15 minutes
DESCRIPTION
SSR. 15 minutes. Good Morning!. Agenda Do Now Vocab preview (ppt) Continue story “All Summer in a Day” Vocab flash cards online Game (if time). ‘Do Now’ 10/4/11. AIM: Explain how interactions between main and secondary characters in a story affect the plot. - PowerPoint PPT PresentationTRANSCRIPT
Good Morning!Good Morning!Agenda
Do NowVocab preview (ppt)Continue story “All Summer in a Day”Vocab flash cards onlineGame (if time)
‘‘Do Now’ 10/4/11Do Now’ 10/4/11
Do New Vocabulary Double Puzzle for All Summer in a Day
AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.
Vocabulary
compound
AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.
Vocabulary
slackening
AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.
Vocabulary
feverish
AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.
Vocabulary
frail
AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.
Vocabulary
surge
AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.
Vocabulary
apparatus
AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.
Vocabulary
AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.
muffle
Vocabulary
tumultuous
AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.
Vocabulary
resilient
AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.
Main LessonMain Lesson
AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.
With a partner, complete the third part of the story, reading it and then filling in the blanks with the words on the second page. Be prepared to share your answers with the class.
AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
penny
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
remembered
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
screaming
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
different
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
earth
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
hated
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
future
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
Savagely
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
happening
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
heads
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
predict
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
closet
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
surged
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
door
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
muffled
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
arrived
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
slackened
““No one in the class could No one in the class could rememberremembera time when there wasn't rain.”a time when there wasn't rain.”
All Summer in a Day (part 3)
stopped
The following activity will be done on the computer. Find images for the vocab in the story (use your vocab list) using Google, Bing!, etc. Create a Powerpoint presentation with: image, word, your own sentence. Be creative!
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.Response to Response to
LiteratureLiteratureWorking in groups, create a Working in groups, create a storyboard of the story The Cegua. storyboard of the story The Cegua.
Using a large sheet of butcher Using a large sheet of butcher paper, create 4 – 6 illustrations paper, create 4 – 6 illustrations that show how the story that show how the story develops from beginning to develops from beginning to end. Use color and write end. Use color and write captions under the illustration captions under the illustration so your reader knows what’s so your reader knows what’s going on in the illustrations. going on in the illustrations.
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.Response to Response to
LiteratureLiterature
Continue the story from the time Continue the story from the time that they let the girl out of the that they let the girl out of the closet.closet.
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
Read and Discuss pages 88 – 90.
The Cegua
lonely
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
road
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
thirst
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
traveler
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
cover
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
dark
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
journey
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
reach
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
ranch
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
head
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
fool
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
exclaimed
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
creature
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
ignorance
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
demon
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
road
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
thing
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
returned
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
brought
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
table
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
mind
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
health
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
fright
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
monster
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
younger
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
devil
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
country
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
rides
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
nightfall
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
companion
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
crowds
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
alone
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
beautiful
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
http://www.google.com/search?q=ray+bradbury+all+summer+in+a+day&hl=en&client=firefox-a&rls=org.mozilla:en-US:official&tbm=isch&prmd=ivnso&ei=pKuHTt_MF5TTiAL7raXHDA&start=84&sa=N
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
If you are done early, start reading story pg. 4.
AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.
Arachne
Partner read pages 4 – 8 in World Literature. Then using your yellow student journals, answer questions in the margins on pages 4-8.