Big Things Come in Small Packages Short Story

Big Things Come in Small Packages Short Story by Eleanora E. Tate

Background: • Eleanora E. Tate was born in Canton, Missouri and spend her first year of school in a one-room schoolhouse for students in the first through eighth grades. She wrote her first story when she was in the third grade. Tate says she writes books and stories so that all people can read about the proud history and culture of African Americans.

Analyze Story Elements: Plot and Setting: Where/ When Major Characters/ Minor Characters Plot/Problem Event 1, Event 2, Event 3 Outcome

Analyze Story Elements: Plot and Setting • Setting: • Where • When • Major Characters: • Minor Characters:

Analyze Story Elements: Plot and Setting • Plot/Problem: • Event 1: • Event 2: • Event 3: = • Outcome:

Read lines 1 -77 • Determine how Tate establishes the setting to shape the characters and plot by citing specific textual evidence.

Re-read Lines 2 -26 • Describe the conflict Tucker faces. • Circle the text that foreshadows a future event. • REMINDER! Writers include textual details that foreshadow, or hint at, future events.

Vocabulary: Disturbed • What does disturbed mean? • What does the narrator’s mother mean when she says that the spirits “don’t want to be disturbed”?

Inferences • Make inferences drawn from the text and from your notes that suggest why the meeting with Richard is important to Tucker and what Tucker’s attitude is toward Richard.

Inferences Answer • Cite examples in lines 97 -98, 103 -104, & 115 -116.

Vocabulary: Qualifications • What does qualifications mean? • What qualifications do you think Tucker needs to enlist with the U. S. Coast Guard? • List qualifications for basketball, soccer, receptionist, etc.

Answers: • Qualifications: Abilities and accomplishments. • Tucker is fascinated by Richard’s knowledge and reassured by his kindness.

Re-read Lines 106 -116 • Explain how Richard’s statement that “Tucker would make a good tugboat and one day might even grown to be a big ship” reveals Richard’s attitude about Tucker.

Answer: • Richard believes Tucker has great potential. He is trying to reassure Tucker that he is qualified for the job and that his ability to rescue someone at seas would not be impaired by his size.

As you read lines 117 -183: • Take notes about how suspense is built in this section. • Circle the paragraph that is most likely the story’s climax. • Cite specific text examples of how suspense is built into this section, leading to the climax of the story.

Re-read lines 140 -148: • What do you think these details foreshadow? • Point out the storm-related vocabulary.

Storm-Related Vocabulary • Thunderhead, cloud (line 141) • Storm (line 142) • Wind, blew (143) • Rain (line 144) • Lightning (line 146)

Read lines 184 -237 • Explain how Tucker’s conflict is resolved. • Summarize what Tucker learns about Richard in lines 216 -237.

Setting: • Understand how the setting shapes the events and the role Richard plays in the story, reread lines 212 -237. How does this passage give insight into the setting, characters, and pot of the story.

What is a Phrasal Verb? • A verb that is followed by a preposition, which gives the verb another meaning. • Examples: • “Shot out” • “Hit up” • “Run into”

Lines 238 -275: • Although Tucker most likely believes that Richard Etheridge participated in the rescue, he stops including Richard’s involvement in the rescue until somebody asks about him. • Cite textual evidence that suggests why Tucker stops talking about Richard’s involvement in the rescue of Mr. Nibbles.

Vocabulary: Posthumously • Why does the author use the word “posthumously” when discussing the awards given to the Pea Island surfmen.

What do you think? • Who was the true hero: Tucker or Richard? • Why?