SBAC Lesson Plan for the week of: March 20: Earth Day Mini-UnitTeacher: Beauparlant Room: 706 Subject: English 7

Opener: (Standard 1-New learning is connected to prior learning and experience)Big Ideas: Students will be able analyze literature for plot, genre, literary terms, character traits, and symbolism

Concept/Skill Development: (Standard 2-Learning tasks have high cognitive demand for diverse learners) (Standard 3- Students engage in meaning-making through discourse and other strategies) (Standard 4- Students engage in metacognitive activity)

Guided/Independent/Group Practice: (Standard 3- through discourse and other strategies) (Standard 4 Students engage in metacognitive activity)Part 1 Wall-EProcedure:1. Begin by having students read OR orally discussing the Wall-E Literary AnalysisReference Guide. Students will refer to this sheet during and after the movie.2. If you havent seen this movie, youre in for a real treat! Show the movie and havestudents complete the during reading part of the Viewing Guide as they watch it.3.about 40 minutes into it, as Wall-E followsEve to the space ship to allow for any necessary discussion and for students tocomplete necessary parts of the Viewing Guide.4. Finish, discuss, and review the Viewing Guide. This should incite great discussionamong students with differences in answers.5. Complete the Cause & Effect analysis. The purpose of this activity is not only toreview cause and effect but to guide a discussion towards consequences ofmisusing the Earths resources. Perfect for Earth Day, Spring, the month of April, orany time!Part 2 Tech Trash Article1. This is a no-frills nonfiction article activity. The questions are designed to requirethe students to dig deep beyond a basic comprehension of the article.Purpose:Read and analyze a nonfiction article. Discuss the issue of technology waste and itseffect on the environment.Technology/Resources:Tech Trash Article: http://www.timeforkids.com/news/tech-trash/89926Sw answer questions that analyze the text for cause and effect, text evidence, text structure, and problem solving.

Part 3:Pass It On Down Poetry AnalysisPurpose:Read and analyze a poem.Technology/Resources:Lyrics to Pass It On Down find and print online or use mine: http://goo.gl/3DRwkrYoutube video of Pass It On Down: http://www.youtube.com/watch?v=iiHX2653XPEBackup Download Link: http://goo.gl/U6PMcUProcedure:1. TW hand out copies of the lyrics and then showing students themusic video. SW watch or listen twice before we begin the activity.2. In pairs SW work on the questions. They are designed to challenge students to considersymbolism and tone, among other things. Have your students refer back to theWall-E Reference Guide and activity if they need a reminder on symbolism.4. The pages are all designed to fit into an interactive notebook if you choose to keepthem there.

Part 4: "All Summer in a Day" What is Seasonal Affective Disorder?Purpose:Read a science fiction short story. Analyze a characters traits and behavior. Use textevidence from two different sources (one fiction, one nonfiction) to support a claim.Write a friendly letter using proper parts and formatting.Technology/Resources:Short story All Summer in a Day by Ray Bradbury. Find it online and print it in oneof the following websites:http://staff.esuhsd.org/danielle/English%20Department%20LVillage/RT/Short%20Stories/All%20Summer%20in%20a%20Day.pdfhttps://d3jc3ahdjad7x7.cloudfront.net/Lg2JHLxfBmnMdcJSV4Yiv4SyuxCAucMo.pdfhttps://docs.google.com/file/d/0B3iCHYCmrgbkU3lrQ3YxaDB6cEU/editAudio:http://elizabethklettaudio.com/2013/09/13/free-audio-friday-all-summer-in-a-day/

Procedure:1. Start by reading the short story. The students willdo a cold read first and then read with the audio or aloud with the students.2. Students will read over the science fiction genrecharacteristics from the Wall-E viewing guide and then making a list of thecharacteristics of science fiction genre found in this story. 3. After at least two readings of the story, SW read the nonfiction article What isSeasonal Affective Disorder? and discuss.4.Students will complete the questions with partners, whole class, or independently.Discuss.

Part 5 "All Summer in a Day" Story Vs. MoviePurpose:Compare and contrast a written story to its movie version. Analyze the authorsdevelopment of characters and setting.Technology/Resources:Short story All Summer in a Day by Ray Bradbury. Find it online and print it in oneof the following websites:http://staff.esuhsd.org/danielle/English%20Department%20LVillage/RT/Short%20Stories/All%20Summer%20in%20a%20Day.pdfhttps://d3jc3ahdjad7x7.cloudfront.net/Lg2JHLxfBmnMdcJSV4Yiv4SyuxCAucMo.pdfhttps://docs.google.com/file/d/0B3iCHYCmrgbkU3lrQ3YxaDB6cEU/editShort Movie (25 minutes) All Summer in a Day:http://www.youtube.com/watch?v=cV-rzGx21rwBackup Download Link: http://goo.gl/6Th9xkAudio:http://elizabethklettaudio.com/2013/09/13/free-audio-friday-all-summer-in-a-day/**If these websites dont load when clicked, try copying and pasting them in yourbrowsers URL bar before assuming theyre broken links.**Procedure:1. After reading the short story, TW show students the Story vs. Movie comparison chart.Version 1 (Gen ed) is more difficult and requiresstudents to input all information. Version 2 (accommodation for IEP's) is easier and gives one of the answersfor each prompt to the students to help them formulate their corresponding answer.Choose one or both to use in your classroom.2. Watch the movie. Discuss. TW make sure students understand what theyre looking forwhen watching the movie so that they can take notes or be thinking about theiranswers in advanced.

Assessment: (Standard 5-Assessment is integrated into instruction)Teacher observations. Mini quiz on Friday using exit tickets

SBAC Claims: XRL.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. XRL.7.2- 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. XRL.7.3- Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). XRL.7.5- Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. XRL.7.7- Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). XRL.7.10- By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. XRI.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. XRI.7.9- Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. XW.7.1b- Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources, and demonstrating an understanding of the topic or text. XW.7.1d- Establish and maintain a formal style. XW.7.3- Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. XW.7.10- 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. XW.7.9- Draw evidence from literary or informational texts to support analysis, reflection, and research. XSL.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. XSL.7.2- Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. XL.7.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. XL.7.1b- Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. XL.7.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. XL.7.2b- Spell correctly. XL.7.3- Use knowledge of language and its conventions when writing, speaking, reading, or listening. XL.7.3a- Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. XL.7.6- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Short Term Goals: SW use a variety of genres and medias to learn about a topic. They use cause and effect skills to discuss a real life problem.

Long Term Goals:Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting a day or two) for a range of discipline specific tasks, purposes, and audiences.By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.