Lesson 2 - "All Summer in a Day"

🕐 Lesson Overview

Bellringer - Turn & Talk
Review: Freytag's Pyramid
Introduce Vocabulary: "All Summer in a Day"
Author Feature: Ray Bradbury
Begin Reading: "All Summer in a Day"

⭐ Objectives

I can define exposition, conflict, climax, and resolution.
I can analyze a story's structure.
I can define and use new vocabulary.

📏 Standards

🗽 NYSNGSS

8R1:
Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences.
8R2:
Determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text.
8R3 - RL:
In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision.
8L3:
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
8L4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
8L6:
Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.

🗒️ Lesson Plan

Anticipatory Set

Students will engage in a Turn & Talk around the following prompt.

Think of a time when it rained (or snowed) for days on end. How did that feel? What was it like when the sun finally came out? How, in general, does weather affect people's moods?

The teacher will take attendance as students discuss. Once sufficient time for discussion has elapsed, the teacher will invite pairs to share their responses. The class will then review the agenda and objectives.

Developmental Activity

The class will briefly review Freytag's Pyramid and its component parts (exposition, conflict, rising action, climax, falling action, resolution/denouement). The teacher will explain that the class will be reading a short story today and analyzing the story's structure.

The teacher will then introduce vocabulary words for "All Summer in a Day." Students will copy the words and definitions into their journals. The teacher should provide examples for each word as it is introduced. The teacher should also specify that some of these words can mean different things depending on usage (e.g. edge) but that these definitions are based upon the use of the word in the story.

slacken: (v.) to make or become less tight, looser, or slower

frail: (adj.) physically weak; easily broken

edge: (v.) to move or force gradually; to defeat by a small margin

vital: (adj.) of the utmost importance; necessary to the maintenance of life

tumultuous: (adj.) loud, excited, and emotional; full of confusion, disorder, or violence

savor: (v.) to taste or smell with pleasure; to delight in

The teacher will introduce some basic information about Bradbury before reading.

Closure

The class will begin reading "All Summer in a Day" aloud. The teacher will use the Equity Sticks strategy to select readers on a paragraph-by-paragraph basis. The teacher will pause the reading to check for understanding, introduce new vocabulary, or explain unfamiliar concepts. The class will get through as much of the story as possible and continue the following day. At the end of the period, the teacher will pass out the "All Summer in a Day" Reading Check assignment and encourage students to do as much of it as they can based on what they have read thus far.