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A Time Traveler's Log Using H.G. Wells' "The Time Machine" by NNWP


Subject

English Language Arts (NYS P-12 Common Core)

Grade Levels

9th Grade, 10th Grade


Description

Students will read Chapter Four of The Time Machine, noting both the time traveler’s descriptions of the new world of 800,000 ACE, and the conclusions the main character draws as a 19th century man. Students will create a time-traveling character and setting (time and place) they will send that character. Students will then create a two-paragraph (minimum) description that focuses on interesting details of the setting and what conclusions the time traveler makes in this new time.

Website(s)

Northern Nevada Writing Project
The National Writing Project
H.G. Wells Society

Six-Trait Overview

The focus trait for this writing assignment is idea development; memorable details about the time and place the traveler has ventured to should make up the majority of the students' writing here.  The support trait  for this writing assignment is voice; students must try and capture an authentic-sounding voice of their chosen characters.

Author

Northern Nevada teacher Teresa Gil

Duration

One 80-minute class period

Materials

  • Copies of H.G. Wells' novel, The Time Machine
  • Copies of Time Machine Graphic Organizer
  • Copies of Time Machine Student Models
  • Copies of Time Machine Drafting Sheet
  • Copies of Time Machine Reading Activity handout
  • Time Machine Reading Activity.doc
  • Time Machine Drafting Sheet.pdf
  • Time Machine Graphic Organizer.pdf
  • Time Machine Student Models.pdf

    • Step-by-Step Procedure

    1. Distribute the Time Machine Reading Activity handout. Tell students that while reading Chapter 4 of The Time Machine they will write down memorable descriptions of the Eloi's world on one side of the chart, and conclusions the Time Traveler draws about the Eloi on the other. 
    2. Read Chapter 4 of The Time Machine by H.G. Wells.  In this chapter, the Time Traveler encounters the Eloi and the world of 800,000 ACE for the first time.  Point out that a 19th century man traveling to the far distant future is an interesting idea.  He brings his 19th century point of view, prejudices and voice to bear in his description of this new world.  Point out that he expected people in the future to be more advanced, not to have the intellectual level of five year-olds.  Mention that he is astounded that they think he came from the sun in a thunderstorm.  The conclusion he draws from all the evidence is that they are communists.
    3. Discuss findings. 
    4. Instruct students to answer the questions, “How would you, as a 21 st century sophisticate, have described the world of the Eloi?  What conclusions might you have drawn?  How would your voice differ from the Time Traveler's?"
    5. Discuss student responses.
    6. Distribute the Time Machine Student Models handout. In small groups, have your students read and respond to the models.  The groups will certainly talk about the idea development , since that's the focus of this lesson, but you might prompt your students to talk about each model's voice as well.
    7. Get students thinking about a time travel destination that interests them.  Brainstorm destinations in small groups after reading the models. Have groups share ideas with the class and record them on the board.
    8. Tell students that for this assignment, they will assume the identity (and voice) of someone else.  They will be writing about a destination from their chosen character's point of view and using that character's voice to both memorably describe and draw conclusions about a place in time. 
    9. Distribute the Time Machine Graphic Organizer filling in both things they expect to see at their destination and also what conclusions might their character draw about this strange place.
    10. When the graphic organizer is completed, students may begin writing their rough drafts on the Time Machine Drafting Sheet.

    Homework: Students should complete rough drafts.

    Extension of Lesson

    To promote response and revision to rough draft writing, attach WritingFix's Revision and Response Post-Its to your students' drafts.  Make sure the students rank their use of the trait-specific skills on the Post-Its, which means they'll only have one "1" and one "5."   Have them commit to ideas for revision based on their Post-It rankings.  For more ideas on using the Post-Its, visit: http://writingfix.com/Classroom_Tools/Post_Its.htm

    After students apply their revision ideas to their drafts and re-write neatly, require them to find an editor.   If you've established a "Community of Editors" among your students, have each student exchange his/her paper with multiple peers.  With yellow highlighters in hand, each peer reads for and highlights suspected errors for just one item from the Editing Post-Its.

    When they are finished revising and have second drafts, invite your students to come back to this piece once more during an upcoming writer's workshop block.  Their stories might become a longer story, a more detailed piece, or the beginning of a series of pieces about the story they started here.  Students will probably enjoy creating an illustration for this story as they get ready to publish it for their portfolios.

    Content Provider

    The Northern Nevada Writing Project: WritingFix


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