Ó 2018 THE THIRSTY BEES thethirstybees.com www.teacherspayteachers.com/Store/The-Thirsty-Bees There Will Come Soft Rains Ray Bradbury, 1950 SERIES: Learning from Nature Lesson 4 LESSON PLAN Duration: 3-5 days Grades: 9-10 English, Social Studies, Science/Technology LESSON SUMMARY War, Technology, and The Natural World And the winner is . . .? NOTE TO TEACHERS Smart phones, smart security systems, smart lighting, smart appliances, smart TVs, smart speakers, smart cameras, smart thermostats, smart cookware, smart vacuums, smart home and business automation, and smart cars. We now live in a very technological society where much of life is experienced digitally rather than in person or outside. However, while most of these things exist for the purpose of making our lives easier and more efficient, humans often forget that they have also created smart bombs and smart weapons of war. There Will Come Soft Rains was written by Ray Bradbury 5 years after the end of WWII and 3 years after the start of the Cold War. After the bombings of Hiroshima and Nagasaki and the USA’ s relationship with Russia turning from allies to enemies, the fear of the Earth being obliterated by nuclear bombs lasted for almost 50 years. Yet, while the Cold War has officially ended, some news pundits insist the current War on Terror, 3 rd world countries acquiring nuclear power, and even America’s current relationship with Russia puts the fate of the world in as much danger as ever before. Bradbury’s story, however, was inspired by an even earlier work: the poem There Will Come Soft Rains written by Sara Teasdale in 1918, just after WWI. Both works address the issue of the extinction of humans. But, while Teasdale’s poem ends with the rebirth of the Natural World, Bradbury’s story ends with the death of not only humans but of their technological creations (note the similarity to today’s “smart” technology) as well – perhaps further supporting Teasdale’s vision of the future (ala Chernobyl?). BIG IDEA A world without people? Yikes! Could it happen? Will it happen? If it does, will humans be the cause or will the demise of humanity come from something else like a giant meteor crashing to Earth (hey, it happened to the dinosaurs . . .)? Will technology help us or make things worse? What will happen to the world if there are no people to run it and control it? What does the future hold? What can humans do to ensure their survival?
Transcript
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There Will Come Soft Rains Ray Bradbury, 1950
SERIES: Learning from Nature Lesson 4
LESSON PLAN
Duration: 3-5 days Grades: 9-10
English, Social Studies, Science/Technology
LESSON SUMMARY
War, Technology, and The Natural World
And the winner is . . .?
NOTE TO TEACHERS
Smart phones, smart security systems, smart lighting, smart appliances, smart TVs, smart speakers, smart cameras, smart thermostats, smart cookware, smart vacuums, smart home and business automation, and smart cars. We now live in a very technological society where much of life is
experienced digitally rather than in person or outside. However, while most of these things exist for the purpose of making our lives easier and more efficient, humans often forget that they have also created smart bombs and smart weapons of war. There Will Come Soft Rains was written by Ray Bradbury 5 years after the end of WWII and 3 years after the start of the Cold War. After the bombings of Hiroshima and Nagasaki and the USA’ s relationship with Russia turning from allies to enemies, the fear of the Earth being obliterated by nuclear bombs lasted for almost 50 years. Yet,
while the Cold War has officially ended, some news pundits insist the current War on Terror, 3rd world countries acquiring nuclear power, and even America’s current relationship with Russia puts the fate of the world in as much danger as ever before. Bradbury’s story, however, was inspired by
an even earlier work: the poem There Will Come Soft Rains written by Sara Teasdale in 1918, just after WWI. Both works address the issue of the extinction of humans. But, while Teasdale’s poem
ends with the rebirth of the Natural World, Bradbury’s story ends with the death of not only humans but of their technological creations (note the similarity to today’s “smart” technology) as
well – perhaps further supporting Teasdale’s vision of the future (ala Chernobyl?).
BIG IDEA A world without people? Yikes! Could it happen? Will it happen? If it does, will humans be
the cause or will the demise of humanity come from something else like a giant meteor crashing to Earth (hey, it happened to the dinosaurs . . .)? Will technology help us or make things worse? What will happen to the world if there are no people to run it and control it?
What does the future hold? What can humans do to ensure their survival?
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COMMON CORE STANDARDS-BASED OBJECTIVES
ELA STANDARDS* • ELA RL.9-10.1: Students will cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text. • ELA RL.9-10.2: Students will 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.
• ELA RL.9-10.4: Students will determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices.
• ELA RL.9-10.7: Students will analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
• ELA W.9-10.1: Students will write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• ELA W.9-10.4: Students will produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.
• ELA W.9-10.6: Students will use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
• ELA W.9-10.9: Students will draw evidence from literary or informational texts to support analysis, reflection, and research.
• ELA SL.9-10.1: Students will initiate and participate effectively in a range of collaborative discussions . . . building on others’ ideas and expressing their own clearly and persuasively.
• ELA SL.9-10.2: Students will integrate multiple sources of information presented in diverse media or formats . . . evaluating the credibility and accuracy of each source.
• ELA SL.9-10.4: Students will present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
• ELA L.9-10.3: Students will apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
• ELA L.9-10.4: Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases.
• ELA L.9-10.5: Students will demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
NOTE: Many of the Common Core ELA Standards can also be found listed under the LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS. For Science, Technical, and Social Studies Teachers – you may use either the ELA Standards listed above or, if necessary, the corresponding standards appropriate for your subject.
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PROCEDURE
• Historical Context: Although this is primarily an ELA lesson, there is an opportunity for ELA, Social Studies, and Science teachers to collaborate and combine lessons and/or co-teach in order to provide students with strong background knowledge to help them better understand and appreciate the story. If this is not possible, ELA teachers can provide students with the “Soft Rains Background Knowledge Sheet” which summarizes the following, as relevant to the story:
o Summary of WWI o Summary of WWII o The Invention of Nuclear Weapons
§ Show students images of the aftermath of the Hiroshima bombing: https://allthatsinteresting.com/hiroshima-aftermath-pictures#6
o The Advent of Nuclear Power for Energy o Summary of the Cold War o The Chernobyl Disaster (1986)
• Teacher-Facilitated Classroom Discussions: Refer to “Teacher Guide for Classroom Discussions” o Technology o “Big Idea” Questions
• Read Short Story • Short Story Analysis: Break students into 4 small groups or partners. Assign one section of the
“Story Analysis Worksheet” for each group to complete: o Literary Elements o Literary Devices o Compare/Contrast Poem and Short Story o Short Answer Questions
• When groups are finished, have them share their responses with the rest of the class and lead them in a discussion of the answers.
• Show students the Video: Chernobyl: inside the exclusion zone: https://www.youtube.com/watch?v=khv87k68kIs
o Lead students in a discussion in which they compare what they saw in the video with the story and poem.
• For homework, assign the “Homework Essay” on page 4 of the “Story Analysis Worksheet.”
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PROCEDURE (continued)
• LESSON WRAP UP: Lead students in a discussion that connects the story and poem to Real Life (refer to the “Teacher Guide for Classroom Discussions”)
o To recent/current events § The Fukushima Disaster (2011) § The War on Terror § American/Russian Relations § Current Countries of concern with Nuclear Capabilities: North Korea, India,
China, Iran/Iraq o To the future – is there hope for humanity?
§ Assign this question as Homework, with the option of having students share and discuss their answers on the following day.
• FINAL PRODUCTS and ASSESSMENT: For this assignment, students will be expected to work
collaboratively to discuss and share ideas (much of the assessment here will be formative while the teacher facilitates the discussions). They will also engage in short story and poem analysis, and a culminating Essay. While the Standards-Based Rubrics provided cover all the general standards associated with each of these, teachers may wish to develop more specific rubrics for each assignment or activity.
• The time allotted to complete this lesson is at the discretion of the teacher. Depending on how much needs to be pre-taught, how much is assigned as homework, and the levels/populations of the students, it is reasonable to expect the entire assignment to take 3-5 days to complete.
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ASSESSMENT
The rubrics for the lesson are two versions of generic Common Core Standards-Based 3-point Rubrics – one simply provides feedback without assigning points or a grade; the other uses a 1-4 point scale value that also includes feedback. Depending on your school’s grading policy, the population of your students, and the ranges of their needs and accommodations, you may use the rubrics as they are, or
you may choose to break down each standard into tasks more specifically targeted to each assignment or activity.
EXTENDED LEARNING IDEAS
• Possible Follow Up Videos: o Life After People (1:25:08): https://www.youtube.com/watch?v=GyEUyqfrScU o What Would Happen if Humans Suddenly Disappeared? – a shortened version of Life
After People (9:46): https://www.youtube.com/watch?v=Kibpn9UTGzA o Stephen Hawking’s 7 Predictions of Earth’s Demise in the Next 200 Years (11:00):
https://www.youtube.com/watch?v=Lq9wipOftXw • Explore current television shows, movies, or games with apocalyptic themes and determine
how realistic their depictions of the future are.
FINAL NOTES
A good follow up story is Steven Vincent Benet’s By The Waters of Babylon (1937), an apocalyptic story – this time with human survivors – that nicely pairs with a cross-
curricular study of archeology and the fall/destruction of ancient civilizations.
ASSIGNMENT MATERIALS & RESOURCES
• There Will Come Soft Rains Story (as this story is not in the public domain, teachers will need to access it via their school)
• “Soft Rains Background Knowledge Reference Sheet” • Images of the aftermath of the Hiroshima bombing: https://allthatsinteresting.com/hiroshima-
aftermath-pictures#6 • Teacher Guide for Classroom Discussions • VIDEO: Chernobyl: inside the exclusion zone: https://www.youtube.com/watch?v=khv87k68kIs • Story Analysis Worksheet • Technology/Internet Access • Standards-Based Rubrics
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TEACHER GUIDE FOR CLASSROOM DISCUSSIONS
• DISCUSS TECHNOLOGY
o Smart Devices: their purpose is to make our lives easier and better § Smart phones, smart security systems, smart lighting, smart appliances,
smart TVs, smart speakers, smart cameras, smart thermostats, smart cookware, smart vacuums, smart home and business automation, and smart cars
o Alexa/Siri/Google Home: our current means of communicating orally with technology
§ If you are unfamiliar with these technologies, there are numerous videos on YouTube that demonstrate Alexa, Siri, and Google home, as well as fully automated homes and apartments.
o Student use of: § Education § Social Media § Games § Other?
• DISCUSS “BIG IDEA” QUESTIONS:
o A world without people - could it happen? Will it happen? o If it does, will humans be the cause or will the demise of humanity come from
something else like a giant meteor crashing to Earth (hey, it happened to the dinosaurs . . .)?
o Will technology help us or make things worse? o What will happen to the world if there are no people to run it and control it? o What does the future hold? o What can humans do to ensure their survival?
• LESSON WRAP UP DISCUSSION: Making Real Life Connections
o To recent/current events § The Fukushima Disaster (2011) – a nuclear disaster caused by Nature: an
Earthquake and Tsunami § The War on Terror – the world-wide fight to end terrorism § American/Russian Relations – could a new Cold War be starting? § Current Countries of concern with Nuclear Capabilities: North Korea, India,
China, Iran/Iraq – with more countries gaining access to nuclear weapons, should we be afraid of a nuclear war?
o To the future – is there hope for humanity? § Assign this question as an essay for Homework, and have students share and
discuss their answers on the following day.
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BACKGROUND REFERENCE SHEET FOR THERE WILL COME SOFT RAINS • Summary of WWI
o Who was at war? § Germany, Austria-Hungary, Bulgaria, Ottoman Empire vs. Great Britain,
France, Russia, Italy, Romania, Japan and the United States o What weapons were used?
§ Rifles, grenades, machine guns, aircraft, tanks, flamethrowers, chlorine and mustard gas, artillery, and explosive aerial bombs
• WWI was the first war where aircraft, machine guns, tanks, flamethrowers, and gas were used as weapons of war
o Where did the war take place? § Primarily Europe, Russia, and the Middle East, and a few colonies in Africa
o When was the war? § 1914-1918
o How did the war start/end? § WWI started when heir to the Austro-Hungarian Empire Archduke Franz
Ferdinand and his wife were shot to death in Sarajevo, Bosnia on June 28, 1914 by Gavrilo Princip, a Serbian Nationalist.
§ On November 4, 1918, Austria-Hungary, reached armistice because of an increase in nationalist movements within its population. On November 11, 1918, a discouraged German reached armistice, which was the official end of the war.
o Why did the war scare people? § How lethal the new weapons were § The number of people who died
• Summary of WWII o Who was at war?
§ Primarily The Axis Powers (Germany, Italy, Japan) vs. The Allied Powers (The United States, The United Kingdom, The Soviet Union, China)
o What weapons were used? § Much more technologically advanced versions of the weapons used in WWI
plus the V-2 Rocket, anti-aircraft guns, and nuclear weapons (two atomic bombs were dropped in Japan)
o Where did the war take place? § Europe, East Asia, the islands of the Pacific Ocean, and Alaska
o When was the war? § 1939-1945
o How did the war start/end? § The war started when Nazi Germany, under the leadership of Adolph Hitler,
invaded Poland and, when he refused to stop the invasion, Britain and France declared war on Germany. Other countries then began to choose sides.
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§ The war ended after Hitler was defeated and died and after the United States dropped two nuclear bombs on Hiroshima and Nagasaki, Japan. At this point, the Axis powers surrendered to the Allies.
o Why did the war scare people? § The Nazis were responsible for the mass-murder holocaust of the Jews
(approximately 6 million were killed) and other peoples Adolph Hitler believed were inferior.
§ The advanced technology of the weapons made it easier to kill more people. § The nuclear bombs brought complete and utter devastation.
• The Invention of Nuclear Weapons o What are nuclear weapons?
§ Extremely powerful bombs that can destroy entire cities and millions of people in an instant.
o Why were they invented? § To destroy as many people as possible as quickly as possible § Fear – that the enemy had a similar weapon that they would be the first to
use o Why are they so dangerous?
§ They can kill mass amounts of people and structures instantly § The radiation will make any survivors very sick, to the point where they will
die a slow death. § Radioactive material remains in the ground for many years making it unsafe
to live even near where the bomb exploded. o Show students images of aftermath of Hiroshima bombing:
https://allthatsinteresting.com/hiroshima-aftermath-pictures#6 • The Advent of Nuclear Power for Energy
o Pros – it is a clean form of energy that only produces steam o Cons – it uses the same power as in nuclear bombs and any accident at a nuclear
power plant could be extremely dangerous and destructive (see: Chernobyl, 1986) • Summary of the Cold War
o Who was at war? § Primarily Russia and the United States
o What weapons were used? § Words – each side threatening to obliterate the other with nuclear weapons
o Where did the war take place? § Globally
o When was the war? § 1947-1991 with the peak of the war taking place from 1948-1953
o How did the war start/end? § The communism of Russia became a concern for Britain and The United
States, and their former alliance during WWI and WWII dissolved. o Why did the war scare people?
§ Because people feared the next war would be a nuclear one involving many nuclear weapons causing mass destruction across the world, and the
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potential end of mankind. People fully expected someone to set off the first nuclear bomb, which led to many people building bomb shelters and many schools practicing “duck and cover” drills.
• The Chernobyl Disaster (1986) o What happened?
§ During a safety test at the nuclear power plant in Pripyat, Ukrainian Soviet Socialist Republic, Soviet Union, there was a malfunction which led to a fire and explosion, and the subsequent release of nuclear radiation.
o Why did it happen? § The reactor had design flaws.
o What made it a “disaster”? § Many people became sick and died from the radiation, mostly from cancer
and thyroid conditions § The surrounding area (plants and water) became contaminated by the
radiation, and many animals became poisoned - either causing them to get sick and die, or resulting in mutations.
§ Many thousands of people had to be evacuated to avoid danger, but not immediately because there was a delay in notifying people of what happened
§ Radioactive material from the accident traveled into much of Europe and Russian, and as far north as Scotland and Finland
• STORY VOCABULARY:
o Warrens o Radioactive o Silhouette o Titanic o Preoccupation o Paranoia o Regiments o Spoors o Bellows o Okapi o Tremulous o Whims o Shrapnel o Sheathings o Oblivious o Sublime Disregard
THERE WILL COME SOFT RAINS Story Analysis
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1
LITERARY ELEMENTS
Identify the Following
CHARACTERS
• Protagonist
• Antagonist
SETTING
PLOT
CONFLICT
POINT OF VIEW
THEME
THERE WILL COME SOFT RAINS Story Analysis
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2
LITERARY DEVICES Provide at Least One Example from the Story
PERSONIFICATION
METAPHOR
SIMILE
IMAGERY
ALLUSION
SYMBOLISM
EPIGRAPH
ALLITERATION
HYPERBOLE
ONOMATOPOEIA
OXYMORON
REPETITION
THERE WILL COME SOFT RAINS Story Analysis
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3
COMPARE/CONTRAST QUESTION BRADBURY’S STORY TEASDALE’S POEM
Which war influenced the author?
Is Nature depicted as positive or negative?
What happened to the humans?
What is the author’s vision of the future?
What is the overall mood/tone?
THERE WILL COME SOFT RAINS Story Analysis
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4
SHORT ANSWER QUESTIONS
1. Why do you think Bradbury used Teasdale’s poem in the story and for his title?
2. The story describes a few survivors of the war as “lonely foxes and whining cats” as well as birds. But, the family dog, alive at first, dies. Why do you think the dog is not able to survive like the wild animals?
3. Rain is referred to often throughout the story (as well as in the titles). What is the significance of rain,
and why do you think so?
4. Note that the children’s nursery is an unrealistic depiction of Nature provided by technology. What does this suggest about the children’s interactions with the Natural World outside?
5. Why is the house unable to defeat the fire?
6. Why do you think Teasdale thought the natural world would continue without humans?
7. How does Bradbury’s 1950 vision of future technology compare to the technology we have today?
8. Do you think technology will eventually help humans live forever or cause them to be destroyed? Why
do you think so?
9. Do you think technology is helpful or hurtful to the Natural World? Why do you think so?
10. In both the story and the poems, it seems that not only humans are destroyed, but also everything humans created. Yet nature, it seems, lives on. What do you think will happen to the Earth if humans become extinct? Why?
HOMEWORK ESSAY
Is there hope for humanity in the future? Using details from history, the story and poem, and other resources, explain why you think yes or no.
Be prepared to share your answers in a class discussion tomorrow.
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There Will Come Soft Rains, TPT L4 Standards-Based Rubric A
Needs Improvement Meets the Standard Excels ELA RL.9-10.1: Students will cite
strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELA RL.9-10.2: Students will 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.
ELA RL.9-10.4: Students will determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices.
ELA RL.9-10.7: Students will analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
ELA W.9-10.1: Students will write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
ELA W.9-10.4: Students will produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.
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Needs Improvement Meets the Standard Excels ELA W.9-10.6: Students will use
technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
ELA W.9-10.9: Students will draw evidence from literary or informational texts to support analysis, reflection, and research.
ELA SL.9-10.1: Students will initiate and participate effectively in a range of collaborative discussions . . . building on others’ ideas and expressing their own clearly and persuasively.
ELA SL.9-10.2: Students will integrate multiple sources of information presented in diverse media or formats . . . evaluating the credibility and accuracy of each source.
ELA SL.9-10.4: Students will present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
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Needs Improvement Meets the Standard Excels ELA L.9-10.3: Students will apply
knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
ELA L.9-10.4: Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases.
ELA L.9-10.5: Students will demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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There Will Come Soft Rains, TPT L4 Standards-Based Rubric B
Standard 1 2 3 4 Feedback ELA RL.9-10.1: Students will cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELA RL.9-10.2: Students will 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.
ELA RL.9-10.4: Students will determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices.
ELA RL.9-10.7: Students will analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
ELA W.9-10.1: Students will write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
ELA W.9-10.4: Students will produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.
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Standard 1 2 3 4 Feedback ELA W.9-10.6: Students will use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
ELA W.9-10.9: Students will draw evidence from literary or informational texts to support analysis, reflection, and research.
ELA SL.9-10.1: Students will initiate and participate effectively in a range of collaborative discussions . . . building on others’ ideas and expressing their own clearly and persuasively.
ELA SL.9-10.2: Students will integrate multiple sources of information presented in diverse media or formats . . . evaluating the credibility and accuracy of each source.
ELA SL.9-10.4: Students will present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
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Standard 1 2 3 4 Feedback ELA L.9-10.3: Students will apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
ELA L.9-10.4: Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases.
ELA L.9-10.5: Students will demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
