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:

Day One

Picture of “Night Shadows” by Edward Hopper on a power point slide or directly from a website
Handout Resource 1 for imagery, syntax, inferences, and the question about the title (included for this lesson)
Copies of the short story “The Pedestrian” by Ray Bradbury for students
Write the first sentence of the story on the board for use later in the lesson.

Day Two

Copies of the short story “The Pedestrian” by Ray Bradbury for students
A sentence example for the word “pedestrian” is given, but other examples may be needed

Day Three

An image for extended analysis
Copies of the choice prompt questions
CCSS triangle for text complexity and the Maryland Qualitative and Reader and Task tools to determine appropriate placement:

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

Day One
1. Provides options for perception – the art work “Night Shadows”
2. Provides options for expression and communication – connecting literacy and the arts with the poem as the final product
3. Optimizes individual choice and autonomy – creation of questions, responses to the image, and creation of a poem
4. Clarifies syntax through annotation
5. Provides options for comprehension – marking the text with annotation and discussion
6. Guide information processing – teacher modeling
Day Two
1. Provides options for perception – short excerpts of the audio version of “The Pedestrian”
2. Supports decoding of text – chart asking for further examples of imagery, syntax, and inference
3. Foster collaboration and community – sharing answers with a partner before sharing as a class
Day Three
1. Foster collaboration and community – discussing with a partner the image of “Flying Man with a Briefcase” and then sharing ideas with the class
2. Optimize individual choice and autonomy – choice of writing prompts
3. Increase mastery-oriented feedback – revising and editing of writing their own and peers

IMPORTANT NOTE: 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: http://marylandlearninglinks.org .

Differentiate the lesson for English Language Learners.
More vocabulary assistance may be necessary
Consider an amateur video of the story, which visually shows many of the details - http://www.ianmack.com/creative-projects/the-pedestrian-by-ray-bradbury/ . However, students will have to read the story to fully understand the details.
Apply extension or enrichment strategies to differentiate the lesson for advanced/gifted and talented students:
As an extension, students may read the article, which critiques the picture “Night Shadows” by Edward Hopper. The article is included in this lesson. It may also be found at the following website: http://tjp5036.hubpages.com/hub/art-history-analysis-of-edward-hoppers-night-shadows

IMPORTANT NOTE: 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.

Lesson Procedure

Day 1

Warm up-
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.

Hand out copies of “The Pedestrian” by Ray Bradbury and a copy of the imagery, syntax, and inference note sheet. LP5_Task2_PedNotes.
The teacher will read the first three paragraphs of the story asking students to note the imagery, syntax, and inferences.
Have a student or the teacher write first sentence of the first paragraph will be on the board. The teacher should model finding the imagery and labeling the word/phrase with one of the five senses.
Have students re-read the first three paragraphs (the teacher may ask students to do this with a partner) and underline any words/phrases that contain imagery. Label the word/phrase with one of the five senses.
Have students share the examples of imagery.
Ask students “What is the effect of this imagery?”
The teacher should review simple, compound, complex, and compound/complex sentences.
The teacher should direct attention to the first sentence again and model deciding what kind of sentence it is. Put brackets at the beginning and end of each sentence. Then label each sentence – simple, compound, complex, or compound/complex.
Discuss the effect of this syntax Bradbury.
Return to the first sentence. The teacher will discuss the following phrases and ask students to decide what is being inferred:
1. “…silence that was the city at eight o’clock…”
2. “…put your feet upon that buckling concrete walk…”
3. “…to step over grassy seams…”
Direct students with a classmate to make a list of words/phrases that the speaker uses to make inferences. Next to the word/phrase, write what is being inferred.
Share your words/phrases with your classmates. Add any words/phrases and inferences that you did not record.

Closure:The teacher will ask the following questions:

How do imagery, syntax, and inference affect the tone of the story so far?
Think about the essential questions. What prediction can you make about this story?

Day Two

The teacher will ask you to review the effects of the imagery, syntax, and inferences that you discussed yesterday.
Before reading independently, the teacher should “What is the effect of the title “The Pedestrian?” What is a pedestrian? What is another definition for “pedestrian” as it is used in the following sentence – I almost fell asleep during the movie because it was very pedestrian. As you read the story, think about which definition Ray Bradbury would probably agree with.”
On the worksheet, find two more examples of imagery, two examples of syntax that are compound/complex sentences, and two inferences. The worksheet also asks you to respond to the question about the effect of the title.
Read the story independently; complete the worksheet and the question about the title.
Share your answers from the worksheet with a small group. Your teacher will then ask each group to share some answers. Add to your own worksheet as necessary.

Closure:How does fear threaten freedom in the short story “The Pedestrian”?

Day Three

The teacher should select an additional image that relates to “The Pedestrian” and have students analyze the picture as a warm up.
First with a partner, discuss how this picture is connected to “The Pedestrian.” Then share your ideas with the class.

Routine Writing

Write a response (at least one paragraph) to one of the following prompts:
1. Leonard Mead is a writer. What is Ray Bradbury saying about the society in “The Pedestrian” in regard to television and the written word? Use specific details from the story to support your answer.
2. Leonard Mead was considered weak and inferior in this society because he was going to be sent to the Psychiatric Center for Research on Regressive Tendencies. Do you agree that Leonard Mead is the inferior person in this society? Explain your reasoning by using specific details from the story to support your answer.
3. How could language have overcome (or prevented) the limitations of the society as described in “The Pedestrian”?
Re-read your paragraph(s) and revise and edit as necessary.
Share your writing with a partner who will give you feedback about your claim, your support, and your text support.
Form a larger group and read each other’s paragraphs. Decide which paper the group should share with the whole class.

Closure:Choose one response in your group to be shared with the class.

PARCC Rubric* : Please check PARCC website for latest rubric version

http://www.parcconline.org/sites/parcc/files/Grade%206-11%20ELA%20Expanded%20%20Rubric%20FOR%20ANALYTIC%20AND%20NARRATIVE
%20WRITING_0.pdf

CCSS STANDARDS ALIGNMENT

Reading Literature:
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.

Writing
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.

Language
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.

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Last Updated 3/17/2020 1:13 PM

Day 21-23 – PLAN 5

Lesson Calendar

Lesson Plan 5 – Day 21-23