Lesson Plan : The Pedestrian
Teacher Name: | Patrie |
Grade: | Grade 9-10 |
Subject: | Language Arts |
Topic: | |
Content: | "The Pedestrian" by Ray Bradbury, is a short science fiction story that confronts the theme of rebellion vs. conformity. Key Vocabulary: misty, glimmer, phantoms, intermittent, hesitated, cloverleaf, illumination, ebbing, antiseptic |
Goals: | Acquire and use new vocabulary in relevant contexts. Employ strategies to comprehend text. Identify, analyze, and apply knowledge of the structures and elements of literature. |
Objectives: | PO 2. Infer word meanings from context (e.g., definition, example, restatement, comparison/contrast, cause/effect). PO 3. Distinguish between the denotative and connotative meanings of words. PO 5. Identify the meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and correct spellings by using resources such as general and specialized dictionaries, thesauri, glossaries, and CD-ROM and the Internet when available. PO 3. Use graphic organizers in order to clarify the meaning of the text PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 1. Describe the author�s use of literary elements: � theme (moral, lesson, meaning, message, view or comment on life), � point of view (e.g., first vs. third, limited vs. omniscient), � characterization (qualities, motives, actions, thoughts, dialogue, development, interactions), � setting (time of day or year, historical period, place, situation), and � plot (exposition, conflict, rising action, climax, falling action, and resolution). |
Materials: | |
Introduction: | Everyday I write a journal prompt to which studets respond. Their journal must be a minimum of one page. Prompt: Imagine the future of this world. Write about what you think the world will be like in 50 years. How might new technology revolutionize your everyday tasks? |
Development: | Each student will create a vocabulary list with definitions he/she looks up from the dictionary. They may do this in groups. Within their group, they may break up the words so that each student looks up a few words, then come together to create a complete list. |
Practice: | In their group, they will fill out the vocabulary sheet. They are familiar with this sheet. They choose 2 words to complete this sheet. In groups of four to five, (students will usually sit with students in their groups)students will complete a graphic organizer for the characterization in this story. |
Accommodations: | You may ask for a volunteer reader. If no one volunteers to read, read the story aloud with the class. You may have to stop along the way to clarify vocabulary meanings, or other contextual meanings. (Acting things/words/situations out helps! =) ) |
Checking For Understanding: | Formal assessment will come later in the unit. |
Closure: | Students complete exit slip before leaving for the day. They hand it to you on the way out the door. |
Evaluation: | |
Teacher Reflections: |
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