Simmons Middle School Strategic Lesson Plan
Teacher: Ms. Alexandra Gibert and Ms. Ariel Osby
Dates: September 28- October 2, 2015
Lesson and/or Unit Title: “Monster” by Walter Dean Myers Unit/ “Thank You Ma’am” by Langston Hughes Extension Short Story
Stage 1 – Desired Results
Amount of Time (94): 94
Common Core Standards:
CCSS ELA- Literacy. RL. 7.1; 7.2; 7.3
CCSS ELA- Literacy. W.7.1a-b;d; W.7.2
CCSS ELA- Literacy. SL. 7.1
Proficiency Level:
Students will write arguments to support claims with clear and relevant evidence. Students will use given text and identify claims and central idea.
Student Learning Objective(s):
Essential Questions: (Checking for Understanding)
I can…
1. Can all conflicts be resolved?
 Present claims and findings, emphasizing points in a
2. How do our actions affect others?
focused, coherent manner
3. Which of Luella’s actions have the biggest impact on Roger?
 Identify claims within an argument.
4. Why do we choose to do kind things for (or say kind things to)
 Cite several pieces of textual evidence to support analysis
others?
of what the text says explicitly as well as inferences drawn
5. When you do kind things, do you find that you are typically doing
from the text.
them for people you know (family and friends) or strangers? Why
 Trace and evaluate the argument and specific claims in a
would you do something kind for someone you don’t know?
text, assessing whether they are sound and relevant.
6. What is our responsibility as members of a community to help our
 Determine meanings of words or phrases as they are used
fellow community members, whether we know them or not?
in a text, including figurative and connotative meanings.
 Provide an objective summary.
 Write arguments to support claims with clear reasons and
relevant evidence.
 Use a comma to separate coordinate adjectives and spell
correctly.
Lesson Outcome(s):
Key Vocabulary:
 SW make a claim that identifies key character traits of
Word Generation Vocabulary:
Roger that drive the narrative of Thank You Ma'am.
1. Complexity
 SW gather and analyze evidence from a story using the
2. Culture
dialectical note taking strategy.
3. Element
 SW analyze one key trait a character by writing an
4. Resourceful
organized, developed, and logical 5 Step paragraph.
5. Tradition
“Monster” Vocabulary and “Thank You Ma’am Vocabulary:
1. Testified
2. Sidebar
3. Prejudices
4. “basket case”
5. Manslaughter
6. Frail
7. Barren
8. Vain
9. Devilish
10. Pocketbook
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Simmons Middle School Strategic Lesson Plan
Teacher: Ms. Alexandra Gibert and Ms. Ariel Osby
Dates: September 28- October 2, 2015
Stage 2 – Assessment Evidence
Performance Task: (created artifact…)
Students will assume that Roger has been turned in to the police by an onlooker for his attempt to steal Mrs. Luella Bates Washington Jones' purse.
The jury is undecided if Roger is remorseful for his acts or if he still holds ill-intentions. Students have to give reasons to either persuade the judge
that Roger is guilty and should be punished, or convince the judge that Roger is remorseful and should be let go.
Summative Task: (quizzes, tests, prompts)
Mini Lesson/ Various quick writes
Stage 3 – Learning Plan
Anticipatory Set (10):
SW complete “Countdown to Testing” Activity Daily
Monday- “Thank You Ma’am” Context Clues
Tuesday- “Thank You Ma’am” Irregular Verbs Activity
Wednesday- Context Clues Activity
Thursday- Context Clues Activity
Friday- “Write About It” Word Generation
Input/Modeling/Crafting (25):
Tuesday- “What Would You Do” Activity
Wednesday- Writer’s Workshop: “The Five Step Process”
Guided Practice (25):
Monday- Word Generation Focus Word Introduction Passage/ Guided Reading: “Monster” pp.201-238
Tuesday- Word Generation Focus Word Lesson/ Audio Reading: “Thank You Ma’am” by Langston Hughes
Wednesday- Word Generation Debating the Issue
Friday- Working with “Thank You Ma’am” Partner Activity
Independent Practice (20):
Tuesday- “Thank You Ma’am” Dialectical Notes and Interactive Reading Questions
Wednesday- “Monster” Mini Quiz
Thursday- Try to put yourself “in the shoes” of someone like Roger—someone who does something bad but is not really a bad person. Why does
this person do whatever bad thing he or she does? Write a short story about this character, and try to make the character sympathetic to the
reader—in other words, create a character that the reader can understand and like despite his or her behavior. Imagine what this character
would think and feel, and describe him or her in detail.
Come up with a different character and situation from those described in “Thank You, Ma’am.”(if not completed in class it is homework)
Friday- “Dear Grandma” Extension Activity
Closure (14):
Monday- “Thank You Ma’am” Introduction Writing Prompt- "It takes two parents to produce a child, but it takes an entire village to raise the
child." -African Proverb… What do you think? Should the community have some responsibility in making sure all kids turn out ok? Should raising a
child be entirely the parents' job? What about parents who aren't doing their jobs? What about their kids? Be sure to answer all parts.
Tuesday- “Thank You Ma’am” Skill Builder Activity
Wednesday- “Thank You Ma’am” Vocabulary Activity
Thursday- Writing Prompt: When a person does something wrong, such as lying or stealing, should he or she get another chance?
Alignment Extension (Homework):
Daily Common Core ELA nightly
Monday- “Thank You Ma’am” Vocabulary Introduction Activity (ONLY PARTS A and B)
Tuesday- Informational Text: “A Victim Treats His Mugger Right”- Develop a theme
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Simmons Middle School Strategic Lesson Plan
Teacher: Ms. Alexandra Gibert and Ms. Ariel Osby
Dates: September 28- October 2, 2015
Wednesday- Complete “Thank You Ma’am” Vocabulary Activity- (PART C)
Thursday- Complete Independent Practice
Friday- Response to Literature: Do you think Mrs. Jones treated Roger fairly after he tried to steal her purse? How would you have reacted to Mrs.
Jones if you were Roger? Choose one of these questions and write your response in paragraph form. Include at least three examples from the
story, including dialogue and specific action.
Differentiation Notes:
Technology Integration:
Moby Max Practice
 Video
Small Group Instruction
 Power Point Presentation
 Internet Resources
 Graphics/Charts
 Internet Research
 Interactive Whiteboard
 Classroom Performance System (Clickers)
 Other
Materials/Items Needed:
Strategies:
Audio: “Thank You Ma’am”
 Student Choice
Interactive Reading Guide- “Thank You Ma’am”
 Modeling Reading Strategies
Monster Novel
 Modeling Writing Strategies/Process
AR Books
 Reading Aloud
Elements of Language Book
 Cooperative Learning
 Independent Reading
 Writing Before and After Reading
 Pre and Post Test
 Hands-on Learning Manipulatives
 Small Group
 Higher-Order Thinking Skills
 Real-World Connections
 Anchor Charts
 Research Materials
 Writing Workshop Time
 Conferencing
 Classroom/Content Area Literacy Library
 Socratic Method
 Reciprocal Reading
 Other (Explanation Needed)
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