Teacher: Kelly Rozelle Subject: ELA Grade: 7 Dates: 8/15/16 8/19/16

Teacher: Kelly Rozelle Subject: ELA Grade: 7 Dates: 8/15/16 -- 8/19/16

• Create a narrative (storyboard).
• Determine the theme of a short story.
• Make connections between the song “Brave” and the short story “A Letter From the Fringe.”

• Sacred Reading Time (SRT)
• “Brave”-inspired storyboarding
• Introduce the concept of storyboarding
• Assignment—
• Storyboard setting: CMS
• Characters: must be fictional
• The message: Be brave! Be yourself! Don’t worry if people seem to be staring at you or talking about you behind your back.
• Each frame must have a caption and a dialogue bubble (4 frame minimum).
• Students begin rough-drafting their storyboards. As students finish the individual boxes, they share their progress with a classmate.
• Distribute copies of Joan Bauer’s short story “A Letter From the Fringe.”
• Discuss the meaning of the word fringe.
• Students read the text independently and prepare for a discussion by recording one question and one comment about the story in their notebooks. (First explain what kinds of questions are acceptable.)
• Provide some possible sentence starters—
• I noticed . . .
• I wonder . . .
• I was reminded of . . .
• I’m surprised that . . .
• I’d like to know . . .
• If I were . . .
• I’m not sure . . .
• Although it seems . . .
• Whole-class discussion—Every student is required to share at least one question or one comment about the reading. Someone will start the discussion by sharing his or her question or comment. The next volunteer can answer the question, respond to the comment, or branch out with his or her own question or comment.

• Create a narrative (storyboard).
• Make inferences and support them with textual evidence.

• SRT
• “Brave”-inspired storyboarding
• Working in pairs, students share their storyboards. Suggestions for revisions should be based on the following criteria—
• The storyboard needs to present a complete narrative, not just a partial story that doesn’t make complete sense.
• The narrative needs to be introduced well and concluded well.
• The diction must make complete sense.
• Dialogue bubbles must contribute to the story that is being told.
• Students revise storyboards.
• Ask, How do we know things about a character? Discuss.
• Ask a student to tell me something he or she knows about Dana. After a moment, choose another student who must add additional details, while being careful not to repeat earlier information.
• Define inference and practice making inferences. (What is an inference? handout)
• Distribute copies of “A Letter From the Fringe” and model (use p. 184-185) how to create a dialectical journal to analyze the protagonist (evidence, inference, and commentary).

• Create a narrative (storyboard).

• SRT
• “Brave”-inspired storyboarding
• Students finalize their storyboards.
• Remind students of the following requirements for the final storyboard—
• Minimum of 4 panels that have been carefully sketched out, inked, and colored.
• Each caption must have been thoughtfully revised, edited, and spell-checked.
• Must contain a POSITIVE message.

• Make inferences and support them with textual evidence.
• Participate in small-group discussions about an issue, building on others’ ideas and expressing your own thinking clearly.

• SRT
• Begin reading aloud the short story “Mrs. Noonan” by Graham Salisbury.
• Divide the class into small groups. Assign each group a passage from “A Letter from the Fringe” to reread. Students work in small groups to create a dialectical journal to analyze the protagonist. (p. 181-183, p. 186-188, p. 189-191)

• Write a paragraph analyzing the characterization of the protagonist in a short story.
• Participate in small-group discussions about an issue, building on others’ ideas and expressing your own thinking clearly.

• SRT
• Finish reading aloud the short story “Mrs. Noonan” by Graham Salisbury. Discuss and make connections to “A Letter From the Fringe.”

• Introduce ABC/AEC paragraph frame.

• Working whole-class, use the inference, evidence, and commentary from our dialectical journal entry (from Tues.) to construct an analytical paragraph. Provide a skeleton paragraph as a model.