Lesson Plan Monday ~ October 28, 2013
Date: 09/16/13	Course: ELA 7th Grade	Teachers: 
Monday:  Mirenda part of Task 7
Tuesday:    Padilla Task 8 (possibly takes 3 days)
Wednesday: Padilla
Thursday: Padilla
Friday: Cortez Task 10 (possibly takes 3 days)  	

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:		

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

*Framing Questions/Essential Questions :
 	What character traits describe Leonard Mead? What evidence from the text support the character trait you selected? What is the proper way to cite evidence?	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work-Students will complete a cloze paragraph to review The Pedestrian. After students complete the cloze paragraph, point out to them that this is a perfect example of a summary paragraph.  Tonight, students will follow this format to write their paragraph. 

Anticipatory Set: Think back to last week when we read The Pedestrian. What is one part of the story that you remember vividly?  Think, think, think.  Now, share it with the people at your table.  Today, you will examine character traits of Leonard Mead which will create a claim to prove one character trait. Allow students 5-minutes to create a list or web with character traits that describe Mr. Leonard Mead, the protagonist from the short story The Pedestrian.	
*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

   Guided Practice

 
  Independent Practice

 
 	●	Have students determine a character trait that best describes Leonard Mead from The Pedestrian. Use the shared document titled Task 6 Characterization of Leonard Mead.

●	Give students time to finish (OR START) “Task 6 Characterization of Leonard Mead”  using information from The Pedestrian. 

●	Once the above chart is completed, use the information to fill in  Making EBC worksheet. to help students organize textual evidence supporting their chosen character trait. Students must correctly cite evidence from the text, including the line number, so they can prove their claim.
 
●	Students will write an argumentative paragraph to prove the character trait they selected for Leonard Mead. Students will use Making EBC worksheet as a guide. 

●	Remind students that the paragraph should include the following: introductory sentence, name of text and author, a thesis (claim), cited evidence, explanation of the cited evidence and a conclusion sentence.  Remind students to follow the Bell Work example as a model for writing a successful paragraph.

*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure: What is the character trait you selected? Tell your shoulder partner.  At your table, remind each other what parts need to be in your paragraph. 

Homework: Finish the paragraph to prove a character trait about Leonard Mead.

Exit Ticket: As students line up to leave, they will tell the Teacher which character trait they selected for Leonard Mead.
 	
*Resources/Material/Technology
 
 	Unit: The Giver
Learning Task: part of Task 7
Texts: The Pedestrian (short story)
Task 6 Characterization of Leonard Mead Graphic Organizer
Making EBC Graphic Organizer
	
*Modifications and Accommodations
 
 	Students who struggle with reading will listen to audio versions. These students will use their earphones so the class remains silent.  
 
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                                                                         		

Lesson Plan: Tuesday- Thursday~October 29, 2013
Date: 10/29-31/2013	Course: ELA 7th Grade	Teachers: 
Monday: Mirenda   part of Task 7
Tuesday:    Padilla Task 8 (possibly takes 3 days)
Wednesday:
Thursday:
Friday:  Cortez Task 10 (possibly takes 3 days) 	

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.
 ELACC7RL3. Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).
	
Key Vocabulary:	annotate	

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

*Framing Questions/Essential Questions 	How do multiple authors address the idea of utopia/dystopia?  	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work  (T, W, Th): Students will complete a cloze paragraph (Walkers writing lessons)
Quick Writes in Writer’s Journal
~Tuesday: Visualize the world without people.  What do you think it would be like?  Use your 5 senses to help you describe.

~Wednesday: Show video of Atomic bombs http://www.youtube.com/watch?v=MiiZS7y63AY 2.19-3.22 approx 1 minute (4.59 min. total). Why do you think Ray Bradbury based his short story on Sara Teasdale’s  poem, “There Will Come Soft Rains” that was written 35 years earlier.  Why do you think the setting of his short story, “There Come Will Soft Rains” takes place 35 years in the future of when he was writing it in 1950?

~Thursday: Brainstorm the benefits of technology. Next,  prompt students to come up with an invention (that has not been invented yet) that would make their lives easier (fills a need). Work in groups, then share their inventions on a post-it note.	
*Direct Instruction:
(Include Instructional Strategies)
 
 Modeling

Modeling

Guided Practice

Independent Practice

 
 	★	HISTORY/ SUMMARY/ POEM: Slides 1-8 PPT https://docs.google.com/a/students.susd12.org/presentation/d/1CSPAbOahZ8ua3UismwB4VRKmyN7fkU0pLGbxONO6CyI/edit#slide=id.g47bcb406_0159

Teacher reads aloud Sara Teasdale’s  poem, “There Will Come Soft Rains” about grieving, coping with death and healing.
Teacher facilitates a close reading of the poem.. 
Recording of  poem http://ia700200.us.archive.org/5/items/therewillcome_soft_rains_1005_librivox/therewillcomesoftrains_teasdale_jfk.mp3 

★	HISTORY/ SUMMARY/ Short Story by Bradbury: Slides 8-23 PPT https://docs.google.com/a/students.susd12.org/presentation/d/1CSPAbOahZ8ua3UismwB4VRKmyN7fkU0pLGbxONO6CyI/edit#slide=id.g47bcb406_0159
The Martian Chronicles is a 1950 science fiction short story collection by Ray Bradbury that chronicles the colonization of Mars by humans fleeing from a troubled and eventually atomically devastated Earth, and the conflict between aboriginal Martians and the new colonists. First published in Collier's, May 6, 1950.
The story concerns a household in Allendale, California, after the nuclear war has wiped out the population. Though the family is dead, the automated house that had taken care of the family still functions.

ELECTRONIC WORKBOOK VERSION OF THERE WILL COME SOFT RAINS is avalable at this website: http://www.hanoverhornets.org/tokheim/wp-content/uploads/2012/01/There-Will-Come-Soft-Rains.pdf

➢	Teacher reads aloud of the short story, “There Will Come Soft Rains,” by Ray Bradbury. 
○	Point out to students that this story takes a look at the rise of technology in our human lives, and the story was actually based on a poem with the same title. http://www.sausd.k12.ca.us/cms/lib5/CA01000471/Centricity/ModuleInstance/7237/6829423-There-will-come-soft-rains.pdf

➢	Students (as story is read aloud) follow, whisper read and annotate the text for important phrases and passages that center around figurative language and sound devices.

➢	Students compile a list in writing of the figurative language and sound devices that they find as they annotate the text.                          Eamples:
○	“The house was an altar with 10,000 attendants, big, small, servicing, attending, in choirs. But the gods had gone away and the ritual of the religion continued senselessly, uselessly.” (line
○	“There, down tubes which fed into the cellar, it was dropped into the sighing vent of an incinerator which sat like evil Baal in a dark corner.” (line
○	“At 4:00 the tables folded like great butterflies back through the paneled walls.” (line
○	“The dinner dishes manipulated like magic tricks.” (line
○	“And Spring herself, when she woke at dawn . . .” (line
○	“The fire crackled up the stairs.” (line

➢	Students share some of their findings with the class. As students share, write their responses on the marker board or chart paper.
➢	Final Read: Lenoard Nemoy read There Will Come Soft Rains (14:44 minutes http://www.youtube.com/watch?v=LzhlU8rXgHc
➢	Students complete the comprehension QUESTIONS and mini writing assignments for There Will Come Soft Rains (Google Document created by Padilla)
➢	Students compare and contrast the short story in writing, “There Will Come Soft Rains,” with the poem, “There Will Come Soft Rains.” 
○	Students are to describe what these two texts say about utopia and utopian societies. 
○	Students are to explain what message both of these texts are saying about human life, nature, and technology. 

➢	After the reading, watch the computerized video link to “There Will Come Soft Rains.” http://cyberhermit.com/?p=12344 

➢	Students in writing critique the computerized cartoon version.  
○	How did the creator stay true to the original text?  
○	How did this version differ?  
○	Did the differences enhance students’ understanding?
	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	 Tuesday 
~Closure: Quick write in writer’s journal:Discuss how Teasdale shows the horrors of war from the perspective of nature—of birds and frogs and trees whose lives will go on even if human beings obliterate themselves from the planet.
~Homework: Read Bradbury’s short story and in pencil circle the words you don’t know.

Wednesday 
~Closure: At your table, make a list and answer the following question. What are some of the costs of technology? 
~Exit Ticket: Hand in list

Thursday 
~Closure: Hand in critique of computerized version of story
~ Homework: Finish the compare and contrast essay
 	
*Resources/Material/Technology
 
 	Unit: The Giver 
Learning Task 8 
Texts: “There Will Come Soft Rains” - both the story and poem in hard copy and online on LEARN site
Post-It Notes
Cornell Notes
 	
*Modifications and Accommodations
 
 	Students who struggle with reading will listen to audio texts. These students will use their earphones so the class remains silent.
 
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                                                                         		

Lesson Plan: Wednesday, October 30, 2013
Date: 09/18/13	Course: ELA 7th Grade	Teachers: 
Monday:   Mirenda part of Task 7
Tuesday:    Padilla Task 8 (possibly takes 3 days)
Wednesday: Padilla
Thursday: Padilla
Friday: Cortez Task 10 (possibly takes 3 days) 	
 
Performance Objective:	RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELPs: IV-R-S4-HI-4: answering literal, inferential and personal response questions about text.
IV-S4-R-HI-14: drawing conclusions from information implied or inferred in a literary selection.
IV-S3-R-HI-1: reading aloud passages from unfamiliar content area text, observing phrasing, punctuation and expression.	
Key Vocabulary/ concepts:		

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

*Framing Questions/Essential Questions :	Finish Learning Task 8 
How do multiple authors address the idea of utopia/dystopia	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work  (T, W, Th): Students will complete a cloze paragraph (Walkers writing lessons)
Quick Writes in Writer’s Journal

~Wednesday: Show video of Atomic bombs http://www.youtube.com/watch?v=MiiZS7y63AY 2.19-3.22 approx 1 minute (4.59 min. total). Why do you think Ray Bradbury based his short story on Sara Teasdale’s  poem, “There Will Come Soft Rains” that was written 35 years earlier.  Why do you think the setting of his short story, “There Come Will Soft Rains” takes place 35 years in the future of when he was writing it in 1950?	
2nd
*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

  

Guided Practice

 

 Independent Practice	Continue Task 8 where Teacher left off yesterday

ELECTRONIC WORKBOOK VERSION OF THERE WILL COME SOFT RAINS is located at this website:
http://www.hanoverhornets.org/tokheim/wp-content/uploads/2012/01/There-Will-Come-Soft-Rains.pdf

●	HISTORY/ SUMMARY/ Short Story by Bradbury: Slides 8-23 PPT https://docs.google.com/a/students.susd12.org/presentation/d/1CSPAbOahZ8ua3UismwB4VRKmyN7fkU0pLGbxONO6CyI/edit#slide=id.g47bcb406_0159
●	 Point out to students that this story takes a look at the rise of technology in our human lives, and the story was actually based on a poem with the same title
●	Teacher reads aloud of the short story, “There Will Come Soft Rains,” by Ray Bradbury. 
○	Point out to students that this story takes a look at the rise of technology in our human lives, and the story was actually based on a poem with the same title. http://www.sausd.k12.ca.us/cms/lib5/CA01000471/Centricity/ModuleInstance/7237/6829423-There-will-come-soft-rains.pdf

●	Students (as story is read aloud) follow, whisper read and annotate the text for important phrases and passages that center around figurative language and sound devices.
●	Students compile a list of the figurative language and sound devices that they find as they annotate the text. Here are some of the following responses that they may list:
○	“The house was an altar with 10,000 attendants, big, small, servicing, attending, in choirs. But the gods had gone away and the ritual of the religion continued senselessly, uselessly.”
○	“There, down tubes which fed into the cellar, it was dropped into the sighing vent of an incinerator which sat like evil Baal in a dark corner.”
○	“At 4:00 the tables folded like great butterflies back through the paneled walls.”
○	“The dinner dishes manipulated like magic tricks.”
○	“And Spring herself, when she woke at dawn . . .”
○	“The fire crackled up the stairs.”
●	Students share some of their findings with the class. As students share, write their responses on the marker board or chart paper.
●	Final Read: Lenoard Nemoy read There Will Come Soft Rains (14:44 minutes http://www.youtube.com/watch?v=LzhlU8rXgHc
●	Students compare and contrast the short story, “There Will Come Soft Rains,” with the poem, “There Will Come Soft Rains.” As students compare and contrast these two texts, instruct the students to describe what these two texts say about utopia and utopian societies. Have the students explain what message both of these texts are saying about human life, nature, and technology. https://docs.google.com/a/students.susd12.org/drawings/d/1XcuM432CGuHfIexWtnazbKt2gumq6pD1mOzTVB5IxO0/edit?usp=sharing
●	After the reading, watch the computerized video link to “There Will Come Soft Rains.” http://cyberhermit.com/?p=12344 
●	Students critique the computerized version.  How did the creator stay true to the original text?  How did this version differ?  Did the differences enhance students’ understanding?
	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	●	Closure: At your table, make a list and answer the following question. What are some of the costs of technology? 

●	Exit Ticket: Hand in list
●	Homework: 	
*Resources/Material/Technology
 
 	Unit: The Giver 
Learning Task: 8
Text #
Cornell Notes
	
*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 l  

Lesson Plan: Thursday, October 31, 2013
Date: 09/19/13	Course: ELA 7th Grade	Teachers: 
Monday: Mirenda part of Task 7
Tuesday: Padilla Task 8 (possibly takes 3 days)
Wednesday: Padilla
Thursday: Padilla
Friday: Cortez Task 10 (possibly takes 3 days) 

Performance Objective:		
Key Vocabulary:		
 
Webb’s Depth of Knowledge Level: DKL	Title of Level	
1	Recall and Reproduction	
2	Skills and Concepts	
3	Short Term Strategic Thinking	
4	Extended Thinking	

*Framing Questions/Essential Questions :
 	 	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work  (T, W, Th): Students will complete a cloze paragraph (Walkers writing lessons)

Quick Writes in Writer’s Journal
~Thursday: Brainstorm the benefits of technology. Next,  prompt students to come up with an invention (that has not been invented yet) that would make their lives easier (fills a need). Work in groups, then share their inventions on a post-it notes
	
*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

  

 Guided Practice

 

 Independent Practice

 
 	 Finish Task 8

ELECTRONIC WORKBOOK VERSION OF THERE WILL COME SOFT RAINS is avalable at this website: http://www.hanoverhornets.org/tokheim/wp-content/uploads/2012/01/There-Will-Come-Soft-Rains.pdf

●	Teacher reads aloud of the short story, “There Will Come Soft Rains,” by Ray Bradbury. 
○	Point out to students that this story takes a look at the rise of technology in our human lives, and the story was actually based on a poem with the same title. http://www.sausd.k12.ca.us/cms/lib5/CA01000471/Centricity/ModuleInstance/7237/6829423-There-will-come-soft-rains.pdf
●	As the story is read, have students whisper read annotate the text for important phrases and passages that center around figurative language and sound devices.
●	Have students compile a list of the figurative language and sound devices that they find as they annotate the text. Here are some of the following responses that they may list:
○	“The house was an altar with 10,000 attendants, big, small, servicing, attending, in choirs. But the gods had gone away and the ritual of the religion continued senselessly, uselessly.”
○	“There, down tubes which fed into the cellar, it was dropped into the sighing vent of an incinerator which sat like evil Baal in a dark corner.”
○	“At 4:00 the tables folded like great butterflies back through the paneled walls.”
○	“The dinner dishes manipulated like magic tricks.”
○	“And Spring herself, when she woke at dawn . . .”
○	“The fire crackled up the stairs.”
●	Have students share some of their findings with the class. As students share, write their responses on the marker board or chart paper.
●	Final Read: Lenoard Nemoy read There Will Come Soft Rains (14:44 minutes http://www.youtube.com/watch?v=LzhlU8rXgHc
●	Have students compare and contrast the short story, “There Will Come Soft Rains,” with the poem, “There Will Come Soft Rains.” As students compare and contrast these two texts, instruct the students to describe what these two texts say about utopia and utopian societies. Have the students explain what message both of these texts are saying about human life, nature, and technology. 
●	After the reading, watch the computerized video link to “There Will Come Soft Rains.” http://cyberhermit.com/?p=12344 
●	Have students critique the computerized version.  How did the creator stay true to the original text?  How did this version differ?  Did the differences enhance students’ understanding?
	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	 Closure: Hand in critique of computerized version of story

 Homework: Finish the compare and contrast essay

Exit Ticket:
 	
*Resources/Material/Technology
 
 	Unit: The Giver 
Learning Task: Task 8
Texts “There Will Come Soft Rains”
Cornell Notes
 	
*Modifications and Accommodations
 
 	Students who struggle with reading will listen to the text. These students will use their earphones so the class remains silent.  

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                                                                     		

Lesson Plan: Friday, November 1, 2013

Date: 09/20/13	Course: ELA 7th Grade	Teachers: 
Monday: Mirenda  part of Task 7
Tuesday:  Padilla Task 8 (possibly takes 3 days)
Wednesday: Padilla
Thursday: Padilla
Friday:  Cortez  Task 10 (possibly takes 3 days) 	

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.
ELACC7RL6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
	
Key Vocabulary:	 
: symbolism, characterizations, gender roles
Lottery, Mandala, Black box, Black dot, Stones	
 
Webb’s Depth of Knowledge Level: DKL	Title of Level	
1	Recall and Reproduction	
2	Skills and Concepts	
3	Short Term Strategic Thinking	
4	Extended Thinking	

*Framing Questions/Essential Questions :
 	 What is a Mandala?
A mandala is a wondrous and meaningful design made in the form of a circle. The word mandala is from the classical Indian language of Sanskrit and, loosely translated, means “circle.” In the Americas, Indians have created medicine wheels and sand mandalas. Today, people often create mandalas to form a simple representation of who they are, or thinking about the meaning of something. 

Mandala Links:  www.abgoodwin.com/mandala/ccweb.shtml	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work
 Students’ will draw the shape of  a circle. Ask them to think of three Things that are important to them. Examples, Feeling safe, Family, Friendship. Next, have them draw symbols representing the Things important to them. Examples, Dove, Heart, Rainbow. Then, have them write what the symbols mean to them. Examples, Peace in the world, Love/unity,Hope.

Share out
 	
*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

   Guided Practice

  Independent Practice

 
 	 Start Task 10
●	Have students share what they think of when they hear the word “lottery.” As students share, write their responses on the whiteboard or chart paper.
●	Review symbolism. As students read, instruct them to look for objects that symbolize something in the story.
●	Have students read the short story titled, “The Lottery,” by Shirley Jackson. (http://www.americanliterature.com/Jackson/SS/TheLottery.html)
●	Discuss with students the symbolic meaning of the black box, the black dot, and the stones within the story.
●	Have students discuss the characterization of men and women in the story and how each gender is portrayed.
●	Watch the video of “The Lottery.”  http://www.neatorama.com/2011/04/14/the-lottery-by-shirley-jackson/ 
	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure:
Using your mandalas the basis for your writing, create an autobiographical essay that reveals some significant aspects of your life. Your essay should describe the symbols you’ve chosen for your mandala, what the symbols mean, and why they are significant representation of your life. You should also help your reader to understand how all these symbols come together to demonstrate unity or wholeness, how they hold together to communicate the “essence” of who you are.  
 Homework:
Any unfinished classwork.
Exit Ticket:
Show the teacher your Mandala.	
*Resources/Material/Technology
 
 	Unit: The Giver 
Learning Task: Start Task 10
Text  
Cornell Notes
 	
*Modifications and Accommodations
 
 	Students who struggle with reading will listen to the text and then answer the questions.  These students will use their earphones so the class remains silent.   

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 l