Lesson Plan: A Day in 2889 of an American Journalist
Class: 10
Subject: English
Genre: Supplementary prose / Science fiction
Author: Jules Verne
Suggested duration: Three to four class periods
Setting: July 25, 2889, Centropolis, the future name of New York
Central themes: Technology and human connection, progress and convenience, imagination and innovation
1. Learning Objectives
By the end of the lesson, students will be able to:
identify the characteristics of science fiction as a literary genre;
identify Jules Verne as a pioneer of science fiction;
describe the setting, characters, events, and narrative structure of the story;
explain the significance of Francis Bennett’s daily routine in the year 2889;
identify futuristic technologies predicted in the story;
interpret how technology affects communication, travel, work, food, entertainment, and home life;
understand and use new vocabulary from the prose lesson;
compare Jules Verne’s predictions with technologies available in the twenty-first century;
analyze the benefits and possible limitations of technological progress;
recognize the relationship between imagination, scientific thinking, and real-world invention;
support answers with details from the text;
develop creative ideas about future life and technology.
2. Learning Outcomes
After completing the lesson, students will be able to:
1001 listens to announcements, instructions, read-aloud texts, audio, videos for information, gist and details; responds by answering questions accordingly.
1007 reads, comprehends, and responds to complex texts independently.
1011 writes paragraphs, narratives, etc., by planning revising, editing, rewriting, and finalising.
1008 reads stories and literary texts, both fiction and non-fiction, with understanding for pleasure and enjoyment and discusses about these.
appreciate the role of technology in improving everyday life;
think critically about future inventions and their possible effects;
explain how communication technology can connect people across long distances;
compare their own daily routine with Francis Bennett’s routine;
recognize how science fiction can inspire scientists, engineers, and inventors;
identify both positive and negative effects of technological development;
use technology responsibly and thoughtfully;
imagine useful inventions that could solve real-life problems;
distinguish between a prediction, an invention, and a confirmed scientific fact;
communicate ideas through discussion, writing, comparison tables, presentations, and visual projects;
understand that human choices remain important even when technology becomes highly advanced.
3. Introduction
Begin by displaying pictures of a smartphone, video call, airplane, moving walkway, food-delivery service, robot, and digital billboard. Ask students to discuss the following questions:
What technologies do you use from the time you wake up until you go to sleep?
How would your daily life change if you could communicate with anyone through both sound and moving pictures?
What inventions do you think people will use one thousand years from now?
Can a writer predict a future invention before scientists create it?
Which modern technology would seem unbelievable to someone living in 1889?
Would you prefer to travel in a car, an airplane, a high-speed train, or a flying car? Why?
What advantages and disadvantages might exist in a world controlled by advanced technology?
If newspapers were no longer printed, how could people receive the news?
Tell students that Jules Verne wrote this story in 1889 but imagined a day in 2889. Ask them to predict which of his imagined technologies may resemble technologies used today.
4. Reading and Understanding
First Reading Activity
Introduce the title, author, genre, setting, and central question: How might a normal day look one thousand years in the future?
Preteach the words future, prediction, technology, communication, invention, and science fiction.
Ask students to read the opening paragraph silently and identify the year, date, place, and main character.
Read the story aloud in sections while students follow the text.
Divide the story into these sections:
Morning routine
Work at the Earth Herald
Lunch and communication with Mrs Bennett
Afternoon travel
Evening meetings
Entertainment and return journey
End of the day
Ask students to underline descriptions of futuristic technology.
Ask students to circle unfamiliar words and infer their meanings from context.
Students work in pairs to complete a two-column chart titled Technology in the Story and What It Does.
Invite volunteers to read selected passages with appropriate expression.
After each section, ask students to state the main event in one sentence.
About the Author
Jules Verne was born in 1828 and died in 1905. He was a French poet, playwright, and novelist and is regarded as one of the pioneers of science fiction. His writing combined adventure, scientific ideas, travel, and imaginative predictions.
Verne predicted or imagined technologies long before they became common, including video communication, high-speed travel, advanced transportation, large-scale engineering, television-like communication, computers, and technologies resembling modern trains. His works encouraged readers to imagine what science and engineering might make possible.
Historical Context
The story was written in 1889 and is set in 2889, one thousand years in the future from the author’s time. In 1889, long-distance communication, air travel, television, computers, and digital networks did not exist in their present forms.
Verne used the daily routine of a newspaper editor to show how future technology might influence ordinary activities such as waking, dressing, working, eating, travelling, meeting people, listening to music, and communicating with family.
New Vocabulary from the Glossary
Additional Vocabulary from the Story
Vocabulary Practice
Repeat each word after the teacher and practise correct pronunciation.
Divide longer words into syllables.
Match words with their definitions.
Use each word in an original sentence.
Identify the sentence in which each word appears.
Group the vocabulary under communication, travel, science, people, and machines.
Use context clues to infer the meaning of an unfamiliar word.
Draw a picture or symbol for selected technology words.
Write one modern equivalent for each futuristic word.
5. Mind Map
Click the map:
6. Consolidation and Presentation
Comprehensive Summary
The story takes place on July 25, 2889, in Centropolis, the future name of New York. Francis Bennett is the Managing Editor of the Earth Herald, described as the world’s largest newspaper. The story presents one ordinary day in his highly advanced society.
Francis Bennett begins the day feeling unhappy because his wife, Edith, is in France. He switches on a phonotelephote and sees her face while speaking with her. The device transmits both sound and pictures across a great distance. His mood improves after the conversation. He then enters a mechanized dressing room, which washes, shaves, dresses, and prepares him automatically.
At the Earth Herald office, Bennett meets fifteen hundred reporters. Each reporter works with telephones and commutators to collect and transmit news from different parts of the world. The newspaper also receives phototelegrams from Mercury, Venus, and Mars. The reporters discuss the possibility of communication with Jupiter and wonder whether the moon has inhabitants. Bennett humorously suggests turning the moon around to find out.
Bennett is also pleased by precise information about a new planet called Gandini. The Earth Herald uses a remarkable advertising system in which enormous coloured signs are projected onto clouds. These advertisements can be seen across an entire country and earn the newspaper millions of dollars each day.
At lunchtime, Bennett travels to his dining room in a rolling armchair. He communicates with his wife through the phonotelephote while eating. Food is supplied by the Society for Supplying Food to the Home and transported through pneumatic tubes. Although technology allows the couple to see and speak to one another, Bennett still experiences some loneliness because they are physically separated.
In the afternoon, Bennett travels by aero-car to his accumulator works at Niagara. The vehicle moves at about four hundred miles an hour. Below him are moving pavements and a vast network of electric wires. At Niagara, he uses the power of the waterfalls to produce energy, which he sells or hires to consumers.
In the evening, Bennett meets inventors and petitioners. One young inventor hopes to reduce several elements to one and create all forms of matter, possibly even a human body. The inventor admits that the soul would be missing. Another inventor proposes moving an entire city to the sea. Bennett is impressed and agrees to invest in the project.
Later, Bennett communicates with his wife again. She plans to travel from Paris to Centropolis using a submarine tube. The journey takes two hundred and ninety-five minutes. Bennett then listens to music through the Central Concert before taking a bath. When he presses a button, the bath glides into the room on rails.
The story presents technology as powerful, convenient, and imaginative. It also raises questions about whether technological progress alone can provide happiness, human connection, wisdom, or spiritual fulfilment.
Presentation Activity
Divide the class into seven groups. Assign one part of Francis Bennett’s day to each group:
Morning routine
Work at the Earth Herald
Lunch and communication with his wife
Afternoon travel and energy production
Evening meetings with inventors
Travel and communication with Edith
Entertainment and the end of the day
Each group should:
summarize its assigned section;
identify two futuristic technologies;
explain one modern equivalent;
select one important quotation or detail;
state one benefit and one possible limitation of the technology;
prepare a two- to three-minute presentation.
After the presentations, ask students to answer:
Which technology seemed most useful?
Which prediction has become closest to reality?
Which imagined technology is still impossible or impractical?
Does Francis Bennett’s life seem easier, happier, or both?
7. Reinforcement
Historical Context
Jules Verne wrote the story in 1889, at a time when electricity, telephones, factories, railways, and industrial machines were developing rapidly. Television, computers, mobile phones, internet communication, commercial air travel, and digital advertising did not exist as they do today.
Verne imagined a world one thousand years later and described technology through a familiar structure: one person’s ordinary working day. This makes the futuristic inventions easier to understand because students see them being used for ordinary activities such as dressing, working, eating, travelling, meeting, listening to music, and bathing.
Jules Verne’s Predictions
Several ideas in Verne’s writing resemble technologies that later became real:
Phonotelephote: resembles video calling.
Phototelegrams: resemble the transmission of images through digital communication.
High-speed travel: resembles modern aircraft and high-speed trains.
Moving pavements: resemble moving walkways and escalators.
Pneumatic delivery systems: resemble automated delivery networks and food-delivery services.
Cloud advertising: resembles digital billboards, aerial displays, and projection advertising.
Mechanized daily routines: resemble smart homes, automated appliances, and personal technology.
Some predictions remain partly achieved, experimental, or scientifically uncertain. The story therefore shows that imagination can suggest possible inventions, but not every prediction becomes practical.
Science Fiction as a Genre
Science fiction is a form of literature that combines imaginative storytelling with science, technology, future societies, space exploration, or scientific possibilities.
Common characteristics include:
a future or unfamiliar setting;
imagined inventions and scientific discoveries;
questions about human identity and society;
predictions about the effects of technology;
scientific or technological problems;
a mixture of fact, imagination, and speculation;
exploration of both the benefits and dangers of progress.
Science fiction may entertain readers, but it also encourages them to ask questions about the future and about the choices people make in the present.
Technologies in the Story and Modern Equivalents
The Typical-Day Narrative Structure
The story follows a typical-day structure. It begins when Francis Bennett wakes up and ends when he prepares for sleep. This structure presents futuristic ideas in a logical sequence:
Morning communication
Personal preparation
Professional responsibilities
Lunch and family connection
Afternoon travel and business
Evening meetings
Entertainment
Preparation for bed
Using one day helps readers understand how technology operates in everyday life rather than only in extraordinary situations.
Major Themes
Technology and Human Connection
The phonotelephote helps Francis Bennett see and speak with his wife, but physical distance and loneliness still exist. Technology supports relationships but does not completely replace human presence.
Progress and Convenience
Automatic dressing, pneumatic food delivery, high-speed travel, and moving pavements make Bennett’s life efficient. The story asks whether convenience always leads to happiness.
Imagination and Innovation
The story shows the power of imagining what has not yet been invented. Verne’s predictions demonstrate how creative thinking may influence scientific and technological progress.
Human Responsibility
Technology is created, operated, and controlled by people. The story encourages readers to think about how inventions should be used and what limits should guide scientific progress.
Reinforcement Discussion
Ask students to discuss:
Which invention in the story most closely resembles a modern device?
Which technology would improve your life the most?
Could advanced technology make people more dependent or isolated?
Should every scientific possibility be pursued?
What qualities do human beings possess that machines cannot easily replace?
8. Evaluation
a) Lower Order Thinking Questions
What is the name of the main character?
What is the name of his newspaper?
How many reporters work for the Earth Herald?
Where is Francis Bennett’s wife at the beginning of the story?
What device does Francis Bennett use to see and speak with his wife?
What is the future name of New York in the story?
How long does it take to travel from Paris to Centropolis by submarine tube?
b) Middle Order Thinking Questions
How does the phonotelephote help Francis Bennett feel less lonely?
Why does Francis Bennett want to turn the moon around?
Explain how the Earth Herald uses clouds for advertising.
Compare Francis Bennett’s lunch system with the way people receive food today.
What does the story suggest about the role of newspapers in 2889?
Why is precise astronomical information important to Francis Bennett?
How does the description of the mechanized dressing room show the society of 2889?
c) Higher Order Thinking Questions
Which of Jules Verne’s predictions have come true? Which predictions have not yet become reality?
Do you think technology in 2889 makes Francis Bennett happier or lonelier? Justify your answer with evidence from the story.
If you could invent one technology for the year 3000, what would it be and why?
Evaluate whether constant connectivity through technology is positive or negative.
How does the story show both the benefits and limitations of technology?
Is scientific progress always beneficial? Present a balanced argument using examples from the story and modern life.
Suggested Evaluation Method
Use oral questioning to check immediate comprehension.
Use a vocabulary exercise to assess understanding of new words.
Assess the completed mind map for organization and accuracy.
Evaluate group presentations for clarity, teamwork, interpretation, and use of evidence.
Assess written responses for understanding, organization, grammar, and supporting details.
Use an exit ticket: “One technology in the story that exists today is ___; one that does not yet exist is ___.”
Assess creative work according to originality, relevance, clarity, and connection to the lesson.
9. Remedial Teaching
Provide additional support for students who need more time or practice.
Simple Timeline of Francis Bennett’s Day
Create a picture timeline:
Wakes up and feels lonely.
Sees his wife through the phonotelephote.
Gets ready in the mechanized dressing room.
Goes to the Earth Herald.
Receives news from reporters and planets.
Eats lunch while communicating with his wife.
Travels by aero-car to Niagara.
Meets inventors and petitioners.
Listens to music.
Takes a bath that arrives on rails.
Section-by-Section Support
Break the story into manageable sections:
Morning
Work
Lunch
Travel
Evening meetings
Communication with his wife
End of the day
After each section, ask students to identify:
Who is present?
Where does the event occur?
What happens?
Which technology is used?
How does the technology help the character?
Visual Aids
Use:
pictures of video calls, newspapers, airplanes, tubes, moving walkways, waterfalls, robots, and digital advertisements;
a timeline of the day;
a map showing Paris, Centropolis, Niagara, Philadelphia, Boston, and New York;
picture cards for vocabulary;
a comparison chart of futuristic and modern technologies;
symbols for communication, travel, food, work, and entertainment.
Role-Play Activities
Assign roles such as:
Francis Bennett
Mrs Bennett
a reporter
an astronomical reporter
the young inventor
the city-moving inventor
the aero-coachman
a narrator
Students can act out:
the phonotelephote conversation;
the discussion about turning the moon around;
a meeting between Bennett and the young inventor;
the conversation about travelling through the submarine tube.
Simplified Comprehension Questions
Who is Francis Bennett?
Where does he work?
Why is he unhappy at the beginning?
How does he see his wife?
What does the mechanized dressing room do?
How does he travel to Niagara?
What happens at the end of the story?
Vocabulary Picture Cards
Prepare cards with:
the word;
a simple definition;
a picture;
a sentence from the story or a similar sentence.
Students match the word card to the correct picture and definition.
Peer Support and Group Reading
Pair a confident reader with a student who needs support.
Use repeated reading of short passages.
Allow students to discuss answers before writing.
Give each group one section to explain.
Encourage students to use sentence starters:
“Francis Bennett uses ___ to ___.”
“The story is set in ___.”
“This technology is similar to ___.”
“The main idea of this section is ___.”
10. Writing
Task 1: Diary Entry from Francis Bennett’s Perspective
Write a diary entry of approximately 150–200 words beginning:
July 25, 2889
Describe Francis Bennett’s day in the first person. Include:
his morning conversation with his wife;
the mechanized dressing room;
his work at the Earth Herald;
his journey to Niagara;
one invention he encounters;
his feelings about technology.
Task 2: A Day in 3000
Write a creative composition titled “A Day in 3000.”
Include:
the time and place;
your morning routine;
two communication technologies;
one method of travel;
one invention that helps people;
one problem caused by technology;
your opinion about life in the future.
Task 3: Compare Two Typical Days
Compare your typical day with Francis Bennett’s day in a table.
After completing the table, write a paragraph explaining which daily life you would prefer and why.
Task 4: Letter from Francis Bennett to His Wife
Write a letter from Francis Bennett to Edith describing three new inventions he has seen or used. Explain:
what each invention does;
how it affects daily life;
whether it is useful, dangerous, or both;
how the invention changes human relationships.
Task 5: Character Sketch of Francis Bennett
Write a character sketch of Francis Bennett. Discuss:
his occupation;
his attitude toward science and invention;
his relationship with his wife;
his decision-making as an editor and investor;
his response to new ideas;
whether he seems satisfied with his technologically advanced life.
Task 6: Technology and Its Modern Equivalent
Choose one technology from the story. Write a paragraph comparing it with its modern equivalent. Explain:
how the fictional technology works;
what modern technology resembles it;
what is similar;
what is different;
whether Verne’s prediction was accurate.
11. Follow-Up
Research two other predictions made by Jules Verne and prepare a short presentation.
Create an illustrated comic strip showing Francis Bennett’s day from morning to night.
Interview a family member about technologies that did not exist during their childhood.
Design a poster titled “2889 Technology vs 2026 Technology.”
Write about three technologies you wish existed today and explain the problems they would solve.
Read a science-fiction story or watch an age-appropriate science-fiction film. Identify its setting, technology, predictions, benefits, and dangers.
Create a timeline showing:
1889: The story is written
2889: The story is set
2026: The present day
3026: A possible future
Prepare a group project titled “The Newspaper of the Future.” Include:
a newspaper name;
a future date;
three news reports;
one space report;
one technology advertisement;
one interview with an inventor;
one editorial about responsible technology.
Create a class display comparing the story’s technologies with modern equivalents.
Write a reflection answering: “What should humans never allow technology to replace?”
