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All Summer in a Day
by Ray Bradbury
Bradbury uses several metaphors and similes to create vivid images in this story. Locate
six of these metaphors and similes. In the left column, copy the simile or metaphor as it
appears in the story (copy the format of the example). In the right column, explain the
comparison being made. Be detailed and look beyond the literal.
Ex: “It’d like a fire, in the stove.” Line 69 (simile)
1. The children pressed to each other like so
many roses, so many weeds, intermixed, peering
out for a look at the hidden sun.
About how like a lemon it was, and how hot.
3. They turned on themselves, like a feverish
wheel, all tumbling spokes. (simile)
The sun came out.
It was the color of flaming bronze and it
was very large (metaphor)
But they were running and turning their faces up to
the sky and feeling the sun on their cheeks like a
warm iron (simile)
A boom of thunder startled them and like leaves
before a new hurricane, they tumbled upon each
other and ran (simile)
Margot is comparing the sun to a fire inside a
The author is comparing the children to roses and
weeds, because just like roses and weeds they
need sunlight.
The author is comparing the sun to a lemon,
because they are both yellow.
The author is saying the kids turning on each other
is like a wheel which is moving really fast.
The author compares the sun to a flaming bronze,
because of its colour.
The kids were soaking up as much sun as they
could, because they knew it wouldn’t last. The
author compares them to warm iron, because of
how hot they must be from the sun.
The author compares the way the ran to get inside
to the way a hurricane approaching leaves make
them tumble.
Refer to page 20 of the Super Sexy Secrets and use the information to help you create a
plot graph of the story. Use the space below to create a graph, label it, and then insert the
information from the story.
The students of Margot is
a class on the
called out by
planet Venus
William and
are introduced the teacher
and their
yells at
Rising Action/
Margot is
locked in a
closet by her
classmates. The
students than
Falling Action Conclusion
The students
have the
time of their
lives playing
in the sun for
They go
inside as
strikes and it
starts to rain
They feel
missed the
climate is
go outside to
play in the sun.
two hours.
They realize
how much
they will miss
again. They
how Margot
missed out
on the sun.
sun. They
open the
closet and
the story
Direct characterization (the author tells us directly what this character is like) and
indirect characterization (the author shows us what the character is like through the
character’s actions, thoughts, and words) are both used in the story. Find an example of each
for the character Margot.
Direct characterization:
When margot reads her poem about the sun aloud to the class.- “I think the sun is a flower,
That blooms for just one hour”
Indirect Characterization:
The author tells us how Margot is the only person in her class he used to live on Earth.- “And then, of
course, the biggest crime of all was that she had come here only five years ago from Earth”
Refer to page 21 of the S.S.S. to help you figure out as many types of conflict as you can
in the story. Fill out the chart below.
Type of Conflict
Person vs. person
Example from Story (with line number/s)
William calls out Margot and says she
didn’t write the poem she reads to the class.I think the sun is a flower,
That blooms for just one hour.
That was Margot's poem, read in a quiet
voice in the still classroom while the rain was
falling outside.
"Aw, you didn't write that!" protested one
of the boys.
"I did," said Margot. "I did." (Lines 35-40)
Person vs. Nature/ Environment
The children all hate the rain and want more
sunlight.-“They stood in the doorway of the
underground for a moment until it was raining
hard. Then they closed the door and heard the
gigantic sound of the rain falling in tons and
avalanches, everywhere and forever”.
"Will it be seven more years?"
"Yes. Seven."
Then one of them gave a little cry. (Lines
Person vs. Society
Everyone in the class turns on Margot and locks
her in the closet.- They surged about her, caught
her up and bore her, protesting, and then pleading,
and then crying, back into a tunnel, a room, a
closet, where they slammed and locked the door.
They stood looking at the door and saw it tremble
from her beating and throwing herself against it.
They heard her muffled cries. Then, smiling, they
turned and went out and back down the tunnel, just
as the teacher arrived (Lines 93-96)
What is the main conflict? Person vs. Nature/ Environment is the biggest conflict,
because it caused the other two conflicts in the story. Margot would not be weird to the
children if the sun was shining a lot in Venus and Earth.
“All Summer in a Day” is an example of dystopian literature. A dystopia (from Ancient
Greek: "bad, hard’, and "place, landscape";] alternatively anti-utopia) is the idea of a society in
a repressive and controlled state, often under the guise of being utopian. Ideas and works
about dystopian societies often explore the concept of humans abusing technology and humans
individually and collectively coping, or not being able to properly cope with technology that has
progressed far more rapidly than humanity's spiritual evolution There are many common traits
that dystopic societies contain:
a. Society: most impose severe social restrictions on community members
- social stratification: social class is strictly defined and enforced
- ruthless egalitarian
- repression of the intellectual
b. Social Groups: total absence of social groups other than the “state”
- independent religion is notable because of omittance
- family is attacked: the hostility to motherhood
c. Nature: characters are isolated from the natural world
-conditioned to fear nature
d. Political: Government asserts power over citizens
- flawed in some way—portrayed as oppressive
- filled with pessimistic views of the ruling class—rules with an “iron fist”
e. Economic: state is in control of the economy
- black market—items banned or seen as contraband
- often privatization in businesses
f. The Hero: protagonist questions society—intuition
- is a rebel, or an outsider
g. Conflict: societal group somewhere not under control of state
-the protagonist puts his/her faith in these people, but futilely
h. Climax: can be unresolved
- death or re-education/conformity
-usually the opposite of a “happy ending”
What characteristics of dystopian society are present in this story?
The sun comes out from the clouds every seven years for 2 hours.- “and they had been only two years old
when last the sun came out and had long since forgotten the color and heat of it and the way it really
was.” c. Nature: characters are isolated from the natural world
-conditioned to fear nature
. g. Conflict: societal group somewhere not under control of state
-the protagonist puts his/her faith in these people, but futilely. Margot is always made fun of for being
different than the other children, even though she has never been mean to them.
h. Climax: can be unresolved
- death or re-education/conformity
-usually the opposite of a “happy ending”
The ending isn’t tragic, but Margot misses the two hours of sun, because the kids forgot to take her out
of the closet, so it is a very sad ending.
What kind of world does Margo live in? How does it compare to our world?
Margot lives on an isolated plant (Venus). It has a feeling of isolation, because the houses are
underground and their whole civilization is built underground. They never see the sunlight and when
they do it just leaves them wanting more. It doesn’t compare to our world, we see the sun almost every
week (usually more), they see the sun every 7 years for two hours.
In “All Summer in a Day,” Margot is like a captive. She is trapped, living under conditions
that are slowly destroying her. What are some conditions here on Earth that are similar to
Margot’s? List at least three.
In countries such as Kenya and Somalia they have the opposite problem that the people in this story
have. Sometimes they get too much sun and see no rain. This is worse than the stories problem,
because a lot of people starve to death in these countries, because too much sun and no rain for them
means that their crops don’t grow.
Margot cannot leave Venus unless her parents do and as a reader you can infer that she wants to go
back to planet Earth. These conditions are similar to North Korea, because if you’re born in North Korea
you cannot emigrate.
The conditions that are slowly destroying her are similar to people around the world below the poverty
line and cannot afford basic needs such as shelter, clean drinking water, and food.
A theme in this story has something to do with why people are sometimes cruel to one
another. The author says the children hated Margot for:
“all these reasons of big and little consequence. They hated her
pale snow face, her waiting silence, her thinness and her
possible future….” (lines 77-78)
Tell which of these reasons you think are of “big consequence” and which are of “little
The “big consequence” reasons is her being from earth, her seeing the sun more, because she
doesn’t play with them, she is quiet, and because there is talk that her family might move back
to Earth.
The of “little consequence” reasons are because, she is pale and her thinness.
Do you think that the children as a group would have treated Margot as they did if there
had not been many against one? What has your own experience, or your reading, shown you
about group behaviour versus individual behaviour? Write a paragraph about this issue.
When a group of people get together to fight for the same cause, things can either go
very wrong or very right. In the case of Margot’s experience it went wrong as she was bullied
and locked in a closet. This shouldn’t come as a surprise, because the age where bulling is its
strongest is grade four. If there would have just been one person bullying Margot, she wouldn’t
have got locked in the closet, because William was just bugging her, before everyone joined in.
Others should have stuck up for her, but no one did, so she ended up being locked in a closet.
It’s just like the Vancouver Stanley Cup Riots, had there only been a few people doing the
rioting things wouldn’t have gotten very out of hand like they did. Everyone joined in to be part
of the group, because everyone else was doing it (in both instances). If Margot had not had that
many people bullying her, she might have been able to go play in the sun.
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