How does fear threaten freedom? How can language overcome limitations?
Day 1 – SEED 1
Day 2-4 – PLAN 1
Day 5 – SEED 2
Day 6 – PLAN 2
Day 7 – PLAN 3
Day 8-10 – SEED 3
Day 13-20 – PLAN 4
Day 21-23 – PLAN 5
Day 24-25 – SEED 4
Download Seeds, Plans, and Resources (zip)
CCSS Standards for this Unit
Send Feedback to MSDE’s Reading Team
OVERVIEW OF LESSON
This is an introductory lesson to the short story “The Pedestrian” by Ray Bradbury. The opening activity with Hopper’s “Night Shadows”
picture sets the stage for the story. The inferences drawn from the painting should help students with the issues the story raises,
the connection to the novel Fahrenheit 451, and the relationship to the Essential Questions. The second day continues the study of imagery,
syntax, and inference along with multiple meanings of the word “pedestrian.” The lesson asks the students to read the story independently,
but adjustments may be needed for struggling readers. Students are asked to relate the story details to the essential question which asks
how fear threatens freedom. On the third day, students are working with another image that can be related to “The Pedestrian.” Students
are working with language using inferences drawn from the art work “Flying Man with Briefcase” explicitly, and implicitly. The writing
assignment can serve as a formative assessment for the understanding of the essential questions.
TEACHER PLANNING, PREPARATION, AND MATERIALS
Text Models and Materials:
The Lexile level of “The Pedestrian” is 1100 which places it in the 9th and 10th grade range. The story is appropriate for ninth grade because of its
readability. While the syntax is complex, the vocabulary is accessible and rich with imagery. Students should find the use of television, an automated
car, and “reprogramming” of the character who seems very ordinary applicable to today’s society.
Use of UDL
Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this
unit. See “Sources for Accessible Media” for suggestions on Maryland Learning Links:
No text model or website referenced in this unit has undergone a review. Before using any of these materials, local school systems should conduct a
formal approval review of these materials to determine their appropriateness. Teacher should always adhere to any Acceptable Use Policy enforced by their local school system.
Project a copy of Edward Hopper’s “Night Shadows” (picture attached for this lesson or it can be found at
http://s3.hubimg.com/u/2153810_f520.jpg Have students complete
Resource 1 . Share student answers. (A teacher resource for understanding
Night Shadows is available. Instruct students to keep their comments about the art
to relate to the short story.
Closure:The teacher will ask the following questions:
Closure:How does fear threaten freedom in the short story “The Pedestrian”?
Closure:Choose one response in your group to be shared with the class.
PARCC Rubric* : Please check PARCC website for latest rubric version
CCSS STANDARDS ALIGNMENT
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL. 9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL. 9-10.4 Determine the meaning of words and phrases as they are used in the 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).
RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
W. 9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Speaking and Listening
SL. 9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL. 9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
L. 9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L. 9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
L. 9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L. 9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.
L. 9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.