Sydni A.LeDuff Another Place, Another Time.pdf - STUDENT NAME Sydni A.LeDuff Another Place Another Time Short Story by Cory Doctorow page 93 of

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Unformatted text preview: STUDENT NAME Sydni A.LeDuff Another Place, Another Time Short Story by Cory Doctorow, page 93 of literature book DATE ASSIGNED GRADE EARNED 1/24/17 100 POINTS Why This Text? Students, when you understand the elements of fiction, you can analyze and discuss literature –a skill that will serve you in school, when you read for enjoyment, and when you view and discuss movies and television shows. This lesson explores the elements of character, setting, and symbolism in a science fiction story. Key Learning Objective: The student will be able to identify and analyze how setting affects characters’ traits, motivations, and actions. Digital Literature Book: RL.1 RL.2 RL.3 RL.4 Common Core Standards Cite text evidence Determine a theme and provide a summary. Analyze interactions among story elements. Determine word meaning; analyze impact of repeated sounds. RL.5 Analyze how structure contributes to meaning. W.9a L.2b Apply grade 7 reading standards to literature. Use correct spelling L.4a Use context as a clue to the meaning of a word or phrase. L.4c Consult general and specialized reference materials. L.5b Use the relationship between particular words to understand each of the words. L.6 Gather vocabulary knowledge. If there was an answer, he’d find it there. Text Complexity Rubric Qualitative Another Place, Another Time Measures Lexile: 1060L Levels of Meaning/Purpose Multiple levels of complex meanings Structure Somewhat complex story concepts Qualitative Language Conventionality and Clarity Measures More complex descriptions Knowledge Demands Complex or sophisticated theme; multiple themes Background: When Cory Doctorow (b. 1971) first saw the movie Star Wars at the age of six, he was inspired to rewrite the entire story as a selfmade book. The movie sparked his desire to be a science fiction writer. Publishing his first story at 17, Doctorow has since produced many science fiction novels, short stories, and magazine articles. The author has an online presence as a blogger and makes most of his books available online for free. Another Place, Another Time is a short story featured in a collection of stories titled The Chronicles of Harris Burdick. The collection is based on a series of test-free illustratations by Chris Van Allsburg, titled The Mysteries of Harris Burdick. The illustation that served as the basis of Another Place, Another Time is featured on page 102 in the literature book. If you enjoy Another Place, Another Time to you should explore The Chronicles of Harris Burdick for further reading or The Mysteries of Harris Burdick to inspire their own imaginations and their own writing projects. • The Notes that appear in yellow will appear on the test. Please be certain that you read the yellow section for each question because it will help you to better understand the question being asked. Standard: RL.3 – Analyze interactions among story elements. NOTE: One story element can often reveal information about another story element. For instance, setting, the time and place of the action, can influence the characters, the people, animals, or other creatures who take part in the story. In this section, the character Gilbert’s interpretation of each setting reveals much about him. 1. Analyze Story Elements: Character (Lines 1-7) Read the first paragraph, identify the different settings that Gilbert is thinking of, and discuss what these settings reveal about Gilbert. Gilbert had a problem with time he was angry at time on how it was against him when with his dad time passes by but in reality time travels the same but when winter rolls over it takes an eternity for his father to come back home. When he doesn't understand how it works. Standard: RL.3 – Analyze interactions among story elements. NOTE: All stories have a main character, the character whose problem or goal drives the plot. Authors often reveal information about characters by showing how they interact with each other. 2. Analyze Story Elements: Character (Lines 31-44) Read lines 31 to 44 and identify the main character and the problem that is being explained. Cite textual evidence from the text that reveals his state of mind here and what the other characters may think about him. Gilbert's problem is that he is arguing with Emmy about their different opinions on time. Emmy was speechless by Gilbert's statement and the twins snickered at Emmy for being shut down when she was used to being the Know at all. Critical Vocabulary (noun) if someone behaves or speaks with eloquence, he or she uses persuasive powerful Eloquence expression. The author uses the word eloquence to describe Emmy as she rolls her eyes. 3. If Emmy’s earlier reply to Gilbert, “That’s stupid,” would be an example of eloquence. Why? Emmy made the comment "That's Stupid" is not eloquence because it's just a short statement because it's should be a statement that is pleasing,charming and pursuasive. Emmy's statement is an insult its not eloquence. Standard: RL.1 – Cite textual evidence. Standard: RL.4 – Determine word meaning; analyze impact of repeated sounds. NOTE: A symbol is a person, a place, an object, or an activity that stands for something beyond itself. Throughout the story, the author uses different symbols to emphasize time’s importance to Gilbert. Often symbols are open to interpretation. Two different readers might determine that the same symbol represents two different things, but as long as an interpretation is supported in the text and makes sense within the story, the interpretation can be valid. 4. Determine Meaning of Words and Phrases: Cite Text Evidence (Lines 82-87) Read lines 82 to 87 and identify a symbol that suggests the passing of time. Use text evidence to explain what it reveals about Gilbert. The symbol of passing time is where your located in space and what time zone your in. Critical Vocabulary (verb) to maroon is to abandon or leave someone in a place that is hard to get away from. Maroon Ex. Gilbert’s father was marooned in Belgium. 5. Describe what it might feel like to be marooned somewhere. When might Gilbert feel marooned? When Gilbert was trapped in belgium when he was away from his family he probably couldn't get home probably for delay.I guess It was like he was trapped in time. Strategies for Annotation – Annotate It Standard: RL.4 – Determine word meaning; analyze impact of repeated sounds. Directions: Read lines 82 to 87 below. 1. Highlight in yellow the details that suggest a symbol of time. 2. Underline in green details that reveal Gilbert’s feelings. 82 Gilbert stopped fussing with his lentils, which he didn’t like very much. “Geography,” he said, looking at his plate. 84 “We’re doing the lowlands.” He looked out at the sunset, the sun racing for the other side of the planet, dragging them 86 all back toward the winter. “Belgium, Belgium, Belgium Belgium. 6. In the space below, write a note to describe what the symbol reveals about Gilbert. He has a twisting mind where the battle between questions and answers at the brink of war but as he stares at the sun it reminds him of belgium. Standard: RL.1 – Cite textual evidence. Standard: RL.3 – Analyze interactions among story elements. NOTE: Authors use many techniques to give readers an understanding of each character’s character traits – the qualities shown by a character. A character trait might be physical, such as eye color, or a trait could be an expression of personality, such as shyness. One way to show a character’s traits is through dialogue, or the words that the character and other characters speak. 7. Analyze Story Elements: Character (Lines 94-122) Read lines 94-122 and cite evidence in the text that reveals some of Gilbert’s and his father’s character traits. Gilbert is inquisitive be asking his father a question but puts a lot of thought into his question for his dad to answer when giving him this explicit example. Gilbert's Dad Caring because he cared to listen to his son, he was involved. Critical Vocabulary (adverb) if you are judicious you have good judgment. Judicious: Ex. Gilbert’s father is listening to Gilbert go on and on about time –a topic that Gilbert is clearly obsessed with. 8. Why does Gilbert’s father nod judiciously when Gilbert talks about his tutor? He agreed with the tutor's response to Gilbert even though he is agreeing to Gilbert but also with the tutor. Standard: RL.1 – Cite textual evidence. Standard: RL.3 – Analyze interactions among story elements. NOTE: A character’s motivation is the reason for a character’s behavior. 9. Analyze Story Elements: Character, Cite Text Evidence (Lines 131-135) Read lines 131 to 135 and cite details that reveal one of Gilbert’s motivations. His motivation was making his father laugh and it made him feel good inside and His dad probably hadn't laughed like that in a long time. Standard: RL.4 – Determine word meaning; analyze impact of repeated sounds. NOTE: An author sometimes uses a simile – a figure of speech that makes a comparison between two unlike things using the words like or as – to make explicit comparison 10. Analyze Story Elements: Character, Cite Text Evidence (Lines 136-147) Read lines 136 to 147. How did the author use a simile to reveal the sea as a symbol? Symbol of the sea was Time as the Sun disappears o the horizon and the waves went shh shh shh like a mother who died giving birth to him. And the setting means its near the end of summer and when winter falls his father will go and Gilbert is feeling sad when his father goes. So when going down to the sea Gilbert's dad is preparing him to go out to sea again. Strategies for Annotation – Annotate It Standard: RL.3 – Analyze interactions among story elements. Directions: Read lines 131 to 135. 1. Underline clues that reveal his father’s character traits. 2. Highlight in yellow the details that reveal Gilbert’s motivations. 3. Describe Gilbert’s character traits when he is in his father’s presence. 131 His father laughed until tears rolled down his cheeks, and Gilbert didn’t have the heart to tell him that the phrase had 133 been Neils’s, because making his father laugh like that was like Christmas and his birthday and a day at the beach all rolled 135 into one. 11. In the space below, describe Gilbert’s character traits when he is in his father’s presence. Gilbert Felt Happy about making his dad laugh and his motivation was making his dad laugh because it felt good to see his old man laugh so hard that tears rolled down his face. Standard: RL.1 – Cite textual evidence. Standard: RL.4 – Determine word meaning; analyze impact of repeated sounds. NOTE: The author repeatedly describes the weather in this passage and that weather is often used in fiction to create different kinds, of moods, or the feelings or atmosphere that a writer creates for the reader. 12. Determine Meaning of Words and Phrases (Lines 151-171) Read lines 151 to 171. Identify the references to weather. Describe the effect the weather has on the setting and on Gilbert. What is the text detail saying? What are the text details about the weather? What feelings do the text details create? An overcast 1. Wind and rain howled outside the window 2. It was windy storm Its a strong force The wind is very strong Standard: RL.3 – Analyze interactions among story elements. NOTE: Remember, characters often behave differently in different settings. For instance, children behave differently when adults are not present, compared with when they are. 13. Analyze Story Elements: Character (Lines 211-231) How do the characters’ freedom from adult supervision affect their behavior? How does Gilbert “make the most of” this time in his life? They get the handcar and pump out to sea with no adult supervision they were able to do so. He gather supplies to travel out to sea. Standard: RL.1 – Cite textual evidence. NOTE: Authors use many techniques to emphasize important ideas, such as setting ideas apart from the rest of the text. You can use the textual evidence to support your own inferences, or good guesses, about information that is not directly stated in the text. 14. Make Inferences, Cite Text Evidence (Lines 230-232) Read lines 230-232. Identify how the author sets apart text in this section. What inference about the handcar does this text evidence support? A handcar is A old transport they found in the garage it was a way they used it to transport on railroad tracks . When Emmy said"it will never work it is older than a dinosaurs" It means that it has been setting out and stayed there for too long that it looks unusable. Standard: RL.1 – Cite textual evidence. Standard: RL.3 – Analyze interactions among story elements. NOTE: Sometimes authors explicitly (directly) describe a character’s traits. More often, however, they provide evidence of character traits and expect readers to infer, or make good guesses about, them. 15. Analyze Story Elements: Character, Cite Text Evidence (Lines 235-249) Read lines 235-249. Identify all of the ways in which the author shows that the children are determined. The kids were so determined that they pulled and used all their might to get the handcar out and and started pumping out to sea. Standard: RL.3 – Analyze interactions among story elements. NOTE: Things rarely “just happen” in literature. Authors show things happening and characters doing things either to advance the plot or to five us insight regarding character traits and character motivations. 16. Analyze Story Elements: Character, Cite Text Evidence (Lines 270-284) Read lines 27- to 284. Determine Gilbert’s motivation for bringing each item. Were his motivations purely practical, or did he bring any of the items for sentimental reasons? Practical Items & Reason for Bringing Sentimental Items & Reason for Bringing Spyglass-help him to see far in thee distance. Watch-to know the time. Food-picnic blanket full of food Spyglass-it belonged to his grandfather. He brought it to remind him of his grandfather because his grandfather was lost at sea. Sailor Suit/Watch-it belonged to his father. His father goes to sea every winter and Gilbert misses him.The watch reminds him of his father. Critical Vocabulary (noun) a spyglass is a small telescope. Spyglass: Ex. Gilbert brings “the spyglass that had belonged to his grandfather, who had also been lost at sea.” 17. Explain why the author might have chosen to use the term “spyglass” instead of the term telescope. The author would have thought "spyglass" meant something it is to see far away and it was a momentum of his grandfather. He used the word spyglass to connect Gilbert to the past. Spyglass is used by old people. Critical Vocabulary (noun) an instrument often used by sailors to determine location by measuring the position Sextant: of the stars and sun. Gilbert chose not to bring his grandfather’s sextant because he had never learned to use it. Video: 18. Why might a sextant have been helpful had Gilbert taken it? it might have been helpful to angel two objects visible or spotting the horizon. Gilbert did not know how to use it. If he did he would know where to go. Standard: RL.1 – Cite textual evidence. Standard: RL.4 – Determine word meaning; analyze impact of repeated sounds. NOTE: In this chunk of text, the author is using the land and sea both as symbols and as literal destinations to establish what Gilbert wants. 19. Determine Meaning of Words and Phrases: Cite Text Evidence (Lines 304-310) Read lines 304 to 310. Identify what Emmy and Gilbert each want at this moment, while keeping in mind that Emmy is the older of the two. Explain what this may reveal about the importance of the symbols of the land and the sea in this story. Emmy is older then Gilbert therefore she is perhaps more mature and responsible. She chose land because land represent safety of adult world. Gilbert chose the sea. The sea represents his father and grandfather and the lost love of his parents. The sea reminds Gilbert of his mother Standard: RL.3 – Analyze interactions among story elements. NOTE: Both the spyglass and the handcar are tools that help the children see and set their course very clearly. They use each of the tools to change their setting. 20. Analyze Story Elements: Character, Cite Text Evidence (Lines 321-333) Read lines 321 to 333. Explain how the settings of the handcar and the sea ahead of them help focus the children’s motivation. They were motivated because they were moving and they were moving together and it's called team work. The setting seems to create a journey towards infinite possibilities. The handcar that moves them on ii their journey requires teamwork. Strategies for Annotation – Annotate It Standard: RL.3 – Analyze interactions among story elements. Directions: Read lines 400 to 405. 1. Underline any clues that show how the setting has changed. 2. Highlight in yellow details that reveal how Gilbert and Emmy react. 3. Write a note to describe Emmy and Gilbert’s character traits. 400 Gilbert waved his hand, and a hundred Gilberts waved back. One made a rude gesture. 402 “Oh!” said Emmy. To her right, another Emmy was offering her a sandwich. She took it and handed over the last of 404 her cookies and Emmy smiled at herself and said thank you as politely as you could wonder. 21. In the space below, write a note to describe Emmy and Gilbert’s character traits. One of the hundreds of Gilbert's made a rude gesture and the rest waved I guess it resembles some of his reactions to people. Another Emmy Offer the original a sandwich and handed the original Emmy the last of her cookies so I guess Emmy is really kind heart and generous. Standard: RL.3 – Analyze interactions among story elements. NOTE: In the end, Gilbert makes a bold move to leave the other children behind and set out on his own. 22. Analyze Story Elements: Character, Cite Text Evidence (Lines 414-421) Read the last three paragraph and identify what Gilbert does and explain what this action reveals about him. He was adventurous,daring,and Sounded like a commander and they sounded like they were near they end of the journey and he decided to go sideways and not forward of backwards. Standard: RL.1 – Cite textual evidence. Standard: RL.2 – Develop a theme and provide a summary. Standard: W.2b – Develop the topic with relevant details. Standard: W.9a – Apply grade 7 Reading standards to literary. Page 1 PERFORMANCE TASK Writing Activity: Character Profile Directions: With a partner, find and record references to the passage of time that connect to key experiences for Gilbert. For each important reference, also note what is happening to Gilbert. You should review the story and • Use each new setting as a clue that new character traits might come to the surface. • Use each new event in the story as clue that new character traits might come to the surface. Together, write a one-page character profile of Gilbert, including details that answer these questions: 1. What are Gilbert’s personal traits? 2. What motivates Gilbert’s actions? 3. What life-changing events occur in his life? 4. When and where is he at the start of the story? At the end? 5. How has he changed by the end of the story? Each of You Should Use the Space Below to Write Your Rough Draft 1.His personality traits are he is curious and also relentless and always outgoing and adventurous 2.To Find out his biggest and most mind boggling question "How does time work?" and "What direction do you go in time?" 3. When his Dad dies at the end of the story and he sets out to sea on a Handcar. 4. He is in the tree house and at the end he is on the sea with a handcar with rails on the ocean. 5. Gilbert has grown more mature and has gained intelligence. Standard: RL.1 – Cite textual evidence. Standard: RL.2 – Develop a theme and provide a summary. Page Standard: W.2b – Develop the topic with relevant details. 2 Standard: W.9a – Apply grade 7 Reading standards to literary. Each of You Should Use the Space Below to Write Your Rough Draft In the Story "Another place ...
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