Trousdale County Schools Focused Lesson Plan 2015-16
Teacher: Amber
Claywell
Unit #: 1
Week:
Narrative Writing / Literary Elements
Unit Length:
August 3, 2015 – August 7, 2015
Subject:
Unit Name:
Week
5 weeks
__1___ of ___5___
7th Grade ELA
Tennessee State Standard(s) to be taught: (Write the entire standard)
 W.7.3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
 RL.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.
 RL.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.
 RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
 RI.7.3 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).
I Can Statements :




I can close read and annotate a text.
I can cite textural evidence to support my inferences from a text.
I can make inferences about characters in a text.
I can determine the theme of a text.
 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).
Accommodations for students, both regular and special populations :
Redo opportunities, partner work, extra time
Unit Vocabulary:
Close Read
Inferences
Textual Evidence
Direct Quote
Protagonist
Character
Theme
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Daily Agenda
Resources, Technology, Formative and/or Summative
Assessments, Assignments, and a Daily Activity for citing
text based evidence in conversations and/or writing
Monday (A Day)
Cold Write – Narrative Writing
Students will read an informational text called “Black
Blizzard” about the Dust Bowl and be asked to write a
narrative essay using details that accurately and
effectively represent this event.
Resources: Achievethecore.org // Narrative Writing
prompt
Assessment: Cold Write
Tuesday (B Day)
Bellringer
 Journal Entry // Has there ever been a time in your
life when you lied to make people perceive you as
something that you weren’t? If so, what made you
want to do that? If not, why do you think others
do it?
Resources: Copy of “The Necklace” by Guy de
Maupassant text
Assessment: Student appointments, class discussion
 4 Corners – Students will complete a 4 corners
activity where they will be asked 7 different
questions about their opinions on themes from the
story and asked to stand in specific corners based
on their answers. At the end of the story, we will
see if opinions have changed.
How to Close Read
 Play the song “Little Talks” by Of Monsters and
Men. Ask students after first listen to tell what
they think it’s about. Then, I’ll play the song
again and ask the students if their understanding
was better the 2nd time they heard it. We will
discuss how understanding something because
easier the more you are exposed to it.
 Instruct students on the steps to close reading
 Begin close reading the text “The Necklace” by
Guy de Maupassant. I will read the text all the
way through, asking students to annotate the text
using metacognitive markers. Students will be
asked to make an inference about the character(s).
 Students will make 4 appointments with classmates
to discuss their findings. Students will pair with
appointment #1 to discuss their inferences then
share them with the class. (Pair and Share)
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Wednesday (A Day)
Bellringer
Journal Entry // Plot Diagram of “The Necklace”
Resources: Copy of “The Necklace” by Guy de
Maupassant text, Flocabulary.com
Technology: Flocabulary video
How to Close Read
 Begin 2nd reading of the text “The Necklace” by
Guy de Maupassant. This time students will read
the text silently focusing on character motivation.
(Students will be able to reflect on conversations
from yesterday’s bellringer.)
Assessment: Class discussion, Inference worksheet
 Students will be asked to make an inference (will
show a Making Inferences Flocabulary video at
this point) about the character’s motivation using
textual evidence. At this time, I will teach the
students how to write a direct quote correctly and
emphasize the importance of supporting your
thinking with information from the text.
Thursday (B Day)
Bellringer – What is a moral or lesson that could be
learned from “The Necklace?”
Resources: Aesop’s Fables, Flocabulary.com
Technology: PowerPoint, Elmo, Flocabulary video
Theme
 Show a Flocabulary video on Theme
 Present students with a lesson on theme
 Give the students a copy of an Aesop Fable. In
pairs, students will read their Fable and determine
theme for it. Students will share their fables with
the class and discuss themes.
Assessment: Student themes, exit slip
Exit Slip
#WhatILearned – Students will be given a question on
theme and asked to answer it using color codes on the Exit
Slip board.
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Friday (A Day)
Bellringer – Create a Sequel
Students will be asked to write a sequel to the story while
staying true to character.
Resources: Fleshing out Character worksheet, Close read
excerpts handout, Flocabulary.com
Technology: Flocabulary video
 “Fleshing out the Character”
Students will be completing a graphic organizer,
examining Madame Loisel inside and out.
Students will not only determine characterization,
but also character motivation as well as the
author’s attitude toward the character.
Assessment: Fleshing out Character worksheet, Close
read excerpts handout
 Close Read of Beginning and End of Story
Students will compare and contrast Madame
Loisel from the beginning of the story and the end
of the story because the author uses this character
to develop is overall theme(s). Students will be
asked to annotate and highlight all words dealing
with wealth/beauty in pink and all works dealing
with poverty/homeliness in yellow.
 “The Necklace” Flocabulary Video
Students will compare and contrast the story to the
multimedia version of the story through an end of
class discussion.
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