Lesson Plans  Monday
9/30-10/04/2013
Date: 9/30/2013	Course: 
ELA 7th Grade	Teachers:
Padilla~ Monday: Elements of Literature 
PadillaTuesday~Testing & Elements of Literature
Mirenda~ 
Walker~ 
Cortez~

Performance Objective:
 
 	READING: Key Ideas and Details: 
●	Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (7.RL.1)
●	Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. (7.RL.2)
●	Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). (7.RL.3)
Craft and Structure
●	Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (7.RL.4)
WRITING: Production and Distribution of Writing
●	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (7.W.4)	
Key Vocabulary:
 	Elements of Literature, exposition (character, setting, introduces conflict) plot, rising action, climax, falling action and conflict resolution, theme; legend 	

Webb’s Depth of Knowledge: DOK Level	Title of Level	
1	Recall and Reproduction	
2	Skills and Concepts	
3	Short Term Strategic Thinking	
4	Extended Thinking	

Guiding Questions	What are the components of a narrative?
What are the parts plotline?	
Bell Work	
Mirenda’s students: Complete a Grade Justification Form to determine current grades and missing assignments. Write down the names of all your missing assignments. They are due on Friday.  Take the Grade Justification Form home and obtain a parent signature.  DUE TOMORROW!   	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Student groups set up and label a plot diagram
Whole class discussion:  What do we already know about the legend of “La Llorona”?	
*Direct Instruction:
(Include Instructional Strategies)
     Modeling

   Guided Practice

 

 Independent Practice
 	20 slide PPTLiterary Elements- theme and plot/ Students have copy of graphic organizer Plotline Elements and Writer’s notebook for notes.

http://www.youtube.com/watch?v=zgMd1IjYnnw 3+min. “Cinderella” Youtube short story.  As students watch video they make a list of events.

Model filling in plot diagram of “Cinderella”

Whole class discussion:  What do we already know about the legend of “La Llorona”?
Whole class listens to legend of “La Llorona” http://www.literacynet.org/lp/hperspectives/llorona.html, Word doc or PPT
Group discussion of plot, characters and theme.

Student groups read the legend of “La Llorona” and as they read they fill in the plot diagram.  Teacher circulates asking and answering questions to guide student groups.

Whole class collaborates and reconstructs the plot diagram for the legend, discusses theme and characterization.

Independently, students create a comic strip with illustrations and texts that highlights the important events and summarizes the legend. 

***Last 8 minutes of class watch modern version from Miranda http://www.youtube.com/watch?v=0wfxh0S2ipE&feature=youtu.be	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary	Closure: What are the elements of a story, the narrative genre?
Homework: Complete missing assignments including comic strip that is due at the beginning of class Tuesday.  All late work is due THIS Friday.
Exit Ticket: Students hand in comic strips and completed group plot diagrams.	
*Resources/Material/Technology
 
 	●	Laptops
●	Projector
●	http://www.youtube.com/watch?v=zgMd1IjYnnw 3+min. “Cinderella” 
●	http://www.learner.org/interactives/story/exposition.html Annenberg Learner Interactives “Elements of a Story”
●	Text “La Llorana”
●	Recording of Text
●	http://www.literacynet.org/lp/hperspectives/llorona.html (Youtube video of La Llorona)
●	Plot Diagram with sections for Theme and Character 
●	Comic strip organizer for students to draw illustrations and write text summarizing the legend
●	PPT (to be forwarded)	
*Modifications and Accommodations

1. Write or project guiding questions on the board, so all students can see the questions at all times
2.Table groups are partnered high, medium and low students
3. Break information into chunks or short steps
4. Preferential seating
5. Repeat key phrases/  listen to text being read aloud prior to reading
6. Color code written instruction and board
7. Provide oral instructions to reinforce written directions (vise versa) 
8. Use hand signals when moving to another topic
9. Use images to reinforce understanding and memory of a sequence or list	

Lesson Plan Tuesday

Date: 10/01/2013	Course: 
ELA 7th Grade	Teachers:
Padilla~ Monday: Elements of Literature 
PadillaTuesday~Testing & Elements of Literature
Mirenda~ Wednesday RAPS 360 & Elements of Literature
Walker~ 
Cortez~

Performance Objective:
 
 	READING BENCHMARK TESTING 
WRITING: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a.        Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b.   Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c.        Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d.   Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Provide a conclusion that follows from and reflects on the narrated experiences or events. (7.W.3)	
Key Vocabulary:
 	BENCHMARK TESTING

Elements of Literature, exposition (character, setting, introduces conflict) plot, rising action, climax, falling action and conflict resolution, theme, fairy tale 	

Webb’s Depth of Knowledge: DOK Level	Title of Level	
1	Recall and Reproduction	
2	Skills and Concepts BENCHMARK TESTING	
3	Short Term Strategic Thinking	
4	Extended Thinking	

Guiding Questions	What are the components of a narrative?
What are the parts plotline?	
Bell Work	Log into LEARN, POWER SCHOOL and take a reading practice test (pr 1-5)

Mirenda’s class: Turn in the Grade Justification Form 	
	Benchmark Assessment
As students finish assessment they begin working on Anticipatory Set	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	In writers journal make a page with 4 columns: 
❖	A person you would like to spend time with
❖	Something you would like to do.
❖	Something you would like to own.
❖	Something  you would like to do.
A  list of  100 things you would wish for if there were no limitations..Put a star by something in each column. 

Students set up plot diagram and label to be used as graphic organizer for their “The Wish” narrative. 	
*Direct Instruction:
(Include Instructional Strategies)
    	
   Modeling

 

Guided Practice

  Independent Practice	Youtube Fractured Fairytales video of Grimm’s fairytale “Fisherman and his wife.” http://www.youtube.com/watch?v=WF5fIONJP3Q
Table groups summarize story using plotline.
Whole class discussion using information from group work while drawing plotline on board.  Get consensus of  setting, characters and theme.

Narrative writing  PPT
Teacher models writing a narrative 
●	Graphic organizer is  plotline
●	Model writing 1st paragraph that includes setting transitioning to 2nd paragraph

Student handout assignment description with rubric on back
●	Granted three wishes with no limitations (other than no more wishes or days)
●	How do you get your wishes? Where would you go? With who? What would you do? Why do you choose the wishes you did? Who was impacted and how?  What did you learn?  How do you feel?

Students create a plotline to use when writing story.  Teacher circulates answering questions and guides students as they organize short story.

Student finish narrative as homework.  Rough draft due Wednesday 10/02.

Students will complete Benchmark Test.	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure: What are the the components of a plotline?  What does every story have to have?
Homework: Complete missing assignments.  All late work is due by THIS Friday, October 4, 2013.
Exit Ticket: Hand-in  plotline for student narrative. If not finished it becomes homework.	
*Resources/Material/Technology
 
 	●	Laptops
●	Projector
●	PPT on writing narratives that includes teacher model of story plotline and first paragraph
●	Youtube Fractured Fairytales video of Grimm’s fairytale “Fisherman and his wife.” 5.4 minute video http://www.youtube.com/watch?v=WF5fIONJP3Q
●	Writing graphic organizer for 5 paragraph essay
●	“3 Wishes” written description of assignment Final Draft due next Monday	
*Modifications and Accommodations

1. Write or project guiding questions on the board, so all students can see the questions at all times
2.Table groups are partnered high, medium and low students
3. Break information into chunks or short steps
4. Preferential seating
5. Repeat key phrases/  listen to text being read aloud prior to reading
6. Color code written instruction and board
7. Provide oral instructions to reinforce written directions (vise versa) 
8. Use hand signals when moving to another topic
9. Use images to reinforce understanding and memory of a sequence or list

  
Lesson Plan Wednesday

Date:10/02/2013	Course: 
ELA 7th Grade	Teachers:
Padilla~ Monday: Elements of Literature 
Padilla Tuesday~Testing & Elements of Literature
Mirenda~ Wednesday RAPS 360 & Elements of Literature
Walker~ 
Cortez~

Performance Objective:
 
 	READING: Key Ideas and Details: 
●	Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (7.RL.1)
●	Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. (7.RL.2)
●	Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). (7.RL.3)
Craft and Structure
●	Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (7.RL.4)
WRITING: Production and Distribution of Writing
●	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (7.W.4)	
Key Vocabulary:
 	RAPS360 ~ vocabulary words are based upon ability level

Elements of Literature: exposition (character, setting, introduces conflict) plot, rising action, climax, falling action and conflict resolution, theme, fable	

Webb’s Depth of Knowledge: DOK Level	Title of Level	
1	Recall and Reproduction  RAPS 360	
2	Skills and Concepts RAPS 360	
3	Short Term Strategic Thinking	
4	Extended Thinking	

Guiding Questions	What are the components of a narrative?
What are the parts plotline?	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work: Students will log into Learn; hover over assessment on the top blue bar; hover over RAPS360; then log into RAPS360.	
*Direct Instruction:
(Include Instructional Strategies)

   Modeling

   Guided Practice
  
   Independent Practice

 
 	AFTER RAPS 360 Testing, students will finish their argumentative essay with a 3-point claim.

Teacher will “walk the trenches” as the students test.  Teacher will motivate the students to persevere and not give up.  Teacher will refocus students who are off task. Teacher will record students’ medal color(score) to keep track of who needs to finish the test tomorrow.  

Independent: 
Students will complete RAPS360. Before logging out, students will show the teacher which medal was earned when they completed RAPS360. (Mirenda assigns a grade based upon the score: Gold 100%, Silver 80% and Bronze 70%) (Padilla does not assign grade- check for changes in levels from first test)

When students finish their 5 paragraph argumentative essay, they must turn it into the teacher (either e-mail electronic version, or hand in the written version).

If students finish RAPS360 and the argumentative essay tests, they will watch the youtube video, using earphones/earbuds, and determine the elements of literature from The Three Little Pigs or The Tortoise and the Hare.  
Students will write examples from the video to complete the plot diagram Elements of Literature “Mountain.” 
*(If someone finishes both fairy tales, then they will work on “3 Wishes Narrative”)	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure: Students will turn in their argumentative essay. HANDBACK PLOTLINE GRAPHIC ORGANIZER FOR “3 WISHES ESSAY.”

Homework: Students will continue their essay of “The Three Wishes.” Students will complete all missing assignments which are due by THIS Friday.

Exit Ticket: As students exit the class, they will inform the teacher which medal was earned during RAPS360.	
*Resources/Material/Technology
 
 	http://youtu.be/wcq9lQk7yqc (3:30 video of  The Three Little Pigs)
http://youtu.be/xb2RmZ8nP-w (5 minute video of The Tortoise and the Hare)
http://youtu.be/joYupPDXGaQ (4:44 reading of The Empty Pot)
Plot diagram titled Elements of Literature Mountain Organizer
Learn site for RAPS360
Students’ argumentative essay	
*Modifications and Accommodations
 
 	1. Write or project guiding questions on the board, so all students can see the questions at all times
2.Table groups are partnered high, medium and low students
3. Break information into chunks or short steps
4. Preferential seating
5. Repeat key phrases/  listen to text being read aloud prior to reading
6. Color code written instruction and board
7. Provide oral instructions to reinforce written directions (vise versa) 
8. Use hand signals when moving to another topic
9. Use images to reinforce understanding and memory of a sequence or list

  Lesson Plan Thursday

Date: 10/03/2013	Course: ELA 7th Grade	Teachers:
Padilla~ Monday: Elements of Literature 
PadillaTuesday~Testing & Elements of Literature
Mirenda~ RAPS360 and Elements of Lit
Walker~ 
Cortez~

Performance Objective:
 
 	READING: Key Ideas and Details: 
●	Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (7.RL.1)
●	Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. (7.RL.2)
●	Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). (7.RL.3)
Craft and Structure
●	Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (7.RL.4)
WRITING: Production and Distribution of Writing
●	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (7.W.4)	
Key Vocabulary:
 	Exposition, Rising Action, Climax, Falling Action, Resolution, Setting,  Point of View, Double-entry Journal, close reading 	

Webb’s Depth of Knowledge: DOK Level	Title of Level	
1	Recall and Reproduction	
2	Skills and Concepts	
3	Short Term Strategic Thinking	
4	Extended Thinking	

Guiding Questions	What is theme?	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience

	Bell Work:  how do you figure out what a person is really like?  What clues do you use?  Please answer in complete sentences	
*Direct Instruction:
(Include Instructional Strategies)

   Modeling

   Guided Practice

 
  Independent Practice

	Absent students from Wednesday will complete RAPS360 testing.
Teacher introduces students to Preview Checklist for Short Stories  
●	The following list will be put into a power point and given to team members.
1.  background and biographical material
2.  title and author
3.  first paragraph or two
4.  names of characters or places
5.  anything repeated or set off in larger or bolder type
6.  any questions printed at the end

Teacher models previewing the short story “Charles” by Shirley Jackson
(Later in the year the students will be reading the short story “The Lottery” by the same author.
  
●	A link to this short story will be available for team members Learn Page
Teacher reviews end questions with the students prior to reading the story:
●	These questions will be available to team via power point
1.  Who is Charles
2.  Who are the other characters
3.  What does Laurie’s “what you see is not necessarily what you get.”
4.  The story is about a kindergarten boy named Laurie and another boy named Charles.
5.  Laurie’s mother is telling the story.
6.  Charles is a bad kid who is always making trouble.

Teacher introduces students the Graphic Story Organizer and as a class they begin to fill in the first box.

Students Continue Reading Story on their own and complete the graphic organizer

Students reread the story and complete a Character Map Graphic organizer
●	I will upload a character map for everyone

If time permits I would like to introduce the Inference Chart on page 308 of  Reader’s Handbook 
Students will complete a Plot Diagram of the story once they finish reading it. (Plot Diagram provided by Michelle)
	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure: 
Homework: Complete missing assignments.  All late work is due TOMORROW!

Exit Ticket: Students answer the following question on a 3 by 5 card:

What is the theme of the short story “Charles?” 
	
	The short story “Charles”  
Preview Check List powerpoint
Questions to consider powerpoint
Character Map
Story Graphic Organizer
Inference Chart

	
*Modifications and Accommodations

1. Write or project guiding questions on the board, so all students can see the questions at all times
2.Table groups are partnered high, medium and low students
3. Break information into chunks or short steps
4. Preferential seating
5. Repeat key phrases/ listen to text being read aloud prior to reading
6. Color code written instruction and board
7. Provide oral instructions to reinforce written directions (vise versa) 
8. Use hand signals when moving to another topic
9. Use images to reinforce understanding and memory of a sequence or list

Lesson Plan Friday

Date: 10/04/2013	Course: ELA 7th Grade	Teachers:
Padilla~ Monday: Elements of Literature 
PadillaTuesday~Testing & Elements of Literature
Mirenda~ 
Walker~ 
Cortez~

Performance Objective:
 
 	READING: Key Ideas and Details: 
●	Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (7.RL.1)
●	Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. (7.RL.2)
●	Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). (7.RL.3)
Craft and Structure
●	Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (7.RL.4)
WRITING: Production and Distribution of Writing
●	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (7.W.4)	
Key Vocabulary:
 	Exposition, rising action, climax, falling action, resolution, character traits, legends.	

Webb’s Depth of Knowledge: DOK Level	Title of Level	
1	Recall and Reproduction	
2	Skills and Concepts	
3	Short Term Strategic Thinking	
4	Extended Thinking	

Essential Question:	What elements make up Cultural Values in a  Legend?	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Do Now:
Combining Sentences for Style Practice. Share out	
*Direct Instruction:
(Include Instructional Strategies)

   Modeling

   Guided Practice

  Independent Practice

 
 	I will introduce Cultural Values in Traditional Stories.  There are many elements that define a culture- its attitude, values, ideals, hopes, fear,  humor, expectations, rules.- are constantly changing and evolving. Stories that reveal details about cultural values are like snapshots in time: they present a picture of the culture’s beliefs at the moment they were recorded, and can be preserved for future study or simply for future enjoyment.

Students’ will  use a Think-Pair-Share graphic organizer to answer the questions from my LEARN site. Students’ will complete their graphic  vyorganizer. Share out

Students’ will begin to read from John Henry,   Legend retold by Mary Pope Osborne -  Pg. 628
Students’ will use context clues from the text to determine the meanings of these words that describe John Henry:  steal driver (line 1), beat two dozen men (line 2), hand driller (line 4), finest workers (line 9), begging (line 10), dignity (line 11), die with my hammer (line 12).
 
When finished, students will answer the questions from my LEARN site.	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure: Class discussion on today’s lesson.
Homework: Complete missing assignments.  All late work is due TODAY!

Exit Ticket: Writing
One to two paragraphs-  Students’ will determine the strongest message from the legend of John Henry - a message that will continue to be passed down through the generations, keeping the legend alive. Turn in for a grade. 	
*Resources/Material/Technology
 
 	●	McDougal Littell Literature
●	Elements of Literature Powerpoints
●	Youtu.be links	
*Modifications and Accommodations

1.Write or project guiding questions on the board, so all students can see the questions at all times.
2.Table groups are partnered high, medium and low students
3. Break information into chunks or short steps
4. Preferential seating
5. Repeat key phrases/ listen to text being read aloud prior to reading
6. Color code written instruction and board
7. Provide oral instructions to reinforce written directions (vise versa) 
8. Use hand signals when moving to another topic
9. Use images to reinforce understanding and memory of a sequence or list