Week 9–Review Literary Terms and Read “A Sound of Thunder” by Bradbury :)

Image result for group project

In Class:

  • Community Service Project Presentations
  • Group Project–Review Literary Terms
  • Review For Test next week on “Thank You M’am,” “The Cask of Amontillado,” and “The Necklace”

Review Literary Terms:

Group Work–Work together to demonstrate mastery of these following concepts:

  1. Plot Diagram–create and properly label a plot diagram for “The Cask of Amontillado”
  2. Point of View--describe how switching to a First Person Narrator would change the tone of “The Necklace” and how switching to a Third Person Narrator would change the tone of “The Cask of Amontillado”
  3. Irony–How does “The Necklace” show dramatic irony?
  4. Setting–explain how Poe’s description of the setting affects the tone of the story.
  5. Characterization–Does Poe use direct or indirect characterization to develop Montressor?
  6. Characterization–Do you remember Mrs. Jones (from “Thank You M’am)? What do you think she would think of Mme. Loisel at the beginning of the story? What advice would she give her? Do you think she would approve of Mme. Loisel at the end of the story?

This is the end of the quarter. I will finish grading your work and your late work, and I will post when I have your final grades for the quarter 🙂

Image result for a sound of thunder

Your Work For Next Week:

This week you will read an exciting futuristic adventure story by Ray Bradbury, called “A Sound of Thunder.” We will also read a novel by Bradbury later in the year, so this will give you a taste of his writing style. One of the things I want you to notice is his style. Ray Bradbury has a unique writing style because of his diction (word choice), imagery, and sentence patterns.

When I talk about his sentence patterns, I am referring to how sometimes it sounds like he is just speaking the random thoughts and feelings that pass through the mind. For example, in the fourth paragraph he describes a time machine, but he uses a stream-of-consciousness depiction using images, phrases, and impressions–instead of literally describing an object. I want you to find it, read it, and highlight it. Notice how it almost sounds like how in a video you see flashing images–his words are flashing images. Cool huh.

When Eckels first sees the dinosaur, Bradbury indulges himself in the description of this large beast. He says of this portion of the story, “So Shakespeare has given me the courage–and Melville–to do the aside. …I say to the audience ‘I’m going to stop the plot here, okay? … and you know what I’m going to do? I’m going to describe a dinosaur as it’s never been described. Now watch this.’ And then I sit down and write a prose poem about this wonderful creature that comes glistening out of the jungle.” Wow. This wasn’t something he just threw together. It is art; it is his guitar solo. Enjoy this part of the story. Read it over again. Underline vivid images and key details.

If you would like to use the audiobook to help you read the story, here it is below. I would just ask that you read along as you listen, because I want you to underline the images that stick out to you!!!


  • Read the first half of “A Sound of Thunder”
  • Study for test
  • Journal
  • Literary Terms Notebook–Literary Theory and Criticism (you have a lot this week so don’t procrastinate)


  • Finish reading “A Sound of Thunder”
  • Study for test
  • Literary Terms Notebook
  • Vocabulary (below)


  • Study for test (maybe make flash cards for vocabulary and literary terms???)
  • Grammar Mini-Lesson (below)
  • Literary Response and Analysis Questions (below)
  • Literary Terms Notebook


  • Poetry of Music Project–“Dirty Paws,” by Of Monsters and Men
  • Literary Terms Notebook


  1. annihilate-destroy; wipe out
  2. expendable-worth sacrificing to gain an objective
  3. depression-major economic downturn (depression also means sadness)
  4. paradox-something that has or seems to have contradictory qualities
  5. delirium-extreme mental disturbance, often accompanied by hallucinations (seeing things that are not there)
  6. Resilient-able to return to its original shape quickly after being stretched or compressed; elastic
  7. remit-return payment
  8. revoke-cancel; withdraw
  9. primeval-primitive, of the earliest times
  10. subliminal-below the level of awareness

Literary Response and Analysis

  1. identify the steps in the chain of causes and effects that Travis says would occur if a time traveler accidentally killed even one mouse. Do you think his theory might really be accurate?
  2. When the time travelers return to the world of 2055 how has the setting changed? What details reveal these changes?
  3. What happens to Eckels at the end of the story? What is the cause of the final event?
  4. What different meanings can you give to the story’s title?
  5. Do you think Bradbury’s purpose is simply to entertain, or does his story have a serious theme or message? Explain your answer.
  6. Bradbury’s writing style is full of vivid descriptions and images. What descriptive details help you see, hear, and smell Bradbury’s prehistoric swamp?

Grammar Mini-Lesson

Verbs Play Active and Passive Roles

Like people, action verbs have voices. A verb in the active voice expresses an action performed by its subject.

  • Ray Bradbury wrote “A Sound of Thunder.”
  • “Mr. Eckels looked at the check.”

A verb in the passive voice expresses an action done to the subject. (Hint: A passive voice verb always includes a form of be and the past participle of the verb).

  • “A Sound of Thunder” was written by Ray Bradbury.
  • “Six safari leaders were killed last year …”

The active voice is strong and direct. A verb in the passive voice sounds weak partly because it always needs a helping verb. The passive voice is useful, however, when a writer doesn’t know who or what performed the action (my bicycle was stolen) or when the writer doesn’t want readers to know who performed an action (The TV was left on.)


Rewrite each sentence, changing the verb from the passive voice to the active voice. Notice how the active voice results in shorter, more vigorous sentences. (You can add this activity to the Literary Response and Analysis questions).

  1. The idea of hunting the dinosaur was abandoned by Eckels.
  2. The dinosaur’s footsteps could be heard and felt by the hunters.
  3. The silence was shattered by the dinosaur’s scream.
  4. The story has been reviewed favorably by most students.

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