lesson 6 comparing and contrasting settings and...

©Curriculum Associates, LLC Copying is not permitted.61L6: Comparing and Contrasting Settings and Events

Part 1: Introduction

When you notice how settings and events in a story change, you can see another layer of meaning in the story. For example, you can compare and contrast the two main settings from the movie The Wizard of Oz.

In each photograph, look for details about the setting. Then complete the chart below.

Kansas Oz

Where: A farm in the Midwest

Description: Rolling farm fields, a

barnyard full of

and animals.

Event: Dorothy dreams about living someplace else.

Where: The Land of Oz

Description: Magical world with and a city of strange buildings

Event: Glinda, the good witch, protects Dorothy from one of the wicked witches.

Now that you’ve identified details about each setting, what can you do with them? To start, you can describe how the setting sets a mood, or general feeling, about each place.

On the lines below, describe the mood produced by the settings.

Kansas:

Oz:

As you read a story, pay attention to whether and how its settings change.

Theme: American Revolution Tales

Comparing and Contrasting Settings and Events

Lesson 6 CCLS RL.5.3: Compare and contrast two or more . . . settings, or events in a story . . . drawing on specific details in the texts . . .

Lesson 6Part 2: Modeled Instruction

©Curriculum Associates, LLC Copying is not permitted.

L6: Comparing and Contrasting Settings and Events62

Read the first two paragraphs of a story about a girl during the time of the American Revolution.

Explore how to answer these questions: “How are the settings different in the first and second paragraphs? How does the change in the settings affect the mood, or tone, of the story?”

The first question asks you to contrast the settings. Look for details that tell about the two settings. Then fill in the blanks in the chart below.

Paragraph 1 Paragraph 2

Where: Outside on a __________________________

Description: Peaceful fields; ____________________ ,

mild weather

Event: Meg wonders about the colonists and British.

Where: Farmhouse kitchen

When: Noise inside the house from ______________

____________________________________________

Event: Meg returns to find her brothers fighting.

What does the chart tell you about how the settings are different? Paragraph 1 takes place outside on a peaceful farm in sunny, mild weather. Paragraph 2 takes place indoors in a noisy house.

Now describe how the change in settings affects the story’s mood. Use details from the chart in your response.

The Pocket Watch by Anthony McPherson

Meg had gone out to the barn to fetch a pail of milk. On her way back inside, she stared out at

the peaceful fields of her family’s Connecticut farm. It was a sunny, mild day in April 1775. Just

last week, fighting had broken out between the British and the colonists in Lexington and

Concord. Meg wondered if there would be more fighting.

Grasping the pail of milk, Meg turned toward the house and went through the back door and

into the kitchen, where her mother was preparing supper. The quiet she had experienced

outside was shattered almost as soon she set down the pail. Her two younger brothers, who

were in the front room, suddenly began shouting and arguing.(continued)

Genre: Historical Fiction

Lesson 6Part 3: Guided Instruction


L6: Comparing and Contrasting Settings and Events 63

(continued from page 62)

Show Your Thinking

Meg and her mother went to see what all the fuss was about.

The boys were each tugging at the chain of a gold pocket watch.

“It’s mine!” shouted George. “Father said I could carry it

today!”

“Why should you get to? I’m older!” shouted William.

“Boys!” said their mother. “How can you fight over a watch

when some of our neighbors have just lost their lives fighting

the British?”

George and William looked down, ashamed. Meg was glad

when the two promptly apologized to each other and admitted

it really didn’t matter who got to carry the watch.

In this part of the story, there is just one setting, but there are several events. Write a number next to each event. Remember that events are the actions that make up a story or play.

Close Reading

Continue reading about Meg and her family. Use the Close Reading and the Hint to help you answer the question.

Circle the correct answer.

How are the events different at the beginning and end of this part of the story?

A The boys talk quietly and then loudly.

B The boys make their sister angry and then proud.

C The boys behave selfishly and then with regret.

D The boys show a liking for the watch and then a dislike of it.

HintWhich choice describes how the boys act before and after their mother scolds them?

Look at the answer you chose. Describe the details that helped you compare the boys’ actions.

Describe how the characters in the story react to the historical events happening around them. How do their reactions to events help you learn more about these characters?

Lesson 6



Part 4: Guided Practice

I notice details about where and when the story takes place. I’m going to underline sentences that show how this changes throughout the story.

Goodbye for Now by Alice Gallagher

1 Abby and Eliza sat on a bench in the small garden behind

Abby’s house in Boston, Massachusetts. The two girls were

best friends. They usually loved spending time together in the

pretty little garden. But this afternoon, they could think only

of the next morning when Eliza and her family would board

one of the ships leaving Boston Harbor for Canada.

2 “I can’t believe you’re really going,” said Abby. It was March

1776, and the British soldiers in Boston had finally decided to

leave, forced out by rebelling colonists who had surrounded

the city. Eliza’s family and many others like them who had

remained loyal to Britain were leaving, too.

3 “I wish more than anything I could stay,” said Eliza. “But

Father says it won’t be safe for us after the British leave.”

4 “What if . . . what if we never see each other again?” said

Abby, her voice starting to break.

5 Just then, Eliza’s brother ran up to the gate and called Eliza

home for dinner. The girls promised to meet the following day.

6 It was still dark when Abby stepped out the front door the

next morning. She went over to the carriage where Eliza and

her family were loading their trunks. The girls gave each other

a hug. Then Eliza told Abby not to worry, that the whole

British and colonial armies put together weren’t strong enough

to keep two best friends apart for good. Abby smiled at Eliza’s

remark. And she suddenly felt sure that she and Eliza were

saying goodbye just for now and not forever.

What do the girls say in paragraphs 3 and 4 that show they’re both unhappy about what’s happening? Circle phrases that show they’re unhappy.

Close Reading

Read the story. Use the Study Buddy and the Close Reading to guide your reading.

Genre: Historical Fiction

What does Eliza tell Abby in the last paragraph? Underline the sentence that explains what Eliza tells Abby.

Lesson 6



Part 4: Guided Practice

Use the Hints on this page to help you answer the questions.

1 One way the setting at the beginning of the story is different from the setting at the end is that the beginning takes place

A the day Eliza is leaving.

B very early in the morning.

C near Boston Harbor.

D in a backyard garden.

2 What is similar about the events in the third and fourth paragraphs?

A Both girls show they’re sad about having to say goodbye.

B Both girls express anger toward the British for deciding to leave.

C Both girls worry that they’ll never see each other again.

D Both girls say it’s not safe for Eliza to stay in Boston.

3 Describe the event that makes Abby feel better about Eliza leaving. Support your answer with at least two details from the story.

Look back at the sentences underlined in the first and last paragraphs.

Hints

Which choice describes what both Eliza and Abby do in the third and fourth paragraphs?

After which events does Abby change her mind about the possibility that she and Eliza might never see each other again?

Lesson 6



Part 5: Common Core Practice

Read the story below. Then answer the questions that follow.

The story “Soldiers, Sleds, and Sam” is based on true events described in a letter from John Andrews of Boston to his brother-in-law in Philadelphia. John Andrews wrote the letter on January 29, 1775, during the time of British occupation in the colonies.

from “Soldiers, Sleds, and Sam”by Elizabeth Weiss Vollstadt, Highlights

1 The snow squeaked beneath their boots as the three boys tramped toward Sherburn’s Hill, their favorite coasting hill in all of Boston. The streets were quiet that snowy January morning in 1775. Only a tight group of British soldiers marched boldly past the silent houses.

2 The boys ignored the soldiers. They were used to them. A few thousand British troops were now in Boston, hoping to crush the colonists’ growing rebellion against the king and his laws.

3 “Hurry, Sam,” called Edward. “You’re making us late again!”

4 Sam struggled to keep up with his brother and their friend Joshua. But his stiff right leg slowed him down. Every step reminded Sam of that awful day last spring when a British officer had come to his father’s blacksmith shop. Sam was proud to hold the horse’s leg for his father. But then the horse had kicked hard. A bone in Sam’s leg cracked. The break hadn’t healed properly.

5 Now Sam’s cheeks turned red when Joshua said, “I thought we were going to get there early today—before General Haldimand’s servant came out.”

6 Sam protested, “It’s not my fault the servant sprinkles ashes on our coasting hill when he cleans the general’s fireplace.”

7 Joshua looked up and groaned, “Oh no, late again.” A man was standing in the middle of Sherburn’s Hill, trampling the snow and scattering ashes.

8 “Well, that’s it,” said Edward. He kicked the sled. “If we’d gotten here sooner, we could have had a few good runs before he ruined our hill.”

9 “Sure could have,” said Joshua. He looked at Sam. “Next time he stays home.”

10 Sam jammed his icy fingers into his pockets. He lifted his chin. “I may be slow,” he finally said, “but I’m not afraid of the Redcoats. I’ll get the servant to stop.”

11 The two older boys hooted with laughter. “You?” said Joshua. “What can you do?”

Lesson 6



Part 5: Common Core Practice

12 “I’ll—” Sam hesitated. What could he do? He looked at the servant again. “I’ll tell him to scatter the ashes someplace else.”

13 He started to limp up the hill. Edward and Joshua followed. The cold wind bit into Sam’s cheeks, but he kept going until he reached the servant.

14 “Please, sir,” Sam said, “I . . . I’d like to make a request.” Sam wanted to run, but he had come too far. “Could you scatter the ashes someplace else? They ruin the snow and we can’t coast.”

15 The servant laughed, but it wasn’t a happy sound. “It is not for colonist children to tell the British army what to do. Now run along before I—”

16 Sam didn’t hear the rest. Edward grabbed his arm and pulled him away.

17 “Come on,” he said.

18 Sam followed Edward and Joshua. How he despised that servant! Coasting was the one time his bad leg didn’t matter. “Stop!” Sam called suddenly. “I’m going to see General Haldimand himself.”

19 “Then you’re going alone,” said Joshua. “He’ll never listen to us.”

20 Edward looked at Joshua. “We’d better stay with Sam,” he said. “Ma will blame me if anything happens to him.”

21 Sam headed for the general’s house. He could feel his heart—thump . . . thump . . . thump—like the steady beat of a drum. He stopped at the heavy wooden door. His knees shook. But he lifted his hand, made a fist, and pounded as hard as he could. A young soldier opened the door.

22 “Who is it, private?” a voice boomed from inside. “Let them in and close the door! The wind will blow my fire out!” The three boys crowded into the hall. A big man in a red uniform stood in a doorway. “I’m General Haldimand,” the man said. He led them into his office. Flames leaped about in a huge stone fireplace.

23 Sam swallowed. “Well, sir . . .” he began. He told the general about the hill and the servant. “We are free citizens of Boston,” he said. “You have no right to destroy our hill.”

24 General Haldimand frowned. Edward tugged at Sam’s sleeve. “Let’s go,” he whispered. But this time Sam stood his ground. For ten long seconds, no one moved.

25 Then the general raised his hands and smiled. “You win, my lad,” he said. “There are already bad feelings between our army and the people of Boston. I shall not add to them. I shall give orders that my servant repair the damage and no longer scatter ashes on your hill.”

26 Back outside, Joshua and Edward whooped and shouted in the falling snow. Edward draped his arm around Sam’s shoulder. Joshua patted Sam on the back. “You can have the first coast tomorrow,” he said.

27 Sam’s eyes shone. His sled would fly faster than anyone’s! The boys tramped home together through the snow. And no one told Sam to hurry up—not once.



1 What is most likely different about what happens after the boys arrive at Sherburn’s Hill on this particular day?

A The servant scatters ashes on the hill.

B Sam asks the servant to throw the ashes elsewhere.

C Joshua and Edward are worried that the servant will scatter ashes.

D Sam’s sore leg causes him to limp up the hill.

2 How does the mood of the story change when the setting changes from inside the general’s house to outside the general’s house?

A It is more gloomy and sad.

B It is silly and more amusing.

C It is more carefree and cheerful.

D It is dark and angry.

3 Sam talks to both General Haldimand’s servant and to General Haldimand about the ashes on Sherburn’s Hill. Describe how the outcome of each event is different. Include at least two details from the story to support your answer.

Lesson 6Part 5: Common Core Practice

Answer Form

1 A B C D

2 A B C D

Number Correct 2

Go back and see what you can check off on the Self Check on page 51.Self Check

lesson 6 comparing and contrasting settings and...

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