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Page 1: BOOK GUIDES Around the World in Eighty Days · PDF fileAround the World in Eighty Days: ... Which did they dislike, ... they will learn how Phileas Fogg bets that he can travel around

BOOK GUIDES

BY JULES VERNE

Scholastic grants teachers permission to photocopy the reproducible pages from this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by

any means, electronic, mechanical, photocopying, recording, or otherwise, without permission of the publisher.For information regarding permission, write to Scholastic Teaching Resources, 524 Broadway, New York, NY 10012-3999.

Written by Steve OtfinoskiCover design by Maria LiljaInterior design by SOLAS

ISBN 0-439-57247-9Copyright © 2003, 1991 by Scholastic Inc.

All rights reserved.Printed in the U.S.A.

1 2 3 4 5 6 7 8 9 10 40 09 08 07 06 05 04 03

NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEYMEXICO CITY • NEW DELHI • HONG KONG • BUENOS AIRES

Around the World

in Eighty Days

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Overview Chart 4

Management System 4

Story Overview 5

About the Genre 6

About the Author 7

Lesson 1 8

Lesson 2 12

Lesson 3 16

Lesson 4 19

Around the World in Eighty Days: A Model for Writing 23

Writing Checklist 27

Creative Thinking Reproducible Sheets 28

Contents

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Around the World in Eighty DaysLesson 1

SynopsisPhileas Fogg, an Englishman with a passion for punctuality, hires a new servant, JeanPassepartout. Passepartout is impressed by Fogg’s methodical ways and believes hehas found the perfect master. However, while playing cards at his club, Fogg bets hispartner 20,000 pounds that he can travel around the world in the astonishing time of80 days. Immediately, his wager is accepted.

Fogg returns home to tell an amazed Passepartout that they are embarking on a worldtour that very evening. They catch the train for Dover, cross by boat to Calais, France,and then journey across Europe by train. They arrive in Suez, Egypt, several dayslater. Awaiting them is a police detective named Fix, who is convinced that Fogg is abank robber who has recently fled England with his booty. Fix forces Fogg to appear inperson with his passport at the consul’s office where, to Fix’s disappointment, Fogg’svisa is approved.

The suspicious Fix follows the duo on a steamer bound for India. Arriving in Bombay,Passepartout has an unfortunate encounter in a Hindu pagoda forbidden to nonbelievers.Passepartout escapes and leaves with Fogg on a train for Calcutta. Fix, waiting for awarrant for Fogg’s arrest, stays behind. When Fogg learns that the last stretch of traintrack is uncompleted, he buys an elephant to complete the journey to Calcutta.

Before ReadingTell students that they will be reading an exciting adventure called Around the World inEighty Days. It is the story of Phileas Fogg, an eccentric Englishman who makes afantastic bet. Although the story is a colorful adventure, it is also a satisfying characterstudy of an extraordinary personality—Fogg himself.

Use the activity that is best suited for your class.

Option 1: Explore the theme of people setting goals and facing challenges by drawingon students’ prior knowledge of literature. Have them discuss other books in whichcharacters face tremendous odds to reach a goal or to prove a point. Help students by suggesting such classics as Banner in the Sky, a story about the conquest of aformidable mountain in the Swiss Alps, and other books by Jules Verne, such as A Journey to the Center of the Earth and From the Earth to the Moon.

Chapters 1–11 Pages 9–66

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Divide the class into small discussion groups, and ask each group to come up withdescriptions of goals and adventures that they have read about in books. Have somestudents in each group describe the obstacles faced by characters in reaching theirgoals; ask others to describe the characters’ personalities; have a third groupdescribe the motivations that drove characters to undertake these challenges.

Option 2: Encourage personal responses to the theme by having students discussany adventurous journeys they themselves have taken. This might be a vacation toanother state or country or a short trip closer to home. Begin by asking students todescribe the setting and how it differed from their home. Have them use colorful,interesting words to describe the setting and include descriptions of the landscape,animals, plants, people, and buildings.

Ask students what adventures or new experiences they had in this new setting. Whatproblems did they face in getting around? What unexpected things happened tothem? Which experiences did they enjoy? Which did they dislike, and why?

Then distribute copies of the book, and call students’ attention to the coverillustration. Explain that the two men in the foreground are the two main charactersin the story. Ask students if they can determine from the characters’ clothing thetime period in which the story is set. Ask them which character is the master andwhich the servant. Ask which visual clues helped them decide. Then point out theworld map in the background and the red line. Ask how this map might relate to thebook’s title.

Before beginning the story, tell students that, as they read, they should think aboutwhat would motivate a person to make a journey around the world in such a specificperiod of time. Ask them to think about how they might feel if they were faced withthis challenging task.

During ReadingTell students that they will now read the opening chapter of the book. Explain thatin these pages they will meet the two central characters—Phileas Fogg and hisservant, Passepartout—and learn of the circumstances that bring these two verydifferent characters together.

Note: Remind students that the book was written by a Frenchman andpublished in 1874. The English edition was translated from the French and follows the British style of spelling and punctuation.

Have students take turns reading pages 9–14 aloud. When they have finished, askthem to describe Phileas Fogg and his personality. If possible, have students writetheir ideas on the chalkboard according to this graphic:

9

Phileas Fogg

His Home How he spends his time

How others perceive him How he acts

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Assign pages 14–66 for independent reading. Tell students that in these ten chaptersthey will learn how Phileas Fogg bets that he can travel around the world in 80 daysand starts on the first part of his journey, from England to India. Remind studentsthat, as they read, they should continue to think about how they might act and feelon such a journey.

Literary ConceptsDiscuss setting: Point out that while the time of the story is fixed, covering 80 daysin the year 1872, the physical setting shifts constantly from one exotic place toanother. List the following locations from the first part of the book on thechalkboard, and ask students to find details in the story that describe eachlocation’s geography, culture, etc.

Have students discuss their answers, describing the differences between each settingand how these differences affect what happens to the characters.

Then ask students to think about the time period in which the book is set. Ask themwhy this story couldn’t have been written in contemporary times. What newinventions and technology would have dramatically changed the nature of the betFogg made? How might he have traveled today’? Conclude by having studentssummarize the three main settings of these chapters in their own words.

Points to Ponder1. Compare the personalities of Fogg and Passepartout. Which would you rather

have for a friend or traveling companion? Why? (Comparing and Contrasting/Stating Personal Reactions)

2. Do you think that Detective Fix’s assumption about Fogg is a logical one? Why orwhy not? (Making Judgments)

3. If you were betting on Fogg’s journey, which side would you take? Whatinformation do you have that would help you make this decision? (StatingPersonal Reactions/Predicting Outcomes)

4. How is Passepartout affected by being in India? How does this setting lead himinto trouble? (Understanding Setting/Interpreting Character Actions)

5. The author writes of Fogg, “He was not travelling, he was describing acircumference.” Explain what this means in your own words and what it saysabout Fogg’s character. (Interpreting Character Traits/Drawing Conclusions)

Locations Details

London

Suez

Bombay