Teacher Name: ____Sarah Campbell__
Subject: _____7th Grade Pre-AP English____
Appraiser Name: ____Mrs. Bowes___
Wednesday, January 15, 2014
(Substitute Plans)
Date: Wednesday, January 15, 2013
Learning goals (ex: at beginning of unit based on pre-assessment)
At the beginning of unit based on pre-assessment, the learning goals include the following:
Reading and writing non-fiction and fiction texts with an emphasis on expository writing.
Objective(s):
The student will be able to identify, articulate, and refine the steps in the writing process within
the nuances of fiction as compared to non-fiction.
The student will be able to extend evidence and rhetoric in response to argumentation and
evaluation of a text.
The student will be able to logically organize compelling thoughts, opinions, and ideas in
response to a text.
The student will be able to analyze, evaluate, and generate specific details to design culturally
appropriate descriptions for character development in a text.
Strategy:
The class is designed for group collaboration, independent study, and interest-based initiation
for further research, investigation, and inquiry. Students are assigned seats at centers and are
required to maintain interactive notebooks, data folders, and writing portfolios of published
works. Students must have at least one teacher conference upon readying a piece for
publication. The 6-Traits +1 Writing Packets are available for extension and intervention
depending on student needs covering grammar, organization, voice, rhetoric, literary devices,
and publishing.
Activities
Students will swap seats. They will choose a seat at a table where they haven’t been
assigned before. They can only sit with one other person who has been at their table before
(no more than one).
1. Warm-Up (5 minutes)
Vocabulary practice – Unit 10 Unfamiliar words used in response to the prompt:
Read the quote: “I am not afraid…I was born to do this.” --Joan of Arc
Write about a time when nobody but you would help.
 What needed to be done?
 What reasons did others have to not lend a hand?
 Why did you choose to be of assistance?
 What happened in the end? How did it make you feel?
 What do you suppose would have happened if you, too, would have refused to offer your time,
energy, and/or money?
2. Introduction to Characterization, Theme, and Moral (Lesson) (10 minutes)
Read “For Just One Day” by Laura Leuk.
Talk about elements of characterization, theme, and moral (lesson).
Teacher Name: ____Sarah Campbell__
Subject: _____7th Grade Pre-AP English____
Appraiser Name: ____Mrs. Bowes___
Ask them to think about the elements of characterization represented in the story. How did the
author express the character’s emotions, mood, and personality? Why?
Read to the students the children’s literature selection.
Talk through the elements of character development.
1. Physical
2. Mental
3. Emotional
4. Intellectual
5. Spiritual
What does your character do?
What does your character say?
What does your character feel?
What does your character think?
How does all this develop/change/grow/decline throughout the story? Why?
What does all this say about the theme?
What is the best setting to support these ideas?
3. Read and complete Synthesis Chart (15 minutes)
Have students take a Synthesis Chart/Venn Diagram handout from the folders on the table.
Have students open the literature books to page 722, “Waters of Gold” Retold by Laurence Yep.
Have students read the story in groups AND complete their Synthesis Chart.
Talk about their findings.
4. Analyze similarities and differences in the two main characters (10 minutes)
Label the Venn Diagram with the two main characters – Aunt Lily and the rich old woman
Complete the Venn Diagram in pairs. Include text evidence. Be sure to cite page numbers for
your quotes from the story.
5. Supplies/Weekly Overview
Check all syllabus-listed items.
Review the resources for the unit (Edmodo).
Review the calendar for the week.
6. Exit Ticket (5 minutes)
Auntie Lily gave many wise teachings in her dialogue. See how many you can find.
On a notecard, write a one-word theme for the story on one side and all the
morals/lesson/proverbs presented throughout the story on the other side.
7. Homework (5 minutes)
On EDMODO - For homework, use your Synthesis Notes and Venn Diagram to write an
expository Essay. Choose one of the topics listed on EDMODO.
Essential Questions
Teacher Name: ____Sarah Campbell__
Subject: _____7th Grade Pre-AP English____
Appraiser Name: ____Mrs. Bowes___
1. List the ways your high or low vocabulary (as you see it) has influenced your learning.
2. How does your approach to saying new words differ from your approach to writing new
words?
3. Think about the ideas presented in your character description. Based on your experiences,
which details do you agree with keeping and which do you need to revise? Why?
4. Generate a response to your final story after all students at your table contributed.
Summarize, expand a theme, and/or validate with quotes, personal anecdotes, and logical
reasoning.
5. Create at least one new detail that also incorporates this week’s vocabulary list into your
final creative writing.
Formative Assessment (Result Indicator):
How will you evaluate the understanding of every student? Ex: clickers, white boards, exit tickets, etc.
(PL-2: Collects, tracks and uses student data to drive instruction)
1. Characterization exit ticket
2. Share Out from Group Collaboration
Intervention for those that did not meet mastery:
The students have the opportunity to work with peers to enhance their learning. The class is
designed for group collaboration, independent study, and interest-based initiation for further
research, investigation, and inquiry. Students who need additional support may attend
tutorials daily before school, at lunch, and after school.
Enrichment for those that met mastery: The 6-Traits +1 Writing Packets are available for
extension and intervention depending on student needs covering grammar, organization, voice,
rhetoric, literary devices, and publishing.
Homework Extension, Independent practice:
Students will respond to a prompt on Edmodo nightly. Prompts connect with experiences,
family, and college goals.
Wednesday, January 15, 2013 – Post on Edmodo and use your Synthesis Notes and Venn
Diagram to write an expository Essay. Choose one of the topics listed on EDMODO.