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Read Chapters 5-8; Complete Student Packet Worksheets for Chapters 5-8

As a class, create a Venn diagram of two familiar places, such as a local restaurant and the school cafeteria. Encourage your students to think more broadly about similarities and differences. Don’t stop at visual description of each place. Include the other senses in the description (what does a restaurant vs. a cafeteria sound like? Smell like? Why?), the diners (who goes to each place?), the place’s purpose (the restaurant serves to make a profit, while the cafeteria’s purpose is to feed children at the cafeteria).

will explain that though we have been focusing on the “when” aspect of setting (such as the historical details or a character’s past), we must also focus on “where” the story takes place. In many novels, there are multiple settings, and how these places are alike and different can be important to the story. For example, in the book Harry Potter, Harry’s muggle home is meaningfully different than his room at Hogwarts because it lacks magic, adventure, and a sense of belonging, yet it is also a safe haven from evil. At Hogwarts, Harry finds friends and family that helps him to feel a sense of belonging, but it is full of sinister teachers and lurking danger. Comparing and contrasting the settings can help us understand how different places have different purposes for the plot of a story.

To compare and contrast two settings in a novel, I will first take bulleted notes about each place, including any descriptive elements (what does the place look like? smell like? sound like?), activities and cultural life (who would you see here? what would they be doing?), and problems faced (what obstacles do characters face here, if any?). Then, I will review both bulleted lists and form links based on categories. For example, in the A&M, we said that restaurants serve food to the public. We also said that school cafeterias serve food to students. I can draw a contrast link between “serving students” and “serving the public” because both places serve different kinds of customers. We can also draw a compare link between them, because both serve food and have a similar function. Finally, I will use the links that I have drawn between these two places, to explain how the places are similar and different. I will think about what this might mean for the characters of the story.

I will model comparing and contrasting the kitchen at the orphanage with the stables. First, I will take bulleted notes on each place. I will think about the purpose of this place, and I will write that the kitchen is a workplace where food is made for the orphans. I will also think about who and what is in this place, and I will write that Mrs. Boyle runs the kitchen and girls are expected to work there. I will describe it as full of pots, pans, boiled oats, and mush. It is a loud, clamoring place. Then, I will think about how characters feel about this place. I recall that Charlotte describes being in the kitchen as like falling in a briar patch. It is a real “thorn in her side.” I will write on my chart that it is a painful place. I will write that Charlotte feels trapped in the kitchen, and that she is always getting yelled at. The kitchen is an unfriendly place.

I will also take bulleted notes about the stables. I will note that the stables are a place where people work to take care of captive riding horses. I will then describe who is in the place and describe its physical features. I will write that Vern runs the stables and boys are expected to work there and ride/race the horses. I will write that stables are quiet, since there are only horses there and Vern is quiet and kind to Charlotte. Also, the stables are “warm, and sweet-smelling.” Finally, I will note how Charlotte feels about the stables. It is the only place that makes her feel happy.

Then, I will draw compare and contrast lines between the two sections of bullets or details. For example, I will draw a “contrast line” between the kitchen being a painful place and the stables being a comforting, happy place and write “painful/comforting” on the line. I will draw a comparison line between the purpose of the stables and the kitchen and write “places of work” on the line. I will also note that one workplace is for girls (the kitchen) and one is for boys (the stable). I will draw a contrast line that says “woman’s work/man’s work,” an important detail for the meaning of this historical period.

I will conclude that the kitchen is a place where girls are supposed to work (at this time), but Charlotte does not feel comfortable there. It is a painful place associated with an uncaring boss. She feels trapped there. The stable, however, is a warm, sweet-smelling place, where Charlotte feels comfortable and happy, even if it is actually supposed to be a place for boys. Note: See the Compare and Contrast Settings Chart 1 for additional textual examples.

Ask: "How can I compare and contrast two settings?" Students should answer that you can compare and contrast two settings by taking bulleted notes about each place, including facts about the physical description, the activities and cultural life there, and the problems characters face in the setting. Then, you can draw connections between elements of setting in each place that describe the category for comparison or contrast. Finally, you should bring together the connections to think about what these differences and similarities might mean for the novel.

will compare and contrast the settings of the orphanage and Rhode Island. We will create a two column chart and take bulleted notes about each place. We will include any information about the purpose, physical description, people, activities, and problems faced in each place. For example, we will note that in the orphanage, Charlotte only has one friend left after Hayward leaves (Vern), whereas in Rhode Island, Charlotte is well-loved by Ebeneezer, the other stable boys, and her passengers. Also, in Rhode Island Charlotte is paid to work with horses, whereas at the orphanage, Charlotte is forced to work unpaid in the kitchen. We will note that in both places girls are not supposed to take care of and ride horses. Then, we will draw our comparison and contrast links. For example, we will draw a contrast line between Charlotte’s work for Mrs. Boyle and Ebeneezer and write “paid/unpaid work.” We will draw a comparison line between the expectations that in both places girls shouldn’t take care of horses and write “limitations for girls.”

We will conclude that while Rhode Island was a place where Charlotte could make her own money, ride horses, and be surrounded by friends, it was still a place where she had to disguise herself in order to survive. It had some of the same limitations as the orphanage, in terms of what people expected girls could and could not do. It was less oppressive because she was able to experience working for herself and recognize that she could be a talented stage driver (despite what people said she could or could not do). Note: For additional examples see the Compare and Contrast Settings Chart 2.

will compare and contrast California with Rhode Island in the novel. You will 1) record details about each place in bullet form, 2) draw comparison and contrast connections between descriptions on both sides, and 3) explain the differences and similarities between the two places by completing the Compare and Contrast the Settings: Rhode Island and California Worksheet in the Student Packet. (See pp. 10-11 in the Student Packet.)

will come together to share our Independent Practice Worksheets. We will discuss the West vs. the East, and how they are similar and different at this historical time period. Time permitting, we will discuss the following prompts:

• Charlotte is looking for a place where she can be free. In which place do you think Charlotte can be free? How is she free in the orphanage? Rhode Island? California?
• Charlotte is also looking for a place where she can belong. Think about all of the places we have discussed. Where do you think Charlotte belongs? Why?