October 28 November 1

WEEKLY LESSON PLAN

Section 7-1

Common Core Standards

Reading Literature
1) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2) 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. 3) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Essential Questions
How does Curtis use a story within a story to underscore themes of oppression and freedom? How does or doesnt Elijah mature through his experiences at the carnival? How has the Preachers character developed through the carnival? How does the carnival echo themes of freedom and oppression that we have seen earlier in the novel?

Skills
In-text analysis Making predictions based on textual evidence Informal writing Vocabulary and reading comprehension

Reading Informational Texts

4) Determine 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.

Writing
10) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Materials and Resources

o o o o o Texts Elements of Literature Anthology; Elijah of Buxton Handouts November journal prompts; SmartBoard, laptop computers Large sheets of plain paper Markers

Speaking and Listening

1) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly.

Language
5) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Assessments
Informal Assessment: Participation in class discussion and small group activities; A Days Wait character charts; Three Skeleton Key homework review Formal Assessment: Three Skeleton Key test; Writing journal completion

Enduring Understandings
Learners will understand the difference between open and closed questions when responding to a text.

Learners will understand how to use specific in-text quotations to ask inquiring questions.
Learners will understand how Curtis weaves themes of control and slavery through the carnival and real MaWee. Learners will understand the damage of slavery and the implications of escape and freedom. Learners will understand how stories can illuminate the past and inform a readers personal history.

October 28 November 1

WEEKLY LESSON PLAN

Section 7-1

Monday (double period)

A Days Wait; Three Skeleton Key
A Days Wait by Ernest Hemingway o Pre-Reading (7 min) Students will complete the Quick write (p. 80); some students will share their answers with the class Two students will read Elements of Literature and Reading Skills and Strategies to the class Instructor will explain necessary background information o Listen to audio tape of the story (5 min) o Post-Reading Making Inferences (20 min) Students will work at their tables to create an inference and character chart about Schatz and the narrator of the room will work on Schatz; the other half will work on the narrator. Students will first take out a sheet of paper at their tables and create a list of character traits and inferences about their assigned character. Students will provide quotations or page citations that support these inferences. Students will then form a larger group, one for each character. Large sheets of paper and markers will be distributed, and each group will create a master list for their character. Each group will share their master list. o Discussion (15 min) How does the story relate to the theme out here on my own; Schatz is alone and the narrator is alone all day What are the benefits and fallbacks of grace under pressure as it relates to masculinity? Do you like Hemingways method of hinting at strong emotions and sparse writing? (connection with the six word stories from Friday) Wrap-up and assign homework (4 min) Homework: Making Meanings #1-10, Try it Out, Words to Own (pgs. 85-7) Review Three Skeleton Key homework o One student is the puller and one is the caller. The puller selects a number, the caller reads the question, and the student whose number was pulled answers the question. The puller or caller can request for more of their classmates to build on answers or provide a different interpretation. o Student homework is checked for completion and lunch detention is assigned as necessary. Review for Three Skeleton Key test, 10/31 o Students will improve their essays, introductions, and transitions by editing their peers essays on the board. o After student homework is collected, instructor will pick 3 essays at random and type them on the Smartboard (or ask for volunteers). o Students will discuss what should be improved in the essay, starting with the introduction. Students will then move on to transitions. Students will come up to the Smartboard and write changes on the text.

October 28 November 1 Annotated Lesson Plan: Monday, October 28

WEEKLY LESSON PLAN

Section 7-1

The Planning Process Every Monday is EOL Day , where students review their homework from last week, read or listen to a story from their anthology, discuss it, and work on their homework for next week. Usually, my CM likes to just review the homework one at a time, listen to the story, have a brief discussion guided by the Teachers Guide questions, assign the homework, and have students independently work until the end of the double period. Because we just read these stories every week and then forget about them, save a test once every month, Ive been trying to think of ways to improve the anthology work and make it more interactive. Each story has an element of literature theme like theme, suspense, or this weeks, inference. The story was A Days Wait, a short story by Ernest Hemingway. The story is sparse and only took about ten minutes to read aloud. I was not a fan of the Quickwrite assignment, which was to talk about how you would comfort a child who was afraid of something, or how you make yourself feel better when scared. Unfortunately, I could not think of a better quick writing prompt for students to work on as I checked homework, so I used the original prompt. I did not anticipate how difficult it would be for me to check all of the homework for completion (which had 3 components) for thirty-three students and keep the students silently writing on a boring, simple topic. As well, Mondays class is in the library, so it is difficult to maintain total class control when it is impossible to tell if my class is talking or the class ten feet away over the small divider is talking. After I checked the homework, some students shared their Quickwrite answers and two students read the Elements of Literature from the box and we read the story popcorn-style. I wanted our discussion of the story to be more interactive and less teacher-centered, so I decided that the students would work in their tabled groups (that they chose) on a few character charts for the only two characters in the story. Each group received a large sheet of paper and a few markers, and were instructed to make a graphic organizer that displayed inferred character traits with specific text quotes that provided evidence. I gave the students a few examples of graphic organizers as a scaffold, and gave them a hint and defined the word stoic for them. Then, I sent them on their way, circulating through the groups to read what they had written, answer questions, and ask questions. I thought that these charts would be a good way to move students from their seats in a loud library in which it is a struggle to hear me and the entire class, an easy way to incorporate group work, and would achieve the goal of both understanding the story and exercising the desired element of literature. The students in my first section had more trouble coming up with characteristics than the others, but each group came up with at least three characteristics and a few quotes for each trait. At the beginning of the double period, they shared their characteristics with their classmates and hung up their posters so that I could take a picture of them. I wanted them to share their inferences with the class so that everyone would receive the information. I also wanted them to practice public speaking and hear from students I do not frequently hear from. Finally, I took pictures of their work so that I could have it for my records and so that they could see that I was proud of what they had accomplished in such a short time. I think that this lesson used a variety of instructional strategies. It allowed students who excel at recording their thoughts to write independently at the beginning of the class, and it hopefully helped students who prefer a written product of their understanding. The lesson was not very differentiated; it is difficult for me to differentiate these stories, especially when so many of my students are on the same level. When planning, I try to incorporate different activities that I know will play to certain students stren gths,

October 28 November 1

WEEKLY LESSON PLAN

Section 7-1

especially those with IEPs or those for whom English is not their best subject. This lesson used both formal and informal assessment of learning. I informally assessed how students worked with their groups (if they were actively looking for quotes and sharing ideas, or if they hung back), and what the groups actually produced in their character charts. After the students shared their charts, we reviewed the homework for the last weeks story aloud, and I collected it for a grade. The grade is based mostly on completion, but I skim the work for understanding to inform my teaching of the next story. Unfortunately, the character charts took all of the first period, so we did not get to have much class discussion on the story. Their homework, which is assigned from the book, is generally a good way to tell if they understood the storys themes and can think critically about what they have read. Hopefully, the ch arts worked well for the students and they were still able to infer about the characters. I think that this lesson showed understanding of my content knowledge. Sometimes, I have to remember that although my students are incredibly bright, they are still in middle school and will not pick up on all of the nuances of the texts that we read. It is important that I spend time thinking critically about each text that we read and pick out understandings and questions for the text as a whole, and for our novel, each chapter. I prefer to not reference teachers guides, although it is impossible not to for the Anthology because I read from the teachers edition. Luckily, I am far above a seventh grade reading level, so coming up with focusing questions is fairly easy once I have reviewed the chapter and thought about the course of the text. I think that I could provide more scaffolding and modeling for my students so that they can see my thought process as I read and write, which will help students who have more trouble with critical thinking.