The Pedestrian

What

The Pedestrian

When

8/26/2020, 8:00 AM – 9:00 AM

Glynn County Daily Lesson 8/26/20

Teacher: Sheffield
Course/ Subject: 10th Grade Literature and Composition
Date of Instruction: August 26,2020
Opening (I Do)
An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.
TKES 1, 2, 3,4,5, 8,10


ELAGSE10RL2, ELAGSE10RL4, ELAGSE10RL6
Learning Target: I can understand short stories using narrative literary elements.
Success Criteria:

I can identify plot elements (exposition, rising action, climax, falling action, and conclusion).
I can identify and describe the type of conflict within a short story.
I can identify sensory details.
I can explain why an author uses sensory details.


Introduction/Connection:

Class Discussion: Will the future be a great one or will it be bleak? Discuss with partners and share out with whole group.
DIRECT INSTRUCTION:

Discuss and show examples of sensory details in writing.

Model how to interact with text using a sensory detail chart.
Work Period (We Do, You Do)
Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period.
TKES 1, 2, 3, 4, 5, 7. 8,10


GUIDED PRACTICE:

Create a sensory detail chart and read and discuss “The Pedestrian” on pg. 96
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

You Do: Students are to complete the using it to identify plot structure.
Student work on constructed response question. Should the main character have gone with the police? Explain
Closing (We Check)
Describe the instructional process that will be used to close the lesson and check for student understanding .
TKES : 1,2,3, 4,5,6,7,8


SUMMARIZE/CHECK FOR UNDERSTANDING:

Constructed Response and sensory details diagram.