Lesson Plans: Monday NO SCHOOL
Lesson Plans  Tuesday: Day

Date: 11/11/2013	Course: 
ELA 7th Grade	Teachers:
Mirenda: Tuesday~ Task 7 (1 day)
Padilla: Wednesday~ Task 9 & Task 4 Setting (1 day) p. 24
Walker: Thursday & Friday~ Task 12 (2 days	
 
Performance Objective:
 
 	ELACC7W1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented	
Key Vocabulary:
 	Argument, claim, thesis, cite, conclusion	

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 best character traits best describe The Giver or Jonas?
What evidence from the text supports your claim about the character trait?	
Bell Work	AIMS Style Questions AFTER The Pedestrian and There Will Come Soft Rains complete Tuesday’s section.

https://docs.google.com/a/students.susd12.org/document/d/1-14kA21GBdq_xvPXN321o78uJ_U237sLwNd66NSBXNY/edit	
*Anticipatory Set: congruent to objective, active participation, past experience	As we read The Pedestrian, we discussed character traits.  In your head, remind yourself of some of the character traits that described Mr. Leonard Mead. (Remember, character traits are words that describe the person’s mind and heart). Think, think, think.  Now, tell your shoulder partner.  Today, we will 	
*Direct Instruction:
(Include Instructional Strategies)

Modeling

   Guided Practice

                                                     

 Independent Practice
 	●	Have table groups brainstorm a list of character traits that best describes The Giver or Jonas from The Giver. Ask each student to select ONE character trait that best describes  ONE of the characters.

●	 Ask students to use the shared document titled Task 7 Characterization of The Giver or Jonas to document evidence that proves the selected character trait.https://docs.google.com/a/students.susd12.org/document/d/16LgLSXnqPZbHVlvU1QNPThyW1pSWYfAoKvSCoNcjocQ/edit?usp=sharin

●	Give students time to start and/or finish “Task 7 Characterization of The Giver or Jonas”  using information from the novel The Giver. 

●	Once the above chart is completed, use the information to fill in  https://docs.google.com/a/students.susd12.org/document/d/1S5FUVUk4q0nH5-w_pxId9Q9AbSFLJ_TMl6Ty7e6DKXE/edit Making EBC worksheet (ONE CLAIM) to help students organize textual evidence supporting the ONE character trait. Students must correctly cite evidence from the text by including the author’s last name and line number inside of parenthesis.
 
●	Using the information from the Making EBC worksheet students will write an argumentative paragraph to prove ONE character trait they selected for The Giver OR Jonas. 

●	Remind students that the paragraph should include the following: thesis sentence with the name of text & author name along with the character trait (claim); 3 pieces of evidence to prove the one trait, an explanation sentence for each cited piece of evidence and a conclusion sentence.  (Minimum 8 sentences)

*Closure: Congruent to the objective, Active participation, Past experience, Student summary	Closure: Tell your shoulder partner what character you will write about and what character trait you selected.

Homework: Finish the one paragraph about a character trait.

Exit Ticket: As you exit the class, tell the teacher which character you selected and which character trait you selected	
*Resources/Material/ Technology 
 	●	Laptops & Projector
●	PPTs Academic Vocabulary The Giver
●	The Giver
●	https://mrnorthern.wikispaces.com/The+Giver+Audio  Audio Book The Giver
●	Unit The Giver
●	Learning Task 7
●	Task 7 Characterization of The Giver OR Jonas graphic organizer
●	Making Evidence Based Claims (1 claim with 3 pieces of cited evidence)
 	
*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 Plans  Wednesday Task 2: Day 1
Date: 10/16/2013	Course: 
ELA 7th Grade	Teachers:
Mirenda: Tuesday~ Task 7 (1 day)
Padilla: Wednesday~ Part of Task 9 & Task 4 Setting (1 day) p. 24
Walker: Thursday & Friday~ Task 12 (2 days

Performance Objective:
 
 	ESSENTIAL QUESTION:  How do authors use specific literary elements to convey the setting in a text?

ELACC7L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 

a. Explain the function of phrases and clauses in general and their function in specific sentences.	
Key Vocabulary:
 	coordinate adjectives, setting	

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	Main: ESSENTIAL QUESTION:  How do authors use specific literary elements to convey the setting in a text?

Mini- lesson:What does Sentence Fluency mean?
How do coordinating adjectives add variety to the sentences in a text which make the text more interesting?
	
Bell Work	The Giver vocabulary (Mirenda’s PPT) https://docs.google.com/a/students.susd12.org/presentation/d/19gKBCWi9jTc5mDQMTO7IWXScRRaxN6gRUwd8yD53CCo/edit#slide=id.p

Mirenda’s Wednesday’s section in the AIMS stem question document. https://docs.google.com/a/students.susd12.org/document/d/1-14kA21GBdq_xvPXN321o78uJ_U237sLwNd66NSBXNY/edit
	
*Anticipatory Set: congruent to objective, active participation, past experience	Tell your partner what the elements of setting in a literary text are.
Review study questions 1&2	
*Direct Instruction:
(Include Instructional Strategies)

Modeling

What is the mood of the setting- what do all the elements of setting make you feel emotionally?

Guided Practice

                                                     

 Independent Practice

Mini lesson	● 
○     Explicitly  Review  Setting https://docs.google.com/a/students.susd12.org/presentation/d/1h2gSiIqtF77xKdPRL046r8IsLPE1qSyLXSt1BppZ89k/edit#slide=id.g2958b5542_064
●	 Have students analyze the elements of setting in Chapters 1 and 2. Instruct students to analyze the text for evidence that provides the time, place, and/or social/environmental factors.
●	Students determine the mood of the first few chapter
●	Use the following chart to help students organize their evidence for the analysis.
○   https://docs.google.com/a/students.susd12.org/document/d/1nmsVFmGUYjl27DuyQlkOmCP2mqyokbrXSnRcZRic3q4/edit

Setting Graphic Organizer – Chapters 1 and 2	

 	
	
Elements of Setting	
Time	
Place	
weather	
Social/Environmental Factors	
Chapter 1	
- almost December
- evening meal

- community
-landing field
- river
- hatchery
- play area

- against rules to fly over the community
- rituals (evening telling of feelings)	

The author creates the mood of The Giver through his use of the elements of setting.  What is the mood of The Giver in the first few chapters?   Or phrased another way, how do you the reader feel while/ after you read these first few chapters?
	
●	Go over graphic organizer- hand in/ share with teacher

●	Provide students with explicit instruction on coordinate adjectives.https://docs.google.com/a/students.susd12.org/presentation/d/1cLKi3b4PJZkN_5Lk-zmz67P-rhnmE37oSs0cCdS9VHc/edit#slide=id.g2958ea729_090
●	This will be reviewed next week during chapter 8 	
*Closure: Congruent to the objective, Active participation, Past experience, Student summary	Closure: last slide of ppt: questions

Homework: Read chapter 4 and answer Study guide questions (should be done 1-4)

Exit Ticket:	
*Resources/Material/ Technology
 
 	●	Laptops & Projector
●	The Giver 
●	Unit 2.1: The Giver: Task 9 The Giver
●	Graphic Organizer setting of  
●	Instructional PPT Coordinating Adjectives
●	PPTs Academic Vocabulary The Giver https://docs.google.com/a/students.susd12.org/presentation/d/19gKBCWi9jTc5mDQMTO7IWXScRRaxN6gRUwd8yD53CCo/edit#slide=id.p
●	https://mrnorthern.wikispaces.com/The+Giver+Audio  Audio Book The Giver
●	Close https://docs.google.com/a/students.susd12.org/document/d/1Q0Lns3ajDpTkCPO0wnvDXJcaCC0M47LtELmtr9JZ-XE/edit	
*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 Plans  Thursday & Friday: Task 12 (2 days)
 
Date: 10/17/2013	Course: 
ELA 7th Grade	Teachers:
Mirenda: Tuesday~ Task 7 (1 day)
Padilla: Wednesday~  Part of Task 9 & Task 4 Setting (1 day) p. 24
Walker: Thursday & Friday~ Task 12 (2 days	
 
Performance Objective:
 
 	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.
ELACC7W3. 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.
ELACC7SL2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
	
Key Vocabulary:

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	Memories Matter:  The Giver and Descriptive Writing Memoirs
In this lesson that tightly integrates personal writing, research, and thematic response to literature, students discuss the importance of having a recorded history of humanity. As they explore this topic, they gain a deeper understanding of the horror of Jonas’s dystopian society in Lois Lowry’s The Giver. This understanding generates a keen interest in and context for the descriptive writing of students’ own history. Students gather ideas from several sources, including their own memories, interviews, and photographs, and then write their own descriptive memoirs.	
Bell Work	PPTs Academic Vocabulary The Giver https://docs.google.com/a/students.susd12.org/presentation/d/19gKBCWi9jTc5mDQMTO7IWXScRRaxN6gRUwd8yD53CCo/edit#slide=id.p

Mirenda’s AIMS stem questions Thursday’s section https://docs.google.com/a/students.susd12.org/document/d/1-14kA21GBdq_xvPXN321o78uJ_U237sLwNd66NSBXNY/edit

Anticipatory Set: 	
*Anticipatory Set: congruent to objective, active participation, past experience	●	Suggested Mini Lesson http://www.readwritethink.org/classroom-resources/lesson-plans/memories-matter-giver-descriptive-13.html	
*Direct Instruction:
(Include Instructional Strategies)
     Modeling

 Guided Practice

 

 Independent Practice
 	 
Students will take a quiz on Chapter 10 of “The Giver.”
This quiz can be imported from ELA Curriculum on the Learn Site.
Quiz Bank (Mirenda) https://docs.google.com/a/students.susd12.org/document/d/1ElSDnZ1X5HPg39O1q0FPTo1i0-k29Ct08S7HXZ1UuzI/edit

Instruction:
●	Conduct group read-aloud of Chapters 11, 12, and 13.
●	Discuss with students the importance of memories to Jonas’s society, and have the students discuss what relevance memories hold for members of a society.
●	Have students complete the narrative writing prompt listed below:
●	Jonas’s community was a society of perfection. It allowed the community members to be free of pain and to experience Sameness. The creators/founders of this community felt that if the community members did not experience or feel pain or hold memories or make choices that they would be better off and live in a more perfect society. Describe how you feel about this idea of a perfect community. Do you think no pain and no memories and no choices is the perfect society?

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

Homework: Have students listen to an older person’s memories. Instruct the students to write down two or three memories that this older person holds dear to his or her heart. Instruct the students to be prepared to share at least one of the memories that they hear in class tomorrow. 

Exit Ticket:	
*Resources/Material/ Technology
 
 	●	Laptops & Projector
●	The Giver
●	Dont Forget- Play Games with Memory http://www.exploratorium.edu/memory/dont_forget/index.html
●	“Little Boxes,” by Malvina Reynolds http://www.teachertube.com/viewVideo.php?video_id=268358&title=Little_Boxes_Malvina_Reynolds&vpkey=
●	The Senses http://library.thinkquest.org/3750/
●	The Library of Congress - American Memory    (recorded history) http://memory.loc.gov/ammem/index.html
●	Suggested Mini Lesson http://www.readwritethink.org/classroom-resources/lesson-plans/memories-matter-giver-descriptive-13.html
●	https://mrnorthern.wikispaces.com/The+Giver+Audio h Audio Book The Giver
●	Narrative Rubric that was embedded in Cesar Chavez 1.2 unit https://docs.google.com/a/students.susd12.org/document/d/1J-WxJCiBSwosdjZmNLgmIVR_7UNAsVt1SYZi2EHsbrY/edit
●	Quiz Bank https://docs.google.com/a/students.susd12.org/document/d/1ElSDnZ1X5HPg39O1q0FPTo1i0-k29Ct08S7HXZ1UuzI/edit
	
*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 Plans  Friday: Task 12 (2 days)
Date: 10/18/2013	Course: 
ELA 7th Grade	Teachers:
Mirenda: Tuesday~ Task 7 (1 day)
Padilla: Wednesday~ Task 9 (1 day)
Walker: Thursday & Friday~ Task 12 (2 days	
 
Performance Objective:
 
 	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.
ELACC7W3. 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.
ELACC7SL2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.	
Key Vocabulary:

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		
Bell Work	
Mirenda’s class: AIMS stem questions Friday’s secion	
*Anticipatory Set: congruent to objective, active participation, past experience		
*Direct Instruction:
(Include Instructional Strategies)
     Modeling

   Guided Practice

 

 Independent Practice
 		
*Closure: Congruent to the objective, Active participation, Past experience, Student summary	Closure: 

Homework: 

Exit Ticket: 	
*Resources/Material/  Technology
 
 	●	Laptops & Projector
●	The Giver
●	Dont Forget- Play Games with Memory http://www.exploratorium.edu/memory/dont_forget/index.html
●	“Little Boxes,” by Malvina Reynolds http://www.teachertube.com/viewVideo.php?video_id=268358&title=Little_Boxes_Malvina_Reynolds&vpkey=
●	The Senses http://library.thinkquest.org/3750/
●	The Library of Congress - American Memory    (recorded history) http://memory.loc.gov/ammem/index.html
●	Suggested Mini Lesson http://www.readwritethink.org/classroom-resources/lesson-plans/memories-matter-giver-descriptive-13.html
●	https://mrnorthern.wikispaces.com/The+Giver+Audio h Audio Book The Giver
●	Narrative Rubric that was embedded in Cesar Chavez 1.2 unit https://docs.google.com/a/students.susd12.org/document/d/1J-WxJCiBSwosdjZmNLgmIVR_7UNAsVt1SYZi2EHsbrY/edit
●	Quiz Bank https://docs.google.com/a/students.susd12.org/document/d/1ElSDnZ1X5HPg39O1q0FPTo1i0-k29Ct08S7HXZ1UuzI/edit	
*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