NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM LESSONPLANFORMAT

Description of Classroom:
Ninth grade

Background:
End of Unit on the Science Fiction Genre. This lesson will branch off from the previous reading of Ray Bradburys Fahrenheit 451. Lesson will take approximately one week.

Content Objective(s):
SWBAT: Discuss and analyze setting and plot development, make inferences and draw conclusions about The Veldt by Ray Bradbury based on what they previously learned about science fiction. SWBAT: Describe internal and external conflict in The Veldt as well as describe main plot points and subplots. Analyze how one event may cause another. Analyze Ray Bradburys use of flashback and use of foreshadowing. SWBAT: Make connections between historical events and cultural influence on the Ray Bradburys work.

Language Objective(s):
SWBAT: Discuss The Veldt as an example of the science fiction genre and discuss the possible influences at the time the story was written and if they are still relevant today. SWBAT: Read The Veldt and make inferences and draw conclusions about the story based on their analysis of the setting, use of foreshadowing, and the internal/external conflicts of characters within the story.

SWBAT: Write about and explain their interpretation of the authors message to readers using key
vocabulary and also explain how The Veldt is a social commentary and how it is or is not relevant to our society today. Respond clearly and thoughtfully to the journal prompts. SWBAT: Listen to their classmates during discussion and take their thoughts into consideration before responding in a respectful manner.

Nevada Standards:
3.12.1 Analyze setting; analyze plot development; describe internal and external conflict; describe main plot and subplots; analyze how one event may cause another event; analyze an authors use of flashback; analyze an authors use of foreshadowing; make inferences and draw conclusions about setting and plot based on evidence. 3.12.7 Analyze the influence of historical events and culture on authors works.

Key Vocabulary:
Abandonment, Alienation, Reliance, Disconnect

Best Practices: (put an X next to those that you address in your lesson)
X X Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing X X X X X X X X Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement X X X X X X X X Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

X X X X

Teaching Strategies:
KWL, Blooms Taxonomy, Gardners MI, Myers/Briggs.

Warm Up Activity:
Journal #1: Name one device (ipod, cell phone, etc) that you cannot live without and explain why. Journal #2: Has your parent/guardian ever taken something away or grounded you from use of a device and it made you mad? Explain your thoughts and feelings when it happened. Journal #3: Is our society becoming too reliant on technology? Explain why or why not. If you answered yes, do you think reliance on technology is dangerous?

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Lesson Sequence:
Day One: Students will complete journal #1 at the beginning of class. We will review what they learned about the science fiction genre and what they have learned about Ray Bradbury as an author. Discussion of key terms: Abandonment, Alienation, Reliance, and Disconnect. Day Two: Journal #2. Students will begin reading The Veldt up to George and Lydias first trip into the nursery. Students will break into groups and discuss what they believe is happening with the nursery and who or what they think is the source of the screaming. Each group will work on a KWL chart and share their theories with the rest of the class. Day Three: Journal #3. Students will finish reading the story aloud, then complete the KWL chart. Students will discuss how the key terms relate to what they read and why. Day Four and Day Five: Project assignment. End of unit project based on Gardners MI. Students can choose to work independently or with a group. Students will begin brainstorming the projects on Day Four and have lab time on Day Five. Students will turn in and/or present their project to the class the following week. Project Options: Student(s) can apply Journal #3 to what they have read and write an analysis or create a presentation to explain how reliance on technology has affected the Hadley family. Based on Journal #2, the student will create their own nursery that reflects the way they felt and what they were thinking when their parents took away/grounded them from their device. They may express this however they would like, but must write one page (typed) explaining what they have created and why. Students can create a presentation or write a paper explaining the historical and cultural influences on the author at the time of writing. They may also analyze the moral implications alluded to within the story.

Accommodations:
Will be based on students IEP or specific request made by the student.

Supplementary Materials:
Print out of Power Point used in introduction to SciFi genre with the addition of key terms. KWL Charts, art supplies, and print out of project option explanations.

Review/Assessment:
Based on journals, KWL charts, class discussions, and the final project.

Reflection:
Will be based on how well the lesson is received and the results of the assessments.
Form: 005 JDC 4/22/08