1. Time and Sequence
Pre-AP English 10

2. Objective
Students will analyze how the author’s use of time and sequence impacts a text.
For today’s objective, I will ____________.

3. Prior Knowledge- PLOT

4. Let’s Review the Elements of Plot
As you watch the clip, you need to outline the plot of the story you are watching based on the traditional plot diagram. Remember, you must have all five parts.
You can choose which video you would like to show to your students. The first video is a little over 4 mins and the second is about 3.5 minutes. Both link you to Youtube
This is a Link to watch Geri’s Game. It is a Pixar Short about a man who is playing chess against himself.
The second is a Pixar short call For the Birds. It is about a group of birds that don’t want another bird to join them on their telephone wire and what results from their actions.

5. Manipulation of Time Authors can manipulate, or change, time.
We are used to be told events in CHRONOLOGICAL ORDER.
What does this mean?
Why would an author change how time is presented?
How does an author change time?
Flashback
Flashforward

6. Flashback
Flashback: scene in a movie, play, short story, novel, or narrative poem that interrupts the present action in a story to show events that happened at an earlier time.
As you watch the commercial from McDonalds, identify how they use flashbacks.
Let’s discuss why they would use flashbacks in their commercial.

7. Concept Development: Flashback
Example:
At the beginning of To Kill a Mockingbird, Scout tells us “When he was nearly thirteen, my brother Jem got his arm badly broken at the elbow...”.
In this example, the use of flash-back is present because it says Jem “was” thirteen, indicating that time has passed and Scout is telling the entire story as a flash-back. The effect of this flash-back is that the reader is being pulled into the story that Scout Finch is going to tell and immediately has suspense and questions how Jem broke his arm. This emotionally enthralls the reader from the very first sentence of the novel to entice him/her to keep reading to discover what has happened in the past.
TPS: How is flash-back used in the previous passage and what is its effect?
Flash-back is used in this passage by _______________. The effect of this flash-back is _________.

8. Concept Development: Flash-forward
Flash-forward: scene in a movie, play, short story, novel, or narrative poem that interrupts the present action of the plot to shift into the future.
As you watch the commercial from Hyundai identify how they use flash-forwards.
Let’s discuss why they would use flash-forwards.

9. Concept Development: Flashforward
Example:
At the end of Act IV in Romeo and Juliet, Juliet chooses to drink the potion and appear “dead” in order to reunite with Romeo. Then at the start of Act V, it begins the next morning with the Nurse finding Juliet “dead”.
This example demonstrates the use of flash-forward as we move from the evening of one day to the morning of the next. The effect of this flash-forward is that the audience is able to feel the increased tension building in the tragic love story toward the climactic end of the true deaths of both of the main characters, which is revealed in the opening prologue.
Remember that in her soliloquy Juliet is worried that the Friar has given her poison. At this point, we do not know if she is only sleeping or if she is truly dead.
TPS: How is flash-forward used in the previous passage and what is its effect?
Flash-forward is used in this passage by _______________. The effect of this flash-forward is _________.

10. Concept Development: Sequence of Events
Authors sequence events, that means put them in order, to develop a story.
Why did the author give us some information first, but not other information?
Why does an author choose to wait, or even omit information?
Ultimately, what is the author’s purpose in doing what he/she does?
How do authors sequence events?
Foreshadowing
Pacing

11. Foreshadowing
Foreshadowing: The use of clues to hint at events that will occur later in the plot.

12. Concept Development: Foreshadowing
Example:
“Rainsford sprang up and moved quickly to the rail, mystified. He strained his eyes in the direction from which the reports had come, but it was like trying to see through a blanket. He leapt upon the rail and balanced himself there to get greater elevation; his pipe, striking a rope, was knocked from his mouth. He lunged for it; a short, hoarse cry came from his lips as he realized he had reached too far and had lost his balance. The cry was pinched off short as the blood-warm waters of the Caribbean Sea closed over his head” (“The Most Dangerous Game” by Richard Connell 7).
In this passage, we see the use of foreshadowing. The use of foreshadowing can be seen by the use of diction “cry”, “pinched”, and “blood-warm waters”. This use of foreshadowing indicates that there could be violence and danger on the island as Rainsford makes his way to the shore.
TPS: How is foreshadowing used in the previous passage and what is its effect?
Foreshadowing is used in this passage by _______________. The effect of this foreshadowing is _________.

13. Concept Development: Pacing
Pacing: the speed in which a story is told.
How does an author create pacing?
Look at where the author spends time:
How long are sentences? Really long? Really short?
Are there repeated conjunctions? (and, but, or)
Polysyndeton: repetition of conjunctions
Asyndeton: removal of conjunctions

14. Concept Development Example:
“First a day and then a night and then a day and then a night, then it was day-night-day-night-day. A week, a month, a year, a decade! A.D A.D ! Gone! The Machine roared” (“The Sound of Thunder” by Ray Bradbury 501).
In this example, we see the use of pacing with the shift at the start of the passage. The story centers around the use of a time machine in order to go back in time. The use of the repetition of “day” and “night” with increased pace is used to create a feeling of intensity and tension in the reader as the characters move back in time. Also, notice the removal of conjunctions in the sentence “A week, a month, a year, a decade! A.D A.D !” This use of asyndeton increased the pace of the passage which also evokes greater intensity and tension with the building excitement of the men in the time machine.
TPS: How is pacing used in the previous passage and what is its effect?
Pacing is used in this passage by _______________. The effect of this pacing is _________.

15. Why is understanding an author’s use of time and sequence of events important?
Authors manipulate time and sequence events in a story in order to control our emotions.
Suspense
Slow down time to emphasize danger
Speed up time to skip over events and increase tension
Do you have another reason?
TPS: Why do authors manipulate time and sequence events in a story?
Authors manipulate time and sequence events in a story because ____________.

16. Quiz “The Leap”
You need a sheet of paper out on your desk.

17. Skill Development-Steps
Read and annotate the text
Identify the time and/or sequence device being used
Analyze the purpose of the time device used
Notice that these are the steps for CLOSE READING! We have to read, identify, and then analyze our literary devices

18. I Do- Teacher Model Read the text
The face of red and white and black swung through the air and jigged toward Bill. Bill started up laughing; then suddenly he fell silent and blundered away through the bushes.
   Jack rushed toward the twins.
   “The rest are making a line. Come on!”
   “But-”
   “-we-”
   “Come on! I’ll creep up and stab-”
   The mask compelled them.
Ralph climbed out of the bathing pool and trotted up the beach and sat in the shade beneath the palms. His fair hair was plastered over his eyebrows and he pushed it back. Simon was floating in the water and kicking his feet, and Maurice was practicing diving” (Golding 64).
I Do- Teacher Model
Read the text
Identify the time or sequence device being used
The time device being used is ___because _____.
Analyze the purpose of the time and/or sequence device used
The effect (purpose) of the use of _______ is __________ because ________.

19. You Do- Partner Work Read the text
“The sticks fell and the mouth of the new circle crunched and screamed. The beast was on its knees in the center, its arms folded over its face. It was crying out against the abominable noise something about a body on the hill. The beast struggled forward, broke the ring and fell over the steep edge of the rock to the sand by the water. At once the crowd surged after it, poured down the rock, leapt on to the beast, screamed, struck, bit, tore. There were no words, and no movements but the tearing of teeth and claws” (Golding 152).
Read the text
Identify the time or sequence device being used
The time device being used is ___because _____.
Analyze the purpose of the time and/or sequence device used
The effect (purpose) of the use of _______ is __________ because ________.
Paragraph 4 and 5 begin flashback #1

20. You Do- I’ll check! Read the text
“This is ridiculous. You know perfectly well you’ll only meet me down there- so don’t try to escape!”
Simon’s body was arched and stiff. The Lord of the Flies spoke in the voice of a schoolmaster.
“This has gone quite far enough. My poor, misguided child, do you think you know better than I do?”
There was a pause.
“I’m warning you. I’m going to get angry. D’you see? You’re not wanted. Understand? We are going to have fun on this island. Understand? We are going to have fun on this island! So don’t try it on , my poor misguided boy, or else-“
Simon found he was looking into a vast mouth. There was blackness within, a blackness that spread” (Golding 144).
Read the text
Identify the time or sequence device being used
The time device being used is ____because _____.
Analyze the purpose of the time and/or sequence device used
The effect of the use of _______ is ____________ because ________.

21. Independent Practice
Now that you have seen multiple examples of time and sequence devices, you need to analyze “The Leap”.
Complete the 4-square for “The Leap” by analyzing the time and sequence devices that are used throughout the text.