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English 9 Modules

|Lesson Plan Info: |A Sound of Thunder |

|Title: |A Timey-Wimey Mess: The Consequences of Time Travel and Change |

|Author & Email: |Erin Munley emunley@access.k12.wv.us |

| |Accommodations by Kathleen Trumble mtrumble@access.k12.wv.us |

|Subject: |English Language Arts |

|Grade Level: |Grade 9 |

|Duration: |6-7 days (based on 50 minute periods) |

|Focus/Driving Question: |What consequences, known or unknown, can accompany a given choice? |

|Lesson Overview: |This lesson is meant to expand vocabulary and better the students’ understanding of actions and their consequences. |

|Content Standards and Objectives: |ELA.9.R.C2.1 |determine the meaning of words and phrases as they are used in the |

| | |literary text, including figurative and connotative meanings; analyze the cumulative impact of |

| | |specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place;|

| | |how it sets a formal or informal tone). |

| |ELA.9.R.C17.1 |determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9|

| | |reading and content, choosing flexibly from a range of strategies. |

| | |use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or |

| | |function in a sentence) as a clue to the meaning of a word or phrase. |

| | |identify and correctly use patterns of word changes that indicate different meanings or parts of |

| | |speech (e.g., analyze, analysis, analytical; advocate, advocacy). |

| | |consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), |

| | |both print and digital, to find the pronunciation of a word or determine or clarify its precise |

| | |meaning, its part of speech or its etymology. |

| | |verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the |

| | |inferred meaning in context or in a dictionary). * |

| |ELA.9.R.C9.3 |write narratives to develop real or imagined experiences or events using effective technique, well-|

| | |chosen details and well-structured event sequences. |

| | |engage and orient the reader by setting out a problem, situation or observation, establishing one |

| | |or multiple point(s) of view and introducing a narrator and/or characters; create a smooth |

| | |progression of experiences or events. |

| | |use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot |

| | |lines, to develop experiences events and/or characters. |

| | |use a variety of techniques to sequence events so that they build on one another to create a |

| | |coherent whole. |

| | |use precise words and phrases, telling details and sensory language to convey a vivid picture of |

| | |the experiences, events, setting and/or characters. |

| | |provide a conclusion that follows from and reflects on what is experienced, observed or resolved |

| | |over the course of the narrative. |

| |ELA.9.L.C15.1 |demonstrate command of the conventions of standard English grammar and usage when writing or |

| | |speaking. |

| | |use parallel structure. |

| | |use various types of phrases (noun, verb, adjectival, participial, prepositional, absolute) |

| | |and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add|

| | |variety and interest to writing or presentations. |

|21st Century Learning Skills and |N/A |

|Technology Tools: | |

|Teacher Facilitation for Student |Teacher will introduce the vocabulary words identified by the textbook to the students. Students will take the given |

|Acquisition of Background Knowledge:|definitions for the vocabulary words and put them into their own words on the given flashcard sheets. |

|Anchor Texts & Questions for Close |“A Sound of Thunder” by Ray Bradbury |

|Reading: | |

|Vocabulary Development: |Students will be given new vocabulary words verbally by the instructor. The teacher will provide a worksheet of word |

| |association flashcards for the students to cut out and complete. In their own words, the students will copy a definition for |

| |each given word into each box of the worksheet. On the other side of each card, students should create a drawing to represent|

| |each word. |

| | |

| |Words from textbook: Annihilate, expendable, depression, paradox, delirium, resilient, remit, revoke, primeval, subliminal |

|Managing the Lesson: |Day 1: Vocabulary |

| |Teacher will pass out flashcard worksheet to students. Students will define each of the vocabulary words on the worksheet and|

| |give each word’s part of speech. Students will cut apart the words to use as flash cards. On the reverse side of the flash |

| |card, the student should create a picture to represent each vocabulary word. |

| | |

| |Students would then compose a short essay correctly utilizing all of the vocabulary that answers the following prompt: “You |

| |have been given a working time machine that can travel to any location in time and space. Where would you go? Who would you |

| |meet? What would you do?” |

| | |

| |Accommodation: Visual aid creation to increase memory. As students complete flashcards, call students attention to word cues |

| |in the definition that signal part of speech. |

| | |

| |Day 2: Cause and Effect |

| |Teacher will introduce cause and effect to the students. Using a graphic organizer, have students come up with two events or |

| |decisions that have been made in their own lives; these should be put into the boxes under effect. Then have the student |

| |identify the cause for these two events or decision (link in materials section). |

| | |

| |Instructor will then show clips/an episode from the series Doctor Who; Suggested episodes include, but are not limited to, |

| |the following: “Fathers Day” from Series 1 (2005)**, “Blink” from Series 3 (2007), “The Wasp and the Unicorn” from Series 4 |

| |(2008), “The Pandorica Opens” from Series 5 (2010)**, and/or “Angels Take Manhattan” from Series 7 (2012). While watching, |

| |students should be identifying instances of cause and effect within the episodes in the remaining boxes of their worksheet. |

| |Episodes should be chosen by the instructor ahead of time based on the comprehension level of the students. |

| |** “Father’s Day” and “The Pandorica Opens” can also be used to further the understanding of paradox because the characters |

| |exist more than once in the same location at the same time. There are consequences with this existence that will enhance the |

| |understanding of time travel in the novel. |

| | |

| |Accommodation: Provide (prompt) students with examples of effects. |

| | |

| |Day 3-4: Reading “Sound of Thunder” |

| |As the students read through the story, they should be completing Skeleton Notes (attached). The notes will act as framework |

| |for the story and is based upon knowledge that the student will need for the assessment at the end of the unit. Students will|

| |fill in the blanks with the appropriate information from the text. |

| | |

| |Accommodation: Instructor will utilize an audio version of the story (CD with textbook). Intermittently, the instructor will |

| |stop the audio and lead the students through the questions that have been covered in that section of reading. The instructor |

| |will assist the students in achieving the correct answers through verbal guided questioning and volunteers. Completed |

| |skeleton notes will also be made available to readers to compare correct answers with their own independently. |

| | |

| |Day 5 (and 6, if necessary): Review |

| |Before the lesson, the instructor should create index cards containing questions or vocabulary usage situations that could |

| |potentially appear on the assessment for the short story. The cards should be separated into equal groupings, either randomly|

| |or by category (number of groupings should be based on class size and number of questions) |

| | |

| |Accommodation: Struggling students may defer to another student as long as they repeat the correct answer. |

| | |

| |Day 6 (or 7): Assessment |

| |Students will complete a formal assessment that covers key elements and information covered during preliminary activities |

| |and/or the reading of the short story. The instructor may use the test that accompanies the textbook or create an assessment |

| |of his/her own. |

| | |

| |Accommodation: Provide oral testing and clarification of directions to struggling readers. |

|Active Literacy: |Students will complete skeleton notes as they read in order to assert understanding and comprehension. |

|Post Literacy: |Students will work in groups to assert understanding and correct information that may be incorrect, misunderstood, or missing|

| |in order to increase comprehension and prepare for an assessment. |

|Product/Performance: |Students will create visual flashcards to help enhance memorization and recall. Students will also complete skeleton notes |

| |that will act as a study guide for the assessment. |

|Reflection: |Reteach cause and effect to struggling individuals and connect it to other readings that have been completed. |

|Materials & Resources: |Textbook for vocabulary definitions |

| |(Elements of Literature, Third Course) |

| |Worksheet containing vocabulary words |

| |Worksheet for cause and effect |

| |() |

| |Colored pencils, crayons, and/or markers |

| |Laptop with internet access |

| |Projector |

| |Video clips of Doctor Who |

| |YouTube () |

| |Amazon |

| |(

| |2Caps%2C341) |

| |iTunes |

| |Skeleton Notes Worksheet |

|Websites: |Listed with materials |

|Career Connection: |Reading strategies: word association for memory recall, reading from a textbook for a profession |

| | |

| |Narrative writing: storytelling and communication skills that can be used as a connecting point in the workplace |

|Files Uploaded: |N/A |

|Date Created: |March 26, 2013 |

|Date Modified: |May 28, 2013 |

|Key Word Search Fields: |Sound of Thunder, vocabulary, narrative writing |

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| | | | |

|Annihilation |Expendable |Depression |Paradox |

| | | | |

|Part of Speech: __________ |Part of Speech: __________ |Part of Speech: __________ |Part of Speech: __________ |

|Definition: ______________ |Definition: ______________ |Definition: _____________ |Definition: _____________ |

|_______________________ |_______________________ |_______________________ |_______________________ |

|_______________________ |_______________________ |_______________________ |_______________________ |

|_______________________ |_______________________ |_______________________ |_______________________ |

| | | | |

| | | | |

|Delirium |Resilient |Remit |Revoke |

| | | | |

|Part of Speech: __________ |Part of Speech: __________ |Part of Speech: __________ |Part of Speech: __________ |

|Definition: ______________ |Definition: ______________ |Definition: _____________ |Definition: _____________ |

|_______________________ |_______________________ |______________________ |_______________________ |

|_______________________ |_______________________ |______________________ |_______________________ |

|_______________________ |_______________________ |______________________ |_______________________ |

| | | | |

| | | | |

|Primeval |Subliminal |__________________ |__________________ |

| | | | |

|Part of Speech: __________ |Part of Speech: __________ |Part of Speech: __________ |Part of Speech: __________ |

|Definition: ______________ |Definition: ______________ |Definition: _____________ |Definition: _____________ |

|_______________________ |_______________________ |_______________________ |_______________________ |

|_______________________ |_______________________ |_______________________ |_______________________ |

|_______________________ |_______________________ |_______________________ |_______________________ |

| | | | |

| | | | |

|___________________ |___________________ |__________________ |__________________ |

| | | | |

|Part of Speech: __________ |Part of Speech: __________ |Part of Speech: __________ |Part of Speech: __________ |

|Definition: ______________ |Definition: ______________ |Definition: _____________ |Definition: _____________ |

|_______________________ |_______________________ |_______________________ |_______________________ |

|_______________________ |_______________________ |_______________________ |_______________________ |

|_______________________ |_______________________ |_______________________ |_______________________ |

Name______________________________________ Period __________ Date ______________________

“A Sound of Thunder” by Ray Bradbury

Skeleton Notes

Vocabulary

annihilate, expendable, depression, paradox, delirium, resilient, remit, revoke, primeval, subliminal

Plot

1. _______________ is the protagonist of this story. At the opening of the tale, he has arrived at _______________, a company that specializes in _______________________________.

2. Some words that describe _______________ would be as follows: ____________________________, __________________________, and ___________________________.

3. ______________________ doesn’t guarantee that clients will __________________________, but it does guarantee ______________________.

4. ______________________ is the guide on this excursion to ______________________.

5. The first rule ______________________ gives for the trip is “________________________________________.” The penalty for violating this rule is ______________________________________________________________.

6. The discussion of ___________________ between Travis and Eckels is an example of _____________________.

7. The two candidates in the resent election were ______________________ and ______________________.

8. The hunters will be traveling to __________________________. He is given the option to __________________ before they make the trip back in the machine.

9. Eckels plans to shoot a _________________________________.

10. The people in the time machine with Eckels are __________________________, the Safari Guide; _________________________, his assistant; _________________________, a fellow hunter; and ______________________, another hunter.

11. The second rule of the trip is to ______________________________________, which hovers six inches above the ground. They must follow this rule so that _______________________________________________.

12. They cannot change anything about their surroundings except what they are specifically there to kill because it will trigger_______________________________, meaning that ______________________________________ ___________________________________________________________________________________________.

13. ______________________ went back in time before the trip to be sure that _____________________________ ________________________________________________________.

14. ______________________ studied the ______________________________ for _______________________ until it met its end by ____________________________________________.

15. They trail the men are to follow is marked by ____________________________. The beast they are hunting has been marked with a ___________________________.

16. The travelers won’t run into themselves in the past because __________________________________________. It creates a _______________________________.

17. When the dinosaur finally appears, Eckels ______________________. ______________________ tells him to go____________________________________, but he ends up _______________________________________. The following inference can be made about Eckels based on his actions: ________________________________ ___________________________________________________________________________________.

18. After the dinosaur was killed, ______________________ and ______________________ threw up. The group found ______________________ in the ______________________. ______________________ wants to leave ______________________ in the past, but ________________________________________________________.

19. ______________________ forced Eckels to _____________________________________ from the _____________________. He must do this because ________________________________________________.

20. The significance of the years mentioned in the return trip is as follows:

a. 1492

b. 1776

c. 1812

21. When the group returns to their present, things are very different: ______________________ is the president, the ______________________ has changed, and the setting is now ______________________.

22. All of the changes to their present were caused by __________________________________________________.

23. At the end of the story, we can infer than _________________________________________________________.

“A Sound of Thunder” by Ray Bradbury

Skeleton Notes KEY

Vocabulary

annihilate, expendable, depression, paradox, delirium, resilient, remit, revoke, primeval, subliminal

Plot

1. __Eckels___________ is the protagonist of this story. At the opening of the tale, he has arrived at

_Time Safari Inc._, a company that specializes in ___safaris in the past_________.

2. Some words that describe __Eckels________ would be as follows: ____rich_______,

___arrogant__________, and ____shallow__________.

3. __Time Safari__________ doesn’t guarantee that clients will _______survive___________, but it does guarantee ____the animals (dinosaurs)_____.

4. ___Travis_______ is the guide on this excursion to __Jurassic Period/past/60 million years____.

5. The first rule ___Time Safari Inc.__ gives for the trip is “______don’t shoot unless given permission______.” The penalty for violating this rule is __$10,000 and government action______________.

6. The discussion of __the election____ between Travis and Eckels is an example of __foreshadowing____.

7. The two candidates in the resent election were ____Keith________ and ___Deutscher________.

8. The hunters will be traveling to __60 million years ago__. He is given the option to __leave with their money__ before they make the trip back in the machine.

9. Eckels plans to shoot a ___Tyrannosaurus rex__________.

10. The people in the time machine with Eckels are ____Travis___________________, the Safari Guide; __Lesperance__, his assistant; __Billings___________, a fellow hunter; and _____Kramer_________,

another hunter.

11. The second rule of the trip is to ___not step off the metal path___________, which hovers six inches above the ground. They must follow this rule so that ____they don’t kill anything important_________________.

12. They cannot change anything about their surroundings except what they are specifically there to kill because it will trigger__Butterfly/Ripple/Domino Effect___, meaning that _____one small action will ripple and magnify over time with catastrophic results______________________________________________________.

13. ___Lesperance______ went back in time before the trip to be sure that ___they wouldn’t change the future because of something they did in the past (i.e. kill an animal)__________________.

14. ___Lesperance_______ studied the ___Tyrannosaurus rex_______________ for ____its entire existence____ until it met its end by ___a tree falling on it____________.

15. They trail the men are to follow is marked by __a raised path_______________. The beast they are hunting has been marked with a ___a red paint bomb______.

16. The travelers won’t run into themselves in the past because _____time won’t allow them to do so___________. It creates a ___paradox__________.

17. When the dinosaur finally appears, Eckels ___panics_________. _____Travis___________ tells him to go____back to the time machine______, but he ends up ___running off the path into the jungle___________. The following inference can be made about Eckels based on his actions: ________________________________ _______he is going to change the future because he ran off the path__________________.

18. After the dinosaur was killed, __Billings______________ and ____Kramer______________ threw up. The group found ___Eckels_______________ in the ___time machine_______. ___Travis______________ wants to leave ____ Eckels_________ in the past, but ___Lesperance stops him because he could alter the past further____.

19. ____Travis__________________ forced Eckels to _____retrieve the bullets_______________ from the __dinosaur’s skull__. He must do this because _the bullets don’t belong in the past and can’t be left behind__.

20. The significance of the years mentioned in the return trip is as follows: (important American History dates)

d. 1492 Christopher Columbus

e. 1776 American Revolution/Declaration of Independence

f. 1812 War of 1812/Second War for Independence

21. When the group returns to their present, things are very different: ___Deutcher__________ is the president, the ___language________ has changed, and the setting is now __slightly altered________.

22. All of the changes to their present were caused by ____Eckels stepping on a butterfly_______________.

23. At the end of the story, we can infer than ____Travis shoots and kills Eckels_______________________.

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