"The Drummer Boy of Shiloh" by Ray Bradbury: Lesson Summary
By the end of this lesson students will be able to locate the "Single Effect" in the short story as well as the literary elements within the story that support this "Single Effect."
Day One:
The teacher will read the short story "The Drummer Boy of Shiloh" aloud to the class. Next, the students will begin to identify the key literary elements as a class. The teacher will hand out the note catcher below to the class and as a class they will begin to pull out the key literary elements in the story as well as an example of each and its connection to the story's "Single Effect."
Day Two:
The teacher will split the class into groups of four. Students must collaborate and discuss the differences between their "Single Effects" and the rationale, evidence, and explanation they use to bolster their claims. Then as a group they must decide upon one "Single Effect" and choose three of their six literary elements to support it.
Assessment:
Students will present their "Single Effects" and supporting literary elements to the class in groups. Students will be expected to explain why they chose their "Single Effect" and how their elements work to support it. They will be graded on a ten point scale based upon their participation, understanding, presentation, evidence to support claim and explanation of the topic.
STANDARDS COVERED:
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
By the end of this lesson students will be able to locate the "Single Effect" in the short story as well as the literary elements within the story that support this "Single Effect."
Day One:
The teacher will read the short story "The Drummer Boy of Shiloh" aloud to the class. Next, the students will begin to identify the key literary elements as a class. The teacher will hand out the note catcher below to the class and as a class they will begin to pull out the key literary elements in the story as well as an example of each and its connection to the story's "Single Effect."
Day Two:
The teacher will split the class into groups of four. Students must collaborate and discuss the differences between their "Single Effects" and the rationale, evidence, and explanation they use to bolster their claims. Then as a group they must decide upon one "Single Effect" and choose three of their six literary elements to support it.
Assessment:
Students will present their "Single Effects" and supporting literary elements to the class in groups. Students will be expected to explain why they chose their "Single Effect" and how their elements work to support it. They will be graded on a ten point scale based upon their participation, understanding, presentation, evidence to support claim and explanation of the topic.
STANDARDS COVERED:
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
single_effect_worksheet.docx | |
File Size: | 13 kb |
File Type: | docx |