University of Delaware Common Core Aligned Lesson Plan

Class: Pd. 1 Honors; 2,3 Inclusion Grade: 7

Sequence Duration (days): 3/21 Class Duration (minutes): 80

Common Core Learning Standard(s) Addressed:

THURSDAY:
- CCSS.ELA.RI.7.1.-Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
Learning Objective(s):
THURSDAY:
- SWBAT: Use Lewis Carroll’s Jabberwocky to practice using vocab strategies
and identifying lines of text to make inferences.

Assessments
THURSDAY:
- Formative pd. 1,2,3: Vocab Strategies Jabberwocky Response
- Formative pd. 1: Main Idea/Topic Notes

Activities/Tasks (with timing):

THURSDAY Pd. 1:
● Students Complete Do Now (5 mins)
○ Fill out the final section on the Body System chart from yesterday (your “review”)!
■ Which system do you want to research and WHY!
■ MEMBEAN- LET’S WIN PEOPLE!
● Attendance Question (3 mins)
○ Favorite milkshake flavor?
● Vocab Strategies (41 mins)
○ We’re going to get some strategies to help us when we are reading informational texts!
○ Read the Jabberwocky as a class! (2 mins)
■ Guess what: We’re actually using vocabulary strategies to infer what certain
words mean within the poem RIGHT NOW!
● We used specific words in the text to guess what the Jabberwock
might look and act like! (i.e. sword, jaws that bite, the claws that catch,
eyes of flame)
○ Speedy fun fact: (3 mins)
■ Alice in Wonderland is referenced here multiple times! It’s also Ms. Hess’
favorite Disney movie of all time.
● Show slide with mome raths, and Tulgey Woods, short 30 second clip
to see characters and weirdness of their style!
○ Draw the Jabberwocky & Explain: (10 mins)
■ Step 1: Draw the Jabberwocky (on the back of the poem)- 3 mins approx
■ Step 2: Use the sentence starters to help you explain UNDERNEATH the
drawing: explain what made you draw the Jabberwocky this way. Cite what
words or lines from the poem helped you draw it!- 7 mins approx
○ Discuss Vocab Strategies (5 to talk and 3 to share out)
■ Give each table a group number (1 OR 2)
● Have each group discuss one of the 2 questions. Group discussion for
5 mins then SHARE out!
● Group 1: What are ways vocab strategies can be helpful to us when we
are reading?
● Group 2: What are some ways knowing vocabulary can help us with
our writing skills?
○ (Pick 1 Notetaker AND 1 reporter! You ALL should share in
your groups!)
■ Go find a partner to answer the last slide: (5 w partner and 3 to share out)
● Give an example of how vocabulary strategies can help us when we
start our research? HINT: think about the types of words we find in
textbooks.
○ Speedy Notes for Vocab Strategies- Students ONLY copy the italicized part shown
in slides ( mins)
● Inferencing (context clues)
○ Using context clues to help understand the meanings of
words.
■ Example: When it is cold I shiver, my body
shakes and my teeth chatter.
● Context Clue 1: The words “shake” and
“chatter” help the reader infer that the
word has to do with touch.
● Context Clue 2: Cause & Effect: the
shaking and chattering is the direct effect
of the “cold.” Death and betrayal make
people feel unpleasant.
■ Therefore, the readers can infer that the meaning
of the word shiver is likely to shake
uncontrollably.
● Comparative Language (synonyms)
○ Using synonyms to help understand the meanings of
words.
■ Example: Elephants are enormous, they are the
largest animals in the world.
● Synonym: An example of enormous is
provided in the sentence: “largest”.
● Thus, readers can see that the meaning of
 the word enormous is comparable to “very
large in size.”
● Contrasting Language (antonyms)
○ Using antonyms to help understand the meanings of
words.
■ Example: The antiquated electrical system was
not suitable for powering modern appliances.
● Antonym: The electrical system is not
suitable for the appliances because it is
antiquated, while the appliances are
modern.
● Thus, readers can see that the meaning of
the word antiquated contrasts the meaning
of “modern.”
○ ***Note: Signal words (but,
although, not, however…)
● Connotation (semantic gradients)
○ Using connotation and word charge to help understand
the meanings of words. The connotation of a word can
change the meaning of a sentence entirely. Once students
understand a word’s connotation, they can start to
analyze an author’s intentional use of words.
■ Example: The tropical rainforest’s sweltering heat
made my clothes cling to my skin.
■ Using context clues, readers can infer that
sweltering means hot, but the connotation is more
severe or intense. Sweltering doesn’t just mean
“hot,” but could mean “oppressively hot,” “sweat-
inducing” or “very humid and sticky.”
■ Viewing or creating semantic gradients can help
students understand the impact of word choice to
build on their own understanding of the unknown
words.
● IF TIME Main Idea & Supporting Details (12 mins)
○ Notes:
■ Main: of top importance
■ Idea: a thought or suggestion
■ So, the main idea is the most important thought from a text.
■ Topic: what the text talks about
■ Topic + most important idea = the main idea
○ Why we look for the main idea briefly- 3 examples
 ○ Main Idea vs. Topic
■ MI: Statement
■ T: Statement in 1-2 words
■ MI: 10 words or less
■ T: What the text talks about
■ T: Summer
■ MI: Most important info about a topic
■ MI: Summer is the warmest season in the Northern Hemisphere.
○ Main Idea Tips & Tricks
■ Is the information grouped into headings and subheadings?
● If yes, main idea is probably related to the title of that paragraph.
■ Is it explicitly or implicitly stated?
● Explicit: directly said (typically in the first sentence)
● Implicit: not directly said
■ Is there an idea the author keeps going back to?
● This is probably the most important information.
● RQ 1 ( mins)
○ Pull RQ1 Organizer up on board- MODEL!
○ RQ- Research Question!
■ What roles does this system play in maintaining the health of the body?
● What does role mean? ASK CLASS- role=function/purpose
○ Each box= 1 role of the system
■ Write down text evidence of what each role might be
● At the right put the title & author name!
○ MODEL:
■ BOX1: Protects the body’s tissue and organs.
● Description 1: The IT is the outer layer of the body. It consists of your
skin, hair, nails and glands. These organs and structures are your first
line of defense against bacteria and help protect you from injury and
sunlight.
■ BOX2: Helps to maintain body temperature.
● Description 2: The skin has a large surface area that is highly
vascularized (just means the body has lots of blood vessels), which
allows it to conserve and release heat.
■ BOX3: Keeps the body from becoming dehydrated.
● Description 3: The skin does this by storing water. It contains sweat
glands that help fight overheating and dehydration by releasing sweat
onto the skin's surface.

THURSDAY Pd. 2,3:

● Students Complete Do Now (5 mins)
○ Pull out your Text Features WS and keep working!
■ MEMBEAN- LET’S WIN PEOPLE!
● Attendance Question (3 mins)
○ Favorite milkshake flavor?
● Text Features (15 mins approx)
○ 6-8 mins to complete
 ○ Go over it one by one! Invite students to respond by raising hands.
■ “5 Sensational Sun Facts” Answer Key
■ 1. Title, headings (5), bold text, italics, picture, diagram, caption, footnote
■ 2. “The sun’s energy can disrupt communication on Earth.”
■ 3. “The sun’s glow is caused by nuclear fusion.”
■ 4. The picture’s caption explains that the glowing ball is the sun and what
shape is shown on its
■ side.
■ 5. The words thermonuclear fusion are bold because the term is explained
further in the
■ footnote.
■ 6. The word sol is italicized because it is a word from another language –
Latin.
■ 7. The definition of thermonuclear fusion is found in the footnote.
■ 8. The diagram’s caption is the only place that says solar wind is fastest near
the sun’s poles.
■ 9. The diagram shows the general direction of solar wind.
● Vocab Strategies (41 mins)
○ We’re going to get some strategies to help us when we are reading informational texts!
○ Read the Jabberwocky as a class! (2 mins)
■ Guess what: We’re actually using vocabulary strategies to infer what certain
words mean within the poem RIGHT NOW!
● We used specific words in the text to guess what the Jabberwock
might look and act like! (i.e. sword, jaws that bite, the claws that catch,
eyes of flame)
○ Speedy fun fact: (3 mins)
■ Alice in Wonderland is referenced here multiple times! It’s also Ms. Hess’
favorite Disney movie of all time.
● Show slide with mome raths, and Tulgey Woods, short 30 second clip
to see characters and weirdness of their style!
○ Draw the Jabberwocky & Explain: (10 mins)
■ Step 1: Draw the Jabberwocky (on the back of the poem)- 3 mins approx
■ Step 2: Use the sentence starters to help you explain UNDERNEATH the
drawing: explain what made you draw the Jabberwocky this way. Cite what
words or lines from the poem helped you draw it!- 7 mins approx
○ Discuss Vocab Strategies (5 to talk and 3 to share out)
■ Give each table a group number (1 OR 2)
● Have each group discuss one of the 2 questions. Group discussion for
5 mins then SHARE out!
● Group 1: What are ways vocab strategies can be helpful to us when we
are reading?
● Group 2: What are some ways knowing vocabulary can help us with
our writing skills?
○ (Pick 1 Notetaker AND 1 reporter! You ALL should share in
your groups!)
■ Go find a partner to answer the last slide: (5 w partner and 3 to share out)
● Give an example of how vocabulary strategies can help us when we
start our research? HINT: think about the types of words we find in
 textbooks.
○ Speedy Notes for Vocab Strategies- Students ONLY copy the italicized part shown
in slides
● Inferencing (context clues)
○ Using context clues to help understand the meanings of
words.
■ Example: When it is cold I shiver, my body
shakes and my teeth chatter.
● Context Clue 1: The words “shake” and
“chatter” help the reader infer that the
word has to do with touch.
● Context Clue 2: Cause & Effect: the
shaking and chattering is the direct effect
of the “cold.” Death and betrayal make
people feel unpleasant.
■ Therefore, the readers can infer that the meaning
of the word shiver is likely to shake
uncontrollably.
● Comparative Language (synonyms)
○ Using synonyms to help understand the meanings of
words.
■ Example: Elephants are enormous, they are the
largest animals in the world.
● Synonym: An example of enormous is
provided in the sentence: “largest”.
● Thus, readers can see that the meaning of
the word enormous is comparable to “very
large in size.”
● Contrasting Language (antonyms)
○ Using antonyms to help understand the meanings of
words.
■ Example: The antiquated electrical system was
not suitable for powering modern appliances.
● Antonym: The electrical system is not
suitable for the appliances because it is
antiquated, while the appliances are
modern.
● Thus, readers can see that the meaning of
the word antiquated contrasts the meaning
of “modern.”
 ○ ***Note: Signal words (but,
although, not, however…)
● Connotation (semantic gradients)
○ Using connotation and word charge to help understand
the meanings of words. The connotation of a word can
change the meaning of a sentence entirely. Once students
understand a word’s connotation, they can start to
analyze an author’s intentional use of words.
■ Example: The tropical rainforest’s sweltering heat
made my clothes cling to my skin.
■ Using context clues, readers can infer that
sweltering means hot, but the connotation is more
severe or intense. Sweltering doesn’t just mean
“hot,” but could mean “oppressively hot,” “sweat-
inducing” or “very humid and sticky.”
■ Viewing or creating semantic gradients can help
students understand the impact of word choice to
build on their own understanding of the unknown
words.
● IF TIME Main Idea & Supporting Details (12 mins)
○ Notes:
■ Main: of top importance
■ Idea: a thought or suggestion
■ So, the main idea is the most important thought from a text.
■ Topic: what the text talks about
■ Topic + most important idea = the main idea
○ Why we look for the main idea briefly- 3 examples
○ Main Idea vs. Topic
■ MI: Statement
■ T: Statement in 1-2 words
■ MI: 10 words or less
■ T: What the text talks about
■ T: Summer
■ MI: Most important info about a topic
■ MI: Summer is the warmest season in the Northern Hemisphere.
○ Main Idea Tips & Tricks
■ Is the information grouped into headings and subheadings?
● If yes, main idea is probably related to the title of that paragraph.
■ Is it explicitly or implicitly stated?
● Explicit: directly said (typically in the first sentence)
● Implicit: not directly said
■ Is there an idea the author keeps going back to?
● This is probably the most important information.
● RQ 1 ( mins)
○ Pull RQ1 Organizer up on board- MODEL!
 ○ RQ- Research Question!
■ This is kinda like finding the main idea! It’s just the main idea of your specific
body system.
● Role= purpose/main function Ask a student: What do you think role
might mean in this context/case?
○ If my chosen body system is the integumentary system (write this in top box) then I
need to find the main idea or in this case: the main role of it!
■ I’m looking for words like function, purpose etc.
● Role 1: Protects the body’s tissue and organs.
○ Description 1: The IT is the outer layer of the body. It consists
of your skin, hair, nails and glands. These organs and
structures are your first line of defense against bacteria and
help protect you from injury and sunlight.
● Role 2: Helps to maintain body temperature.
○ Description 2: The skin has a large surface area that is highly
vascularized (just means the body has lots of blood vessels),
which allows it to conserve and release heat.
● Role 3: Keeps the body from becoming dehydrated.
○ Description 3: The skin does this by storing water. It contains
sweat glands that help fight overheating and dehydration by
releasing sweat onto the skin's surface.
○ Time to work! Class playlist in background if students were strong listeners and took
notes well.

REFLECTIONS:
THURSDAY:
Today I set a different goal for each class period to reach (i.e. less than 10 callouts and
earn a brain break). Each class period made their personal goal. Although I do intend to
move a few students in period 1 as there’s been a lot of the side conversations.