Title: Rip Van Winkle and Time in Thy Flight
Essential Question: How do writers use relationships between elements within Homework:
Day 1: Create a visual or story map for “Rip
the text?
Van Winkle” that shows the details of the
Objective: Evaluate the text’s use of the relationship between story elements to text that helped you identify the theme.
reveal the theme. Share aspects of text that promote the text’s opportunity to Day 2: Pretend you are EITHER a character
that fell asleep and woke up in today’s
transcend time. Create a narrative text connecting text to global issues withing
world, OR a character that returned from
the current unit of study.
the future to observe today’s world. Write
3paragraphs describing your experiences
during your 24 hour stay, and make
reference to at least 3 of the topics that
have been discussed in research papers for
class.
Materials: “Rip Van Winkle” - traditional text, reader’s theater, and graphic
novel, “Time in Thy Flight” (Ray Bradbury), Worksheet
Data impacting lesson:
Formative data, research paper
rough draft
Technology Integration: use of ebooks on iPads for Rip Van Winkle, Smartboard, ipads for research
Link to Prior Learning: Link to elements of fiction, and relationships between texts
Day 1:
Warm up – Quickwrite – 10-12 sentences describing your thoughts and feelings if you fell asleep from the time
period you are studying in Social Studies and woke up today. What would be amazing, and what would be
frightening?
Teacher input – Background of Washington Irving and Rip Van Winkle. Discussion of expectations for literature
written during Irving’s time. Model the use of a bookmark strategy for independent reading.
Guided instruction – Modeling of bookmark strategy for independent reading. Vocabulary activity for using
context clues for difficult words.
Independent work – Students read “Rip Van Winkle” and fill out bookmark.
Cooperative learning – In groups, students discuss their bookmark observations.
Closure: Read Rip Van Winkle Graphic short story, or have students act out the reader’s theater version,
depending on time.
Day 2:
Warm up - Quickwrite – 10-12 sentences describing your thoughts and feelings if you used a time machine to
travel back in time and arrived in 2012. What would you think about the current world and the everyday
problems we are facing? Refer to at least 2 of the issues that have been discussed in our research projects.
Teacher input – Background on Ray Bradbury. Elements of narrative writing, including prewriting graphic
organizer, character, setting, point of view and plot.
Guided instruction – Reminder of bookmark strategy for independent reading. After reading, guide students
through discussion of relationship between two texts.
Independent work – students read “Time in Thy Flight” and complete that section of bookmark.
Closure: Real world relevance question of worksheet
Title: Rip Van Winkle and Time in Thy Flight
Tiered questions:
Low:
Basic comprehension questions
Medium: Identify similarities
and differences between the two
texts regarding literary elements
of characters, dialogue, setting,
conflict, and point of view.
High: What specific elements
of each of the texts make them
relevant in today’s world as well
as in the future? How is this
related to the themes of each
story?
Differentiation:
Content: 3 different texts (original
text, reader’s theater and graphic
novel)
Process: graphic organizers
available for narrative writing
planning.
Assessments: verbal answering of
comprehension questions,
completion of worksheet, closure
activity, and completion of narrative
writing assignment
Product: Length of assignment is
shortened for emergent learners.
21st Century Learning:
collaborative learning, use of
smartboard,
Global Awareness: linking of
fictional text to real world problems
discussed in research projects.
Remediation Plans: Revisit story elements and identification during recharge, and also plan for additional
scaffolding needs for long term study in Animal Farm.
REFLECTION:
Differentiation
1
2
NOTES:
3
4
Student Engagement
51
2
3
4
5
Technology
1
2
3
4
Critical Thinking
5
1
2
3
4
5
Lesson Effectiveness
1
2
3
4
5