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Use this lesson plan to help students summarize and analyze 'The View from Saturday' by E. L. Konigsburg. With it, students will read a text lesson.
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Basil E. Tell us what you like and we'll recommend books you'll love. Sign up and get a free eBook! The View from Saturday By E. Trade Paperback. Table of Contents Reading Group Guide. About The Book. Reading Group Guide. | The View from Saturday

About The Author. Photo Credit:. Product Details. Awards and Honors. Resources and Downloads. More books from this author: E. See more by E. Thank you for signing up, fellow book lover! See More Categories. Your First Name. Zip Code. Thank you! For this reason it is important to spend enough time preparing the students before they begin reading. Begin by reading aloud while students follow along to model fluent reading and to get them started with the book. Alternatively, play an audio tape of the story. Point of View: This story is told from many points of view.

The View from Saturday by E. L. Konigsburg

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. 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?

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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. 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.

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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. Another expression that may or may not be familiar is "your presence but no presents. Noah's grandmother often says, "Sha! A shanda far die kinder," meaning, "Hush up! It's a shame for the children. 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 and good wishes , and the hora a traditional Israeli round dance. Students may share specific wedding traditions with which they are familiar.

Round Characters: Characters we get to know well. Round characters have a variety of traits that make them believable. Flat Characters: Essential to the action, but not fully developed.

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Their function might be to show how the central character behaves or relates to others. Flat characters help make the setting believable. There are varying degrees of flat characters. For some, we will just hear their names. Others we will learn a bit more about. Two types of flat characters often seen in narratives are stereotypes and foil characters. A stereotype character represents few and common traits, while a foil highlights the characteristics of a main character by having contrasting characteristics.

Examples of stereotypes in this story might be Nadia's or Noah's mom. With students, focus on the fact that there are many flat characters in this story. Ask them to think about which are the most important to know. During community share, talk about superstition i. Why didn't Noah tell Izzy about this? What is the significance? Another subject to consider both Noah's mother and Tillie at Century Village speak of the "decline in Western Civilization.

GOAL: To analyze two points of view by which a single character is described.

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How does it relate to what is happening in the story? Did you encounter any unique similes and metaphors in the reading? If so, write about them. Think about Nadia and her relationship with the people in her life: her father, Ethan, her dog Ginger, her grandfather, and Margaret. Describe how a relationship in your own life is similar to one of Nadia's. By now students should realize that they have seen three points of view. First is the author's through the eyes of Mrs.

Olinski third-person limited. Noah told his story from the first-person point of view, and now Nadia is telling her story. Students should understand that it is important to consider point of view to better understand characters in the story. Students can use these context clues to figure out that they are probably some kind of sweet roll or cookies.

Possible thought for discussion in community share, Nadia says, "Many friendships are made and maintained for purely geographical reasons. Do you agree with her? Why or why not? GOAL: To build or review background knowledge on turtles; to review the concept of characters and character development; to construct a character map of Nadia Diamondstein.

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What does she mean by these descriptions? Respond to the story in a personal way.

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How is the story making you think about yourself, your friends, and your personal growth? Background Knowledge: Prior to today's reading would be a good time to introduce or review background on sea turtles focusing on migration patterns off the Atlantic Coast. See suggested links to web resources above. Think about: What species? Life cycles? Hatching of young? Characters: Take as many opportunities to discuss the concept of characters with students as possible. This will enable them to think more deeply about the novels they are reading.

During community share consider the following, Nadia said, "Inside of me there was a lot of best friendship that no one but Ginger was using.