4th Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School)
Week of April 6 through April 10, 2015
Literary Analysis
Standard(s)
Learning Goal:
Monday (4/6/15)
7.RL.1.3 (DOK 3) Analyze
how particular elements of
a story or drama interact
(e.g., how setting shapes
the characters or plot).
Tuesday (4/7/15)
7.RL.1.3 (DOK 3) Analyze
how particular elements of
a story or drama interact
(e.g., how setting shapes
the characters or plot).
Wednesday (4/8/15)
7.RL.1.3 (DOK 3) Analyze
how particular elements of
a story or drama interact
(e.g., how setting shapes
the characters or plot).
Thursday (4/9/15)
7.RL.1.3 (DOK 3) Analyze
how particular elements of
a story or drama interact
(e.g., how setting shapes
the characters or plot).
Friday (4/10/15)
7.RL.1.3 (DOK 3) Analyze
how particular elements of
a story or drama interact
(e.g., how setting shapes
the characters or plot).
7.RL.1.2 (DOK 3) 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.
7.RL.1.2 (DOK 3) 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.
7.RL.1.2 (DOK 3) 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.
7.RL.1.2 (DOK 3) 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.
7.RL.1.2 (DOK 3) 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.
Students will be able to:
Analyze how particular
elements of a gradeappropriate story or drama
interact (for example, how
setting shapes the
characters or plot) a
resolution.
Students will identify
literary elements within
text and analyze how
elements interact and
shape one another.
Students will identify literary
elements within text and
analyze how elements
interact and shape one
another.
Students will identify literary
elements within text and
analyze how elements
interact and shape one
another.
Students will identify
literary elements within
text and analyze how
elements interact and
shape one another.
Cite textual evidence to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
Analyze the development of
a theme or central idea over
the course of a gradeappropriate text and
provide an objective
summary of a gradeappropriate text.
Analyze the development of
a theme or central idea
over the course of a gradeappropriate text and
provide an objective
summary of a gradeappropriate text.
Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
Cite textual evidence to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
Essential Question
Objective(s):
1. How do the story elements interact with one another in the text?
2. How does the author’s use of specific types of figurative language and connotations affect the meaning of a text?
3. How does alliteration affect the mood and tone of a text?
Students will analyze how
Students will analyze how
Students will analyze how
Students will analyze how
certain parts of a story
certain parts of a story
certain parts of a story affect certain parts of a story
affect other parts.
Students will analyze:
affect other parts,
especially the theme.
other parts, especially the
theme.
affect other parts, especially
the theme.
Bell work
AR Reading
Caught Ya
AR Reading
AR Reading
--How the interactions
between the characters
shape the texts.
--What the impact of the
characters’ personalities is
on the resolution of the
stories.
--What the impact of the
characters’ personalities is
on the theme of the stories.
--How the characters’ word
choices impact the story.
AR Reading
Agenda/Activities
In preparation analyzing “A
Christmas Carol” and “Sorry,
Wrong Number”:
In preparation analyzing “A
Christmas Carol” and
“Sorry, Wrong Number”:
In preparation analyzing “A
Christmas Carol” and “Sorry,
Wrong Number”:
In preparation analyzing “A
Christmas Carol” and “Sorry,
Wrong Number”:
In preparation analyzing “A
Christmas Carol” and
“Sorry, Wrong Number”:
Students take notes as we
discuss plot and
characterization.
Students read “The Green
Ribbon” and plug in the
story events on a plot
diagram.
Students take notes as we
discuss theme.
Have students read and
determine the theme of five
Aesop’s fables. Students get
with partner to discuss their
answers and revise them.
As a class, discuss the theme
of the Aesop’s fables.
Students answer “The
Green Ribbon” paragraph
questions—Skip #4 for now.
Students will analyze how
certain parts of a story
affect other parts, especially
the ending.
Students fill in a chart
proving Alfred’s personality
in “The Green Ribbon” and
cite details that give away
his personality.
Students determine the
theme of “The Green
Ribbon.”
Vocabulary
Plot
Characterization
Plot
Characterization
Theme Moral
Plot Theme Moral
Characterization
Homework
--AR Reading
--Complete any unfinished
You Do assignments.
--AR Reading
--Complete any unfinished
You Do assignments.
--AR Reading
--Complete any unfinished
You Do assignments.
--AR Reading
--Complete any unfinished
You Do assignments.
--AR Reading
--Complete any unfinished
You Do assignments.
Ticket Out
How do you determine
someone’s character?
What goes in the exposition
of a story?
How do authors create the
theme of a story?
What can you look at in a
story to determine the
theme?
How can a character’s
personality relate to the
theme of a story?
Accommodations
ESOL/ESE MODIFICATIONS: Multiple learning styles; Provide contextual support through models and demonstrations; Reinforce key ideas repeatedly;
making use of contextual clues; multiple media; hands-on experiences; defining content area terms, thinking maps, classroom routines; use visuals and
models, monitor students’ comprehension, give wait time, introduce new vocabulary, write directions on board; use document camera and projector
with speakers when necessary. Accommodations: Extended time; test in small group; test in alternative setting; clarify assignments and directions;
check for understanding; Inclusion Teacher assists
Materials
“The Green Ribbon”
“Aesop’s Fables”
“A Christmas Carol” packet
“Sorry, Wrong Number” packet
LAFS.7.RL.1.3 (DOK 3)
*How does __ (ex: setting) shape the __ (characters, plot, resolution)?
*How might __ (ex: characters, plot) be different if __?
What is the impact of __’s personality on the plot? Cite textual evidence.
*How do the interactions between the characters shape the text?
*How does the author the story elements to create __?
Depth of
Knowledge
Questions
LAFS.7.RL.2.4 (DOK 3)
*What is the meaning of __ in paragraph __? Which words help
you understand the meaning of __?
*What is the effect of using the word __ in paragraph __?
*What is the impact of the repetition of the word __ ?
*How does the use of the phrase __ shape the tone or meaning
of the text?
*Why might the author have used the rhyme scheme he/she
does?
*What connotations are made based on the author’s word
choice?
4th Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School)
Week of April 13 through April 17, 2015
Literary Analysis
Standard(s)
Learning Goal:
Monday (4/13/15)
7.RL.1.3 (DOK 3) Analyze
how particular elements of
a story or drama interact
(e.g., how setting shapes
the characters or plot).
Tuesday (4/14/15)
7.RL.1.3 (DOK 3) Analyze
how particular elements of
a story or drama interact
(e.g., how setting shapes
the characters or plot).
Wednesday (4/15/15)
7.RL.1.3 (DOK 3) Analyze
how particular elements of
a story or drama interact
(e.g., how setting shapes
the characters or plot).
Thursday (4/16/15)
7.RL.1.3 (DOK 3) Analyze
how particular elements of
a story or drama interact
(e.g., how setting shapes
the characters or plot).
Friday (4/17/15)
7.RL.1.3 (DOK 3) Analyze
how particular elements of
a story or drama interact
(e.g., how setting shapes
the characters or plot).
7.RL.1.2 (DOK 3) 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.
7.RL.1.2 (DOK 3) 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.
7.RL.1.2 (DOK 3) 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.
7.RL.1.2 (DOK 3) 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.
7.RL.1.2 (DOK 3) 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.
Students will be able to:
Analyze how particular
elements of a gradeappropriate story or drama
interact (for example, how
setting shapes the
characters or plot) a
resolution.
Students will identify
literary elements within
text and analyze how
elements interact and
shape one another.
Students will identify literary
elements within text and
analyze how elements
interact and shape one
another.
Students will identify literary
elements within text and
analyze how elements
interact and shape one
another.
Students will identify
literary elements within
text and analyze how
elements interact and
shape one another.
Cite textual evidence to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
Analyze the development of
a theme or central idea over
the course of a gradeappropriate text and
provide an objective
summary of a gradeappropriate text.
Analyze the development of
a theme or central idea
over the course of a gradeappropriate text and
provide an objective
summary of a gradeappropriate text.
Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
Cite textual evidence to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
Essential Question
Objective(s):
1. How do the story elements interact with one another in the text?
2. How does the author’s use of specific types of figurative language and connotations affect the meaning of a text?
3. How does alliteration affect the mood and tone of a text?
Students will analyze how
Students will analyze how
Students will analyze how
Students will analyze how
certain parts of a story
certain parts of a story
certain parts of a story affect certain parts of a story
affect other parts,
other parts.
affect other parts.
Students will analyze how
the different parts of a
drama interact and how
affect other parts, especially
the mood.
especially how the setting
can affect the mood.
Bell work
AR Reading
Caught Ya
AR Reading
Caught Ya
AR Reading
Agenda/Activities
In preparation analyzing “A
Christmas Carol” and “Sorry,
Wrong Number”:
In preparation analyzing “A
Christmas Carol” and
“Sorry, Wrong Number”:
In preparation analyzing “A
Christmas Carol” and “Sorry,
Wrong Number”:
In preparation analyzing “A
Christmas Carol” and “Sorry,
Wrong Number”:
In preparation analyzing “A
Christmas Carol” and
“Sorry, Wrong Number”:
As a class, we will discuss
how certain parts of the
story affect other parts,
especially the ending.
As a class, we will discuss
how certain parts of the
story affect other parts,
especially the ending.
Students take notes while
we discuss the four ways
authors create a certain
mood for their stories.
(Power Point)
Students take notes while
we discuss the four ways
authors create a certain
mood for their stories.
(Power Point)
Students take notes from
pages 722-725 in Prentice
Hall Literature textbook.
Discuss how the author of
“The Green Ribbon” creates
suspense. Discuss how
authors create suspense.
Discuss how the author of
“The Green Ribbon” creates
suspense. Discuss how
authors create suspense.
Students answer “The Green
Ribbon” paragraph
questions.
Students answer “The Green
Ribbon” paragraph
questions.
Students take notes while
we discuss the four
elements of a setting.
(Power Point)
Students take notes while
we discuss the four
elements of a setting.
(Power Point)
Vocabulary
Suspense
Setting
Suspense
Setting
Homework
--AR Reading
--Complete any unfinished
You Do assignments.
--AR Reading
--Complete any unfinished
You Do assignments.
--AR Reading
--Complete any unfinished
You Do assignments.
--AR Reading
--Complete any unfinished
You Do assignments.
Drama Dialogue Props
Stage directions Acts
Scenes Set comedy
Tragedy monologue cast
Screenplay teleplay
radioplay
--AR Reading
--Complete any unfinished
You Do assignments.
Ticket Out
What technique do
directors and authors use
the most often in the
movies and books that you
enjoy?
What would you do to
create suspense in a story?
How can music affect mood?
Who do you know who uses
music to relax or get
pumped up? Explain.
Which element of drama do
you need more help
understanding?
Mood
Mood
dramas are different from
novels.
Students take notes from
page 737 “Literary Analysis:
Dialogue” in Prentice Hall
Literature textbook.
773 “Literary Analysis:
Stage Directions”
Suspense
Mood
Suspense
theme
Mood
Accommodations
ESOL/ESE MODIFICATIONS: Multiple learning styles; Provide contextual support through models and demonstrations; Reinforce key ideas repeatedly;
making use of contextual clues; multiple media; hands-on experiences; defining content area terms, thinking maps, classroom routines; use visuals and
models, monitor students’ comprehension, give wait time, introduce new vocabulary, write directions on board; use document camera and projector
with speakers when necessary. Accommodations: Extended time; test in small group; test in alternative setting; clarify assignments and directions;
check for understanding; Inclusion Teacher assists
Materials
Prentice Hall Literature
“The Green Ribbon”
“Aesop’s Fables”
“A Christmas Carol” packet
“Sorry, Wrong Number” packet
LAFS.7.RL.1.3 (DOK 3)
*How does __ (ex: setting) shape the __ (characters, plot, resolution)?
*How might __ (ex: characters, plot) be different if __?
What is the impact of __’s personality on the plot? Cite textual evidence.
*How do the interactions between the characters shape the text?
*How does the author the story elements to create __?
Depth of
Knowledge
Questions
LAFS.7.RL.2.4 (DOK 3)
*What is the meaning of __ in paragraph __? Which words help
you understand the meaning of __?
*What is the effect of using the word __ in paragraph __?
*What is the impact of the repetition of the word __ ?
*How does the use of the phrase __ shape the tone or meaning
of the text?
*Why might the author have used the rhyme scheme he/she
does?
*What connotations are made based on the author’s word
choice?
4th Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School)
Week of April 20 through April 24, 2015
Literary Analysis
Standard(s)
Learning Goal:
Monday (4/20/15)
7.RL.1.3 (DOK 3) Analyze
how particular elements of
a story or drama interact
(e.g., how setting shapes
the characters or plot).
Tuesday (4/21/15)
7.RL.1.3 (DOK 3) Analyze
how particular elements of
a story or drama interact
(e.g., how setting shapes
the characters or plot).
Wednesday (4/22/15)
7.RL.1.3 (DOK 3) Analyze
how particular elements of
a story or drama interact
(e.g., how setting shapes
the characters or plot).
Thursday (4/23/15)
7.RL.1.3 (DOK 3) Analyze
how particular elements of
a story or drama interact
(e.g., how setting shapes
the characters or plot).
Friday (4/24/15)
7.RL.1.3 (DOK 3) Analyze
how particular elements of
a story or drama interact
(e.g., how setting shapes
the characters or plot).
7.RL.1.2 (DOK 3) 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.
7.RL.1.2 (DOK 3) 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.
7.RL.1.2 (DOK 3) 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.
7.RL.1.2 (DOK 3) 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.
7.RL.1.2 (DOK 3) 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.
Students will be able to:
Analyze how particular
elements of a gradeappropriate story or drama
interact (for example, how
setting shapes the
characters or plot) a
resolution.
Students will identify
literary elements within
text and analyze how
elements interact and
shape one another.
Students will identify literary
elements within text and
analyze how elements
interact and shape one
another.
Students will identify literary
elements within text and
analyze how elements
interact and shape one
another.
Students will identify
literary elements within
text and analyze how
elements interact and
shape one another.
Cite textual evidence to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
Analyze the development of
a theme or central idea over
the course of a gradeappropriate text and
provide an objective
summary of a gradeappropriate text.
Analyze the development of
a theme or central idea
over the course of a gradeappropriate text and
provide an objective
summary of a gradeappropriate text.
Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
Cite textual evidence to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
Essential Question
Objective(s):
1. How do the story elements interact with one another in the text?
2. How does the author’s use of specific types of figurative language and connotations affect the meaning of a text?
3. How does alliteration affect the mood and tone of a text?
Students will analyze how
Students will analyze how
Students will analyze how
Students will analyze how
certain parts of a story
certain parts of a story
certain parts of a story affect certain parts of a story
affect other parts.
affect other parts.
other parts.
affect other parts.
Students will analyze how
certain parts of a story
affect other parts.
Bell work
AR Reading
Caught Ya
AR Reading
Caught Ya
AR Reading
Agenda/Activities
In preparation analyzing “A
Christmas Carol” and “Sorry,
Wrong Number”:
In preparation analyzing “A
Christmas Carol” and
“Sorry, Wrong Number”:
In preparation analyzing “A
Christmas Carol” and “Sorry,
Wrong Number”:
In preparation analyzing “A
Christmas Carol” and “Sorry,
Wrong Number”:
In preparation analyzing “A
Christmas Carol” and
“Sorry, Wrong Number”:
Students take notes from
pages 722-725 in Prentice
Hall Literature textbook.
With a partner, students
will answer Drama
questions on pages 12 and
50 (Prentice Hall:Unit 5
Resources: Drama).
With a partner, students
will answer Drama questions
on pages 12 and 50 (Prentice
Hall:Unit 5 Resources:
Drama).
Students take notes on
symbolism and irony during
class discussion.
Students continue reading
and answering questions
about “The Necklace.”
Students take notes from
page 737 “Literary Analysis:
Dialogue” in Prentice Hall
Literature textbook.
Vocabulary
Homework
Ticket Out
Accommodations
Materials
773 “Literary Analysis:
Stage Directions”
Drama Dialogue Props
Stage directions Acts
Scenes Set comedy
Tragedy monologue cast
Screenplay teleplay
radioplay
--AR Reading
--Complete any unfinished
You Do assignments.
Students begin reading
Scholastic Scope version of
“The Necklace.”
Students answer questions
about “The Necklace.”
Drama Dialogue Props
Stage directions Acts
Scenes Set comedy
Tragedy monologue
Drama Dialogue Props
Stage directions Acts
Scenes Set comedy
Tragedy monologue
Symbolism
Irony
Symbolism
Irony
Characterization
Theme
--AR Reading
--Complete any unfinished
You Do assignments.
--AR Reading
--Complete any unfinished
You Do assignments.
--AR Reading
--Complete any unfinished
You Do assignments.
--AR Reading
--Complete any unfinished
You Do assignments.
Which element of drama do Which element of drama do Which element of drama do
How will you know if
How is the symbol related
you need more help
you need more help
you need more help
something in a story is a
to the theme?
understanding?
understanding?
understanding?
symbol?
ESOL/ESE MODIFICATIONS: Multiple learning styles; Provide contextual support through models and demonstrations; Reinforce key ideas repeatedly;
making use of contextual clues; multiple media; hands-on experiences; defining content area terms, thinking maps, classroom routines; use visuals and
models, monitor students’ comprehension, give wait time, introduce new vocabulary, write directions on board; use document camera and projector
with speakers when necessary. Accommodations: Extended time; test in small group; test in alternative setting; clarify assignments and directions;
check for understanding; Inclusion Teacher assists
“The Green Ribbob”
“Aesop’s Fables”
“A Christmas Carol” packet
“Sorry, Wrong Number” packet
Depth of
Knowledge
Questions
LAFS.7.RL.1.3 (DOK 3)
*How does __ (ex: setting) shape the __ (characters, plot, resolution)?
*How might __ (ex: characters, plot) be different if __?
What is the impact of __’s personality on the plot? Cite textual evidence.
*How do the interactions between the characters shape the text?
*How does the author the story elements to create __?
LAFS.7.RL.2.4 (DOK 3)
*What is the meaning of __ in paragraph __? Which words help
you understand the meaning of __?
*What is the effect of using the word __ in paragraph __?
*What is the impact of the repetition of the word __ ?
*How does the use of the phrase __ shape the tone or meaning
of the text?
*Why might the author have used the rhyme scheme he/she
does?
*What connotations are made based on the author’s word
choice?