15 minutes

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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.

All Summer in a Day

by Ray Bradbury

Vocabulary

compound

AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.

Compound

Compound - to mix or combine together

Vocabulary

slackening

AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.

slackening

slackeninglessening or loosening

Vocabulary

feverish

AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.

feverish

intense emotion, activity, or instability

Vocabulary

frail

AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.

frail

frail - weak

Vocabulary

surge

AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.

surge

surge

surge

surge

surge -to rise suddenly to an excessive or abnormal value

Vocabulary

apparatus

AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.

apparatus

apparatus

apparatus

apparatusa set of materials or equipment designed for a particular use

Vocabulary

AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.

muffle

muffle

Muffle -to weaken the sound of something

Vocabulary

tumultuous

AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.

tumultuous

Tumultuous -riotous or with a violent commotion

Vocabulary

resilient

AIM: AIM: Explain how interactions between main and secondary characters in a story affect the plot.

resilient

resilient

Resilient -able to bounce back or recover

??

??

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.

end

AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.

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.

directions

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.

AIM:AIM: Understand the use of conflict in a story or poem; understand setting, tone and irony.

Just Lather, That’s All

Partner read pages 102 and 103 in World Literature. Then using your yellow student journals, answer questions in the margins on page 102 and 103.