Ms.

Alyssa Zippo
Unit Component

Content & Skills Graphic Organizer VIEWING LESSON PLAN

[ELA 2.4 Design and implement instruction and assessment WRITING LESSON PLAN
that assist students in developing habits of critical thinking]

Unit Title, Essential Question

with Learning Rationale

Unit Title: Understanding of Self-Identities

through text.
[ELA 2.5 Make meaningful and creative connections
Essential Question: How can a story
between the ELA curriculum and developments in culture, affect an individual?
society, and education]
Learning Rationale: Students will be able
to develop an understanding of self-identity
through text during cumulative instruction
Objectives/ Outcomes Connected to CCSS.ELA-Literacy.RL.9-10.2
NCTE/IRA & NJCC/Common Core
Determine a theme or central idea of a text and
ELA Content Standards
analyze in detail its development over the course
[ELA 3.2.1 Create opportunities and develop strategies that of the text, including how it emerges and is
permit students to demonstrate, through their own work, the shaped and refined by specific details; provide an
influence of language and visual images on thinking and
objective summary of the text.
composing]
Introductory Activity

Do Now Activity (20 minutes)

In students ELA notebooks they will address the
following:
What ways can an individual develop their own
self-identity?
Write some positive ways that you formed some
of your own traits of self-identity.
Developmental ActivityVIEWING LESSON PLAN
[ELA 3.3.1 Integrate into their teaching continuous use ofLISTENING LESSON PLAN
carefully designed learning experiences that encourageSPEAKING LESSON PLAN
students to demonstrate their ability to read and respond to
a range of texts of varying complexity and difficulty]WRITING LESSON PLAN
READING LESSON PLAN
Developmental ActivityVIEWING LESSON PLAN
[ ELA 3.4.1 Develop in their students an ability to use a wideLISTENING LESSON PLAN
variety of effective composing strategies to generateSPEAKING LESSON PLAN
meaning and to clarify understanding]
WRITING LESSON PLAN
READING LESSON PLAN
Developmental Activity VIEWING LESSON PLAN
[ELA 3.5 Demonstrate an in-depth knowledge of, and anLISTENING LESSON PLAN
ability to use, varied teaching applications for an extensiveSPEAKING LESSON PLAN
range of literature]
WRITING LESSON PLAN
READING LESSON PLAN
Developmental Activity VIEWING LESSON PLAN
[ELA 3.6 Demonstrate knowledge of the range and influenceLISTENING LESSON PLAN
of print and nonprint media and technology in contemporarySPEAKING LESSON PLAN
culture]
WRITING LESSON PLAN
READING LESSON PLAN
Culminating Activity &
Assessment will run through each developmental
Plans for Assessment
activity. Grades will be cumulated as a result from
[ELA 3.1.2 Design, implement, and assess instruction that each assignment and project assigned.
[ELA 2.6 Plan and carry out frequent and extended learning
experiences that integrate arts and humanities into the daily
learning of their students.]

engages all students in reading, writing, speaking, listening,

viewing, and thinking as interrelated dimensions of the
learning experience]

Opportunities for All Learners

[ELA 2.1 Create and sustain an inclusive and supportive
learning environment in which all students can engage in
learning] Also, include accommodation ideas and
extension ideas.

VIEWING LESSON PLAN

LISTENING LESSON PLAN
SPEAKING LESSON PLAN
WRITING LESSON PLAN
READING LESSON PLAN

Each lesson has a variety of teaching strategies

to satisfy the needs of diverse learners for
engagement. Lessons also include
extension/accommodation ideas.
Materials, References
-Speak by Laurie Halse Anderson
[ELA 2.3 Use the results of reflective practice not only to
-YouTube
adapt instruction and behavior to assist all students to learn -ELA notebooks
but also to design a well conceived plan for professional
development that features collaboration with the academic -SmartBoard
-Chalkboard/Dry erase board
community, professional organizations, and others]
-Pencil/pen
-Guidelines/Rubrics
-Handouts
-Cellphone
-Computers
-Dictionaries

Reading Lesson Plan

Grade Level/Class: 6th-7th grade/ELA
Time Period for Lesson: Two(2) to Three(3), One(1) hour class periods.
Connections to ELA Content Standards (NJCCC/ELA Common Core):
CCSS.SL.6.4
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and
details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and
clear pronunciation.
Objective(s)
Students will be able to identify different motifs to connect with a theme of the text.
Procedures
Begin class with having a whole-class discussion about specific themes student have found
after reading the book Speak. (Each theme will be listed on the board)
Show a YouTube video (http://www.youtube.com/watch?v=mhptwwbA5Tc) to introduce motifs
in literature.
Have students partner up with one other person and discuss different motifs they found in the
book Speak connection it with quotes or passages found directly from the book.
Have each group share their findings with the whole class by explaining what they discovered
with their partner: the theme, motifs to support the theme, and read the quotes/passages
along with an in-depth explanation of what the quote/passage means and how it connects
with the decided on theme.
Assessment
Students will be formatively assessed through what they discuss in partnered groups and the
findings they share with their partner to the whole class.
Materials and Resources
Speak by Laurie Halse Anderson
YouTube/computer
Blackboard/Dry erase board/SmartBoard

Listening Lesson Plan

Grade Level/Class: 6th-7th grade/ELA
Time Period for Lesson: One(1), One(1) hour class period
Connections to ELA Content Standards (NJCCC/ELA Common Core):
CCSS.SL.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, issues, building on others ideas and expressing their
own clearly.
Objective(s)
Students will be able to analyze poetry and identify a specific aesthetic, repetition.
Procedures

Class will begin with a do now on the SmartBoard: In your ELA notebooks write down
What is the power and reason for repetition in a poem?

Students will be given five minutes to complete the do now and then we will come together
a have a whole class discussion about the power and reason for repetition. The reasons will be
written down on the SmartBoard and in students ELA notebooks.

Teacher will pass out a copy of Laurie Halse Andersons poem Listen.

Then students will listen to a Youtube video of Laurie Halse Anderson reciting a poem in
her 10 edition book of Speak (https://www.youtube.com/watch?v=ic1c_MaAMOI), keeping in
mind the power of repetition.

Students will be able to read along on the handout while listening to Anderson recite the
poem.

Students will then be instructed to get into groups of 3 or 4 and discuss the power of
repetition within this poem and how it connects with a theme in Speak.

After about 15 minutes of home group discussion, one student from each group will talk to
other groups about what they found out and then return to their home group and explain what
new information they discovered form the other groups. (Jigsaw strategy)
Assessment
Students will be assessed formatively through their do now in their ELA notebooks along with
whole class discussion of the do now. Students will also be formatively assessed through
discussions between groups.
Materials and Resources

SmartBoard

YouTube

Handout

Writing Lesson Plan

Grade Level/Class: 6th-7th grade/ELA
Time Period for Lesson: One(1) to two(2), One(1) hour class period(s)
Connections to ELA Content Standards (NJCCC/ELA Common Core):
CCSS.RL.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g.,
alliteration) on a specific verse or stanza of a poem or section of a story or drama.
Objective(s)
Students will be able to determine the meaning of new words and write a poem connecting to a
theme found in Speak.
Procedures

Hand out worksheet to students and go over directions out loud.

Explain that student are to complete the worksheet independently.

Explain that students are to choose ten(10) words of their choice and give the part of
speech and define each word using synonyms. They may use their cellphones to access a
dictionary or they may use a dictionary from our classroom library.

Students are to go to the page the word is listed on and decide the meaning of the specific
sentence.

Explain that students are then to chose at least five(5) words out of the ten(10) word they
have chosen and write a poem connecting with a theme they found in Speak.

Whatever is not completed in class is to be done for homework and handed in the next
class meeting.
Assessment
Students will be formatively assessed during class while independently finding parts of speech,
definitions, and synonyms for chosen words.
Students will be summatively assessed through their completed poem.
Materials and Resources

Speak by Laurie Halse Anderson

Worksheet with guidelines

Dictionary or Cellphone/Computer

ELA notebook

Worksheet for Writing Lesson Plan:

Complete the following directions in the order listed on the paper in
your ELA notebook. You may hand in all work handwritten (DOES NOT
HAVE TO BE TYPED). Any work not completed in class is to be
completed for homework and handed in the NEXT class meeting.
1. Choose ten(10) word from the following list:
Inconspicuous, 7
vague(ly), 27
simultaneous(ly), 30
mayhem, 30
blathers, 33
degrade (ing), 41
irony, 43
batter(ed), 43
obligation, 58
imperial, 69
oriented, 80
demented, 84
conundrum, 98
asylum, 117
vulnerable, 127
obsess, 133
gargoyle, 136
momentum, 150
delinquency, 163
symmetrical, 196
2.

Then obtain either a dictionary from the class library, a free computer, or your cellphone so
that you are able to look up your chosen words part of speech, define the word using a
synonym, and locate the page word in the book Speak (page numbers listed next to word in
first section) so that you can decide the meaning of the specific sentence in the text.

3.

Finally, choose at least five(5) words out of the ten(10) words you chose and write a poem
that specifically connects with a theme in the book Speak.

Speaking Lesson Plan

Grade Level/Class: 6th-7th grade/ELA
Time Period for Lesson: One(1) to two(2), one(1) hour class period(s)
Connections to ELA Content Standards (NJCCC/ELA Common Core):
CCSS.SL.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.
Objective(s)
Students will be able to give constructive criticism to help better a poem without pulling it away
from the theme in Speak.
Procedures

Students will present their poems they have written about speak using the specific
vocabulary words to the class during a writing workshop. (Students will have previously edited
their first draft based on the feedback the teacher gave them)

The presenter will present the poem and will not be allowed to talk until after their peers
have given them positive criticism on their poem.

The other students are to give constructive criticism (which they have already been doing
throughout the school year) to help better the presenters poem or compliment what was done
well while keeping in mind the theme and repetition aspects.

The presenter will then be able to say what they want about their poem and explain what
they were trying to convey to the class.

Students are to write down corrections they wish to make and bring in a final draft the next
class meeting.
Assessment
Students will be formatively assessed during the writing workshop.
Students will be summatively assessed on their final draft of their poem.
Materials and Resources

Edited poem

Pencil/pen

Viewing Lesson Plan

Grade Level/Class: 6th-7th grade/ELA
Time Period for Lesson: Two(2), One(1) hour class periods
Connections to ELA Content Standards (NJCCC/ELA Common Core):
CCSS.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.
CCSS.W.7.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Objective(s)
Students will be able to develop a deeper understanding of the theme(s) portrayed in a text and
develop an appreciation for their own work and their peers.
Procedures

Hand out guidelines and rubric for final unit project.

Explain directions in-depth to students:

-Students must choose one theme they found most prominent and use that theme to remake a
NEW front cover for the book Speak.
-Students may only use one sheet of computer paper but may draw, use internet pictures, or
anything creative they wish to use to construct their front cover.
-Students will then use only one 3 by 5 index card to write their chosen theme and explain in 50
words or less how the front cover connects with their theme.
-Students are to write down a sentence or passage with the page number in their ELA notebooks
that connects with their prominent theme.

After going over directions students will then be instructed to begin their project in class.

Students are to begin thinking about a theme from Speak that is most prominent to them
and begin sketching ideas for a front cover while the teacher goes around to meet with each
student one-on-one.

The project is to be completed at home and students should be prepared with their
completed front cover and index card.

Students will be instructed to tape up their front cover with their index card underneath on
the blackboard and then have a seat.

Once all students finish hanging up their work students will begin a gallery walk around the
classroom looking at all the of their peers work and sit down when they are finished.

When all students are seated we will form a circle and have a whole class discussion
about other students and their own work.
Assessment
Students will be formatively assessed while brainstorming ideas for themes during the one-on-one
short meeting and the whole group discussion.
Students will be summatively assessed on their final front cover creation and index card.
Materials and Resources

Worksheet with guidelines and rubric

ELA notebooks

Pencil/pen
Tape
Speak Individual Front Cover Guidelines

1.

Choose one theme you find most prominent throughout the book Speak. (Think about
different motifs weve discussed in class)

2.

Use one sheet of 81/2 X 11 computer paper to create a new front cover for the book. You
may draw, use internet images, and anything else creative you wish to use.

3.

Write on a 3 X 5 index card the theme you chose and 50 words or less to explain what
your new designed front cover conveys about the theme of the book Speak.

4.

Write down, in your ELA notebooks, a sentence or passage within the book Speak that
best conveys your prominent theme. (Must write down page number!)

*This project will be worth 10 points and must be completed by

.

Speak Individual Front Cover Project Rubric

0
1
2
Criteria
Unacceptable
Acceptable
Exemplary
(underdeveloped (Well-developed)
and/or sloppy)
Create an individual
graphic response to
recreate the front
cover of Speak.
(81/2 X 11 paper)

N/C

Index card which

includes the chosen
theme and 50 words
or less about how
the new front cover
connects with the
theme.(3 X 5)

N/C

Graphic response
and chosen theme
are relevant to the
theme(s) the novel
conveys.
Unique/appealing
graphics are used for
the graphic
representation.
Participation in
whole class
discussion regarding
yours and your peers
work. (Including a
cited
sentence/passage
from the book)

N/C

N/C

N/C

OVERALL GRADE: ___

10