Lesson #1

Teacher Candidate: Cassandra Carroll

Lesson Title: Teaching Setting Through Sketch and Summarization
Grade Level: Seventh Grade, Honors
Lesson Duration: Approximately 40 minutes
Language Function: Analyze

SETTING INSTRUCTIONAL OUTCOMES/ACADEMIC LANGUAGE

Enduring Understanding
Understanding the setting of a text is integral to overall comprehension of the text.
Central Focus/Purpose Statement
Students will unpack a complex text by analyzing setting, plot, and characterization and
participating in various contextual discussions with peers in order to make logical written
and oral inferences supported by textual evidence.
NYS Common Core Standards
CCR.R.1 Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
Objectives
1. Students will complete an anticipation guide to decipher their views of advanced
technology and predict the plot of The Veldt.
2. Students will read The Veldt and use the sketch-to-stretch and/or GIST strategies to
identify important pieces of textual evidence to describe and analyze the setting and
what it means to the plot as a whole.
3. Students will identify two quotes that describe the setting.
4. Students will summarize the setting in their own words along with a sketch and/or
description.
Academic Language
Contextual vocabulary includes, but is not limited to: nursery, veldt, describe, illustrate,
summarize.
MATERIALS/RESOURCES
Technologies and Other Materials/Resources:

The Veldt 1 copy/student

Setting Worksheet 1 copy/student
Writing utensils
Projector, computer (for display of short story)
Relevant Prior Knowledge and Previously Acquired Skills/Procedures

Turn and Talk: an informal method of discussion used weekly in the classroom
GIST Strategy: a summarizing annotation strategy practiced and used throughout the
year with texts.
Readers Theater: oral reading strategy previously used during full-class reading
CONTENT AND PEDAGOGY
Procedures (Overview of your lesson)

Time

Purpose

Hook/Pre-Assessment Anticipation Guide, Turn and Talk

8
minute
Students will be given an anticipation guide for Bradburys The
s
Veldt which aligns with the standards and understanding for the
proceeding lessons.

Objective 1

Students will be given approximately 5 minutes to complete this

guide.
Students will then Turn and Talk to a partner to share their ideas.
Introduction to task
Students will then each receive a manila folder marked
Confidential.
3
minute I will then explain that the students task is to read the short story,
s
The Veldt, and determine what happened to George and Lydia
and who is at fault for their disappearance. They will use the
manila folder to describe/sketch the scene of the crime, collect
textual evidence, make character profiles, and file a police report
of the incident.
I will explain that todays focus is to determine and describe the
setting. Definitions for the words nursery and veldt will be
provided on their settings worksheet and discussed in class prior

Introduction to
Objective 2

Objective 2
to reading.
Interactive Reading Sketch-to-Stretch and GIST
8
minute
I will then explain to students that I will ask them at various points to
s
sketch an image that depicts their reading in certain sections
(Sketch-to-Stretch strategy). If they would prefer to write a GIST
statement, they may do that instead of drawing. Students have
already practiced both strategies. Nonetheless, I will model a
sample sketch and GIST statement for the first paragraph
describing the setting.
o

5
minute
s

Students may also use the GIST anchor chart from

the previous unit as support.

We will begin reading The Veldt. I will read the text aloud as
students follow along. A projection of the text will also be shown at
the front of the classroom.

Objective 2

I will ask students to sketch or create a GIST for sections 1, 3, and

5.
Interactive Reading Readers Theatre

During section 7, students will have the opportunity to read

5
minute
assigned roles aloud (Readers Theatre strategy).
s
Volunteers will be selected and students will have the option to read
from their seats or in front of the classroom.
Identifying Text Evidence Brief Discussion, Guided Practice,
Independent Work

Objective 3

10
minute
After completing section 7, we will form a GIST statement for our
s
reading as a class.
I will then turn the students attention to the settings worksheet.
Students will be asked to collect textual evidence, paraphrase
their reading, and create a sketch or written summary of the
setting.
1
minute

Objective 4

 Students will use the settings anchor chart in the room (or their
personal copies) for this task.
I will conduct a guided practice by working with students to identify
a quote that describes the nursery. I will then paraphrase and
respond to this information with a written summary of the nursery
as a whole.
Students will then complete the worksheet independently.
This will then be filed away in their folders.
Closing Activity In a Word
When students are finished, they will be invited to write one word
on the board that they feel captures the essence of the setting.
Differentiation
The student with fine motor delays will have the option to compose a GIST statement if drawing
a sketch is too difficult or strenuous.
The student who is an accelerated learner will be asked to identify two quotes per box in order
to intellectual challenge and engage her. Should she finish early, I will ask her to help guide
another student by sharing her work with her peer.
The student with a developing vocabulary will receive a glossary with definitions of difficult
vocabulary in the text. The student will be discreetly made aware that this is available to her
throughout the reading.
Students with attention difficulties will benefit from the routine structure of the lesson by
understanding expectations and procedures. During intervals when students are sketching, I will
ensure these specific students are on task and, if not, review instructions explicitly and guide
them to the task at hand.
STUDENT ASSESSMENT

The anticipation guide will act as a pre-assessment to be compared with a similar

post-assessment to measure student progress.
I will be monitoring students sketches composed during the sketch-to-stretch activity
to gauge student comprehension of the text. I will frequently ask students to explain
what piece of text evidence informed their drawings and, using clarifying questions,
take note of areas of the text students may struggle with as well as areas where they
strive.
The worksheet will be an informal formative assessment used to provide feedback to
students. This feedback will inform my next lessons discussion of the setting and I will
focus on areas that need clarification.

Lesson #2
Teacher Candidate: Cassandra Carroll
Lesson Title: Making Inferences with The Veldt
Grade Level: Seventh Grade, Honors
Lesson Duration: Approximately 40 minutes
Language Function: Analyze

SETTING INSTRUCTIONAL OUTCOMES/ACADEMIC LANGUAGE

Enduring Understanding
The understanding of plot in science fiction, although not always straight-forward, is essential to
comprehension and analysis of a text.
Central Focus/Purpose Statement
Students will unpack a complex text by analyzing setting, plot, and characterization and
participating in various contextual discussions with peers in order to make logical written and
oral inferences supported by textual evidence.
NYS Common Core Standards
CCR.R.1 Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
Objectives
1. Students will summarize yesterdays reading as a means of demonstrating
comprehension.
2. Students will interpret the puzzling scene in section 10 using a visualization exercise
and discussion.
3. Students will continue reading The Veldt and begin annotating the text with
connections they find to their lives. Connections will be focused on the characters use
of and reliance on technology.
4. Students will discuss their connections in small groups to enhance their understanding
of Wendy and Peters thinking.
5. Students will identify one major event that occurred during the reading and use this to
make a logical inference about where the plot is headed.
Academic Language
Contextual vocabulary includes, but is not limited to: analyze, connect, infer, predict,
veldtland.

MATERIALS/RESOURCES
Technologies and Other Materials/Resources:
The Veldt 1 copy/student
Heres What, So What, Now What Worksheet 1 copy/student
Writing utensils
Projector, computer (for display of short story)
Relevant Prior Knowledge and Previously Acquired Skills/Procedures

Elbow Buddies: partners assigned based on seating proximity and academic

compatibility, used for informal discussion and partner work
GIST Strategy: a summarizing annotation strategy practiced and used throughout the
year with texts.
Readers Theater: oral reading strategy previously used during full-class reading.
CONTENT AND PEDAGOGY

Procedures (Overview of your lesson)

Hook - Recap
Students will be asked to sit with their elbow buddies
With their partner, students will come up with a 2-3 sentence
5
recap of yesterdays reading. They will have time to skim
minutes
the text for the following information:
o Name of the two characters (Lydia and George
Hadley)
o Brief description of the setting (The SmartHouse,
Nursery)
o The problem the parents face and Lydias proposed
solution.
Students will volunteer to present their recap in the form
of a television show recap beginning with the phrase
Previously on Ray Bradburys The Veldt
Time

Interactive Reading Visualization and Readers Theatre

strategies
We will then begin reading sections 8-16. Students will be
given time to compose GIST statements and/or a sketch of
each section.
15

One
GIST statement will be read aloud for each section to
minutes
check for overall understanding and to keep everyone on
the same page.
Section 11 contains an instance of foreshadowing. I will ask
students to make an inference why the nursery does not
respond to George Hadley in this section.

Purpose

Objective 1

Objectives 2 and 3

 Sections 3, 6, 10, and 11 contain vivid imagery. Students will

be asked to close their eyes as I read excerpts of these
sections aloud. Students will then be asked to think of what
they are going to be eating for lunch. We will then discuss
why this might have been a hard transition to make and
how this relates to George Hadley alone in the nursery.
Section 12 will be read using the Readers Theatre strategy.
Four student volunteers will read assigned roles out loud
for the class.
Group Work Turn and Talk, Making Connections
After reading section 16, students will turn and talk to a
partner and make a connection using the following
question as a guide: What is your relationship to
technology like? What kind of role does technology play in
7
your life?
minutes
Students will write their connection(s) next to section 16.
o Students may use the text connections
anchor chart from previous units to guide this
discussion.
Once they have made a connection, two pairs of students
will combine to make a group of four and will share their
connections with one another. They will be asked to pay
close attention to his or her classmates connections to see
if they have any similar ones. They will also come up with a
response to the following question: Is your relationship
with technology at all similar to Wendy and Peters? How
or why not?
5
minutes

5
minutes

Class Discussion and Modeling Heres What, So What,

Now What
Each group of four will share their response to the last
question.
During this discussion, I will model the Heres What, So
What, Now What worksheet using our technology
discussion as a guide.

Objective 4

Objective 5

Independent Work Making Predictions Worksheet

Students will then be asked to fill out a Heres What, So
What, Now What worksheet. They will need to record an
event that happened in todays reading and begin
Objective 5
making predictions.
This will be handed in at the end of class as an exit
ticket.
Differentiation
Several students will require extended modeling for the Heres What, So What, Now What
worksheet. To accommodate this need, I will allow them to sit together and watch as I again
model the process during the independent work period.
For my accelerated learner, she will be asked to complete the worksheet twice using two

different major events. I will challenge her by asking her to read ahead one page and use one
of those events as her second one.
The student with a developing vocabulary will receive a glossary with definitions of difficult
vocabulary in the text. The student will be discreetly made aware that this is available to her
throughout the reading.
Those students with attention difficulty will be asked to read a part during readers theater
(provided they are comfortable with the task). Because these students are frequent
participators in class, this should be an exciting and engaging task for them. I will discreetly
ask if they would like to do so when they enter the class.
STUDENT ASSESSMENT

The hook activity (summary) will help assess student comprehension. I will be
monitoring student work and asking guiding questions to many students to check for
understanding.
During group work, I will make a point to visit every group of four and listen in on their
connections and take annotative notes. I will use my observation to inform whether or
not certain students struggle with connecting with this text.
The Making Predictions worksheet will be collected and used to assess students
ability to use text details to make inferences.

Lesson #3
Teacher Candidate: Cassandra Carroll
Lesson Title: Characterization With The Veldt
Grade Level: Seventh Grade, Honors
Lesson Duration: Approximately 40 minutes
Language Function: Analyze

SETTING INSTRUCTIONAL OUTCOMES/ACADEMIC LANGUAGE

Enduring Understanding
Characterization involves multiple elements that mold each character and enhance plot.
Central Focus/Purpose Statement
Students will unpack a complex text by analyzing setting, plot, and characterization and
participating in various contextual discussions with peers in order to make logical written
and oral inferences supported by textual evidence.
NYS Common Core Standards
CCR.R.1 Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
Objectives
1. Students will recall the elements of characterization by completing the acronym
STEALN
2. Students will complete The Veldt while annotating for important dialogue and
descriptions.
3. Students will discuss their interpretation of the ending in pairs and with the class.
4. Students will use a characterization graphic organizer (employing STEALN acronym) to
analyze a chosen character independently.
5. Students will reflect on any questions they may still have.
Academic Language
Contextual vocabulary includes, but is not limited to: characterize, explain, discuss,
collaborate, analyze

MATERIALS/RESOURCES
Technologies and Other Materials/Resources:
The Veldt 1 copy/student
Characterization Worksheet
Writing utensils
Projector, computer (for display of short story)
Relevant Prior Knowledge and Previously Acquired Skills/Procedures

Do Now : a task to be completed within the first 5 minutes of class time, sometimes
daily or several times a week.
STEALN : a characterization acronym used in several previous lessons, standing
for:
o What a character says
o What a character thinks
o How a character effects others
o How a character acts
o How a character looks
o What a characters name might say about them
Readers Theater: oral reading strategy previously used during full-class reading
Annotating with Code: students have been using symbols such as !, ?, and * to
annotate texts throughout the year
Think-Pair-Share: collaborative learning strategy used frequently to structure class
discussion
CONTENT AND PEDAGOGY

Procedures (Overview of your lesson)

Hook/Activating Prior Knowledge Do Now, STEALN
As a Do Now, students will have 30 seconds to fill in the words for
the acronym STEALN
3
As a class, we will complete the acronym and everyone will write it
minutes
down on a separate piece of paper to use as a reference sheet
throughout the lesson
Time

Interactive Reading Readers Theatre, Annotation

We will be finishing The Veldt today as a class.
The final few sections are largely designed for the Readers Theatre
format.
15
minutes Students will be asked to record their reactions to the text using the
familiar coding system as annotations (!,?,*, and underlining).
Discussion Think-Pair-Share, Summarizing
Students will be given 5 minutes to complete a quick write on the
following prompt:

Purpose
Objective 1

Objective 2

10
minutes

o In your own words, summarize what you believe happened

at the end of The Veldt.
Students will be paired up with a partner to discuss their thinking.
Students will then have the opportunity to share their thinking with
the whole class.

Characterization Independent Work STEALN

Students will decide which character they would like to closely
10
analyze. Students should choose the character(s) they believe is
minutes
at fault for George and Lydias disappearance.
Students will complete the following three sections: (1) what the
character says (2) what the character looks like (3) any remaining
section of their choosing.

2
minutes

Exit Ticket Remaining Questions

Students will complete an exit ticket that asks:
o List at least one remaining question you have about
The Veldt. This may include basic comprehension
questions or a theory you may have about the
mysterious ending.

Objective 3

Objective 4

Objective 5

Homework
Students will be asked to review the text and identify the
most important scene for the character they have chosen.
Directions will remain ambiguous to allow students to decide Objective 4
for themselves what makes a scene pivotal to a character.
Differentiation
The student with a developing vocabulary will receive a glossary with definitions of difficult
vocabulary in the text. The student will be discreetly made aware that this is available to her
throughout the reading.
Students will be paired based on varied abilities.
o The student with a developing vocabulary will be paired with a student I have noted to be
well-articulated but also receptive to different learners. This pair will ideally provide both
partners with a successful exchange of ideas.
o The three students who have attention difficulties will be paired with students who have
demonstrated great discipline and focus.
STUDENT ASSESSMENT

The opening activity will be used as a quick assessment of how well students
remember the elements of characterization. Though not anticipated, should this prove
to be a struggle, I will take the time to review all elements.
Think-Pair-Share will be used for informal observation to assess student
comprehension and inferring skills.
The characterization worksheet will be used as a formative assessment.

Lesson #4
Teacher Candidate: Cassandra Carroll
Lesson Title: Collaborative Discussion and Revisiting the Text
Grade Level: Seventh Grade, Honors
Lesson Duration: Approximately 40 minutes
Language Function: Analyze

SETTING INSTRUCTIONAL OUTCOMES/ACADEMIC LANGUAGE

Enduring Understanding
Close character analysis is essential for deeper comprehension of character motives.
Central Focus/Purpose Statement
Students will unpack a complex text by analyzing setting, plot, and characterization and
participating in various contextual discussions with peers in order to make logical written
and oral inferences supported by textual evidence.
NYS Common Core Standards
SLS.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher- led) with diverse partners on grade 7 topics, texts, and issues, building on others
ideas and expressing their own clearly.
RS.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
Objectives
1. Students will test their memory on characters in The Veldt using dialogue.
2. Students will share their findings of specific characters in small groups.
3. Students will view the film version of The Veldt while taking focused notes throughout.
Academic Language
Contextual vocabulary includes, but is not limited to: analyze, characterize, infer,
collaboration, motive
MATERIALS/RESOURCES
Technologies and Other Materials/Resources:
The Veldt 1 copy/student
The Veldt Ray Bradbury Theater film
Notetaking Worksheet
Writing utensils

Projector, computer

Relevant Prior Knowledge and Previously Acquired Skills/Procedures

Do Now : a task to be completed within the first 5 minutes of class time, sometimes
daily or several times a week.
CONTENT AND PEDAGOGY

Time
3
minutes

10
minutes

25
minutes

Procedures (Overview of your lesson)

Hook Do Now
Students will enter the classroom with 5 quotes and 5
characters listed on the front board.
Students will be asked to match the quote to the
character in their notebook as their Do Now.
Volunteers will come to the board and match the correct
quote to the character.
Discussion Small Group Work
I will then assign students to groups of 3 or 4 according
to the character they chose to analyze in the previous
lesson.
Students will share their responses with their group and
work together to complete any remaining sections they
may have on their worksheet.
Students will then share the scene they have chosen for
last nights homework.
As a group, students must decide on one scene that is
pivotal/revealing of their character. This will be the scene
students will pay the closest attention to during the
viewing.
Viewing with Note-taking Guided Notetaking
The class will then view the Ray Bradbury Theaters film
The Veldt.
Students will be instructed to fill out a provided
worksheet for notes asking them to record: (1) instances
of foreshadowing (2) new observations (3) any remaining
questions (4) any other notes including notes on the
scene they have selected.
Homework
Students will complete a worksheet asking them to
reflect on their impressions of The Veldt and the
difference between viewing and reading.

Purpose
Objective 1

Objective 2

Objective 3

Differentiation
The movie will be shown with closed captions for those students who identify as more
linguistic learners. This may also benefit the student with a developing vocabulary so that they
can hear and see the words being used in context.
To keep the students with attention difficulties on-task, I will pause the video five minutes in to
check in with notes and to ask students to share anything they may have written down.
STUDENT ASSESSMENT

The Do Now activity will act as a simple check for comprehension and as an
opportunity for students to self-assess their familiarity with the text.
I will continually monitor group discussion, asking guiding questions to check for
understanding and assess students ability to conduct a productive group discussion.
Homework will be a formative assessment used to drive future class discussion and
adapt future lesson plans according to the strengths and weaknesses of the class.
This homework covers three major areas of feedback: (1) how students analyze a text
(2) how revisiting a text by rereading and holding discussion helps students make
logical inferences and (3) their current understanding of the genre of science fiction (a
larger goal for the unit as a whole).

Lesson #5
Teacher Candidate: Cassandra Carroll
Lesson Title: Full analysis and logical inferences of The Veldt
Grade Level: General Education, Seventh Grade
Lesson Duration: Approximately 40 minutes
Language Function: Analyze

SETTING INSTRUCTIONAL OUTCOMES/ACADEMIC LANGUAGE

Enduring Understanding
Close analysis of a text is imperative to form logical and supported inferences.
Central Focus/Purpose Statement
Students will unpack a complex text by analyzing setting, plot, and characterization and
participating in various contextual discussions with peers in order to make logical written and
oral inferences supported by textual evidence.
NYS Common Core Standards
CCR.7.1 Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
WS.7.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Objectives
1. Students will discuss what a fitting book cover would be for The Veldt taking into
consideration important moments of the plot.
2. Students will complete the post-reading section of the Anticipation Guide and share their
results.
3. Students will use the notes they have collected to complete the summative assessment
using their knowledge of how plot, setting, and characterization interact in Ray
Bradburys The Veldt.
Academic Language
Contextual vocabulary includes, but is not limited to: emphasis, motive, offense, culprit,
describe, explain, analyze, discuss, defend

MATERIALS/RESOURCES
Technologies and Other Materials/Resources:
The Veldt 1 copy/student
Police Report assessment
Writing utensils
Projector, computer
Relevant Prior Knowledge and Previously Acquired Skills/Procedures

Text Evidence: students have been practicing using text evidence to support their
thinking in the form of essays, worksheets, and class discussion
CONTENT AND PEDAGOGY

Time
5
minutes

10
minutes

8
minutes

Procedures (Overview of your lesson)

Hook Book Cover Options
Students will be asked to select the best book cover
out of three images displayed on the front board.
Each image will emphasize a different aspect of the
story: The lions, the children, the parents.
Students will be asked to consider the focus of each
cover and make their decision based on which photo
presents the most important aspect of the story.
Students will vote by standing in the designated
corner of the room according to the cover they
choose.
Discussion Book Cover Debate
I will form groups of 3 students with each student
representing one of the book covers. (If there is an
unequal number, at least two book covers will be
represented per group).
Students will have 10 minutes to defend why they
chose the cover they did and discuss why they think
this image will give readers the best idea of what they
are about to read.
If possible, students will be challenged to come to a
consensus on a cover.
Post-Reading Guide Anticipation Guide
We will then transition to completing the anticipation
guide which also focuses on the major themes of the
story.
Students will complete their Anticipation Guide by

Purpose
Objective 1

Objective 1

Objective 2

20
minutes

filling out the After Reading section and share their

findings as a whole class.
We will record the results of the 7 questions on the
board for students to see where the opinions of their
classmates lie.
Independent Work Summative Assessment, Police
Report
Students will have the remainder of the class to
complete the The Veldt Police Report assessment.
I will model filling out the section that asks students
to use one quote from the text to support your
answer to what happened, who did it, and why.

Objective 3

Homework
Students will complete their summative assessment
Objective 3
for homework over the next two nights to ensure full
completion and effort.
Differentiation
The student with fine motor delays will receive a Police Report assessment with larger boxes
for completion.
The accelerated learner will be strategically placed in a group of similar capabilities and,
instead of deciding on a book cover at the end of the discussion, will be challenged to talk
about and possibly sketch an alternate assignment that they believe represents the short
story.
STUDENT ASSESSMENT

I will be monitoring student discussion, asking probing questions when necessary to

assess for understanding and critical thinking skills including student ability to identify
and analyze major events in the story.
The final summative assessment will be used as an opportunity for students to
combine their learning and work over the past four days of reading and practice and
demonstrate their comprehension of the text and their ability to form logical inferences
using text evidence.