Northwest Rankin Middle School

Northwest Rankin Middle School

Lesson Plan Template

Teacher: Templeton Course: ELA/Seventh Grade Dates of implementation: January 12-16, 2015

Stage 1: Desired Results

Competency/Objective:
Reading Standards for Literature and Information Text 7th Grade
·  RL.7.6Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
·  RL.7.7Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
·  RI.7.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
·  RI.7.7Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
·  RI.7.8Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
Writing Standards 7th Grade
·  W.7.1aIntroduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
·  W.7.1bSupport claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
·  W.7.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening Standards 7th Grade
·  SL.7.2Analyze 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.
Language Standards 7th Grade
·  L.7.2Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
·  7.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.
·  L.7.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
·  L.7.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
At the end of this unit, students will know:
·  Analyze how an author develops and contrasts POVs of characters or narrators in a text
·  Apply reading standards to literature and nonfiction and be able to analyze works in writing using evidence to back up claims.
·  Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium
·  Determine meanings of words and phrases (figurative, connotative, technical) in texts and analyze the impact of word choice on meaning and tone
·  Draw evidence from literary or informational text to support analysis, reflection, and research
·  Demonstrate command of English language conventions (capitalization, punctuation, spelling) in writing
·  Use knowledge of language and its conventions when writing, speaking, reading, or listening.
·  Demonstrate understanding of figurative language, word relationships, and nuances in word meanings / At the end of this unit, students will be able to:
·  Analyze how an author develops and contrasts POVs of characters or narrators in a text
·  Apply reading standards to literature and nonfiction and be able to analyze works in writing using evidence to back up claims.
·  Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium
·  Determine meanings of words and phrases (figurative, connotative, technical) in texts and analyze the impact of word choice on meaning and tone
·  Draw evidence from literary or informational text to support analysis, reflection, and research
·  Demonstrate command of English language conventions (capitalization, punctuation, spelling) in writing
·  Use knowledge of language and its conventions when writing, speaking, reading, or listening.
·  Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

Stage 2: Assessment Evidence

Pre-Assessment:
·  Class Discussions
·  Glossary of Sailing Terms
·  Figurative Language Definitions and Examples
·  Mapping the Bahamas
·  Where the Wild Things Are by Maurice Sendak
·  Where the Wild Things Are audio / Formative Assessment:
·  Class discussions (from text/Journals)
·  Journals/ Writing Assignments
·  Section 2 (2.1 and 2.2) Discussion Questions
·  Sections 1 and 2 (2.1 and 2.2) Vocabulary: The Bahamas
·  Mapping the trip through the Bahamas
·  Fig. Lang. practice - Characterization / Summative Assessment:

Stage 3: Learning Plan 3.2

Date: 1/12, Monday
Bellringer/Hook:
- Journal Response: Describe a time when someone’s actions changed your opinion of him/her (for better or worse).
Transitions:
-Vocab Section1 quiz
-Read The Great Wide Sea, Section 2: The Bahamas, Ch. 12-13, pgs. 66 – 76
-Label map of the Bahamas; track the Byron family as they sail around the Bahamas.
-Review and discuss “Section 2 Glossary of Sailing Terms”
-“Section 2.1 – The Bahamas Vocabulary” handout
Reflection:
-Work on Section 2.1 Discussion Questions
-Characterization and Fig Lang Lesson guided/group practice / Date: 1/13, Tuesday
Bellringer/Hook:
-Journal Response: At what age is it “okay” to cry? Is all crying the same? How could it be different?
Transitions:
- Read The Great Wide Sea, Section 2: The Bahamas, Ch. 14-15, pgs. 77 – 90
-Label map of the Bahamas; track the Byron family as they sail around the Bahamas.
-Review and discuss “Section 2 Glossary of Sailing Terms”
-Work on “Section 2.1 – The Bahamas Vocabulary” handout
-Work on Section 2.2 Discussion Questions
Reflection:
At the bottom of today’s Journal Response, give an example of a time that each character has cried. Then, explain WHY they cried and the effect it had on the others. Was crying in each situation “okay?” / Date: 1/14, Wednesday
Bellringer/Hook:
-“Mischief” word association, students list ways in which one can be “mischievous”
-Finish “crying” response (IF not)
Transitions:
- Read The Great Wide Sea, Section 2: The Bahamas, Ch. 16-17, pgs. 91 - 104
-Work on Section 2 Vocabulary
-Read and listen to Where the Wild Things Are by Maurice Sendak, discuss Max’s behavior/attitude and compare with characters from The Great Wide Sea
Reflection:
Journal Response:
In your opinion, is it better to be an only child, the oldest, the middle, or the youngest? [Discuss PARALLELS in writing - book to self]
Facts about birth order and personality traits (IF time) / Date: 1/15, Thursday
Bellringer/Hook:
-Facts about birth order and personality traits and revisit yesterdays journal. Has your opinion changed in any way? If so, how? How does the birth order of Ben, Dylan, and Gerry support or differ from the information you’ve gained?
Transitions:
- Read The Great Wide Sea, Section 2: The Bahamas, Ch. 18-19, pgs. 105 – 123
-Work on Section 2.2 Discussion Questions
-Work on Section 2 Vocabulary
- Listen to Where the Wild Things Are
(IF Time)
Reflection:
Journal Response:
Gerry says the monsters are mean; what is “mean” about the monsters? Explain whom else Gerry has used that word to describe so far. Keeping in mind the members of the Byron family, would you use that word to describe any of them? Why?
(IF Time) / Date: 1/16, Friday
Bellringer/Hook:
- Free write OR Wild Things Reflection from this week
Transitions:
-Read The Great Wide Sea, Section 3: The Storm (Ch. 20-22, pgs. 124 – 138
-Revisit Where the Wild Things Are
Reflection:
Journal Response:
When the monsters threaten to eat up Max and then tell him that they love him, Ben laughs. What could be funny about that? Think about how Ben and his dad treat each other AND how Ben sometimes treats his brothers. Think about the monsters that threaten to hurt the one that they love most. What parallels (similarities) can you draw between these situations?

Stage 4: Differentiation

What difference in students do I anticipate, and how will I differentiate instruction to attend to those differences?
Students’ reading levels (vocabulary and comprehension) and pace and students’ writing ability –peer tutoring, class/group discussion, multi-media to incorporate visual, auditory, and kinesthetic learners, student/teacher conferences on writing, specific and engaging mentor texts (including student mentor texts from class), exit activities/slips, audio of texts, whole class reads, independent reads, teacher modeling, extended vocabulary activities to strengthen acquisition.

Northwest Rankin Middle School 2014 – 2015