Lesson Plan Monday ~November 4, 2013
Date: 09/16/13

	Course: ELA 7th Grade	Teachers: 
Monday:    Cortez continue Task 10 (possibly takes 3 days)
Tuesday:  Cortez finish Task 10 (possibly takes 3 days)
Wednesday: Walker Task 11 ASSESSMENT
Thursday:  Mirenda part of Task 3 and 4 
Friday:   Padilla part of Task 6	

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.	
Key Vocabulary:	Symbolism, 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 the author trying to convey to the reader when using symbolism?	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work
 Symbolism PPT- Students’ will take Cornell Notes, as the teacher models and explains each slide. 
 Mirenda’s Bell Work is to answer questions 1-5 on document titled Questions for There Will Come Soft Rains (created by Padilla several weeks ago).	
*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

   Guided Practice

  Independent Practice

 
 	 Continue Task 10 (Day 2)

●	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:
Tell in your own words the beginning of the story. Focus on descriptive language, retelling a story is not just accurate, it should be captivating.
 Homework:
Any unfinished classwork
Exit Ticket: 
 Students’ write a paragraph about what they just learned. Paragraph must be specific with examples. 
	
*Resources/Material/Technology
 
 	Unit 
Learning Task 10
Text #
Cornell Notes
“The Lottery” by Shirley Jackson	
*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 l                                                                         		

 
Lesson Plan: Tuesday, November 5, 2013
Date: 09/17/13	Course: ELA 7th Grade	Teachers: 
Monday:    Cortez continue Task 10 (3 days)
Tuesday:  Cortez finish Task 10 (3 days)
Wednesday: Walker Task 11 ASSESSMENT
Thursday:  Mirenda part of Task 3 and 4 
Friday:   Padilla part of Task 6- 1 Day

Performance Objective:	ELACC7W1.  Write arguments to support claims with clear reasons and relevant evidence.
b.  Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. 	
Key Vocabulary:	Argumentative, textual evidence, opinion, reasons and response.	

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 visions of utopian/dystopian societies come to mind when reading the different texts?  	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work
 Compare-Contrast (by Subject)
In this pattern, the writer focuses on each subject in turn. The conclusion provides an overview of the similarities and differences.

Mirenda’s Bell Work is to answer questions 6-10 on document titled Questions for There Will Come Soft Rains (created by Padilla several weeks ago). 	
*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

   Guided Practice

  Independent Practice

 
 	 Finish Task 10 (Day 3)

●	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:
Students’ Compare and Contrast worksheet
 Homework:
Any unfinished classwork.
Exit Ticket:
 Students’ must respond in writing questions or reflect in some way about the learning before being allowed to leave the classroom. 	
*Resources/Material/Technology
 
 	Unit 
Learning Task 10 -Writing Assessment 
Text #
Cornell Notes
 “The Lottery”
“The Pedestrian”
“There Will Come Soft Rains” 	
*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 l                                                                         		

Lesson Plan: Wednesday, November 6, 2013
Date: 09/18/13	Course: ELA 7th Grade	Teachers: 
Monday:    Cortez continue Task 10 (3 days)
Tuesday:  Cortez finish Task 10 (3 days)
Wednesday: Walker Task 11 ASSESSMENT
Thursday:  Mirenda part of Task 3 and 4 
Friday:   Padilla part of Task 6	
 
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.

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.

ELACC7RL3. Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).
	
Key Vocabulary/ concepts:	Assessment-no new vocabulary words	

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 :
 	Learning Task	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work: 

Mirenda’s Bell Work is to answer questions B1-B2 (vocab and post apacolypic on document titled Questions for There Will Come Soft Rains (created by Padilla several weeks ago).	
*Direct Instruction:
(Include Instructional Strategies)

   Modeling

Guided Practice

Independent Practice	

Mid Assessment
After reading, The Pedestrian, There Will Come Soft Rains (poem and short story) and The Lottery,  write 2 paragraphs that defines utopian societies and explain which one of the stories best represents a utopian society.  Support your discussion with evidence from the texts.
https://docs.google.com/a/students.susd12.org/document/d/1D-_aE1iDP8Wpk8jfz0S8At1OS9sD6EUu5sDloDimjQo/edit

	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	●	Closure:  

●	Exit Ticket: 

●	Homework: 	
*Resources/Material/Technology
 
 	Unit 
Learning Task 11
Texts: The Pedestrian, There Will Come Soft Rain (poem and short story) and The Lottery
Cornell Notes
Mid-unit assessment https://docs.google.com/a/students.susd12.org/document/d/1D-_aE1iDP8Wpk8jfz0S8At1OS9sD6EUu5sDloDimjQo/edit

Complete Audio of the Giver https://mrnorthern.wikispaces.com/The+Giver+Audio	
*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, November 7, 2013
Date: 09/19/13	Course: ELA 7th Grade	Teachers: 
Monday:    continue Task 10 (possibly takes 3 days)
Tuesday:    finish Task 10 (possibly takes 3 days)
Wednesday: Task 11
Thursday:  Mirenda Parts of Task 3 and 4
Friday:    part of Task 6

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 :
 	How does the author create and develop characters within the text? 	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work: The Giver Vocabulary PowerPoint slide number    6 and 7 for the words apprehensive and nurturer

Mirenda’s Bell Work is to define personification and setting plus give example on the  document titled Questions for There Will Come Soft Rains (created by Padilla several weeks ago).

Anticipatory Set: complete the Anticipatory Guide that Mrs. Padilla created as the introduction to The Giver novel.  https://docs.google.com/a/students.susd12.org/document/d/152tssY-orlLjJQIfPH_3mIT-WCsleMC-1nYiitK7yFU/edit

*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

   Guided Practice

  Independent Practice

 
 	 Parts of Task  3 and 4 

Provide students with a 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. 
ENGAGEMENT STRATEGY: Ask students to point to the words on the screen as they whisper read to themselves. 
Have students then make a prediction about what they are going to be reading.
●	The teacher should read aloud Chapters 1 and 2.
●	Have students review (think-pair-share) about Chapters 1 and 2.
●	Provide explicit instruction on elements of setting in literature and how this particular element (setting) interacts with the characters and the plot. Please see the following websites for help in explaining and teaching this to your students:
○	Notes over Setting (http://serc.sogang.ac.kr/erc/Literature/Setting.htm)
○	Notes over Setting (http://www.susanlake.net/publications/unit/content/literature_setting.html)
●	Students will analyze the elements of setting in Chapters 1 and 2 by locating evidence to provide the time, place, and/or social/environmental factors.
●	Students will organize the evidence they located by typing it into the Setting Graphic Organizer (use the Setting Graphic Organizer that Mirenda shared via Google Docs) (Or see the sample from p. 14 from the Learn Site Lesson Plan listed under 7th Grade ELA Units.)

* Students and Teacher will read Chapters 3 and 4 using a variety of reading strategies: choral read whole group, students finishes the page when teacher pauses, Tables 1-4 read; Tables 5-8 read; students independently reach a page; partners read a page together.	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	 Closure:  With your shoulder partner, share at least 2 aspects about the setting from The Giver.

 Homework: Be sure students have read through chapter 4; Students add information to the Characterization Chart.

Exit Ticket: As students exit the class, have them share one aspect about the setting from The Giver.
 	
*Resources/Material/Technology
 
 	Unit  The Giver
Learning Tasks 3 and 4
Text: The Giver
Setting Graphic Organizer from the link below: https://docs.google.com/a/students.susd12.org/document/d/1D3tw56eQtGid0x8UusT3XwQzBQAFERTDz77df9Fya34/edit?usp=sharing

Complete Audio of the Giver https://mrnorthern.wikispaces.com/The+Giver+Audio 	
*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 l                                                                       		

Lesson Plan: Friday, November 8, 2013

Date: 09/20/13	Course: ELA 7th Grade	Teachers: 
Monday:    Cortez continue Task 10 (3 days)
Tuesday:  Cortez finish Task 10 (3 days)
Wednesday: Walker Task 11 ASSESSMENT
Thursday:  Mirenda part of Task 3 and 4 
Friday:   Padilla part of Task 6	

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:	characterization, characters, character  traits.	
 
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 does the author create and develop characters within the text?	
*Anticipatory Set: congruent to objective; active participation; past experience	Bell Work: The Giver Vocabulary PowerPoint slide number 8 and 9 (capacity and transgression) by Mirenda

Mirenda’s Bell Work is to define symbolism and repetition plus give example on the  document titled Questions for There Will Come Soft Rains (created by Padilla several weeks ago).
Students will take the chapter 5  quiz for “The Giver.”https://docs.google.com/a/students.susd12.org/document/d/1LjKk2WIVnqrzChBNNWfDhPcSzw9pwye84YkP-hwGpSE/edit
	
*Direct Instruction:
(Include Instructional Strategies) 
Modeling

Guided Practice

Independent Practice

 
 	❖	Teacher read aloud, or uses recording,  Chapter 5 of “The Giver”.Complete Audio of the Giver https://mrnorthern.wikispaces.com/The+Giver+Audio
➢	ENGAGEMENT STRATEGY: Ask students to point to the words on the    screen as they whisper read to themselves. 

❖	Teacher provides explicit instruction on characterization and how it interacts with other elements in the novel. PPT to be shared
           http://ww
w.youtube.com/watch?v=qTnMDdMnuPc 2:27 min
           http://www.youtube.com/watch?v=B_GVgbykf8A 5:55 min

➔	Students then make a prediction about what they are going to be reading in chapter 6.
❖	Students and Teacher will read Chapter6&4 using a variety of reading strategies: choral read whole group, students finishes the page when teacher pauses, Tables 1-4 read; Tables 5-8 read; students independently reach a page; partners read a page together
ENGAGEMENT STRATEGY: Ask students to point to the words on the screen as they whisper read to themselves. 

➔	Students annotate text by maring phrases and passages that describe Jonas and The Giver as they read. 
➔	Students describe Jonas and The Giver from what they have read and from the analyses that they have completed.
❖	Hand out ReadWriteThink List of Character Traits: http://www.readwritethink.org/files/resources/lesson_images/lesson175/traits.pdf
➔	Students each complete the character trait classification chart over Jonas and The Giver. Include line #s for reference. Students may work with table partner. The Google Doc needs to be copied and shared with teacher as a commenter or editor.
➔	Students should have found textual evidence that shows the characters’ appearances, emotions, and traits and complete graphic organizer shown below.
➔	Students at table discuss their findings.
 Graphic organizer: https://docs.google.com/a/students.susd12.org/document/d/1-5pe3Hb9xHNWO2wQ1bF7i86oVxV26qwlvLZqN0j3Lq8/edit

Characterization – Jonas and the Giver	

	

	
Character Name	
Actions of Character	
Speech	
Appearance	
Thoughts/Feelings	
Effects on Others	
Character Traits	
Jonas	

	

	
The Giver	

	

	
	
*Closure: Congruent to the objective; Active participation; Past experience; Student summary
 	Closure: Someone from each table shares a character trait and example from the text.
Homework: Read Chapter 8 & 9 (Monday’s texts). As students read, highlight and annotate.
Exit Ticket: Completed graphic organizer
 	
*Resources/Material/ Technology
 
 	Unit 2.1
Learning Task 6
Text: The Giver  
Graphic Organizer on Google Docs
Cornell Notes
Projector & Laptops & Speakers
Complete Audio of the Giver https://mrnorthern.wikispaces.com/The+Giver+Audio
QUIZ: https://docs.google.com/a/students.susd12.org/document/d/1LjKk2WIVnqrzChBNNWfDhPcSzw9pwye84YkP-hwGpSE/edit
ReadWriteThink List of Character Traits: http://www.readwritethink.org/files/resources/lesson_images/lesson175/traits.pdf
Characterzation Graphic Organizer: https://docs.google.com/a/students.susd12.org/document/d/1-5pe3Hb9xHNWO2wQ1bF7i86oVxV26qwlvLZqN0j3Lq8/edit
	
*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