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Something Wicked This Way Comes by Ray Bradbury Two-Week Unit Plan


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Grade Level Grades 9-12
Resource Type Presentation, Review Activity, Worksheet
Standards Alignment
Common Core State Standards

About This Lesson

Unit Overview: This two-week unit is designed to explore the themes of the Sci-Fi/Fantasy genre and the process of character development throughout the course of a novel (Something Wicked This Way Comes by Ray Bradbury). The topics that students will explore include: the conflict between good and evil, the “suspension of disbelief” as used in literature, film/text comparisons, literary imagery, summarizing plot, and character development, all with the final aim of producing an essay response to the novel. As such, students will maintain both a Double Entry Journal (between themselves, the text and the teacher) and a Character Development Log. By the end of the two weeks, students will have developed their own essay topics to address themes/character development, produced a viable thesis statement and begun work on an essay rough draft.

On Theory: The theoretical framework for developing this unit is cognitive/social constructivism built upon a foundation of direct instruction. Traditional methods of direct instruction are used during moments of pure input and teacher modeling. However, direct instruction is periodically reigned-in in favor of allowing students to discover their own methods for creating knowledge. Bloom’s taxonomy for higher-level thinking is used as a guide for designing authentic activities and kept posted in the room as a constant reminder for the teacher and students to stay on task.  



Good versus Evil.pptx

February 10, 2020
4.4 MB


February 10, 2020
1.04 MB


February 10, 2020
1.43 MB


February 10, 2020
491.5 KB

SWTWC Quiz Ch. 1-19.docx

Review Activity
February 13, 2020
15.71 KB

Show Don't Tell.Imagery Worksheet.docx

February 13, 2020
14.84 KB


Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
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.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
Draw evidence from informational texts to support analysis, reflection, and research.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.


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