify and summarize author’s purpose.
Author’s purpose • An author’s purpose is his/her main reason for writing. • The author’s purpose influences what the author says and how he or she says it.
A description of a character, place, or event may contain details that reveal the author’s purpose. • Fiction writers may write for variety of purposes they may wish to entertain, to teach, to call to action, or to reflect on experiences. • Recognizing details that indicate the author’s purpose can give you a rich understanding of a text.
Literary Analysis • The Setting: • The setting of a story is ___________________________________________. • In some stories, setting is just a backdrop. The same story events could take place in a completely different place • In other stories, setting is very important. It develops a specific atmosphere or mood in the story. The setting may even relate directly to the story’s central conflict or problem
All Summer in a Day Ray Bradbury“No one in the class could remembera time when there wasn't rain.” • Now open your books Page 92 • Let’s read
Pre-reading Questionspage 92 • Name the planets. What do you know about each of them? • Does the weather affect your mood? • Do you hurt people because they are different? Give examples. • Look at the picture. Do you think this story will be happy? Sad? Scary? Why?
Reading Questionspage 93 • What is the setting of this story? Please give three details about the setting from the bracketed passage. • Has the long period of rain affected the children? How so? • What do the children hope will happen today?
Reading Questionspage 94 • What does slackening mean? • What did Margot write about the sun? How did she describe the sun? • What point is made about Margot when the story says that the rain had washed the blue form her eyes and the red from her mouth and the yellow from her hair? • How did William tease her?
Reading Questionspage 95 • Look at the picture at the top of the page. Do we have anything like this on earth? What is it? Where? Which climate zone is it in? • Why is Margot different from the other children? • Why do they hate her? • How was Margot’s former home on Earth different from her home on Venus?
Vocabularypage 94 & 95 • crushed • edged • crime • patterning • Many English words have more than one meaning. • Recall what these words mean. • Are these the definitions Bradbury used? • What do they mean here? • Can you think of any other examples?
Reading Questionspage 96 • What might Margot do with her family? • What is the meaning of the word vital? • What did the other students do to Margot?
Reading Questionspage 97 • Look at the passage at the top of the page. What is the author’s purpose? Identify details. • Identify context clues and give the definitions of tumultuously and resilient. • Why are the children excited about the sunshine?
Reading Questionspage 98 • “Then, wildly, like animals escaped from their caves, they ran and ran in shouting circles. They ran for an hour and did not stop running.” • Why do you think the author uses the word animals to describe the children? • In your opinion, does thinking of the children as animals help justify or excuse their cruel behavior, or does it make them seem more guilty?
Reading Questionspage 99 • How does the setting change throughout the story? Is it significant? Does it change anything else in the story? • Look at the passage at the bottom of page 99. What emotions might the children be feeling? • What is the author’s purpose here? What details reveal and support the purpose?
How did the author end the story? Why do you think the author ended the story this way?
Thinking About the Selectionpage 100 • What type of story is this? • Who are the characters? • Is there a narrator? Is it 1st person or 3rd person? Who is the narrator? • What is the setting? Is it important to the story?
Thinking About the Selectionpage 100 1. What is your reaction to the way the other children treat Margot? Why? 2. A. How does Margot know what the sun is like? 2. B. Why do the children reject her description of the sun? 3. A. Why do the children want the teacher to hurry back to the classroom at the beginning of the story? 3. B. Who is the “leader” of the class when the teacher is out of the room? 3. C. Why do the children go along with the prank that is played on Margot?
Thinking About the Selectionpage 100 4. A. How do the children react when they realize that Margot missed the sun because of their prank? 4. B. Why do you think they react as they do? 4. C. What do the children learn from their experience? 5. A. How do you think Margot will respond to the children after the incident? 5. B. Why do you think so?
Thinking About the Selectionpage 100 6. What are two things the author might have wished to teach his audience? 7. A. Did the author mean to entertain his audience? 7. B. Which details support your answer? 8. What was the author’s main purpose in writing this story?
Thinking About the Selectionpage 100 9. How does the setting of this story affect the events that occur? 10. Fill in the chart. Give two examples from the story to show how setting affects a character’s mood.
Preview • Complete All Summer in a Day and answer comprehension questions • All Summer in a Day test assessment. • Begin vocabulary for Bear Boy
The End Thank you for listening
Test • This is an individual, open book test. • Use pages 92-99 to complete the “Author’s Purpose” graphic organizer. • Test Time: 20 minutes • When you finish your test, sit quietly and wait.