Lesson Title: Ray Bradbury, The Flying Machine

Lesson No./Date: 6/November 14, 2013

Lesson Objectives & Specific Learning Outcomes: SWBAT: [Students will be able to:] Cognitive (know/understand): 1. Innovation needs to be viewed objectively Affective (feel/value): 2. The importance of human interaction over technology (as demonstrated in the text) Performance (do): 3. Use context to develop well-grounded inferences 4. Collaborate with peers to formulate analysis of text SOLs: 8.5 The student will read and analyze a variety of narrative and poetic forms. a) Explain the use of symbols and figurative language. b) Describe inferred main ideas or themes, using evidence from the text as support. c) Describe how authors use characters, conflict, point of view, and tone to create meaning. Materials Needed: Journal Computer cart Procedures/Instructional Strategies 1. [7 mins.] Bridge: Introduction Hello, class. As you walk in, you know what to do. The board will have the Do Now, which will say: Get your journal. Alright, everyone should have their journals. As your settling in, Ill tell you what your topic is. Everyone should have read The Flying Machine for homework, so I would like you to write a summary about the story, and write down any questions or comments you had about it. I will give you seven minutes to do this. [Prompt: Write a summary of The Flying Machine, and write down any questions or comments you had about the short story.] 2. [45 mins.] Step 1: Media Project Times up. I would like you to close your journals, and keep them on your desks, as we will be returning to them later. Now, I would like you to grab your assigned computer from the cart and resume working on your media project assignments. As always, if you

2 have any questions, I will periodically walk around the room, or you may come to my desk. Students have been assigned a media project in which they create an advertisement for a product using various advertising techniques they have learned in class. They are either working as an individual or with a partner. As they work, I will periodically walk around the room to ensure that no shenanigans are happening and to answer any questions as needed. Class, you have five minutes until you need to start logging off and putting your computers away. Once youve put your computers away, I need you to open your journals to your summaries of The Flying Machine. 3. [40 mins.] Step 2: Ray Bradbury, The Flying Machine Before we go into our activity, I want you guys to summarize what happened in this story, and I want to answer any questions and address any comments you guys may have had while you were reading. To build the discussion, students will address topics in the following order: plot, characters, and connections to the real world. I will take student questions and summarize with them. Basic summary includes: Its 400 A.D., and a servant spots man flying in the sky and reports it to the emperor; the emperor calls it nonsense and insists on drinking tea; servant and emperor go view the flying machine together, and emperor is in awe and horrified; emperor executes the man who created the flying machine; birds fly over at the end Alright, now before we rearrange the classroom. How many of you have heard of a fishbowl discussion? [students will raise their hands or not] Four students will be selected at random (using the poker chips) to sit in the middle and have a discussion using the questions that I have asked. Everyone else will be sitting on the outside, and when the people on the outside would like to speak, they will tap one person from the inner circle, and switch places. I will be facilitating to make sure that not one persons talking too much or vice versa. Now, I would like you to rearrange so that there are four desks in the middle and an outer circle of desks surrounding the four desks. Students will rearrange the room so that there are four desks in the middle of the classroom and an outer circle of desks surrounding the four desks. I will explain the rules of the discussion and have them written up on the board. Four students will be chosen by poker chips to sit in the middle and engage in conversation about the text. Their discussion will be guided by my questions. As students from the outside circle come up with things to say, they will tap an individual on the inner circle and switch places. + Why did the emperor call for his guards to execute the flier? + Do you agree with the emperors concerns? Why or why not?

3 + What would you have done if you had been the emperor? + What do you think was Bradburys purpose in writing The Flying Machine? + What comment is he making on human nature? + Why do you think Bradbury set the story in China AD 400? + Is it ethically right to improve technology without knowing the possible effects of machines and the impact of humanity? (Human greed for the best clouds their judgment) + Do you agree or disagree with this statement? Why or why not: The needs of the many outweigh the needs of the few. + What do you think the Emperor meant by this quote, But there are times when one must lose a little beauty if one is to keep what little beauty one already has. 4. [3 mins] Closure: Conclusion & Transition Alright, excellent job with the discussion today. Remember that your root square quiz is coming up, as well as the media project and book chats! Have a great day.

Methods of Assessment: (for evaluating the specific objectives listed above) Journal entries Fishbowl discussion Materials Appendix: (Included are all supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) N/A