The story of Margot – of (in)difference, (in)justice, hope – was not unfamiliar to me but was brought to my attention during a workshop a few years ago and have since used it in my classes. Perhaps one of the reasons why Ray Bradbury’s “All Summer in a Day” (1954) works so well with teenage students is because they can easily relate to it from different perspectives. Despite the richness of vocabulary, it is also a text that is easy to read at language levels as low as B1, with the students being able to reconstruct the key elements of the story and a good amount of details without having to understand every single word. Most interestingly, the short story leaves so much unsaid that it provides a perfect flexible framework that encourages the sharing of different ideas and interpretations, resulting in all language skills flowing naturally as the students attempt to explain their rather complex ideas and feelings related to a conflict about which they have so much to say.
The ending is in fact a rather open one, and it is at this point of Bradbury’s story that I decided to start reading the last time I used it. Reading this story backwards and challenging chronological order provides just the right type of scaffolding to help with the reading itself and creates higher interest and motivation to keep on reading: both the added problem-solving element and the process of reconstruction that will help to identify the reasons and details leading to such a mysterious ending will certainly get the students involved in the text, help them to understand it better, and make further connections based on this as they put all four skills into practice.
To walk the students through the text, the four-page short story was here divided into four parts and a circular graphic organiser was designed with a variety of activities that mainly focus on comprehension but also on vocabulary building. This circular structure will encourage students to go back and forth in the text while revising previous questions as they read, completing the missing information, and confirming or rejecting previous predictions.
- Part 1: from “A boom of thunder startled them…” to “… and let Margot out”
- Part 2: from “’Ready, children?’ She glanced at her watch…” to “… their smiles vanishing away”
- Part 3: from “’Get away!’ The boy gave her another push …” to “… just as the teacher arrived”
- Part 4: from “’Ready?’…” to “… her waiting silence, her thinness, and her possible future”
1. Write “Summer” on the board and have the students come up with words related to it. Tell them they are going to read a story called “All Summer in a Day”. Elicit what it might be about.
2. Read the first part, which belongs to the end of the story. Give out the graphic organiser and discuss numbers 1, 2 and 3 together: what do we know about the setting, the characters and the problem? Any predictions?
3. Ask the students to read the second part. As they read, ask them to choose five words from the text that describe the scene and write them down in 4. In addition, students write a short sentence that describes the way they feel about it. Discuss any new information related to the setting, the characters and the problem.
4. After reading part 3, the students fill out number 5 and try to work out what the conflict might be about using both the information they have and their own predictions.
5. As the students read the last part belonging to the beginning of the story, the students underline any words or expressions related to the rain and circle any words related to the sun. They then write any words that are new to them in 6. Discuss 7 as a whole group.
6. Allow some time for students to put all the pieces together and write a short personal reaction to the text in 8: “I think…”, “I feel…”, “I wonder…” Have them share their thoughts with the rest of the students.
7. The students write a short text explaining what happened immediately after Margot was let out of the room: What was her reaction? What did she do? Did she say anything? How did her classmates feel? What did they do? Did they apologise? Did their relationship change? How? What do you think of William? Did he do or say anything?
8. Ask students to look for five similarities and five differences as they watch the short film based on Bradbury’s story. The students fill out a Venn diagram with their findings, which are later shared with the rest of the class.
9. What could have prevented Margot from being bullied? What could each of the characters involved have done differently?
The discussion will, in fact, largely depend on the group of students and has always taken on a different focus each time I’ve done it. In all cases, however, it became a time when error correction was not a priority, complex grammatical structures were uttered in a natural way, and a careful choice of vocabulary allowed the students to communicate their ideas, thoughts and feelings efficiently and to the best of their ability. It is in tasks like this that language seems to flow naturally, hypotheses restructured, words become the most relevant, and meaning – personal meaning, the student voice – becomes the ultimate driving force that pulls together that chaos we call “language”.