Lesson Plans  Monday
10/21/2013
Date: 10/21/2013	Course: 
ELA 7th Grade	Teachers:
Monday-Walker (enrichment activity)
Tuesday- Cortez Task 3 again
Wednesday- Mirenda Task 4 (again)
Thursday- Mirenda Task 5 
Friday-Mirenda Task 5

Performance Objective:
 
 	●	ELA CC7 RL 1:  Cite several pieces of textual evidence to support analysis of  the author’s use of figurative language in order to set the mood and tone of a fictional text.
●	ELA CC7 RL 1:  Cite several pieces of textual evidence to support a literary analysis of the author’s style through his/her use of figurative language and literary devices.   	
Key Vocabulary:
 	Positive                                   Literary Devices      Symbol
Negative                                  Imagery                   Meaning
Antagonist and Protagonist    Sound Image            Concrete
Author’s Purpose                    Sight Image             Abstract
Character                                Touch Image            Context
Dialogue and Dialect              Taste Image             Connotations
Genre                                       Smell Image            Denotations
Mood                                       Metaphor                 Paradox           
Plot                                          Simile                       Conformity
Point of View                          Personification         Nonconformity
Setting                                     Alliteration               Individuality
Style                                        Onomatopoeia          
Tone/Voice                             Diction                                    
Symbol                                   Repetition
Theme                                                      	

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 two or more central ideas in “The Pedestrian”?  
●	How does the author’s use of figurative language contribute to the development of these central ideas?
●	How does the author’s use of imagery contribute to the mood and tone of “The Pedestrian”?

Bell Work	In complete sentences please describe the “close reading” process.  What does a student specifically do when he/she is ‘close reading’ a text?	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	 Prompt: Imagine the future of this world. Write about what you think the world will be like in 50 years. How might new technology revolutionize your everyday tasks?  Share your vision of the future with your table mates.  Make a list of your technological innovations and then share them with your class as well as a description of what you think life will be like here on earth 50 years from now. 	
*Direct Instruction:
(Include Instructional Strategies)
     Modeling

   Guided Practice

 

 Independent Practice
 	1.	Task 3 of downloading the e-book
2.	Have students take Cornell notes on first 5 slides from Amy Padilla in order to re-teach figurative language to 7th grade students
       3.   Imagery Lesson for The Pedestrian and Teacher asks students:    
             Does  Ray Bradbury’s future depiction in “The Pedestrian” have
             anything in common with your imagined future view?
❖	Is Bradbury’s view of the future positive or negative?
❖	How does Bradbury use language to verbally paint his view of the future?
❖	Teacher passes out the strips of quotes and then models with a THINK ALOUD  how to complete the assignment from the power points “peeling back the layers assignment 1 and 2.”
❖	My strip says:  “To enter out into that silence that was the city at eight o’clock of a misty evening in November”   So, I ask myself which category does my quote fit under.  Well to describe a city as having ‘silence’ suggests that it has a voice.  So Bradbury is comparing a city to a human being.  That means that Bradbury is using Personification.  At eight O’clock at night it is dark so the protagonist is walking outside into a dark night.  November is cold, and misty means that it is foggy and damp.  This seems really lonely and sad.  So I would say my quote fits in the negative side emotionally.  Bradbury has described the protagonist as experiencing a cold, damp, dark, silent city.  He makes it sound like it is a sad and lonely city to live in. 

●	Teacher passes out the sentence strips in a random order to the tables.     
             Have the students discuss each strip quotation with their teammates.
             Each student should have a quote strip.  Each student at each table/
             with the help of their team mates should do a close reading of their
              sentence strip.
●	Teacher will move from table to table to make certain each student understands how to do a close reading as the teacher modelled.
●	Each student will come to the front of the classroom one at a time and orally do a close reading of their strip for the class.
●	Next they will tape their sentence strip under one of the imagery category strips pasted on the wall
●	Next they will explain whether their quote strip has a negative or positive tone.  	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary	On a separate 4x6 card the students must list the 5 categories of imagery	
*Resources/Material/Technology
 
 	1.     11 pieces of easel paper each with one of the following headings:  
            1. Sound Image   2. Sights Image    3. Touch Image    4.  Taste Image
            5.  Smell Image   6.  Comparison (Metaphor)  7. Comparison (Simile)  
            8.     Comparison (Personification)  9. Alliteration  10. Onomatopoeia    
            11. Other Sound Devices

2.         24  Sentence strips with 1 of the 24  quotes from “The Pedestrian”                           
            written on each one of them
3.     1 piece of easel paper with a T-chart on it one side of the T is labeled
        positive and the other side of the T-chart is labeled negative
4.     A copy of “Style Analysis Activity” sheet for each student to complete 
        as homework.       	
*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
10/22/13
Date: 10/22/2013	Course: 
ELA 7th Grade	Teachers:
Monday-Walker (enrichment activity)
Tuesday- Cortez Task 3 again
Wednesday- Mirenda Task 4 (again)
Thursday- Mirenda Task 5 
Friday-Mirenda Task 5

Performance Objective:
 
 	ELACC7RL1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELACC7RL2. 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.	
Key Vocabulary:
 	setting, conformity, nonconformity, individuality, dystopia; utopia

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	How would our world change if everyone was the same? 	
Bell Work	Close your eyes and imagine the year is 2053.  Describe in a paragraph, one thing that would still be the same as it is today.  Share out.

Vocabulary-  PPT: apprehensive and nurturer	
		
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	(http://www.englischiehrer.de/texts/pedestrian.php)	
*Direct Instruction:
(Include Instructional Strategies)
    	
   Modeling

 

Guided Practice

  Independent Practice	*   Reading/Computers-  Set up E-books and familiarize with all of the reading tools to be used during this unit.

.   Instruct students that The Giver is an novel that shows a utopian society that is extremely different from ours.

.   Provide students with a E-book copy of the novel The Giver.  Read the title of the book and ask the students to read only the first page of the novel.

.   Students then make a prediction about what they are going to be reading.

Model:  Teacher reads aloud Chapters 1 and 2.

     .   Instruct the students that a QFR chart is simply where one writes questions, facts and emotional reactions that one may have while reading a text.

.     Students read “ The Pedestrian,” by Ray Bradury.  As they read they complete the QFR chart they created in Text 2.

.     Students should have at least 8 to 10 items in their QFR chart.   	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure:
Students write a reaction to the story they read in class today.
       1.   What was Ray Bradbury saying about the world in 2053?
       2.   What were his opinions on technology and television ?

Exit Ticket:
Fire Drill:  Students are given 60 seconds to write as much as they can about the topic they just learned about today.  Can be done on paper or using technology.

Homework:
Any unfinished classwork.	
*Resources/Material/Technology
 
 	●	Laptops & Projector
●	Setting graphic organizer
●	The Giver
●	“ The Pedestrian”
●	Audio of The Giver (Part 1) Chapters 1-6
●	http://www.youtube.com/watch?V=90AcaRroCIs
	
*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
10/23/13
Date:10/02/2013	Course: 
ELA 7th Grade	Teachers:
Monday-Walker (enrichment activity)
Tuesday- Cortez Task 3 again
Wednesday- Mirenda Task 4 (again)
Thursday- Mirenda Task 5 
Friday-Mirenda Task 5

Performance Objective:
 
 	●	ELACC7RL1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

●	ELACC7SL4. Present claims and findings, emphasizing points in a focused, coherent manner with pertinent descriptions, facts, details and examples; use appropriate eye contact, adequate volume, and clear pronunciation.	
Key Vocabulary:
 	setting, conformity, nonconformity, individuality, dystopia; utopia	

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 the setting of this society?
Why does Leonard Mead not fit into this society?
What are some rules in this short story that prove it is a dystopian society?
Why would this short story be classified as a dystopian work of literature?
How does the author use specific literary elements to convey the setting in a text? 
How does setting change the character?	
Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work: (PAPER COPY to hold during Socratic Seminar)Complete a Setting Graphic Organizer to identify the setting (time, place, environment, season, transportations, appliances). For example:

Time	
Place	
November 2053
chilly, cold night
can see breath
8PM until midnight	
futuristic American town
cottages and houses
TVs 
windows and curtains open
shadows on the wall (like phantoms)
police car with a voice only-no person

Today we will complete a Socratic Seminar to discuss the description of Leonard Mead’s society and his life in the short story The Pedestrian.  The discussion will focus around the  following questions:
What is the setting of this society?
Why does Leonard Mead not fit into this society?
What are some rules in this short story that prove it is a dystopian society?
Why would this short story be classified as a dystopian work of literature?
How does the setting change the character?	
*Direct Instruction:
(Include Instructional Strategies)

   Modeling

   Guided Practice

  
   Independent Practice

 
 	MODELING:  Teacher will review and model expectations for Socratic Seminar. The furniture must be quietly moved within 2-minutes.  The inside circle must be a SHORT, NARROW OVAL with the seats tightly together.  The outside circle must be a WIDER, LONG OVAL with students sitting between the shoulders of the person in front of them.  Students MUST have their setting organizer (from Bell Work)  in their hands. Only the inside circle can talk while the outside circle makes notes on the Text Centered Discussion Checklist to evaluate their assigned partner.  Outside circle may write notes to remind themselves of what they want to respond to in the future.  The outside circle must sit quietly. As for the inside circle, only 1 person speaks at a time and all students must make eye contact with the speaker.  Students will discuss their ideas about the setting. The inside circle students will use the Bounce, Sum it up and Inquire Guide to respond to speakers.
 
Students need time to gather their materials and receive copies of the Checklists. Then, set the timer for 2-minutes so the furniture can be moved quickly and quietly.  If students do not move the furniture correctly, and in time, they will owe teacher 10-seconds after class for each additional second they surpass the 2-minutes.
 
GUIDED PRACTICE:  Teacher will facilitate the Socratic Seminar to assure students are following the expectations. Students will respond to EBC created throughout the week and evaluate if they met criteria. Students will add commentary about any of the information presented during the discussion. Students can use phrases like:
           	I see your point, but what about ____.
           	I’m not sure I understand ____.
           	I like how you said ____.
           	True! Another example is ____.
           	I understand your point, but I disagree because ____.
           	You said ____ and it makes sense because ____.
 
INDEPENDENT PRACTICE:  Students complete a Socratic Seminar Evaluation Form.  Students will gather their own evidence and use the evidence heard during the Socratic Seminar, to write a descriptive paragraph about The Pedestrian’s society.  If the descriptive paragraph with text specific evidence is  not finished during class, then it is homework.

*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure:  Students will evaluate the Socratic Seminar.   Students will use the  information  discussed during the Socratic Seminar to write a description  of The Pedestrian’s society.
 
Homework:  Students will use the  information  discussed during the Socratic Seminar to write a descriptive paragraph, with evidence cited, of The Pedestrian’s society. DUE TOMORROW!

Exit Ticket: As students exit the class, they will hand their Socratic Seminar Evaluation to the teacher.	
*Resources/Material/Technology
 
 	Unit 2.1 The Giver
Task 4
The Pedestrian
Setting Graphic Organizer
Bounce Response Sheet
Socratic Seminar Evaluation Sheet	
*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
October 24, 2013
Date: 10/03/2013	Course: ELA 7th Grade	Teachers:
Monday-Walker (enrichment activity)
Tuesday- Cortez Task 3 again
Wednesday- Mirenda Task 4 (again)
Thursday- Mirenda Task 5 
Friday-Mirenda Task 5

Performance Objective:
 
 	ELACC7RL5. Analyze how a poem’s form or structure contributes to its meaning.

ELPs: IV-R-S4-32 Identify types of poetry by characteristics and structural elements.	
Key Vocabulary:
 	figurative language, hyperbole, idioms, alliteration, assonance, consonance, onomatopoeia, mood and tone, sound devices	

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 figurative language? 
What is literal language? 
What figurative language and sound devices does Sara Teasdale use in her poem titled, “There will come Soft Rains?”
What is your initial reaction to the poem?
How important is mankind to nature?
How important is nature to mankind?	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience

	Bell Work:  E-mail the descriptive paragraph, which was last night’s homework, to me. Then set up Cornell Notes with the following information:
Topic: Elements of Poetry
Essential Question: What are elements of  poetry?
Questions: What is Figurative Language?
What is Literal Language?
What is imagery?
What is simile?
What is metaphor?
What is alliteration?
What is personification?
What is onomatopoeia?
Why is hyperbole?
What is an idiom?
What is your initial feeling about the poem?
What is the meaning of the poem?
How important is mankind to nature?
How important is nature to mankind?
What figurative language does Sara Teasdale use in her poem?
What sound devices does she use in the poem?
What other elements of poetry are used in this poem?
What is the rhyme scheme of each line?
What is the mood of the poem?
What is the tone of the poem?
	
*Direct Instruction:
(Include Instructional Strategies)

   Modeling

   Guided Practice

 

  Independent Practice

	Direct Instruction: Teacher will show the PowerPoint about Figurative Language (elements of poetry). Teacher will explain the elements of Figurative Language as students type their notes. 

Teacher will read the poem, There will Come Soft Rains, so the students can listen to it and enjoy it. After reading it, state, “You have 15-seconds to think to yourself, ‘What does the poem make you feel initially?’”  In the Cornell Notes, students will quietly type their answer to describe their initial feeling of the poem? Give the students one minute to write their initial idea.  Afterward, have the students share their initial ideas with their shoulder partners.

On the second read, the students will choral read and determine the meaning of the poem. Students will look for clues that can help them understand what the poem is saying. After reading it, state, “You have 15-seconds to think to yourself, ‘What is the meaning?’”  In the Cornell Notes, students will quietly type their answer the meaning of the poem? Give the students one minute to write their meaning.  Afterward, have the students share their meanings with their shoulder partners.  Next, inform the students, “You have 15-seconds to think to yourself of an answer to, ‘How important is mankind to nature?’” In the Cornell Notes, the students have one minute to independently write their answer to the question, “How important is mankind to nature?” Afterward, have the students share their ideas with the table group. Chair 3 will speak first, then chair 4, chair 1 and finally chair 2. Repeat the process of thinking to yourself, quietly typing the answer, and sharing with the whole table for the following question, “How important is nature to mankind?”

On the third reading of the poem, the teacher and students will read to study the structure and language of the poem.  Teacher will facilitate a class discussion about the figurative language used, sound devices and other types of elements of poetry, including rhyme scheme, mentioned in the PowerPoint.  Students will refer to line numbers when explaining their ideas. Then, the students will answer these questions in their Cornell Notes: What type of figurative language is used?  What sound devices are included in this poem? What other elements of poetry are used in this poem?

Students will independently read the poem to determine the mood (your feeling toward the topic) and tone (author’s feeling toward the topic). Students will independently answer the questions about mood and tone.  

Throughout the lesson, students will independently type their answers to the guiding questions. 	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure: In the summary section, summarize how the poem’s structure contributes to its meaning. Also summarize the elements of poetry used.

Homework: None

Exit Ticket: As students exit the class, they will share one type of element/structure that Sara Teasdale used in her poem titled, “There Will Come Soft Rains.”	
*Resources/Material/Technology	Figurative Language Worksheet with the definitions of vocabulary words:
http://www.readwritethink.org/files/resources/lesson_images/lesson115/Figurative_language_handout.pdf
●	http://www.poemhunter.com/poem/there-will-come-soft-rains/)
PowerPoint about figurative language
Cornell Notes
Unit 2 The Giver
Task 5

	
*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
October 25, 2013
Date: 10/04/2013	Course: ELA 7th Grade	Teachers:
Monday-Walker (enrichment activity)
Tuesday- Cortez Task 3 again
Wednesday- Mirenda Task 4 (again)
Thursday- Mirenda Task 5 
Friday-Mirenda Task 5

Performance Objective:
 
 	ELACC7RL5. Analyze how a poem’s form or structure contributes to its meaning.

ELPs: IV-R-S4-32 Identify types of poetry by characteristics and structural elements.	
Key Vocabulary:
 	figurative language, hyperbole, idioms, alliteration, assonance, consonance, onomatopoeia, mood and tone, sound devices, compare and contrast	

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/Guiding Questions:	What sound devices does she use in the poem?
What other elements of poetry are used in this poem?
What is the rhyme scheme of each line?
What is the mood of the poem?
What is the tone of the poem?
	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work: complete the questions regarding Dystopia poem by Josh Gibbens
https://docs.google.com/a/students.susd12.org/document/d/1qTddHfuZ3A7rUX7u043qnnEfceQkiYpNJsb5KlB66Ns/edit?usp=sharing

Think to yourself, for 10-seconds, about yesterday’s lesson on figurative language and other elements of poetry. What were the elements? Think, think, think. As a table group, determine how many elements your table group can remember in 15-seconds? Ready go! After the 15-seconds, have students use the popcorn strategy to share their answers (Students blurt out the answers in 10-seconds or less.) 
	
*Direct Instruction:
(Include Instructional Strategies)

   Modeling

   Guided Practice

  Independent Practice

 
 	 Continue Task 5-where you left off yesterday.

If time, teacher will guide the students through a discussion that compares and contrasts the 2 poems There Will Come Soft Rains and Dystopia.  Students will listen to and respond to each other’s ideas.  Students will use the discussion information to write a comparison about the two societies. 

If time, compare and contrast the dystopian societies in the two poems There Will Come Soft Rains and Dystopia. The comparison should include the societies, figurative language and the structures of both poems. As closure, be ready to share your ideas.	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure: After comparing and contrasting the dystopian societies in the two poems There Will Come Soft Rains and Dystopia, students will share their responses.

Homework: 

Exit Ticket: As you leave class, share one comparison and one contrasting idea from the two poems.	
*Resources/Material/Technology
 
 	●	Bell Work poem titled Dystopian by Josh Gibbens https://docs.google.com/a/students.susd12.org/document/d/1qTddHfuZ3A7rUX7u043qnnEfceQkiYpNJsb5KlB66Ns/edit?usp=sharing
	
*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