Lesson 3 - "All Summer in a Day" (continued)

🕐 Lesson Overview

Bellringer - Freytag's Pyramid for "All Summer in a Day"
Finish Reading: "All Summer in a Day"
Discuss: "All Summer in a Day"

⭐ Objectives

I can define exposition, conflict, climax, and resolution.
I can analyze a story’s structure and characters.
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.

💖 SEL

2A.3a:
Practice perspective-taking to infer understanding of others’ thoughts, feelings, and intentions.
2B.3c:
Reflect on the role of bias against individual, social, and cultural differences in bullying, stereotyping, prejudice, and microaggressions.

🗒️ Lesson Plan

Anticipatory Set

The teacher will open the lesson by displaying the Story Structure Worksheet assignment on the board. Students will have a few minutes to Turn & Talk with a peer about the events thus far in "All Summer in a Day" and how they would map what they have read to this point. The teacher will take attendance as students discuss. After sufficient time has elapsed, the teacher will invite students to share their ideas. The class will then review the agenda and objectives.

Developmental Activity

The class will finish reading "All Summer in a Day" aloud. Students will then engage in a Turn & Talk around the following discussion questions:

An important part of the exposition in a story is the introduction of the setting. What is the setting of “All Summer in a Day”? How does the setting impact the story?

Describe Margot. What makes her different from the other kids? Why do her classmates lock her away?

How do the children feel when the sun comes out? What do they do?

After the children return inside, Bradbury writes, “They could not meet each other’s glances. Their faces were solemn and pale. They looked at their hands and feet, their faces down.” How have their moods changed? Why?

“All Summer in a Day” ends without a lengthy resolution. Imagine you’re tasked with adding another paragraph (or two, or more). What might happen next? What might Margot say or do? What about the other characters?

If someone asked you to describe the story in one word, what word would you choose?

The teacher will provide students time to discuss then invite the class to share responses with the whole group.

Closure

Any remaining class time will be provided to students to complete the "All Summer in a Day" Reading Check assignment.