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March 31-April 4

WEEKLY LESSON PLAN

Section 7-1, 3, 5

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.

Essential Questions
1. 2. 3. How can we use drama and film to interpret novels and literature? How would Stargirls perspective guide the novel? When should a person abandon themselves to fit in?

Writing
3) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) 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


Texts Stargirl Film Ondine Handouts Children of War Introduction, Abdullah; No Man is an Island; Projector Document camera Smartboard Speakers

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.

Skills
Vocabulary Drama Discussion Reading Strategy annotation Perspective-taking Creative writing

Enduring Understandings
- The importance of individuality and confidence - The effects of projecting expectations onto others - The impact of relationships on adolescent development

Assessments
Informal Assessment Children of War annotation; Stargirl perspective; Children of War questions; participation in discussion Formal Assessment Ondine/Stargirl Dramatic Interpretation

March 31-April 4

WEEKLY LESSON PLAN

Section 7-1, 3, 5

Periods 1: Vocab/Ondine SWBAT work cooperatively to dramatically interpret Stargirl through Ondine
Review Vocab 3 (10 min) o Put definitions on a master list o Collect sentences 7-5, 7-3 only Collect Essence reflections 7-1 only Review quests (10 min) o Just vocab go through commonly missed answers on board and explain them Share out worksheet (5 min) o What did students write? It is okay to have different character lists. 7-3 only Finish Ondine (25 min) 7-5 only Introduce/begin Dramatic Interpretation (10 min) 7-3 only o Distribute handout o Describe activity: students will be broken up into groups of 4 or 5. In their groups, they must create an alternate story arc that follows the basic pattern of Ondine. Students should flex their creativity, but keep it realistic and within the character profiles. Students will be dramatizing and extending the range of the characters we already know. o Students will explain their story arc and character development to the class, and then explain why they chose to act out the scene they did o Students should create a paragraph long summary of Stargirl 2.0 and a script for a skit, which they will then perform. Skits should be no longer than 5 minutes. You can use scripts! o Students have the rest of this class and half of next class. Work on skits (25 min) 7-3, 7-1 o Put students into groups students will pick a partner, and I will pair those partners. 7-1 only o Put students into groups use cat cards, reassign groups/shift students as needed. 7-3 only Wrap-up o Finish novel for Wednesday o Vocab quiz (1), 2, 3 next Thursday 4/10

Period 2: Ondine SWBAT continue to work cooperatively and interpret an alternate story line to Stargirl. Journal (6 min) 7-5 only Work on skits (51 min) o Students have half of the period to work on their story arcs and skits. Sticks will be drawn to determine the order of skits. Present Part 1 of skits (25 min) o Each group will have their 5 minutes to present skits o Students should turn in their written story arc and script Wrap-up o Please read through the end of the novel for Wednesday

March 31-April 4
Period 3: Ondine + Stargirl Chapters 24-25

WEEKLY LESSON PLAN


Period 4: Stargirl Children of War

Section 7-1, 3, 5

Present skits (40 min) o Each group will have a max of 5 minutes to present in front of the class o Students should turn in their written story arc and skit script Review chapters 24-25 (5 min) o What did students make note of? What happens in the chapter? we watch the decline of Leo and Stargirls relationship, as well as Stargirls transformation to Susan/Evelyn o Does Stargirl really not care about what other people think? What are the limits to her individuality? o What does Leo mean by his own people Discuss No Man is an Island with 7-5 Wrap-up (5 min) o Review vocab with 7-1, 7-5 o Artifacts due today show samples (if no time push to Thursday) No Man is an Island for 7-1 and 7-3 (20 min) o Distribute handout o In pairs, students will paraphrase/decode each line. This will be collected for a completion grade. o We will go over the paraphrased poems together. o Discussion: How does this poem connect to these chapters? What would John Donne say about Stargirl taking care of her own people do we have our own people? Extended discussion of Stargirl (20 min) 7-5 only o How does Stargirl feel during all of this? Wrap-up (5 min) o Debrief which skit was the best? Which made the most sense about what we know about the characters? o Finish Stargirl for next class period

SWBAT read an alternate narration of the Iraq War and write questions for our guest speaker.

Journal (6 min) Children of War (45 min) o Distribute handouts Introduction and Abdullah chapter o Students should annotate their handouts show model on doc cam o Students should annotate with their reactions in mind how would they feel in the same situation, what do they think of Abdullahs life, etc. (5 min) o Read Introduction and Abdullah aloud (15 min) o Discuss (10 min) Share annotations reactions to the memoir? How does the narration from a childs perspective affect the story? Why is this book written entirely from the memoirs of children, instead of adults? Discuss Abdullahs last line but I do know what I would say to Geroge Bush. Id look him in the eye, and Id say, I hate you. o Questions for the speaker (10 min) Each student should come up with a question for the guest speaker tomorrow and write it at the bottom of their paper (this will be passed in, checked for completion, and then passed back) Put possible question topics on the board differences between America and Iraq, her experiences with war, her feelings about war, etc. Students should share some of these questions with each other/the class Wrap-up o Please refresh your memory on chapters 26-29 for period 6 or whenever

March 31-April 4
Period 5: Stargirl Children of War speaker? Do Now (5 min)

WEEKLY LESSON PLAN


Period 6: Stargirl Chapter 26-27

Section 7-1, 3, 5

If we have the speaker, well do that, if we dont, Ill move chapters 26-27 to today and do 27-29 on period 6 with some sort of open book quiz (students will have to prove statements about the book using direct quotations

Journal (6 min) Discuss chapter 26 (10 min) o Will Stargirls transformation into Susan make the students accept her? Think about the shunning video o What is Stargirl feeling about all of this? What would her perspective on this change look like? Exercise (10 min) o On a separate sheet of paper, students will free write chapters 2527 from Stargirls perspective. They should use their books to rework events from the story. o What is Stargirl feeling, seeing, thinking? What are her reactions to Leo? Is she hurt, confused, annoyed? You interpret. o These can be written in first or third person - as if Stargirl is saying it, or as if it is third person limited (like Jonas in The Giver) Swap n Share (15 min) o Students will pass in their papers. I will shuffle them and randomly distribute them to their classmates. o Students should share out what their new paper says. o I will collect these after we share and compile excerpts into a word document for us to look at and analyze later this week/next week Discuss chapter 27 (5 min) o Making predictions what will happen at the oratorical contest? Wrap-up (5 min) o Start thinking about journal entry subjects o Refresh memory on end of the book o Study for vocab quiz

March 31-April 4

WEEKLY LESSON PLAN

Section 7-1, 3, 5

Period 7: Stargirl (SSR if no speaker) Mon

7-1

7-3

7-5

Period 1 +2

Period 1 + 2

Period 1

Tue

Period 3

Periods 3 + 4

Period 2

Period 4

Period 5

Periods 3 + 4

Wed

Thur

Period 5

Period 6

Period 5

Fri

Periods 6 + 7

Period 7

Periods 6 + 7

Notes Show kids scrapbooks + yearbooks on Tuesday th Lab 402 with 7 period study skills Tuesday Collect artifact descriptions on Wednesday

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