Disciplinary Unit: Lesson Plan Format

I. General Information:
Grade Level: 7
Discipline: English/Language Arts
Unit Topic: Literature Cirlces
Time Frame: 2 class periods 1 hour
Text: Chasing Lincolns Killer by James L Swanson
Other Materials:
Literature Circle Role Sheet Separate Doc
Information on Literature Circle
Self Evaluation Form
II. Essential Understanding/Questions:
The participation of literature circles helps evolve the
story at hand through different perspectives.
Each literture circle role is essential for full
comprehension of the text.
III. Standards/Indicators

RI.2.7: Determine two or more central ideas in a text and analyze their development over
the course of the text; provide an objective summary of the text.

RI3.7: Analyze the interactions between individuals, events, and ideas in a text (e.g.; how
ideas influence individuals or events, or how individuals influence ideas or events).

RI.4.7: Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific word
choice on meaning and tone.

W2.7.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.

W2.7.d: Use precise language and domain-specific vocabulary to inform about or explain
the topic.

W8.7: Gather relevant information from multiple print and digital sources; using search
terms effectively; assess the credibility of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and following a standard format for
citation.

RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary
sources.

RH.6-8.2: Determine the central ideas or information of a primary or secondary source;

provide an accurate summary of the source distinct from prior knowledge or opinions.

RH.6-8.4: Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.

RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or

maps) with other information in print and digital texts.

SL.7.1: 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.

SL.7.1A: Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.

SL.7.1B: Follow rules for collegial discussions, track progress toward specific goals and
deadlines, and define individual roles as needed.

SL.7.1C: Pose questions that elicit elaboration and respond to others' questions and
comments with relevant observations and ideas that bring the discussion back on topic as
needed.

SL.7.1D: Acknowledge new information expressed by others and, when warranted,

modify their own views.

IV. Lesson Objectives

Students will be able to engage in a meaningful
discussion of the anchor text.

V. Evaluation/Assessment:
Students will submit their literature role sheet and
complete the self evaluation form.
VI. Procedures:
Introduction: Literature cirlces will take two class
periods to implement.
Students will have finished the anchor text, Chasing Lincolns
Killer with the support of an audiobook. (Class period 1)
Teaching/Activities:
1. Briefly review the events that have happened in the text (Chap.
10 Epilogue) in a whole group discussion.
a. Discussion Points: John Wilkes Booth being caputured,
the trial for the conspirators, the execution, and how
America moved on after the trial.
2. The instructor will inform the class that they will be
participating in literature circles.
a. When introducing literature circles, explain how these
types of discussions can strengthen comprehension of the
whole text.
b. Next, give students literature circle role sheet out for
students and review the criteria for each role.
i. Literature cirlce roles include:
1. Discussion Director
2. Investigator
3. Vocabulary Enricher
4. Passage Picker
5. Connector
6. Travel Tracer
7. Illustrator
ii. Not all these roles need to be fullfilled, six out of
the seven would be best.
c. After reviewing criteria, inform students that they will be
filling out a self-evaulation
d. Next, assign students roles and groups for their literature
circle.

3. Allow the remainder of class for students to work on their role

sheet and take home to complete for tomorrow.
4. Remind students that literature circles will
5. (Class period 2) Review with students the literature circle roles
and which role each student has. Make sure students are
prepared to participate in literature cicle with a completed role
sheet.
6. Next, inform students of literature circle rules.
a. The discussion director is the groups leader and will
allow others ample amount of time for others to share
their role.
b. Be respectful and listen to other peoples opinions.
c. This is a time for students feel free to offer their
reactions, feelings, and interpreatiton of text.
d. Discussions so be more in depth about the text.
e. Lastly, once discussions are finished to complete the selfevaluation form.
7. Students will be given 30 to 45minutes to have these
discussions.
8. Once discussions have wrapped up, have a brief discussion on
how students felt about literature circles.
9. Next, have students complete their self-evaluation forms.
Closure:

Students will complete and submit their self-evaluation sheet

along with their literature circle role sheet.