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April 28 May 2 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.

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.

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.




Essential Questions


Enduring Understandings

- Learners will understand the difficulty and importance of navigating multiple
identities.
- Learners will understand the legacy of white American history on Native
Americans
- Learners will understand how context and choices intertwine to affect
development



Skills

Vocabulary
Sentence structure
Finding evidence
Explaining evidence


Materials and Resources

Texts Absolutely True Diary of a Part-Time Indian
Handouts Grammar Packet 1; Vocab 4; Stop to Summarize 2, 3; ATD
QQ 1; Harkness discussion 1; Darkness Too Visible by Megan Cox
Gurdon; Why the Best Kids Books are Written in Blood by Sherman
Alexie; My Reprehensible Take on Teen Literature: by Megan Cox
Gurdon; Double Entry Journal 1
Sentence cut-outs (envelopes and note cards)
Projector
Post-its (study skills)
Assessments

Informal Assessment

Formal Assessment




April 28 May 2 WEEKLY LESSON PLAN Section 7-1, 3, 5


Period 1: Vocab + Grammar
Vocab list 4; Correcting run on sentences

Distribute Vocabulary list 4 (5 min)
o Students should define the words, write the different verb forms,
and write a meaningful sentence for half of the words by next
Monday.
Correcting Run-on Sentences (35 min)
o Distribute grammar packet one Coorecting run-on sentences
o Why are we learning this? (2 min)
Before we can write a 5 paragraph essay, we need to
know how to write a sentence
We will start with the basics of grammar and increase
difficulty, which will set you up for writing in every class
o What is a clause? What is an independent and dependent
clause? (3 min)
o Two independent clauses together without punctuation is a run-on
sentence
o There are four ways to correct a run on sentence:
1. Make the two clauses into two sentences
2. Connect the two clauses with a semicolon
3. Connect the two clauses with a comma and fanboy
4. Make one of the clauses dependent by adding a
dependent word (chart on back)
o Independent practice (15 min)
Students should complete Exercises 1 and 2, odd #s
only independently in their packets
Students should complete Exercises 3 and 4, even #s
only, starting with number 4, in their packets
o Group practice (10 min)
Each table will receive 5 envelopes. These envelopes
will have the sentences from Exercise 5, but with the
words on an individual note card; the notecard will also
have a variety of dependent clauses, fanboys, and
punctuation
Each table must put the sentence together as quickly
and quietly as possible score will be kept and the
winning table will get a small prize
Listen to ATD audio tape for remainder of class (10 min)
o Start with page104; students should Stop to Summarize
Period 2: ATD
Pages 73-103 review

Quote Quiz (15 min) [ALL]
o Distribute quiz
o Students will have 15 minutes to find a quotation from pates 73-
103 that explains each sentence; they must explain the quotes
significance
o Check Stop to Summarize HW while students quiz
Harkness discussion 1 (35 min) [7-5 ONLY]
o Distribute Harkness handout 1
o Students have the remaining time to discuss the beginning of the
novel gaps will be covered later
Review Stop to Summarize (15 min)
o What happens in Tears of a Clown? Why is it significant?
o What happens in Halloween? Why is it significant?
o Ditto for Slouching Towards Thanksgiving, My Sister Sends me an
E-mail, and Thanksgiving
Paper topic brainstorm (10 min)
o Where would you start if I or another teacher asked you to come
up with a paper or research topic completely on your own?
o On a separate sheet of paper that they will keep, students will
come up with a list of everything they think is interesting about
ATD so far the list could have anything
Examples: different characters, life on the reservation,
writing style, cartoons, etc
o After brainstorming and writing, students will share their lists with
a partner, and then with the class this way students can get
more ideas for potential paper topics
Audio Book (10 min)
o Continue listening to ATD distribute Stop to Summarize 2

Homework read pages 104-117 for tomorrow


April 28 May 2 WEEKLY LESSON PLAN Section 7-1, 3, 5


Period 3: ATD
Pages 104-117

Do Now (5 min)
o Brainstorm - where would you start if I or another teacher asked
you to come up with a paper or research topic completely on your
own?
o Check of homework
Paper Topic Brainstorm (10 min)
o On a separate sheet of paper that they will keep, students will
come up with a list of everything they think is interesting about
ATD so far the list could have anything
Examples: different characters, life on the reservation,
writing style, cartoons, etc
o After brainstorming and writing, students will share their lists with
a partner, and then with the class this way students can get
more ideas for potential paper topics
Finish TED talk (15 min 7-3, 7 min 7-1)
Review StS 2/Discuss (15 min)
o Summarize sections; describe their significance
o What do the students think of Penelope? What is her relationship
with Junior? Is she using him? Does she genuinely like him?
Subtopic: why might we have our own opinions of
Penelope?
o How are Gordy and Rowdy similar? How is Gordy tough like
Rowdy?
Audio Tape with remaining time
o Distribute StS 3 pages 118-133






Period 4: ATD
Pages 118-133

Finish audio tape or listen to complete 118-133 (15 min)
o Students should fill out their StS WS I will stop the tape and give
them a few moments to summarize/explain significance
Review StS/Discuss (15 min)
o Review summary and discuss topics the students bring up
Discuss: Well, life is a constant struggle between being an individual and
being a member of a community (5 min)
o Where have we seen this before in our other literature?
o How does it take on new meaning/implications with this text as
compared to Stargirl?
Discuss Gordy (5 min)
o What have we learned about him now?

April 28 May 2 WEEKLY LESSON PLAN Section 7-1, 3, 5

Period 5: ATD
Young Adult Lit

Intro (5 min)
o Even though weve already talked extensively about young adult
literature and book banning, were going to take another extended
look and one partially from Sherman Alexies view
o Were going to read the three articles and discuss them one at a
time, and then as a set
Darkness Too Visible (20 min)
o Distribute and read aloud as a class students should take note
of her main argument as we read
On the board, write her main argument: Young adult
literature is getting more grotesque and is unnecessary
in that teenagers should not be exposed to these
messages
o Discuss what is Megan Cox Gurdon arguing? What does she
use to validate her point? What does she share about Sherman
Alexies writing?
Why the Best Kids Books are Written with Blood (15 min)
o Read Sherman Alexies blog aloud
On the board, write his main argument: young adult
literature dealing with difficult topics is important because
it gives marginalized students a voice and outlet for their
struggles
o Discuss: What is Alexies argument? What evidence/examples
does he use to support his argument?
My Reprehensible Take on Teen Literature (10 min)
o Read Gurdons response aloud
o Discuss her argument what is it? What does she use to support
it? What is her response to authors like Alexie, and the American
Library Association?




Period 6: ATD
Young Adult Lit

Finish YA Lit discussion (15 min)
o Refresh memories put arguments of different pieces on board
o Discuss:
What do students think about these pieces? Whose side
are they on?
What are the dangers of Gurdons argument? What are
the positives of her argument?
Why is it important to read difficult books? Is it important
for teachers to teach them?
Letter-writing (20 min)
o Students will write a response to either Gurdon or Alexie
students can agree or disagree with either author
o In their response, students should cite specific arguments that the
authors make and what, specifically, they agree or disagree with
o Responses should have at least 1 direct, embedded quote from
the author.
o Some students can share their response out I will share mine
out
Double-Entry Journal/Audio book (15 min)
o Distribute Double Entry Journal 1 handout and review how to
complete it/the purpose for the strategy
o Students should read 135-149 and complete DEJ 1 for Monday
5
th
/6
th
or Tuesday depending on the class
o Play audio tape for the remainder of the period


April 28 May 2 WEEKLY LESSON PLAN Section 7-1, 3, 5



Period 7: SSR

Notes

- Lab 402 Friday 1
st
period
- Wed Thur half day 6 periods this week

Study Skills:
- Organization 101
- Utilizing the Agenda
o Everyone should take out their agenda and look at what it
offers
o Students should write major assignments/events on their
large calendar and make sure their weekly calendar is up to
date
o Each day, students should write down their homework
description and due date the next day, they should re-
write their HW if it is not completed; check it off if the
homework is completed
- Post-it notes
o Each student will get 5 Post-it notes a week on their post-
it note, they should keep a running list of what supplies they
need to take home with them each day
o Before they leave, students should check this post-it and
make sure they have everything they need before they
leave for the day
- Binder
o Look at your binder for each subject does the order of
papers make sense? Are things stuffed in random order,
never to be found again?
o Make sure the binder is divided either in chronological
order or by handout / homework





Period 1 +2 Period 1 + 2 Period 1



Period 3 Periods 3 + 4 Period 2




Period Period Period 3





Period 4 Period 5 Period




Periods 5+6 Period 6 Periods 4 + 5.5



7-1 7-3 7-5

Mon




Tue




Wed




Thur



Fri