Sound of Thunder

What

Sound of Thunder

When

9/2/2020

Glynn County Daily Lesson 9/1/20

Teacher: Sheffield
Course/ Subject: 10th Grade Literature and Composition
Date of Instruction: September 1,2020
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


ELAGSE10RI2, ELAGSE10RI6, ELAGSE10RI1
I can read, write, and 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 describe the characters within a short story, including whether they are main or minor, dynamic or static. I can identify details within the story that reveal a character’s attributes.


Introduction/Connection:

Class Discussion: What makes something suspenseful? In movies they often use music, what do authors use?


DIRECT INSTRUCTION:

Discuss how authors build suspense.

Provide examples from the past two short stories.
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 Plot Flow Map and read and discuss “A Sound of Thunder.”
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:
You Do: Students are to complete the Flow Map using it to identify plot structure.
Student work on constructed response question. How does Ray Bradbury use build suspense in “A Sound of Thunder?
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:

Flow Map and share out ideas. Students will read their constructed response.