short story of the month - i'm lovin' lit · short story of the month "dark they...

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Short Story of the Month"Dark They Were, and Golden-Eyed" by Ray Bradbury

Table of Contents

Terms of Use 2

Table of Contents 3

List of Activities, Common Core Standards Alignment, & Difficulty Levels 4

Digital Components/Google Classroom Guide 5

Teaching Guide, Rationale, Lesson Plans, and Procedures: EVERYTHING 6-10

Activity 1: Point of View Quick Notes 11-12

Activity 4: Annotate Story Intro w/Annotation Key 13-14

Activity 5: Author’s Craft Analysis Paragraph w/Rubric 15-16

Activity 6: Radio Play Technique Analysis (Intro) w/Key 17-18

Activity 7: Point of View Analysis w/Key 19-20

Activity 8: Circular Plot Activity 21-26

Activity 9: Comprehension Quiz w/Key 27-28

Activity 10: Text Evidence Activity w/Key 29-32

Activity 11: Figurative Language Annotation Guide (also included separately) 33-35

Activity 12: Vocabulary Guide: Figurative Language w/Key 36-41

Activity 13: Complete Radio Play Analysis w/Key 42-43

Activity 14: Text Evidence Quiz w/Key 44-47

Activity 15: Mars Misconceptions: 1950s Science! w/Key 48-49

Activity 16: Comprehension Skills Test w/Key 50-55

Activity 17: Essential Question w/Key 56-57

Activity 18: BONUS – Analyzing Symbolism w/Key 58-59

TEKS Alignment 60

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Point of View Quick Notes* RL.7.1, RL.7.6

Activity 2: Point of View Printables** RL.7.1. RL.7.3, RL.7.6

Activity 3: Journal Activity* SL.7.1

Activity 4: Annotate Story Intro (Imagery, Figurative L)** RL.7.1, RL.7.4

Activity 5: Author’s Craft Analysis Paragraph*** RL.7.1, W.7.3, RL.7.4, W.7.4

Activity 6: Radio Play Technique Analysis (Intro)** RL.7.7, RL.7.1. RL.7.2

Activity 7: Point of View Analysis** RL.7.1. RL.7.3, RL.7.6

Activity 8: Circular Plot Activity** RL.7.5, RL.7.1, RL.7.2

Activity 9: Comprehension Quiz* RL.7.1

Activity 10: Text Evidence Activity** RL.7.1, RL.7.2, RL.7.3

Activity 11: Figurative Language Annotation Guide*** RL.7.1, RL.7.4

Activity 12: Vocabulary Guide: Figurative Language** RL.7.1, RL.7.4

Activity 13: Complete Radio Play Analysis** RL.7.7, RL.7.1. RL.7.2

Activity 14: Text Evidence Quiz** RL.7.1, RL.7.2, RL.7.3

Activity 15: Mars Misconceptions: 1950s Science!** RI.7.1, RI.7.9, RI.7.8

Activity 16: Comprehension Skills Test** RL.7.1, RL.7.2, RL.7.3, RL.7.6

Activity 17: Essential Question*** SL.7.2, RL.7.1, RL.7.2, RL.7.6, 7.9

Activity 18: BONUS - Analyzing Symbolism RL.7.1, RL.7.3, RL.7.4



Teacher’s Guide

Common Core Standards Alignment

Google FormsI have made the assessments available in Google Forms. Here, they are self-grading, and I have set them all up with answer keys so they are ready to go for you. You’ll need to find these two files in your download folder to use Google Forms. The first file contains the links to the Forms, and the second file is explicit instructions for use.



Teacher’s Guide

Instructions for Google Classroom Digital Components

All student activities are available in digital format compatible with Google Classroom. They are available in two formats: Google Slides and Google Forms.

Google SlidesFirst, I have made all student pages (excluding assessments) in Google Slides format. Students can simply add text boxes to any area they wish to type on. To access the Google Slides for this story, copy and paste the link below into your browser:(link available in full resource)



Teaching Guide, Rationale, Lesson Plans, and ProceduresI have also discussed here how I use each activity and included hints and links to help you, too. I went ahead and mapped out the days for you. Feel free to take or leave what you like. Even if you don’t plan to follow this schedule, I still recommend reading through this section to get the most out of these activities.

These lessons and activities were designed to meet the needs of seventh graders during the second half of the school year when students have already been introduced to most major concepts like plot, conflict, character traits and characterization, theme, mood, tone, etc.

Teacher’s Guide

Day 11. Activity 1: 20 minutesPoint of View Quick Notes – I actually thought I’d included these in an earlier lesson but apparently not – an oversight on my part, my apologies! So here they are in case you need to review them.2. Activity 2: 25 minutesPoint of View Printables Practice – This is great for practicing applying/reviewing this knowledge and determining the type point of view used in a brief story so that your students will recognize them in future stories. You’ll find this PDF in the download folder, it’s a short excerpt from the Literature Practice & Assess 7th-8th Grades. 3. Activity 3: 10 minutesJournal Activity – Discuss if desiredFind PPT file in download folder.

Activity 1

Activity 2

Activity 1

Activity 2

Activity 3



Teacher’s Guide

Day 2Resources (copy and paste links, do not click):Story: https://goo.gl/NyDHRA or https://goo.gl/xtjWwTor https://goo.gl/P1AC6n or https://goo.gl/y2RXAu1. Activity 4: 30 minutesAnnotate Story Intro, Analyze for figurative language and imagery according to annotation key found at the top of Activity 5. Today we will ONLY read the intro to the story as included here so that we can do some super super close reading and analyzing and will read the rest of the story tomorrow. Complete annotation key included.2. Activity 5: 50 minutesStudents will take their deep analysis of the introduction to write a paragraph analyzing the Author’s Craft. Complete formula and rubric are included so that students know exactly what information they need to include in the paragraph and where.

Day 31. Activity 6: 25 minutesRadio Play Analysis of introduction only – Again, students only listen to the intro portion of the radio play and answer the questions about techniques used in radio vs. story/writing.Radio Play Youtube: https://goo.gl/rh52fVBackup link: https://goo.gl/KYjVrj2. Read: 35 minutesFinish reading/discussing the entire story – links provided above.

Activity 3

Activity 4

Activity 4

Activity 5

Activity 6

https://goo.gl/NyDHRA

https://goo.gl/xtjWwT

https://goo.gl/P1AC6n

https://goo.gl/y2RXAu

https://goo.gl/rh52fV

https://goo.gl/KYjVrj



Teacher’s Guide

Day 41. Activity 7: 25 minutesPoint of View Activity – Use notes, practice on POV to analyze/answer questions about POV. Key included.2. Activity 8: 35 minutesCircular Plot Activity – students map out the circular plot of this story. See instructions included before activity pages. You can choose to give students pre-filled events to order, or have them come up with their own important events to add. Cut and paste optional – students can cut and paste or write in events.

Day 511. Activity 9: 25 minutesComprehension Quiz– Basic Comprehension (Recall Facts) This quiz checks for basic comprehension and recall of the story. There are no higher order thinking questions on this quiz, no inferring, no analyzing, no drawing conclusions, etc. so I do not recommend that students use a copy of the story for this quiz unless they need that as a testing accommodation. Key included (not shown)2. Activity 10: 45 minutesText Evidence Activity – another exercise in a different format to allow students to practice distinguishing between pieces of text evidence in a similar (but not same) format that they’ll see on state tests. Don’t skip this one!Keys included (not shown)

Activity 7

Activity 8

Activity 9

Activity 10



Teacher’s Guide

Day 61. Activity 11: 30 minutesReread story, annotating for figurative language using this key: metaphor blue, simile red, personification green, hyperbole yellow; See key included in packet as well as separate folder (full page sized) labeled Act 11 Figurative Language Annotations. I like to have students do this activity with partners/in a small group so they’re challenged to do it on their own, not with the teacher2. Activity 12: 30 minutesVocabulary Guide: Figurative Language – Have students choose the figurative language from the story to analyze (recommended). Or, use the second option that includes sentences to analyze without students having to produce examples (easier).

Activity 14

Day 71. Activity 13: 50 minutesFull audio play and analysis – This is a big one for RL.7.7, so don’t skip it! I like to play it all the way through, encouraging students to pay attention to the techniques especially discussed in Activity 6. Then, give them the analysis sheet and have them listen again for a second time as they complete it.

Activity 11

Activity 12

Activity 13



Teacher’s Guide

Day 81. Activity 14: 30 minutesText Evidence Quiz – great, routine practice for text evidence questions. Key included (not shown)2. Activity 15: 30 minutesMy favorite part of this unit! Historical context –I found these gems for your students to analyze because I was curious what people knew/believed about Mars around the time Bradbury wrote this story. What a fun, interesting story I found! The Walt Disney production on Mars is priceless – only about 8 minutes long. Analysis included. ENJOY! =) Mars & Beyond Video Youtube: https://goo.gl/K7V5imBackup download: https://goo.gl/HGw5BW

Day 911. Activity 16: 40-50 minutesComprehension Skills Test. Meant to be given along with a copy of the selection, though I wouldn’t allow students to use annotated selection unless it was a test modification. Keys included as always (not shown).Be sure to preview question 11, it’s tougher than usual.

Day 101. Activity 17: 30-45 minutesEssential Question: Tie it all together. The big SHE-BANG. Boom-shakalaka. Hard stuff. Good luck. :) I have included my own answers to help you, but these are by no means the only acceptable answers and opinions. I always accept virtually any answers from my students that they justify or back up with evidence. But I will totally call them out on writing fluff that means absolutely nothing. You’ll need these video clips: Life in a Mars Colony – Youtube: https://goo.gl/owGU6ghttps://goo.gl/bdhZP9Can Humans Live on Other Planets: https://goo.gl/8cwg1kBackup: https://goo.gl/wL4gTv

Activity 14

Activity 15

Activity 16

https://goo.gl/K7V5im

https://goo.gl/HGw5BW

https://goo.gl/owGU6g

https://goo.gl/bdhZP9

https://goo.gl/8cwg1k

https://goo.gl/wL4gTv


"Dark They Were, and Golden-Eyed" by Ray BradburyShort Story of the Month Reading Literature

Skill: Annotate Imagery

Activity 4



Skill: Annotate Imagery

Activities 4-5

1. Look for imagery that describes sounds and underline it in orange.2. When you come across onomatopoeia, circle it in orange.3. Look for imagery that describes how things feel and underline it in purple.4. What is the mood of this excerpt? ______________________________________5. Find specific words and phrases that strongly contribute to the mood and

underline them in green.

Annotation Instructions

Analyze Author’s Craft1. Using your annotation from the previous activity, write a paragraph (6-8

sentences) that analyzes how Ray Bradbury uses imagery vivid language to establish the setting and mood in the first section of “Dark They Were, and Golden-Eyed.”

Optional Paragraph Formula

I. Sentence 1 – Topic Sentence – Make an assertion that includes story title, author’s name, and two adjectives that describe the mood.A. Sentences 2-3-4 – Discuss the author’s use of imagery. Include at least

two examples and explain their effects on the reader. Be sure to connect this to the mood of the story.

B. Sentences 5-6-7 – Discuss the author’s use of vivid words and phrases, including figurative language, to effectively establish the mood you mentioned. Include at least two examples.

Name _________________________________________RUBRICforAuthor’sCraftParagraph Possible EarnedTopicsentenceincludesanassertion,adjectives,title,andauthor. 10Author’suseofimagerydiscussedandconnectedwithmood. 10

Relevanttextevidenceincludedforimagery. 10Author’suseofvividlanguage/figurativelanguageisdiscussedandconnectedwithmood. 10

Relevanttextevidenceincludedforvivid/figurativelanguage. 10Total 50



Skill: Analyze Audio Techniques

Activity 6

Analyze Audio Techniques

1. Why is tone important in the use of speech in the radio play? Cite examples.

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2. Do the sound effects add to the listener’s understanding of the plot, or do they distract

the listener from the plot? Explain and cite examples.

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3. What type of music is played? What is the purpose of the music?

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After you annotate the opening scene, listen to the introduction to the radio play. Think about how the filmmakers use each of the elements below. In the space provided, describe specific instances of how each element is used.

Speech Sound Effects Music



Reading LiteratureFocus: Circular Plot

Activity 8


"Dark They Were, and Golden-Eyed" by Ray BradburyShort Story of the Month Vocabulary

Focus: Figurative Language

Activity 12

5. Sentence containing simile:________________________________________________________

__________________________________________________________________________________.

_____________________________ is/are being compared to ______________________________

Meaning/Effect: ____________________________________________________________________

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6. Sentence containing simile:________________________________________________________

__________________________________________________________________________________.

_____________________________ is/are being compared to ______________________________

Meaning/Effect: ____________________________________________________________________

___________________________________________________________________________________

7. Sentence containing personification:________________________________________________

__________________________________________________________________________________.

_________________________ is/are given the human quality of __________________________.

Meaning/Effect: ____________________________________________________________________

___________________________________________________________________________________

8. Sentence containing personification:________________________________________________

__________________________________________________________________________________.

_________________________ is/are given the human quality of __________________________.

Meaning/Effect: ____________________________________________________________________

___________________________________________________________________________________

They leaped into the canal water, and he let

himself sink down and down to the bottom like a golden statue…

“I feel like a salt crystal,” he often said, “in a

mountain stream, being washed away.”

(the fear was never gone.) It lay with Mr.

Bittering and Mrs. Bittering, a third unbidden partner at every midnight talk…

This is the moment Mars had waited for.

Now it would eat them.



Reading LiteratureSkill: Text Evidence

Activity 14

Text Evidence QuizChoose the best answer.

1. What seems to happen to memory on Mars?

a. Memories seem to fade with time.

b. It is easier to remember things in the Martian air.

c. Memories disappear in an instant and are gone forever.

d. Memory does not seem to be any different on Mars than on Earth.

2. Which two pieces of evidence best support your answer to the previous question?

a. “Cora, how long have your eyes been yellow?” She was bewildered. “Always, I guess.”

b. In the empty Earth settlement, the painted houses flaked and peeled.

c. They came to a small deserted Martian villa with a good view of the valley. It was on top of

a hill.

d. Mr. Bittering gazed at the Earth settlement far away in the low valley. “Such odd, such

ridiculous houses the Earth people built.”

3. Which statement best describes how Mr. Bittering handled the transition from Earthman to

Martian?

a. He refuses to change and remains the same throughout the story.

b. At first, he is willing to change. Later, he realizes the dangers and becomes scared.

c. He begins to change immediately and never puts up any resistance.

d. At first, he is resistant and scared of change. Later, he slowly gives in to the changes.

4. Which two pieces of evidence best support your answer to the previous question?

a. He heard his wife say, “Why not?” He heard himself say, “Yes, you can use it.” “Yaaa!”

screamed the boy. “I’m Linnl, Linnl!”

b. “If we stay here, we’ll all change. The air. Don’t you smell it? Something in the air. A

Martian virus, maybe; some seed, or a pollen. Listen to me!”

c. He returned to his philosophy of names and mountains. The Earthmen had changed

names.

d. In the Earthmen’s settlement, the Bittering house shook with a feeling of change.



Skill: Integrate Information from Multiple Sources

Activity 15

Mars Misconceptions

1. Did all scientists agree on the evidence that showed the existence of canals? Explain.

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2. What was the primary method of studying Mars discussed in this video clip?

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3. We know that current images of the planet Mars do not include these canals. Read below to find out what some scientists today believe Lowell was seeing on the surface of Mars. Underline or highlight the information in the paragraph that explains his mistake.

As you view the video clips, jot down the notes requested and answer the questions.

1950s Era Evidence That Mars Is a Planet Where Life Could Exist

canals appeared to exist on Mars’ surface, too symmetrical to be accidental and

thus probably manmade by intelligent life

parts of the planet seemed to turn green in certain seasons, leading some to believe

they were vegetation (plants) possibly irrigated by the canals

bright flare of light observed that suddenly appeared and faded away – atomic

explosion? volcanic eruption? interplanetary signal?

a w-shaped cloud was observed – was it a Martian signal?

the axis is tilted, creating familiar seasons of spring, summer, fall, and winter

the temperature sometimes reaches 85*F during the day

No; many interpretations have been questioned. It has been suggested that the

canals are simply optical illusions. Due to inadequate technology, it was impossible

to photograph the system of canals at the time.

Observing the planet through large, complicated telescopes.

Later, Percival Lowell began to notice similar phenomena on Venus; simultaneously, as

telescopes and astronomical technique developed, his theories were objectively discounted.

More recent scholarship suggests that Lowell was merely observing projections of the vein

structure of his own eyeball, a known nuisance among planetary observers using very high

magnification. This would explain, among other things, the phenomenon’s consistency across

two far-flung planets in our Solar System.

excerpt from “The Canals of Mars” by Claire L. Evans, 2012



Skills Test

Answer each question completely. If appropriate, use details and evidence from the text in your answer.

11. In 1587, a group of around 115 British settlers arrived on Roanoke Island, building a settlement off of the coast of present-day North Carolina. Later that year, the governor, John White, left the colony –including his wife, daughter, and infant granddaughter - to return to England to gather desperately needed supplies. However, White’s return to the Roanoke colony in the Americas was delayed due to England’s involvement in a war. When White finally arrived in 1590, he found no trace of the colony or its inhabitants. The only clue left behind was a single word, “Croatoan,” carved into a wooden post. Croatoan was the name of a local tribe of Native Americans. To this day, the fate of the Lost Colony of Roanoke remains one of the biggest mysteries in American history.

Compare the true story of the Lost Colony of Roanoke to the fictional “Dark They Were, and Golden-Eyed.” Identify at least two similarities between the two stories. Then, answer this question: Based on the conclusion of his story, “Dark They Were, and Golden-Eyed,” what do you think Ray Bradbury would say happened to the settlers of the Lost Colony of Roanoke?

12. This story has been published under two alternate names, “Dark They Were, and Golden-Eyed,” and “The Naming of Names.” Which title do you think is the better title? Explain why using evidence from the story.

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Activity 16

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Short Story of the Month

Activity 17

Essential QuestionSkill: Integrate Information

from Varied Formats

2. Summarize the video, “Can Humans Live On Other Planets?” What conclusion do they lead the viewer to regarding humans inhabiting or colonizing other planets?

3. Consider the theme of adaptation in “Dark They Were, and Golden-Eyed.” How do you think Bradbury felt about humans living on other planets? Explain.

EQ: Can life as we know it exist on other planets? In other words, could humans from Earth successfully colonize another planet?

"Dark They Were, and Golden-Eyed" by Ray Bradbury

1. According to “Life in a Mars Colony,” why can’t humans survive breathing the air on Mars? What is one possible solution?

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Point of View Quick Notes* ELAR.6(C)

Activity 2: Point of View Printables** ELAR.6(C)

Activity 3: Journal Activity* ELAR.26, 27

Activity 4: Annotate Story Intro (Imagery, Figurative L)** ELAR.6(A), 8(A)

Activity 5: Author’s Craft Analysis Paragraph*** ELAR.6(A,B), 8(A)

Activity 6: Radio Play Technique Analysis (Intro)** ELAR.5(A), 6(A,B), 8(A), 13(B)

Activity 7: Point of View Analysis** ELAR.6(C), 8(A)

Activity 8: Circular Plot Activity** ELAR.3(A)

Activity 9: Comprehension Quiz* ELAR.3(A)

Activity 10: Text Evidence Activity** ELAR.3(A), 6(A,B)

Activity 11: Figurative Language Annotation Guide*** ELAR.6(A), 8(A)

Activity 12: Vocabulary Guide: Figurative Language** ELAR.6(A), 8(A)

Activity 13: Complete Radio Play Analysis** ELAR.5(A), 13(B)

Activity 14: Text Evidence Quiz** ELAR.3(A), 6(A,B)

Activity 15: Mars Misconceptions: 1950s Science!** ELAR.3(C), 10(B,D)

Activity 16: Comprehension Skills Test** ELAR.3(A)

Activity 17: Essential Question*** ELAR.3(A)(C), 10(B,D)

Activity 18: BONUS - Analyzing Symbolism ELAR.3(A), 6(A,B)



Teacher’s Guide

TEKS Alignment

short story of the month - i'm lovin' lit · short story of the month "dark they...

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