English: The Time Machine Lesson 4

Learning Objectives:
SWBAT
Cite Textual Evidence Analyze what text says explicitly Draw inferences from text

Essential Questions:
How is the literary device, Point of View, used to analyze the writing of others and improve your own writing?

Analyze the commentary that Wells is making on society and the direction he believed we were headed at that time Identify and demonstrate mastery of the literary device, Point-of-View.

Enduring Understanding:
Literature provides a lens through which readers look at the world. Point of view is the way the author allows you to see and hear what's going on
Vocabulary:
futurity exquisite singularly vivid melodious sphinx edifice portal variegated dingy

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Materials:

The Time Traveler by

H.G.Wells Chapter 4 Quiz

Agenda:

Bell Ringer Chapter 4 Quiz: Students will INDEPENDANTLY work on a short quiz regarding the chapter. They may start their journal entry when they are done. Journal Entry: 4 The Time Traveler's theory is that strength and smarts are only useful when you have to deal with hardship and danger. When everything is fine, there's no reason to be strong. The safer life is, the less strength you need. The people of the future have made things so safe with technology that they've become weak and stupid. What are your thoughts about this? Can you connect these ideas to things you have seen or thought about at other times.? Background Knowledge Building (Hook) Socratic Seminar - Students will participate in a class discussion about chapter 4. They will be encouraged to asked questions about the text and answer those questions by citing evidence to support their answers. Specifically ask students these questions to start the seminar: Whole Group Instruction Literary Device: Point-of-View The teacher will describe the difference between first person point-of-view, second point-of-view, and third person omniscient and third person limited. Independent Practice (Exit ticket) Literary Device: Point-of-View Students will demonstrate mastery of one of the three types of point-of-view by creating a comic strip and analyzing the use of Point-of-view in Wells novel The Time Machine. Extended Practice (Homework) Cornell Notes Students will read Chapter 5 and prepare Cornell Notes containing at least 3 essential questions for a Socratic Seminar. They will also complete unfinished classwork.

Journal Entry Socratic Seminar Literary Device: Point-ofView

Sources:
http://familyinternet.about.com/gi/o.htm?zi=1/XJ&zTi =1&sdn=familyinternet&cdn=parenting&tm=297&f=00& tt=2&bt=8&bts=8&zu=http%3A//www.sff.net/people/j ames.van.pelt/wells/timemachine.htm http://www.novelguide.com/the-timemachine/summaries/chap4 http://www.gradesaver.com/the-time-machine/studyguide/section2/ http://www.shmoop.com/time-machine-hgwells/questions.html

Chapter 4
1. o o o o 2. o o o o Where did the Eloi people believe the Time Traveler cam from? The thunder storm The future The past Another planet What hair styles did the Elois have Long, flowy blond hair Short, pixie haircuts Curly, shoulder-length hair Curly, red hair

Where did the Eloi live? o Underground o In a large hall adorned with Phoenician style dcor o In honey comb style housing o In cute suburban houses What did the people of the future enjoy eating? o Ice cream and junk food o Rice o Large feasts of turkey and ham o Fruit Define the literary device, Point of View. Give an example of what it means.

Vocabulary Word Point-of-view

Definition

Picture or example

The Time Machine: Journal 4

The Time Traveler's theory is that strength and smarts are only useful when you have to deal with hardship and danger. When everything is fine, there's no reason to be strong. The safer life is, the less strength you need. The people of the future have made things so safe with technology that they've become weak and stupid. What are your thoughts about this? Can you connect these ideas to things you have seen or thought about at other times.?

Name:

Date:

Class period: 1 2 3 4 5 6 (Circle yours.)

Rubric for Assessing a Journal Entry

Grading Criteria Excellent Acceptable Minimal Unacceptable

Content

Response thoughtful and fairly well written; most opinions supported with facts

Response adequately addresses some aspects of the assigned topic; opinions sometimes based on incorrect information. Idea Development

Response consists of unsupported opinions only marginally related to the topic.

Good reliance upon examples and details to illustrate and develop ideas and opinions. Organization Contains introduction, some development of ideas, and conclusion.

Incomplete development of ideas; details and examples not always evident.

Ideas not clearly stated or developed.

Entry is unstructured.

Mechanics

Response to assigned topic thorough and well written, with varied sentence structure and vocabulary; opinions always supported with facts. Excellent use of examples and details to explore and develop ideas and opinions. Very logically organized; contains introduction; development of main idea (or ideas), and conclusion. Flawless spelling and punctuation.

Few or no spelling errors; some

Sentence structured minor using R.A.C.E. punctuation strategy.

Topics and ideas discussed somewhat randomly; entry may lack clearly defined introduction or conclusion. Several spelling and punctuation errors. mistakes.

Many instances of incorrect spelling and punctuation.

Socratic Seminar
Guiding Questions Chapter 4 1. The Eloi live in a world where they dont have to work, go to school, worry about or shelter and all they do is play all day? Many people would call this a Utopian world. Is this the perfect world? Why or why not?

GOALS

To engage in dialogue, not debate, about abstract concepts To be able to disagree politely with one another To reason collectively and build on each other's ideas To refine your abstract thinking and logical reasoning To analyze a group discussion

PROCEDURES
1. The late Victorian period was a time of great technical progress and social stability. Based on what Wells wrote about his ideas of the future, how do you think he felt about all of this progress?

to use as your read the material the night before Socratic Seminar.
1. 2. 3. 4. 5. 6. 7.
Underline unfamiliar words. Try to figure out what they mean. Write down questions that occur to you about things you dont understand, or about things you want to discuss. Underline things you think are particularly important, and write why in the margin. Write notes about what the passage makes you think of, perhaps another text or event in your life. Write your personal reaction to the text, whether you agree or disagree with the author and why. Write a short paraphrase in the margin by any sentence or concept that seems more difficult. This way you will be able to remember it more easily later.

2.

Create your own essential question (What is an essential question? An essential question is well, essential: important, vital, at the heart of the matter the essence of the issue. _________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ ___ 4. Your answer: _______________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ __ 5. Cite the words and phrases from the text that led you to your answer: _________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ __Vocabulary word Definition in your own words Picture or personal connection to the word Identify new vocabulary words:

Evaluating your involvement

Did the conversation make sense? How deep did it go? Were there any missed opportunities to go further? Did people respond well to each other? What kinds of questions were asked? Did everyone participate? Were their different points of view? Was the text cited often? Were connections to personal lives made? Were you satisfied with conclusions reached? What did you learn from listening? Did the dialogue lead you to change your mind about anything?

6. Edifice 7. 8.

Literary Device: Point-Of-View

first person, using "I" or "we"; third person ("he," "she," "it"), which can be limited or omniscient; or second person, "you," the least common point of view. First Person Point of View First person limits the reader to one character's perspective. With a book such as On the Road, for instance, the first person point of view puts us right there in the car with Sal Paradise and Dean Moriarty; we follow Sal's every exhilarating thought as they careen across the country. First person feels more personal. What about unreliable narrators and first person? See an example of unreliable narrator from Chang-rae Lee's A Gesture Life. Third Person Point of View Though first person can be powerful, as the examples above illustrate, third person is actually the more versatile point of view. Third person allows you to create a much richer, more complicated universe. One reader, Wendy, put it this way: "When I write in first person, I tend to make the story more personal to me, which can limit how far I will go with a character. Third person isn't as much about me, and I can be much freer with the plot. Third person omniscient is a method of storytelling in which the narrator knows the thoughts and feelings of all of the characters in the story, as opposed to third person limited, which adheres closely to one character's perspective.

The narrator is a speaker through whom the author tells a story. This influences the story's point of view. Wells constructs an ingenious frame for The Time Machine, using, in essence, two narrators. The first is the "true" narrator, Hillyer, who introduces the Time Traveller and the other guests present at his house in the first two chapters, and who writes the concluding words in the epilogue. The second narrator is the Time Traveller himself, who takes over the narration, beginning with the third chapter, and who disappears into the future at the end of the twelfth chapter. What does this narrative technique allow Wells to do?

Create a comic strip using one of the two points-of-view

1. Each comic strip will contain dialogue (word bubbles) and narration (square narration boxes). 2. Each comic strip should be narrated using one of the following perspectives: first-person, second-person, third-person limited, or third-person omniscient.