“All Summer in a Day”

Ray Bradbury

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Thursday, October 13

You got a great report from Ms. Andrews yesterday! Awesome.

Today we will read “All Summer in a Day” by Ray Bradbury.

Finish up and turn in your self evaluation if you haven’t done that yet.

“All Summer in a Day”

Reading One:

• Content - what is happening?
• Vocabulary - circle the words you feel a seventh grader might have trouble understanding.
• How is it similar to and different from “Follow the Water?”

Friday, October 14

Today you will look at the text for three purposes: vocabulary, setting, and characterization.

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I will assign you a group to work with. You will need one paper per group.

Vocabulary

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1. Look through the words that you circled. Choose 3 words.
2. Write the sentence in which your word is found .
3. Write what you think the word means and tell why you think this.

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1. Tatting p124
2. But then they always awoke to the tatting drum…
3. I think tatting means some kind of banging because that is what you do with drums and heavy rain would sound like that.

1. Look through the words that you circled. Choose 3 words. Give the page number.
2. Write the sentence in which your word is found.
3. Write what you think the word means and tell why you think this.

Example

Compare the settings of

“Follow the Water” and “All Summer in a Day”

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Use a Venn Diagram

Monday, October 17

Today we will talk about the vocabulary words many of you chose, compare the settings, and finish up the characterization tables.

Then, we will assign character traits to Margot and William and find evidence to support our claims.

Common Vocabulary Words

1. Intermixed
2. Compounded
3. Bore
4. Repercussions
5. Apparatus

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Intermixed- (verb) - to mix together

The children pressed to each other like so many roses, so many weeds, intermixed, peering out for a look at the hidden sun.

Compounded - verb - made up of

It had been raining for seven years; thousands upon thousands of days compounded and filled from one end to the other with rain, with the drum and gush of water, with the sweet crystal fall of showers and the concussion of storms so heavy they were tidal waves come over the islands.

Bore- verb- to carry or push along (past tense of bear)

They surged about her, caught her up and bore her, protesting, and then pleading, and then crying, back into a tunnel, a room, a closet, where they slammed and locked the door.

Repercussions- noun - echos

It was as if, in the midst of a film concerning an avalanche, a tornado, a hurricane, a volcanic eruption, something had, first, gone wrong with the sound apparatus, thus muffling and finally cutting off all noise, all of the blasts and repercussions and thunders...

Apparatus - noun - a machine or mechanism

It was as if, in the midst of a film concerning an avalanche, a tornado, a hurricane, a volcanic eruption, something had, first, gone wrong with the sound apparatus, thus muffling and finally cutting off all noise,

Margot - Characterization

Make a chart for William too. Same thing.

Look at the character’s thoughts, feelings, actions and words.

William - Characterization

Make a chart for Margot too. Same thing.

Look at the character’s thoughts, feelings, actions and words.

Tuesday, October 18

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Today we will assign character traits to Margot and William and find evidence to support our claims.

Character Traits are words we can use to describe a character’s personality.

able

active

adventurous

affectionate

afraid

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alert

ambitious

angry

annoyed

anxious

apologetic

arrogant

attentive

annoying

avenging

Character Trait List

With your group, list as many character traits as you can. Organize your list by positive and negative traits. You have 5 minutes.

traits

+

-

Georgie

Margot

Look at the character trait worksheet for character trait options.

William

2 traits for each character

William

Look at the character trait worksheet for character trait options.

Wednesday, October 19

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Today we will talk about the proper usage of well and good. Then we will write paragraphs describing Margot or WIlliam.

Many of you wrote sentences that looked like this:

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English is going good for me this year.

When do you use well and when do you use good?

You use good to describe things. It is an adjective.

1. I read a good book.
2. The pizza at Pizza Luce is really good.
3. Time for Three put on a good show for us on Monday.

You use well to describe actions. It is an adverb.

• English class is going well for me this year.
• The students did well on the test.
• Sven pitched well last night.

Use these pictures as inspiration to write a sentence using the word good correctly and a sentence using the word well correctly. Write at least 2 sentences. Circle the words well and good.

Choose a character, Margot or William, and write a paragraph describing her/him. Include examples of direct and indirect characterization.

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Tuesday, October 25

Today we will talk about what a theme is and how to find one in the literature we read.

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Finish your Margot or William character paragraph during reading time and turn it in.

Theme

A lesson about life the author wants you to learn from the selection.

It can be Stated or implied.

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Stated - said straight out

implied - you have to use clues to figure it out

Notes: write this down

im·ply

verb \im-ˈplī\

: to express (something) in an indirect way : to suggest (something) without saying or showing it plainly

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THEME

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Think about all of these elements to identify the theme of the story.

A theme has to be universal. It can’t be specifically about a certain story. It usually makes a statement about life, humanity, society, or the world.

Common Topics

• patience
• hard work
• love
• friendship
• tolerance
• hate
• trust

• prejudice
• stereotypes
• faith
• courage
• fear
• truth
• happiness

Steps to identifying a theme

1. What is the conflict?
2. How is the conflict resolved?
3. Decide what the character learns as a result of the conflict’s resolution.
4. Write a statement explaining what the author wants the reader to learn about life.

“The Three Little Pigs”

The Grinch Who Stole Christmas

“Seventh Grade” by Gary Soto

“Thank-you Ma’am” by Langston Hughes

“Follow the Water” by Jennifer L Holm

“All Summer in a Day” by Ray Bradbury

Wednesday, October 26

Today we will take the pretest for the spelling bee. Everyone will participate in the pretest.

**WIN Scheduling**

Later we will find themes in the rest of our short stories.

Spelling Bee

• Everyone participates in the pretest. (5 points)
• Put a star at the top of your paper if you would like to participate in the schoolwide spelling bee.

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Theme

Take out a sheet of paper. For the next 5 minutes write down everything you remember about theme.

theme process chart

Create a theme process chart for “Follow the Water” and “All Summer in a Day”

Thursday, October 27

Today we will look at some of the themes you wrote yesterday.

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Then we will talk about your character trait paragraphs and write a new paragraph about a character in your independent reading book.

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• It takes strength and courage to help the ones you love.
• Helping family is worth a risk.
• Sometimes you have to take risks for the ones you love.
• Follow your heart even in the toughest times.
• Never give up on what you think is right.
• Be brave; don’t be afraid of failure.

Themes for “Follow the Water”

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• It’s okay to be different.
• Treat others how you want to be treated.
• Even if someone is different, treat them with respect.
• Be nice to everybody - even if they are different.
• Be accepting of others; ignorance is not an excuse.

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Themes for “All Summer in a Day”

Character Trait Paragraphs

7.7.1.1 Write arguments to support claims with clear reasons and relevant evidence.

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a. Introduce claim(s) and organize the reasons and evidence clearly.

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from the argument presented.

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• I can write arguments with relevant evidence.
• I can introduce claims and organize my evidence in a clear manner.
• I can use credible sources to prove my point of view.
• I can use words and phrases to clearly state the relationships among claims and reasons.
• I can use a formal style of writing.
• I can provide a concluding statement that ties up my claims and support.

Where did we go wrong?

1. You used the personal pronoun I

2. You made a proclamation.

In this paragraph I will tell you why…

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And that is why Margot is...

3. You did not specifically name the trait you were writing about.

4. You picked traits that were synonyms.

5. You picked traits that were not true or relevant.

Choose a character from your book.

• Make a chart
• Write a paragraph

¹“All Summer in a Day” by Ray Bradbury is a story about Margot, who lives on Venus. Margot loves the sun and misses seeing it because it is almost always raining on Venus. ² Margot is different and hopeful which causes her to be bullied a lot, but she never stops believing she will see the sun. ^3AMargot shows she is different because she doesn’t have any friends on Venus. The other kids don’t understand why she loves the sun. ^3BDespite her differences, Margot stays hopeful throughout the story. She never stops believing the sun will come out even though the other kids tell her it won’t. ⁴Sadly, Margot’s difference and hopefulness ended up causing her to miss the sun.