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©2018 erin cobb imlovinlit.com

Short Story of the Month"All Summer In a Day" by Ray Bradbury

Table of Contents

Terms of Use 2

Table of Contents 3

List of Activities, Difficulty Levels, and Common Core Alignment 4

Digital Components/Google Classroom Guide 5

Teaching Guide, Rationale, Lesson Plans, and Procedures: EVERYTHING 6-11

Activity 2: Mood Annotation Guide 12-13

Activity 3: Setting + Mood Analysis w/Key 14-15

Activity 4: Comprehension Quiz w/Key 16-17

Activity 5: Imagery/Sensory Details Analysis w/Key 18-19

Activity 6: Plot Diagram Graphic Organizer w/Key 20-21

Activity 7: Find Evidence That… Text Evidence Activity w/Key 22-23

Activity 8: Conflict Analysis w/Key 24-25

Activity 9: Figurative Language Annotation Guide 26-29

Activity 10: Text Evidence Quiz w/Key 30-33

Activity 11: Vocabulary Guide: Figurative Language w/Key 34-37

Activity 12: Character Traits Text Evidence Organizers w/Key 38-39

Activity 13: Characterization Analysis Annotation Activity w/Key 40-41

Activity 14: Pre-Writing Activity (Characterization) w/Key 42-43

Activity 15: Write Characterization Analysis Paragraph w/Rubric 44

Activity 16: Comprehension Skills Test w/Key 45-50

Activity 17: Movie Comparison Activity w/Key 51-54

Activity 18: SAD Disorder Nonfiction Article 55

Activity 19: SAD Disorder Article Analysis w/Key 56-57

Activity 20: Essential Question (Putting It All Together) w/Key 58-59

TEKS Alignment 60

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Journal Prompt/Discussion* SL.6.1

Activity 2: Mood Annotation Guide** RL.6.4, RL.6.1, RL.6.5

Activity 3: Setting + Mood Analysis*** RL.6.4, RL.6.1, RL.6.5

Activity 4: Comprehension Quiz* RL.6.1

Activity 5: Imagery/Sensory Details Analysis** RL.6.1, RL.6.4

Activity 6: Plot Diagram Graphic Organizer** RL.6.1, RL.6.3, RL.6.5

Activity 7: Text Evidence Activity: Find Evidence That...**RL.6.1, RL.6.3, RL.6.5

Activity 8: Conflict Analysis** RL.6.1, RL.6.2, RL.6.3

Activity 9: Figurative Language Annotation Guide*** RL.6.4, RL.6.1

Activity 10: Text Evidence Quiz** RL.6.1, RL.6.3, RL.6.5

Activity 11: Vocabulary Guide: Figurative Language** RL.6.4, RL.6.1

Activity 12: Character Trait Text Evidence Analysis** Rl.6.1, RL.6.3

Activity 13: Characterization Analysis Annotation Act.*** RL.6.1, Rl.6.3

Activity 14: Prewriting Activity (Characterization)** RL.6.3, RL.6.1, RL.6.4, W.6.9

Activity 15: Write Characterization Analysis Paragraph***RL.6.3, RL.6.1, RL.6.4, W.6.9

Activity 16: Comprehension Skills Test** RL.6.1, RL.6.2, RL.6.3, RL.6.4

Activity 17: Movie Comparison Activity*** RL.6.7, RL.6.1, RL.6.3, RL.6.5

Activity 18: SAD Disorder Nonfiction Article* RI.6.1, RI.6.3. RI.6.4

Activity 19: SAD Disorder Article Analysis** RI.6.1, RI.6.3. RI.6.4

Activity 20: Essential Question (Putting It All Together)*** RL.6.9, RI.6.1, RI.6.3, RI.6.5, RI.6.9



Teacher’s Guide

Activities, Difficulty Levels, and Common Core Alignment

5 ©2018 erin cobb imlovinlit.com


Teacher’s Guide

Instructions for Google Classroom Digital Components

All student activities are available in digital format compatible with Google Classroom. They are available in two formats: Google Slides and Google Forms.

Google SlidesFirst, I have made all student pages (excluding assessments) in Google Slides format. Students can simply add text boxes to any area they wish to type on. To access the Google Slides for All Summer In a Day, copy and paste the link below into your browser. *Note that you’ll need to make a copy of the folder or slide before you can use it.link omitted in preview

Google FormsI have made the assessments available in Google Forms. Here, they are self-grading, and I have set them all up with answer keys so they are ready to go for you. You’ll need to find these two files in your download folder to use Google Forms. The first file contains the links to the Forms, and the second file is explicit instructions for use. Look inside the Google Forms folder.

sample



Teacher’s Guide

Day 11. Activity 1: 10 minutesAnticipatory Set – Journal prompt. Find it in the PPT file named Journal Prompt Slides.2. Activity 2: 30 minutesMood Annotation GuideRead “All Summer In a Day” –https://goo.gl/vsfUCgor https://goo.gl/uFXp6RAs you read, discuss mood, specifically in relation to the weather/climate/rain. With students, highlight (or circle) specific words and phrases that the author uses to create the gloomy mood. By highlighting or circling, your students can still use their copy of the text to annotate in a later activity as well. See Mood Annotation Guide for the words I highlighted. When the sun comes out, discuss the change in mood, and annotate the same way, highlighting words that contributed to this shift in mood.3. Activity 3: 25 minutesSetting + Mood Analysis Graphic OrganizerUse the graphic organizer to discuss the impact of the setting (rain and then sun) on the mood/mood shift in the story.

Teaching Guide, Rationale, Lesson Plans, and ProceduresI have also discussed here how I use each activity and included hints and links to help you, too. I went ahead and mapped out the days for you. Feel free to take or leave what you like. Even if you don’t plan to follow this schedule, I still recommend reading through this section to get the most out of these activities.

These lessons and activities were designed to meet the needs of sixth graders during the second half of the school year when students have already been introduced to most major concepts like plot, conflict, character traits and characterization, theme, mood, tone, etc.

Activity 1

Activity 2

Activity 3

https://goo.gl/vsfUCg

https://goo.gl/uFXp6R



Teacher’s Guide

Day 21. Activity 4: 20 minutesComprehension Quiz – Basic Comprehension (Recall

Facts) This quiz checks for basic comprehension and recall of the story. There are no higher order thinking questions on this quiz, no inferring, no analyzing, no drawing conclusions, etc. so I do not recommend that students use a copy of the story for this quiz unless they need that as a testing accommodation. Key included, not shown.2. Activity 5: 30 minutesSecond read and Imagery/Sensory Details Analysis. Students read the story again, specifically looking for imagery, and document imagery in the organizer provided. Key included.

Day 31. Activity 6: 30 minutesPlot diagram graphic organizer – this should be routine by now. To increase student success and save time, consider discussing the climax as a class and having students write in the climax. If the students get the climax right, they’ll probably get the rest correct, too. But, if they miss it, it pretty much throws the whole thing out of whack!2. Activity 7: 25 minutesText Evidence Activity – Find Evidence That…Students read a statement and then must cite evidence from the text that proves the statement. Some are simple and some require making inferences. A few of these same questions will show up again on the Text Evidence Quiz to give students the chance to practice choosing the right answer in a format they’ll probably see again on a standardized test without being too overwhelmed to think about the process, break it down, and figure out the answer.

Activity 5

Activity 4

Activity 7

Activity 6



Teacher’s Guide

Day 41. Activity 8: 20 minutesConflict Analysis – Students are given five conflicts from

the story and must identify the type (man vs. society, nature, etc.) and then explain why it is the type they indicated. The first one is done as an example.2. Activity 9: 30-45 minutesThird Read: Figurative Language AnnotationStudents read through and annotate for figurative language using the key provided at the bottom of the first page. This is definitely a tough activity for sixth graders, and the figurative language in the story is very sophisticated, so I’d recommend letting them complete this activity in pairs or groups before regrouping and discussing. Definitely discuss before giving them the Vocabulary Guide so that they can get the most out of it and definitely if you’re going to take it for a grade.

Activity 8

Activity 9

Day 51. Activity 10: 30 minutesText Evidence Quiz – Once again, this quiz ties in with Activity 7 (go back and read description if necessary). Students practice answering PARCC-style text evidence questions. Key included, not shown.2. Activity 11: 30 minutesVocabulary Guide – This is a follow-up from Activity 9 where students annotated the figurative language in the story. Here, students are asked deeper analysis questions about how the author uses figurative language. Unless you’ve really done a lot of work with your students on figurative language, I wouldn’t use this one for a grade, but it would make a decent homework assignment.

Activity 10

Activity 11



Teacher’s Guide

Day 6

Day 71. Activity 14: 20 minutesCharacterization Pre-Writing ActivityThis activity walks students through the thought process and information-gathering to prepare them for the paragraph they’ll write in Activity 15. It’s simply a graphic organizer that they’ll fill in with answers to questions and text evidence to support each answer. These answers and evidence will be the meat of the paragraph they’ll write.2. Activity 15: 45-60 minutesWrite characterization analysis paragraph – page includes a detailed rubric and short essay prompt. Feel free to make this a quick write activity or extend it out with edits and revisions.

1. Activity 12: 25 minutesCharacter Traits w/Evidence Graphic OrganizerHere students are simply finding character traits for Margot and then finding text evidence to prove each trait. Have students use their reference book for character traits created in the Thank You Ma’am unit (or with the literature interactive notebook). 2. Activity 13: 25 minutesCharacterization Analysis Annotation Activity – This page includes several paragraphs from the story. Students will read this excerpt from the story and annotate for the different ways the author characterizes Margot, including different colors for direct characterization (author’s descriptions of Margot), Margot’s words (dialogue), Margot’s thoughts and feelings, Margot’s actions and choices, and how other characters react to Margot.

Activity 12

Activity 13



Teacher’s Guide

Day 8

Day 91. Activity 17: 60 minutesView the short movie, “All Summer In a Day.”Youtube: https://goo.gl/PnkJdnBackup: https://goo.gl/raJbR3Complete the graphic organizer to compare different aspects of how the story is told, such as opening scenes, establishing setting, motivation, and resolution. Students have to think deeply and evaluate both versions.

1. Activity 16: Comprehension Skills TestComprehension Analysis Test This comprehension test is designed to be taken with access to the story. You may choose to give your students a non-annotated version of the story. Allowing use of the version a student annotated may be a testing accommodation. I always let my students use the story here because I want to know if they can analyze a story, not memorize or recall details from it (we did that for the basic quiz). Answer key included (as always) but not shown here.

Activity 16

Activity 17

https://goo.gl/PnkJdn

https://goo.gl/raJbR3



Teacher’s Guide

Day 101. Activities 18-19: 20 minutesStudents read the article about Seasonal AffectiveDisorder (SAD) and answer the questions. They’llalso have to integrate information from the storyhere and discuss the signs and symptoms of SADthat are exhibited by Margot in the story.2. Activity 20: 45 minutesEssential Question. Tie it all together. The bigSHE-BANG. Boom-shakalaka. Hard stuff. Goodluck. :)You’ll need to show students these videos tocomplete questions 2-3. They’re SUPERAWESOME so don’t skip them. The Venus videois my favorite. :DPBS: Should We Colonize Venus Instead ofMars?:https://goo.gl/G898BEPopular Science: Could We Live on Mars?:https://goo.gl/Cgcygi

Activity 19

Activity 18

Activity 20

https://goo.gl/G898BE

https://goo.gl/Cgcygi


"All Summer In a Day" by Ray BradburyShort Story of the Month Reading Literature

Skill: Finding Text Evidence

Activity 7

1. It rained often on Venus.

(this one is super easy – tons of possible answers!)

It had been raining for seven years; thousands upon thousands of days compounded and filled from one end to the other with rain, with the drum and gush of water…

KEY – Suggestions/examples only –There are many possible answers for most of the items included. Find Evidence That…

Find and cite evidence from the text that proves each statement.

2. The students were anxious with anticipation awaiting the sun’s appearance

Now the rain was slackening, and the children were crushed in the great thick windows.

“She’d better hurry, we’ll miss it!”

3. William was very unkind to Margot.

“What’re you looking at?” said William. Margot said nothing. “Speak when you’re spoken to.” He gave her a shove.

4. Margot had more experience with the sun than her classmates.

…she had come here only five years ago from Earth, and she remembered the sun and the way the sun was and the sky was when she was four in Ohio. And they, they had been on Venus all their lives, and they had been only two years old when last the sun came out…”

5. Margot fought back as she was locked in the closet by her classmates.

They stood looking at the door and saw it tremble from her beating and throwing herself against it.

6. The children enjoyed the sun.

But they were running and turning their faces up to the sky and feeling the sun on their cheeks like a warm iron; they were taking off their jackets and letting the sun burn their arms. “Oh, it’s better than the sun lamps, isn’t it?”

7. The children were devastated when the rain returned.

A few cold drops fell on their noses and their cheeks and their mouths. The sun faded behind a stir of mist. A wind blew cold around them. They turned and started to walk back toward the underground house, their hands at their sides, their smiles vanishing away.

8. The children felt remorse at what they had done to Margot.

They could not meet each other’s glances. Their faces were solemn and pale. They looked at their hands and feet, their faces down.



Skill: Analyze Conflict

Activity 8

Conflict in “All Summer In a Day”For each conflict described below, indicate the type of conflict (man vs. man, man vs. himself, man vs. society, man vs. nature). Then, explain your reasoning.

Type/ExplanationConflict

William argues with Margot.

man vs. man

This is a man vs. man conflict because it takes place between two characters.

It rains constantly on the planet Venus, and the children are unable to enjoy the sunlight.

Margot does not fit in with her peers, who often ridicule her for being different.

The children lock Margot in a closet.

Margot is deeply depressed and longs for her former life on Earth with the sun.

Margot is pale and thin due to a lack of sunlight.



Skill: Identify Figurative Language

Activity 9 4/4



Skill: Movie vs. Story Analysis/Comparison

Activity 17

Short Story vs. Movie Comparison

Short Story Movie

Opening Scenes

How does the short story open?How does the movie open?

Setting

How is the setting established in the short story?How is the setting established in the movie?

Which version does a better job of establishing the setting? Explain why.

The short story begins with the children pressed up against the window, wondering if the sun will come out today.

The opening scene in the movie shows children arriving for school in the rain. They seem like typical playful children, running around and kicking a can. The children are covered in rain gear. A girl we discover later is Margot does not play with the other children.

In the short story, the setting is established with the author’s description. The author uses sensory details to describe what the rain sounded like and looked like. For example, the text states “..with the drum and gush of water, with the sweet crystal fall of showers and the concussion of storms so heavy they were tidal waves come over the island… and this was the way life was forever on the planet Venus…”

In the movie, the setting is established from the very first scene. It is very dark and dreary and the only sound is the rain pouring down. Most of the children do not seem affected by the rain, as they are splashing and kicking the can like it is a normal day for them. The setting is further established as the children stand in front of sun lamps and discuss life on Venus.

The movie does a better job of establishing the setting. While the sensory details in the short story are good, it’s easier to see and hear the dreary rain in the movie. The forlorn music also helps to establish the setting, adding to the mood and making it more drab and depressing.

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Journal Prompt/Discussion* ELAR.26(A)

Activity 2: Mood Annotation Guide** ELAR.8(A), 6(A), 3

Activity 3: Setting + Mood Analysis*** ELAR.8(A), 6(A), 3

Activity 4: Comprehension Quiz* ELAR.6(A)

Activity 5: Imagery/Sensory Details Analysis** ELAR.8(A), 6(A), 3

Activity 6: Plot Diagram Graphic Organizer** ELAR.6(A), 3

Activity 7: Text Evidence Activity: Find Evidence That...**ELAR.6(A), 3, 17(C)

Activity 8: Conflict Analysis** ELAR.6(A), 3

Activity 9: Figurative Language Annotation Guide*** ELAR.8(A), 2(B)

Activity 10: Text Evidence Quiz** ELAR.6(A)

Activity 11: Vocabulary Guide: Figurative Language** ELAR.8(A), 2(B)

Activity 12: Character Trait Text Evidence Analysis** ELAR 5(A), 6(B)

Activity 13: Characterization Analysis Annotation Act.*** ELAR 5(A), 6(B)

Activity 14: Prewriting Activity (Characterization)** ELAR 5(A), 6(B), 17(C)

Activity 15: Write Characterization Analysis Paragraph*** ELAR 5(A), 6(B), 17(C)

Activity 16: Comprehension Skills Test** ELAR.6(A), 17(C)

Activity 17: Movie Comparison Activity*** ELAR 9(A), 10(A), 10(D)

Activity 18: SAD Disorder Nonfiction Article* ELAR.10(D)

Activity 19: SAD Disorder Article Analysis** ELAR.10(D)

Activity 20: Essential Question (Putting It All Together)*** ELAR 9(A), 10(A), 10(D)



Teacher’s Guide

Activities, Difficulty Levels, and TEKS Alignment

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