Lesson Plan Monday ~November 18, 2013
	Course: ELA 7th Grade	Teachers: 
Monday: Cortez Task 6 
Tuesday: Mirenda Task 7
Wednesday: Padilla Task 9
Thursday: Walker Task 12 (2 days)
Friday: Walker Task 12 (2 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.
.   generate clarifying questions about text.
ELACC7RL3. Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).
.   analyze the motivations of the major/minor characters within a fictional text.   
	
Key Vocabulary:	Identifying Character Traits
http://www.readwritethink.org/files/resources/lesson_images/lesson175RWT186-1.pdf
Character Traits List
http://foliji.com/uploads/20120210084836ySuve.pdj
Mini Lesson-Character traits (actions,words,thoughts…)	

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 Vocabulary PowerPoint slide #

AIMS stem questions for The Lottery and The Giver Monday’s section https://docs.google.com/a/students.susd12.org/document/d/16w17aLMbuy3ZS2rkp6i08u-w6ASjZMixZyCtlnup7PY/edit?usp=sharing

 	
*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

   Guided Practice

  Independent Practice

 
 	Plan on reading Chapter 5 aloud and groups read Chapters 6 and 7.

Teacher will provide explicit instruction on characterization and how it interacts with other elements in the novel.
https://docs.google.com/a/students.susd12.org/document/d/1RUXVjZRWnQr_V0HYCyaB0zBvA-_EL4p8x01YohmQe58/edit

Have the students mark phrases and passages that describe Jonas and The Giver as they read. Have students describe Jonas and The Giver what they have read and from the analysis that they have completed.

After giving each group time to mark phrases and passages, have the students complete the classification chart over Jonas and The Giver. Students should have found textual evidence that shows the characters’ appearances, emotions, and traits.                                                                                                                                         	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure:
Students will go over their classification charts over Jonas and The Giver with their teacher.
 Homework: Read Chapter 8 (Realize that students WON’T read this, so we’ll have to complete it in class.)

Exit Ticket: 
 Write one paragraph describing the relationship between Jonas and The Giver.  Predict how the relationship will change in the next chapter. Share out. 	
*Resources/Material/Technology
 
 	Unit    Utopia and Dystopia
Learning Task 6
Text #
Cornell Notes
The Giver	
*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                                                                       		

 
Lesson Plan: Tuesday, November 19, 2013
Date: 11/19/13	Course: ELA 7th Grade	Teachers: 
Monday: Cortez Task 6 
Tuesday: Mirenda Task 7
Wednesday: Padilla Task 9
Thursday: Walker Task 12 (2 days)
Friday: Walker Task 12 (2 days)

Performance Objective:	Character Trait	
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 Vocabulary PowerPoint slide # (Classes are at various points.)

AIMS stem questions for The Lottery and The Giver Tuesday’s section https://docs.google.com/a/students.susd12.org/document/d/16w17aLMbuy3ZS2rkp6i08u-w6ASjZMixZyCtlnup7PY/edit?usp=sharing
	
*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

   Guided Practice

 
  Independent Practice

 
 	Students will take a quiz on Chapter ____(Classes are at various points.)

If the class has not read through Chapter 8, then you need time to finish those chapters.

●	Give students time to finish “Character Traits Organizer” using information about the Giver from Chapter 8 https://docs.google.com/a/students.susd12.org/document/d/1vL8_BJ63Vj2toR-P8btuf_qn3f--JhPrVvQbBhEllrw/edit

●	Have students determine a character trait that best describes the Giver or Jonas.  Use the One Point Claim Graphic Organizer created by Amy Padilla (Making EBC worksheet to help students organize textual evidence supporting their chosen character trait.  https://docs.google.com/a/students.susd12.org/document/d/1S5FUVUk4q0nH5-w_pxId9Q9AbSFLJ_TMl6Ty7e6DKXE/edit

●	Students should write one argumentative paragraph using the EBC worksheet as a guide.

●	If time, continue to add to the setting graphic organizer. https://docs.google.com/a/students.susd12.org/document/d/1nmsVFmGUYjl27DuyQlkOmCP2mqyokbrXSnRcZRic3q4/edit

*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure: What character traits did you select for Jonas and The Giver? Tell your shoulder partner.

Homework: If students did not finish  writing the paragraph to prove one of the character traits. they need to complete it as homework. 

Exit Ticket: As you exit the class, tell the teacher  which character trait you will write about; or tell the teacher how   much of the paragraph you completed? 	
*Resources/Material/Technology
 
 	Unit The Giver
Learning Task # 7
Text The Giver
Cornell Notes
Task 6 Characterization Chart https://docs.google.com/a/students.susd12.org/document/d/1vL8_BJ63Vj2toR-P8btuf_qn3f--JhPrVvQbBhEllrw/edit

Making Evidence Based Claims organizers from previous lesson
Organizing Evidence Based Claims using ONE Point https://docs.google.com/a/students.susd12.org/document/d/1S5FUVUk4q0nH5-w_pxId9Q9AbSFLJ_TMl6Ty7e6DKXE/edit

Setting Graphic Organizer (if time to add information for each chapter up to #8) https://docs.google.com/a/students.susd12.org/document/d/1nmsVFmGUYjl27DuyQlkOmCP2mqyokbrXSnRcZRic3q4/edit
	
*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                                                                       		

Lesson Plan: Wednesday, November 20, 2013
Date: 11/20/13	Course: ELA 7th Grade	Teachers: 
Monday: Cortez Task 6 
Tuesday: Mirenda Task 7
Wednesday: Padilla Task 9
Thursday: Walker Task 12 (2 days)
Friday: Walker Task 12 (2 days)
	
 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?
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/ concepts:	coordinate adjectives, sentence fluency, adjectives, modify	

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 9
 	ESSENTIAL QUESTION:  How do authors use specific literary elements to convey the setting in a text?
What does Sentence Fluency mean?
How do coordinating adjectives add variety to the sentences in a text which make the text more interesting?
	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work: Vocabulary PowerPoint slide #
AIMS stem questions for The Lottery and The Giver Wednesday’s section https://docs.google.com/a/students.susd12.org/document/d/16w17aLMbuy3ZS2rkp6i08u-w6ASjZMixZyCtlnup7PY/edit?usp=sharing

4 slides sentence fluency PPT: 
https://docs.google.com/a/students.susd12.org/presentation/d/1y6tofS-wOr3DoqzeTfbpgVFDnUDBAIn7z4kToqXoU4U/edit#slide=id.g296161612_038	
*Direct Instruction:
(Include Instructional Strategies)

   Modeling

Guided Practice

Independent Practice	➔	 Explicitly teach coordinate adjectives using PPT slides 4-16 https://docs.google.com/a/students.susd12.org/presentation/d/1cLKi3b4PJZkN_5Lk-zmz67P-rhnmE37oSs0cCdS9VHc/edit#slide=id.g2958ea729_078

●	Student Cornell Note Template for coordinate adjectives
https://docs.google.com/a/students.susd12.org/document/d/1r1YujNPgnIPxAIc2w9HInLsqZAuNNTGQ8rpdAbs-cPA/edit
➔	 As teacher reads The Giver aloud,  Point out different examples that Lois Lowry consistently uses of coordinate adjectives in Chapter 8. 
➔	Model identifying these coordinate adjectives in the reading of the extended text. 
◆	(In Chapter 8, on page 59, Lois Lowry writes, “Jonas moved his hands together, clapping, but it was an automatic, meaningless gesture that he wasn’t even aware of.”
◆	 On the same page, Lois Lowry later writes, “’ I know,’ she said in her vibrant, gracious voice, ‘that you are all concerned. That you feel I have made a mistake.’”)
●      
●	Ask why these are examples of coordinate adjectives. 
●	Students perform the two tests to make sure that they are correctly punctuated with a comma and pass both tests (uses the word “and” and both words can be reversed).

●	 Students examine Chapters 8 for other examples of coordinate adjectives and compile a running list. Instruct the students to perform the two tests for each example found to make sure that they are correctly punctuated. 
Examples:
 P  Page 60 – “Earlier that day, dressing in his own dwelling, he had practiced the kind of jaunty, self-assured walk that he hoped he could make to the stage when his turn came.”
○      Page 60 – “He felt a collective, questioning stir from the audience.”
○      Page 60 – “In a firm, commanding voice she announced, ‘Jonas has been selected to be our next Receiver of  Memory.’”	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	●	Closure: Whole class participates and each student writes a sentence with coordinate adjectives on the collaborative google doc.
●	https://docs.google.com/a/students.susd12.org/document/d/1Q0Lns3ajDpTkCPO0wnvDXJcaCC0M47LtELmtr9JZ-XE/edit
●	Exit Ticket: 
●	Homework: Read Chapter 8 (Realize that students WON’T read this, so we’ll have to complete it in class.)	
*Resources/Material/Technology

●	Unit 2.1: The Giver: Task 9 The Giver
●	Texts: The Giver 
●	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 l  

Lesson Plan: Thursday, November 21, 2013
Date: 11/21/13	Course: ELA 7th Grade	Teachers: 
Monday: Cortez Task 6 
Tuesday: Mirenda Task 7
Wednesday: Padilla Task 9
Thursday: Walker Task 12 (2 days)
Friday: Walker 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.
	
Key Vocabulary:	Narrative, 	
 
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 :
 	Why is history important?  
What is a historical memory?
 	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work Vocabulary PowerPoint slide #

AIMS stem questions for The Lottery and The Giver Thursday’s section https://docs.google.com/a/students.susd12.org/document/d/16w17aLMbuy3ZS2rkp6i08u-w6ASjZMixZyCtlnup7PY/edit?usp=sharing

 	
*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

   Guided Practice

  Independent Practice

 
 	1.  Teach How to Write a Narrative Powerpoint

2.  As a class read Chapter 9

3.  Before reading Chapter 10 as a class project the Excerpt from Chapter 10 of The Giver on the overhead projector. Ask for two student volunteers to read the parts of The Giver and Jonas, as the teacher reads the narrated elements of the excerpt.
4. Focusing on The Giver's comments about wisdom and shaping the future, facilitate a brief discussion of the importance of memory, history, and storytelling. Encourage students to use examples from their lives, history, and the book to support their points.
5. Read Chapter 10 together and continue discussion.
6. Conclude class by distributing the Reflecting on the Importance of Memory handout for students to respond to for the next session.

Explain to class that tomorrow we will be writing a narrative about President Kennedy’s assassination in Dallas.
Use the last 15 minutes to show a PBS clip on the assassination
	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	 Closure:  Students will write a reflection on the Kennedy Assassination

 Homework:  Students will write a rough draft about the Kennedy Assassination incorporating the memories of the person they interviewed with facts they learned from the PBS Clip

Exit Ticket:  students line up and tell the teacher as they leave why history is important
 	
*Resources/Material/Technology
 
 	Unit  The Giver chapter 10
Learning Task 12
Text #
Cornell Notes  Powerpoint How to Write a Narrative
 	
*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                                                                     		

Lesson Plan: Friday, November 22, 2013

Date: 11/22/13	Course: ELA 7th Grade	Teachers: 
Monday: Cortez Task 6 
Tuesday: Mirenda Task 7
Wednesday: Padilla Task 9
Thursday: Walker Task 12 (2 days)
Friday: Walker Task 12 (2 days)	

Performance Objective:	ELACC7W3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
	
Key Vocabulary:	narrative, historical memory, 	
 
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 :
 	 Reflecting on the Importance of Memory
Yesterday we learned about the Community’s attitude toward memory in The
Giver, and we read that The Giver believes memory is an important part of gaining wisdom and shaping the future.
Do you believe you need to know about the past in order to be wise?
Do you think knowing the past can be valuable in shaping the future?
Answer one or both of these questions in a well-developed paragraph.
Use examples from the book, your life, other stories, the news, or history to
explain and support your beliefs.
	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work Vocabulary PowerPoint slide #

AIMS stem questions for The Lottery and The Giver Friday’s section https://docs.google.com/a/students.susd12.org/document/d/16w17aLMbuy3ZS2rkp6i08u-w6ASjZMixZyCtlnup7PY/edit?usp=sharing

 
	
*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

   Guided Practice

  Independent Practice

 
 	Review the criteria for writing a narrative text. 

 

Project “Inspiration Narrative Writing Workshop PDF

Students begin the writing process

 	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure:  Students turn in completed papers

 Homework:

Exit Ticket:  Students write a reflection on how writing a historical narrative is different from writing an expository text.
 	
*Resources/Material/Technology
 
 	Unit 
Learning Task \
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