English: The Time Machine Lesson 6

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

Essential Questions:
How is the literary device, Foreshadow, 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, Foreshadow.

Enduring Understanding:
Foreshadowing is a necessary part of any well-executed story. It prepares readers for what will happen later in the story.
Vocabulary: manifestly Pallid perplexity lemur clambering aperture impenetrable abysmal incontinently grotesque calamity

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

Agenda:

Bell Ringer Chapter 6 Quiz: Students will INDEPENDANTLY work on a short quiz regarding the chapter. They may start their journal entry when they are done. Journal Entry: 6 What is argument is being made by this novel? In Chapter 6, the Traveller descends to the realm of the Morlocks. How does this chapter draw on the mythological motif of the descent to the underworld or the descent to the dead to advance the novels argument? Cite evidence from the text. Background Knowledge Building (Hook) Socratic Seminar - Students will participate in a class discussion about chapter 6. 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: Foreshadow The teacher will explain the literary device, Foreshadow. Independent Practice (Exit ticket) . Literary Device: Foreshadow Students will demonstrate mastery of the literary device, foreshadowing by identifying phrases in the text that foreshadow certain events. Extended Practice (Homework) Cornell Notes Students will read Chapter 7 and prepare Cornell Notes containing at least 3 essential questions for a Socratic Seminar. They will also complete unfinished classwork.

Chapter 6 Quiz Journal Entry Socratic Seminar Literary Device: Foreshadow

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 http://thestorydepartment.com/how-to-useforeshadowing/

Chapter 6
What color were the Morelocks? o As pink as the palms of a young ape o Black and dismal, like the world they live in o half-bleached colour of the worms o Fiery red from a lifetime of shoveling coal into a fire What natural event were the TT and the Eloi afraid of o High tide o The last quarter of the moon o A solar eclipse o The full moon What was the very first thing the TT did when he descended into the underworld? o Rest o Find his time machine o Capture a Morelock to study o Rescue Weena What item did the Morelocks wrestle away from the TT as a trophy? o His matches o His watch o A strand of hair o His boot

Define the literary device, Foreshadow. Give an example of what it means.

Vocabulary Word Foreshadow

Definition

Picture or example

The Time Machine: Journal 6

What is argument is being made by this novel? In Chapter 6, the Traveller descends to the realm of the Morlocks. How does this chapter draw on the mythological motif of the descent to the underworld or the descent to the dead to advance the novels argument? Cite evidence from the text.

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 6 1. What did the Time Traveler learn about the relationship between the Eloi and the Morlocks? Write about his discovery in your own words.

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
2. How were the Eloi and Morlocks similar and different?

3.

*extra credit illustrate and color what you imagine the Morelocks and the Eloi to look like. Base your illustration on the description provided in the novel.

to use as your read the material the night before Socratic Seminar.
1. 2. 3. 4. 5.
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.

4.

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

6. 7.

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?

Identify new vocabulary words:

6. Calamity 7. 8.

Literary Device: Foreshadowing

The point of foreshadowing is to prepare readers for what happens later in the story. Not tell them, just prepare them. This may seem counter-intuitive. Why would we want readers to know whats going to happen later in the story? If they know how the book turns out, theyll have no reason to read on.

1. Use your analytical skills to determine what this quote means.

Foreshadowings great strength lies in its ability to create a cohesive and plausible story. If readers understand that its possible that someone in your story may be murdered, they wont be completely shocked when the sidekick gets axed down the road. If, however, you failed to properly foreshadow this unhappy event, readers would be jarred. They would feel you had cheated them out of the story they thought they were reading. They would think you had, in essence, lied to them so you could trick them with this big shocker. Readers and viewers dont like to be cheated, lied to, or tricked. And thats where foreshadowing comes into play. Foreshadowing, Part 1: The Plant We can break foreshadowing down into two parts. The first is the plant. This is the part where you hint to readers that something surprising and/or important is going to happen later in the book. If the bad guy is going to kidnap the good guys son, your plant might be the moment when your hero notices a creepy dude hanging around the playground. Depending on what youre foreshadowing, the plant can be blatant or subtle. Subtle is almost always better, since you dont want to give away your plot twists. But, at the same time, your hints have to be obvious enough that readers will remember them later on. Foreshadowing, Part 2: The Payoff Once youve got your plant in place, all thats left is to bring the payoff on stage. If you planted hints about kidnapping, jilting, or time travelling, this is the part where you now get to let these important scenes play out. As long as youve done your job right with the plant, you probably wont even need to reference your hints from earlier. In fact, youre likely to create a more solid effect by letting readers put the pieces together themselves. But youll also find moments, usually of smaller events that were given less obvious plants, that will benefit from a quick reference to the original hint (e.g., George, you big meanie! Now I understand why you wouldnt choose between the scarlet and the crimson for the bridesmaids dresses!) The most important thing to remember about the payoff is that it always needs to happen. If your plant hints, pay them off. Just as readers will be confused by an unforeshadowed plot twist, theyll also be frustrated by foreshadowing that excites them and then leads nowhere. If you plant hints, pay them off.

1. Writers sometimes give hints about things that will happen later. What does page 48 tell you about why Weena was scared of the holes on page 43?

2. Reread page 52. What gives you a hint that something bad will happen with the Morlocks?

3. Find the sentence on page 53 that tells that the Time Traveler will learn something important about the darkness.

4. Based on what you have already read in the novel, what do you think will happen next? Why?