GOAL:
To provide students with a model of fluent reading; to introduce students to multiple points of view; to introduce the plot pattern of the story (flashbacks); to focus students on the primary setting of the story
ASSIGNED READING:
Chapter 1, pp. 1-7
WRITING PROMPT:
Draw a detailed picture of the room as the two teams prepare to begin the academic bowl. On the back of your paper, write a paragraph describing the setting in your own words, noting at least five or six expressions or vocabulary words that the author uses to help you picture the setting. Pay careful attention to the author's description (bottom of pp. 2-4).
ONLINE PROMPT:
Use the Student Comment Form to share ideas and questions about The View from Saturday with your online peers.
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The way this story is written is unique in both plot pattern and point of view. For this reason it is important to spend enough time preparing the students before they begin reading. The reading assignment is short -- I begin all my books by reading aloud while students follow along to model fluent reading and to get them started with the book. An alternative to my reading is playing an audio tape of the story.
Point of View: This story is told from many points of view. The beginning of each of the first four chapters is from a third-person limited point of view, told by the author through the eyes of Mrs. Olinski. Chapters 5-12 also conclude in this manner. The bulk of Chapters 1-4 is told from the first-person point of view, with each of the four "Souls" telling his or her story. Review with students both first- and third-person points of view. Pose to students the question of why the author may have written the story in this manner. What might they know more about because the story is told from multiple perspectives than if it had been told through the eyes of only one person?
Plot Structure: The sequence is out of order. The story actually takes place in the course of one May afternoon at the academic bowl finals. "The writer disrupts normal time sequence to recount some episode out of a character's past life showing how that event influences a character's response to an event in the present" (Lukens, p. 65). This may initially cause confusion for students, but if monitored this should be minimal.
Note to students the change in text layout as the setting changes from the present to the past (flashbacks). When the narration takes place in the present, during the academic bowl, the text is indented.
The author uses certain expressions (words and phrases) in her writing to convey meaning and to reveal characters. As Noah tells his story, he is staying in Century Village, a retirement community in Florida. For Noah, the "real world" represents anywhere but Century Village. He also speaks of what some Century Village residents did in their "former lives." The concept of "former life" represents what they did before retirement. Another expression that may or may not be familiar is "your presence but no presents." This expression means: Please come, but don't bring presents.
Noah's grandmother often says, "Sha! A shanda far die kinder," meaning, "Hush up! It's a shame for the children." You might ask students to share sayings from their own cultural backgrounds.
The text also makes reference to certain Jewish traditions. As Noah speaks of the wedding, he talks of the "smashing of the glass," the saying "Mazel tov" (an expression of congratulations an good wishes), and the hora (a traditional Israeli round dance). Students may share specific traditions that they have in their wedding ceremonies.
Remind students that they should be thinking about what they'd like to share with their online peers. On this first day of the activity, you might give them some extra time to plan what they'll submit to the internet conversation. Then send them to the Student Comment Form to type their messages.
Click to go to Lesson 2.
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