Lesson Plan Monday ~December 2, 2013
Date: 12/02/13	Course: ELA 7th Grade	Teachers: 
Monday: Mirenda Task 15
Tuesday: Padilla Task 16
Wednesday: Walker Task 17
Thursday: Cortez Task 18 (2 days)
Friday:Cortez Task 18 (2 days)	

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

Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot

Present claims and findings, emphasizing salient 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, mood	

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 setting affect the mood?
How does the author use word choice to describe the setting?
How does the mood change throughout The Giver?	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work: If you are not using Mirenda’s Bell Work, please insert your Bell Work here.

Padilla & Mirenda’s classes will complete AIMS/Benchmark style questions based upon text from The Civil War 1861-1865 Day by Day. https://docs.google.com/a/students.susd12.org/document/d/1prgiIiZuwoUgm_UeqVVcFfxbqnmbep2T24f64NGDeiM/edit
  	
*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

   Guided Practice

  Independent Practice

 
 	●	 Provide mini-lesson on setting and mood and how authors use setting to create the mood of a story.
○	It is important to note that students need to know more than just where and when the story takes place, but students need to realize that setting can create a feeling or emotional response in the text, which we call mood.
 PPT for tone and mood: www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCsQFjAA&url=http%3A%2F%2Fsbrooksdriftwood.wikispaces.com%2Ffile%2Fview%2FTone%2Band%2BMood.ppt&ei=YeyDUovRK4idjALHg4GgAw&usg=AFQjCNFWNmoqp8mWYDiq6-EZ7oBDvYBEog&bvm=bv.56343320,d.cGE
Questions for Cornell Notes about tone and mood:
https://docs.google.com/a/students.susd12.org/document/d/10WxmECFLFT17VYzwBbLBtUvW8sb57m6gA5RzC2XSMgU/edit

Since author’s word choice relates to mood, this is another resource available to you: https://docs.google.com/a/students.susd12.org/file/d/0B1MA0V2LL39NT3ZDY1NsRHdEdnM/edit?usp=sharing

●	Review with students the setting of the short story, “The Lottery.” Have students pull out specific words, phrases, or sentences that support the setting of the story and convey the mood of the story. In analyzing the story for setting and mood, students may find the following examples:
○	“The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green.”
○	“The people of the village began to gather in the square, between the post office and the bank, around ten o’clock . . .”
○	“. . . but in this village, where there were only about three hundred people . . .”
●	Have students discuss the setting and mood of The Giver.  Students will share their setting examples with the class. As students share, write their responses on the whiteboard or chart paper. Have students discuss what kind of feeling or emotional effect these have on the mood of the story. For example, The Lottery setting details listed above establish a mood that is of excitement because it is a beautiful, sunny morning, and every citizen is in attendance for the lottery.
●	Have students discuss the mood in various chapters and discuss how it changes throughout the course of the story. (Ch 1 mysterious due to apprehensive about The Ceremony of the Twelves; Ch 13 unjust and angry)	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure: Fire Drill Strategy-students have 60 seconds to write as much as they can regarding setting and mood.  Students list the information they remember along with examples.

Homework: Finish all late work because it is due NEXT FRIDAY!

Exit Ticket: As students leave class, they will turn in their Fire Drill Strategy list.
 	
*Resources/Material/Technology
 
 	Dystopian Unit 
Learning Task 15
Text The Giver
Cornell Notes about Setting
Setting PowerPoints: www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCsQFjAA&url=http%3A%2F%2Fsbrooksdriftwood.wikispaces.com%2Ffile%2Fview%2FTone%2Band%2BMood.ppt&ei=YeyDUovRK4idjALHg4GgAw&usg=AFQjCNFWNmoqp8mWYDiq6-EZ7oBDvYBEog&bvm=bv.56343320,d.cGE

OR
http://tech.bcschools.net/bcps/curriculum/english%20language%20arts/ela/content%20curriculum/writing/Traits%20of%20Writing/activities%20for%20%20Word%20%20Choice.pdf

Mood PowerPoint https://docs.google.com/a/students.susd12.org/file/d/0B1MA0V2LL39NT3ZDY1NsRHdEdnM/edit?usp=sharing
	
*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
10. Handwrite or type the assignments (depending on the need)
11. Audio version of the text                                                                       		

 

Lesson Plan: Tuesday, December 3, 2013
Date: 12/03/13	Course: ELA 7th Grade	Teachers: 
Monday: Mirenda Task 15
Tuesday: Padilla Task 16
Wednesday: Walker Task 17
Thursday: Cortez Task 18 (2 days)
Friday:Cortez Task 18 (2 days)	

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

Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot	
Key Vocabulary:	 characterization, indirect characterization, direct characterization, protagonist, antagonist, static, dynamic, 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

Mirenda & Padilla’s classes will complete AIMS/Benchmark style questions based upon text from The Civil War 1861-1865 Day by Day. https://docs.google.com/a/students.susd12.org/document/d/1prgiIiZuwoUgm_UeqVVcFfxbqnmbep2T24f64NGDeiM/edit
 	
*Direct Instruction:
(Include Instructional Strategies)
  Modeling

 Guided Practice

  Independent Practice

 
 	
●      Provide a review lesson over characterization in fiction. Make sure students know the following terms:https://mrnorthern.wikispaces.com/The+Giver+Audio
○      characterization
○      indirect characterization
○      direct characterization
○      protagonist
○      antagonist
○      static
○      dynamic
○      character’s appearance, behavior, emotions, intellect, and traits
●	Note: Microsoft PPT emailed to team for mini-lesson- all terms are covered.
●      Students choose a character from one of the short stories that we have read. Students could also choose the house in the short story, “There Will Come Soft Rains.” 
●	Point out to the students that they are going to have to do a comparison and contrast with another character from a short story or from the novel, The Giver.
●      Students mark phrases and passages that describe this character. 
●	AFTER  students mark phrases and passages, have the students complete the classification chart over their character. Students should have found textual evidence that shows their character’s appearances, emotions, and traits. They should also find similarities and differences between the character that they chose and another character in another text studied in this unit.  Remind students of the Read.Write.Think list of character traits to help the use specific word choice.
 
Sample Character Trait List from Read.Write.Think https://docs.google.com/a/students.susd12.org/document/d/1bMz0uCYOgcSgy5XZMVJJ6Kr85C5FNX9iNt5zUkcQgD4/edit

Student copy of graphic organizer found on next page
https://docs.google.com/a/students.susd12.org/document/d/1y-eG-INKckuAmJzDfFw5V6YoRHtyxCPMxtElJMuNpcU/edit

Differentiation: Though all students complete chart, some students may choose to work together to complete the graphic organizer in pairs.

Graphic Organizer Characterization Comparison: The Giver Unit	

Character’s Name
Differences: How Character Is Different
(Textual evidence)	

Similarities : How Character Is The Same
(Textual evidence)	
Character’s Name
Differences: How
 Character is Different
(Textual evidence)	

(           ,          )	

(           ,         )	

(             ,        )	

	

●      Students compared and contrast their two characters in a written response describing their characters’ similarities and differences that specifically includes in their responses the following descriptions and explanations:
○      Main characters’ responses or reactions to the environment in which they lived
○      Main characters’ appearances and physical attributes
○      Main characters’ traits and qualities that they possessed	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure: Tell your the people at your table the two characters that you are comparing, then share one difference and one similarity.

 Homework: Finish all late work because it is due NEXT FRIDAY, December 13th!

Exit Ticket: Share Essay or turn hard copy in.  If not completed in class, the essay becomes homework.	
*Resources/Material/ Technology
 
 	Unit: The Giver
Learning Task 16
Text: The Giver
PPT Characterization
Sample Character Trait List from Read.Write.Think https://docs.google.com/a/students.susd12.org/document/d/1bMz0uCYOgcSgy5XZMVJJ6Kr85C5FNX9iNt5zUkcQgD4/edit
Student copy of graphic organizer found on next page
https://docs.google.com/a/students.susd12.org/document/d/1y-eG-INKckuAmJzDfFw5V6YoRHtyxCPMxtElJMuNpcU/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 
10. Handwrite or type the assignments (depending on the need)
11. Audio version of the text                                                                      		

Lesson Plan: Wednesday, December 4, 2013
Date: 12/04/13	Course: ELA 7th Grade	Teachers: 
Monday: Mirenda Task 15
Tuesday: Padilla Task 16
Wednesday: Walker Task 17
Thursday: Cortez Task 18 (2 days)
Friday:Cortez Task 18 (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.
ELPs: IV-L-S4-HI-3: generate and confirm predictions about text for accuracy.
IV-L-S4-HI-4: answer literal, inferential and personal response questions about text.
IV-L-S4-HI-5: generate clarifying questions about text.
IV-L-S4-HI-14: draw conclusions from information implied or inferred in a literary selection

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

Padilla & Mirenda’s classes will complete AIMS/Benchmark style questions based upon text from The Civil War 1861-1865 Day by Day. https://docs.google.com/a/students.susd12.org/document/d/1prgiIiZuwoUgm_UeqVVcFfxbqnmbep2T24f64NGDeiM/edit	
*Direct Instruction:
(Include Instructional Strategies)

   Modeling

Guided Practice

Independent Practice	Students will take a quiz on Chapter 15 and 16
This quiz can be imported from ELA Curriculum on the Learn Site.
Students should have already read Chapters 14,15, and 16.

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

●	Exit Ticket: 

●	Homework:  Finish all late work because it is due NEXT FRIDAY, December 13th!
●		
*Resources/Material/Technology
 
 	Unit 
Learning Task
Texts: 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
10. Handwrite or type the assignments (depending on the need)
11. Audio version of the text  

Lesson Plan: Thursday, December 5, 2013
Date: 12/05/13	Course: ELA 7th Grade	Teachers: 
Monday: Mirenda Task 15
Tuesday: Padilla Task 16
Wednesday: Walker Task 17
Thursday: Cortez Task 18 (2 days)
Friday:Cortez Task 18 (2 days)	

Performance Objective:	ELACC7SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
.   preparing and delivering a persuasive report on academic content stating a clear position with support evidence using complete sentences.
ELACC7SL5.  Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
.   presenting writing related to a content area in a format appropriate to audience and purpose.	
Key Vocabulary:	Euphemism, euthanasia	
 
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 Euthanasia?  
Teacher reads Chapter 19 aloud to students. 	
*Anticipatory Set:
●	congruent to objective
●	active participation
●	past experience	Bell Work

Padilla & Mirenda’s classes will complete AIMS/Benchmark style questions based upon text from The Civil War 1861-1865 Day by Day. https://docs.google.com/a/students.susd12.org/document/d/1prgiIiZuwoUgm_UeqVVcFfxbqnmbep2T24f64NGDeiM/edit	
*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

   Guided Practice

  Independent Practice

 
 	Teacher will have students recall from a previous task what euphemism is and that one of the euphemisms discussed was “Released.” Inform
students that euthanasia is the practice of ending someone’s life to ease their suffering. Show video clips on Euthanasia:
www.britannica.com
www.euthanasia.com
www.euthanasia.procon.org
  
Teacher will point out the various data and opinions subjected on the links. Reasure the students of this sensitive topic and each student’s outlook on this topic is validated. Teacher will pass out a graphic organizer to each student to use to write down their finding on the topic. 
www.classzone.com 
.Venn Diagram graphic organizer
.Two-Column Chart graphic organizer
.Y-Notes graphic organizer

Mrenda’s SUN class will create a brief media presentation about euthanasia.  Their projects must include:
○	Definition of euthanasia
○	Explanation of what it means in our society
○	Explanation of what it means in the book
○	Textual examples/evidence of where it has been used in the book
○	Textual examples/evidence of reasons why someone was released in the book
●	Have students share their research findings and visuals with the class.
●	Student and Teacher take notes on presentations of each group. This will allow students to have more information to use while responding to the closure and tomorrow’s Socratic Seminar.
●	On Friday, Mirenda’s SUN class will have a Socratic Seminar to share the thoughts about euthanasia.

*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	 Closure:
Using your notes, write a paragraph responding to the following question:
Do you believe euthanasia is wrong? Share out
 Homework:  Any unfinished classwork. Finish all late work because it is due NEXT FRIDAY, December 13th!

Exit Ticket:
Whip Around -  Students quickly and verbally share one thing they learned in class today. Students can share verbally with a partner or with a small group.
 	
*Resources/Material/Technology
 
 	Unit: Utopia and Dystopia
Learning Task 18
Text  The Giver
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
10. Handwrite or type the assignments (depending on the need)
11. Audio version of the text                                                                     		

Lesson Plan: Friday, December 6, 2013

Date: 12/06/13	Course: ELA 7th Grade	Teachers: 
Monday: Mirenda Task 15
Tuesday: Padilla Task 16
Wednesday: Walker Task 17
Thursday: Cortez Task 18 (2 days)
Friday:Cortez Task 18 (2 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
 
Padilla & Mirenda’s classes will complete AIMS/Benchmark style questions based upon text from The Civil War 1861-1865 Day by Day. https://docs.google.com/a/students.susd12.org/document/d/1prgiIiZuwoUgm_UeqVVcFfxbqnmbep2T24f64NGDeiM/edit
 	
*Direct Instruction:
(Include Instructional Strategies)

      	
   Modeling

   Guided Practice

  Independent Practice

 
 	 Continuing with Thursday lesson, as a whole group, discuss some of the student’s findings about euthanasia, and write down their responses on the board. Share out

Mirenda’s classes will hold a Socratic Seminar.  The classes will refer to the notes from yesterday’s brief videos. The SUN class will refer to the information they researched for the brief media presentations.   Before Socratic Seminar, Mirenda will review the procedures and expectations. Mirenda will distribute the “Bounce Response” sheets to guide students as they respond to previous speakers.	
*Closure:
●	Congruent to the objective
●	Active participation
●	Past experience
●	Student summary
 	Closure:

 Homework: Finish all late work because it is due NEXT FRIDAY, December 13th!

Exit Ticket:
 	
*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
10. Handwrite or type the assignments (depending on the need)
11. Audio version of the text