Planning Instruction and Assessment

Curricular:
Name: Kari Jenkins
Lesson Title: Unit Anticipatory Set / Chapters 1-4
Grade: 7th (First & Second Period)
Type of Lesson:

Introductory

Date of lesson: 1/5/2015

Content Area: ELA
School: Test Intermediate

Multicultural Goal (integration and

assessment):
Goal Four: To combat discrimination based
upon misconceptions concerning inferiority.
Goal Four will be taught through this Novel
Unit because the protagonist, Crash, bullies
another character, Penn. Crash bullies Penn as
an outlet for his anger, but also because culture
put them into the stereotypical roles of athlete
vs. geek. Jerry Spinellis Crash allows students
into the mind of a male bully, creating
understanding and empathy for the underlying
reasons that form such aggression. This novel
also uses the problem-solving strategies of Penn
as a foil who reacts to Crashs antics with
patience and fortitude.
Assessment Tool(s):

Learning Goal(s):

Assessment Task(s):

(1) Predict the

character traits of a
specific character
based upon a
Character Quiz.

(1) Interpret
information given
from Probable
Passage worksheet
to construct
prediction of Crash
plot.

(1)Character Prediction:
www.youthink.com/quiz.dfm?
obj_id=205039

(2) Analyze
information from
chapters 1-4 to make
an inference about
running in the novel
Crash.

(3) Post-It-Note Exit Slip

(2) Predict the plot of

Crash using given
information in the
Probable Passage
worksheet and
looking at the cover
of the novel.
(3) Build background
knowledge on author
to consider authors
purpose.
(4) Clarify story

(3) Infer what

running means on
Exit Post-It-Note

(2) Probable Passage

(3) Story Plot Graph

Assessment Criteria:
(1) Students will interpret the information given
on the Probable Passage worksheet to
categorize characters, setting, conflict, and
outcome. Next, they will write a predicted plot
for the novel Crash.
(2) Students will read and listen to Crash in
whole class setting. Students will contribute to

elements to ensure
understanding of
story line.

filling out parts of the Plot Diagram: (Setting,

Character, Point of View, Rising Action)
(3) Students will synthesize information from
chapters 1-4 to make an inference regarding
running in the novel Crash.
Evidence of Mastery:
(1) 100% of the students will achieve a 90% or
better in completing their Probable Passages
prediction worksheet.
(2) 100% of students will achieve an 85% or
better in accurately filling out their Story Plot
Graph

(3) 100% of the students will achieve an 80% or

better in accurately making inferences in the
novel.
Academic Standards/Professional Standards (Include a sentence or phrase, not just the
standard number.)
Primary focus (most students will be able to):
7.RL.2.1: Cite several pieces of textual evidence to support analysis of what a text says
explicitly as well as inferences drawn from the text.
7.RV.2.1: Use context to determine and clarify the meaning of words and phrases.
7.SL.2.5 :Acknowledge new information expressed by others, and consider it in relation to one's
own views.
Differentiation (content, process, product)
(1) Content: For students who finish the Probable Passage plot prediction early, they may then
complete the Extended Activity, which is to construct three questions they have concerning the
text.
(2) Process: As students rotate to small group, teacher will give additional support to students
who are in the lower reading group.

Accommodations:
(1) Student who has hand problems will have a scribe when filling out her Story Plot Graph
and Vocabulary graphic organizer.

(2) Student with vision problems will sit in the front of class to better see the Smart Board when
filling out the Plot Diagram.
Prior Learning:
Prerequisite Skills:
(1) How to fill out a Plot Diagram
(1) Story Elements
(2) How to close read a text
(3) How to find evidence from a text to support
a claim.
(4) How to actively discuss and listen in a group
setting
Vocabulary development:
(1) Gawked (p. 2)
(2) Runt (p. 2)
(3) Scrawny (p. 2)
(4) Dinkiest (p. 7)
(5) Bamboozled (p. 11)
(6) Quaker (p.12)
Procedures (model; instruct (with explicit connection to Blooms Taxonomy); samples;
guided and independent practice; monitor progress, etc.):
(1) Teacher will go over the goals for the day:
A.)Character Quiz on the computer
B.) Probable Passage activity
C.) Meet the Author video on Jerry Spinelli
D.) Read and analyze Crash chpts. 1-4 (pp. 1-16)
E.) Identify Story Elements in Crash for Plot Diagram
(2) Teacher will divide students into their reading groups for three rotations at 17 minutes each.
(3) One group of students will take a Character Quiz at www.youthink.com/quiz.dfm?
obj_id=205039
(4) Once completed, these students will fill out a tag that says Hello, my name is. . . with the
character that the quiz connects them to. Afterwards, each student will fill out a prediction
constructed response answering the following question: I think (characters name) will look
like ____________, act like _______________, and have the following personality
traits_______________. This character will be interested in _______________,
____________________, and _____________________.
(5) The second group will have a copy of the cover of the novel, Crash, and use the Probable
Passages handout to make a prediction on the novel. (If students finish early they may also go
on to complete the Extended Activity, which is to construct three questions that they have
about the novel.)
(6) The third group will sit at the small group table with the teacher and watch the Meet the
Author video about Jerry Spinelli at https://archive.org/details/MeetTheAuthorJerrySpinelli (9
minutes)
(7) Teacher will ask the the following questions:
A.) What challenges did Spinelli have to overcome in his life?
B.) Do you think that his helped him to become a writer? Why/why not?
C.) When he was a little boy, what did he want to be when he grew up?
D.) How did that change?
E.) Have you read any of Spinellis books before? If so, what were they? What did

you like/dislike
about the novel?
F.) Do you think that authors use parts of their own life experiences to write their
stories? How do
you think Spinelli will do this in Crash?
G.) Jerry Spinelli has won many book awards. What do you think this shows about
his writing?
Second Period:
(1) Teacher will ask students to come back into whole group instruction.
A.) Handout Story Plot Graph and Vocabulary Graphic Organizer
(2) Students will remain in whole class setting as teacher and volunteer students read pp.1-16 of
Crash with the following pauses to fill out the Story Plot Graph worksheet and Vocabulary
graphic organizer:
A.) p.1: CharacterJohn Coogan aka Crash
B.) p.2: SettingTime: 8th grade
C.) p.2: Vocab check in: Runt (undersized, weak person)
D.) p.2: Vocab check in: Gawking ( to stare openly and stupidly)
E.) p.2: Vocab check in: Scrawny (thin or boney)
F.) p. 2: CharacterPenn Webb
G.) p.3: SettingWhere: Pennsylvania
H.) p. 3 Point of ViewFirst person (use of the word I)
I.) p.3 Rising Action(1) John Coogan nicknamed Crash because he crashes
into cousin
(2) Penn Webb moves near Crash in the summer before 1st
grade
J.) p.3 CharacterMr. Webb: artist
K.) p.4 Character(1) Mr. Coogan: business owner
(2) Mrs. Webb: stay at home mom
(3) Mrs. Coogan: works and goes to school
(4) Scooter: Crashs grandfather, retired navy
L.)p.5 CharacterAbby: Crashs little sister
M.) p.7 Vocab check in: Dinkiest (small; insignificant)
N.) p.11 Vocab check in: Bamboozled (confused)
O.) p. 12 Vocab check in: Quaker (Christian movement/religion devoted to
peaceno violence)
(3) Students will analyze and evaluate chapters 1-4 of Crash in order to answer the
following questions:
A.) How did Crash Coogan get his name?
Pg. 1When he got his first football helmet and crashed into his cousin
B.) A flashback is where a story jumps back to a past event to tell an earlier part of
the story. Describe what happened in Crashs flashback with Penn.
They met the summer before 1st grade. Crash picks on Penn because Penn is
different. For example, he lies about his name, buries Penns button, squirts
him in the face with his water gun, and takes his turtle.
C.) Why do you think Crash buried Penns button at the end of chapter 1?
Opinion based

D.) What is Crashs opinion of where Penn lives? What does this tell you about
where Crash possibly lives?
As small as a bath mat, or a garage. Crash probably lives in a much nicer,
bigger home.
E.) On page 11, Crash says, I was almost starting to enjoy this kid, like I was the
cat and he was my mouse. What do you think Crash means by this statement?
What does this tell you about Crashs character?
A cat plays with or taunts a mouse. Crash likes to control people. He is a
bully.
F.) Take a look at the last paragraph on page 14. Why was Crash having
problems staying mad at Penn?
Penn doesnt retaliate or get mad.
G.) This is the last line in chapter 4. That night, even after I closed my eyes, I kept
seeing our hands hit the mailbox together. Why do you think this was such a
big deal to Crash?
Crash did not want to admit that he had respect for Penn since he kept up with
him in running.
Closure (restate learning goal & connect across curriculum/real life application and
extends learning):
(1) Teacher will explain: There were two instances within the first 4 chapters that brought up
running: (a) Penn Webb is named after the Penn Relay race by his grandfather and (b) Penn and
Crash race when they are 6 years old. Predict what you think running will have to do with this
novel.
(2) Teacher will hand out Post-It-Notes, remind students to put their names on it and make a
prediction before turning them in on their way out of class.
Materials:
Technologies Implemented:
(1) Crash Novel
(1) Computer
(2) Character Prediction
(2) Smart Board
(3) Probable Passages
(4) Story Plot Graph
(5) Vocabulary graphic organizer
(5) Post-It-Note
ATTACH:
(1) Character Prediction
(2) Pre-Test: Probable Passage
(3) Story Plot Graph
(4) Vocabulary graphic organizer

Reflection of the Learning Segment, Monday 1/5/2015:

Today is the first day back to school! The students came in excited to see one another, as
well as Mrs. Slifer and me. After announcements, I had the students relocate into a new seating
chart. From here, I asked all of them to get out their Classroom Procedures list placed in the
front of their binders. I only reviewed the procedures that I knew the students had been
struggling with before break: being in their seats when the bell rings, coming to class prepared,
sitting in the active learning position, rotating quickly and quietly during small group rotations,
and treating their peers and the teacher with respect. I wanted to make sure to purposely review
the classroom procedures so that the students would not be confused about my expectations.
Next, I discussed the new incentive that I created for our classroom; it is called the Wall of
Champions. I put up a long piece of purple bulletin board paper on the wall, hanging from the
ceiling to half way to the floor. At the very top, I wrote the words Wall of Champions. The
students and I defined what a champion was (I wrote down their descriptions on the white
board). Next, I asked them to get out their classroom goals. These goals are made at the end of
every grading period. Mrs. Slifer already has a handout for this; the students write down four
goals for her class, as well as how they plan on mastering their goals. These goals cover every
asset of the classroom environment: small group instruction, whole group instruction, silent
reading, and the Scholastic 180 computer program. I asked the students to review their previous
grading period goals and on the back of the handout reflect upon each one. If they mastered the
goal, then on the new goal handout that I was giving them, they would create a new goal. If they
did not master the goal during the previous grading period, then they would write it down again
and be more aggressive with their plan for mastering it during this grading period. When the
students were done, I had them focus their attention on the classroom goals posted at the back of
the classroom on our data wall. I asked several students to read these, such as an 80% or higher

on all summative assessments. Finally, I drew the students attention back to my Wall of
Champions paper. I empathized with them that life would always be full of challenges, but that
champions are problem solvers. My goal was to empower the students by realizing that they
embodied the potential necessary to be successful in our classroom. The way that the Wall of
Champions works is that as the students meet classroom goals, whether academically or socially,
they will be given a Post-It-Note to attach to the Wall of Champions paper (they can write their
name on it, draw a picture, or write a quotation, but it must be appropriate). In addition, I told
them my goal was to show a 3-7 minute inspirational video of a person who was a champion.
These foundational elements took up most of first period. During second period, I had
the students get into their three new rotation small groups. The students rotated to three different
Crash stations to build background knowledge about the novel and author, as well as make plot
predictions on the novel using a Probable Passage handout (my Pre-Test Assessment). Once
every group had rotated to every station, we ended the class in discussion. Through these
rotations I learned that instead of writing the website address on the whiteboard for the students
to type in at the computers, it was easier to type it up and print out a slip of paper for each
computer station (I fixed this by the second computer rotation). Mrs. Slifer and I decided to
throw out the vocabulary portion for the novel unit since there were enough other skills to focus
on.

Name: Kari Jenkins

Lesson Title: Characterization/Chapters 5-9
Grade: 7th (First & Second Period)
Type of Lesson:

Introductory

Date of lesson: 1/9/2015

Content Area: ELA
School: Test Intermediate
Multicultural Goal (integration and
assessment):
Goal Four: To combat discrimination based

upon misconceptions concerning inferiority.

Learning Goal(s):

Assessment Task(s):

(1) Discuss and

Comprehend
Characterization.

(1) Evaluate passages

centered on the
character Crash in
order to identify
accurate character
traits with evidence.

(2) Evaluate chapters

5-9 in Crash.

Goal Four will be taught through this Novel

Unit because the protagonist, Crash, bullies
another character, Penn. Crash bullies Penn as
an outlet for his anger, but also because
culture put them into the stereotypical roles of
athlete vs. geek. Jerry Spinellis Crash allows
students into the mind of a male bully,
creating understanding and empathy for the
underlying reasons that form such aggression.
This novel also uses the problem-solving
strategies of Penn as a foil who reacts to
Crashs antics with patience and fortitude.
Assessment Tool(s):
(1) Interrupted Passage handout
(2) Reading Log prompt and grading rubric
(3) Peer characterization
Assessment Criteria:

(3) Analyze
characterization as it
applies to Crash.
(4) Construct a
personal connection to
the novel in a Reading
Log prompt.
(5) Apply
characterization
instruction to create a
correct description of
a peer.

(2) Analyze Crashs

first day of school in
order to compare and
contrast connections
to a character in the
novel.
(3) Apply
characterization to
correctly describe a
peer.

(1) Students will evaluate the passages from

Crash to identify character traits about Crash.
Then they will support this trait with an
explanation of the text in connection to the
character trait.
(2) Students will construct a comparison and
contrast constructive response to answer the
Reading Log prompt. Students will correctly
use transitional words/phrases between
sentences; there will be no less than five
sentences.
(3) Students will accurately describe peers
using characterization techniques discussed
during instruction. Following, classmates will
try to guess who the peer is that is being
described.
Evidence of Mastery:

(1) 100% of the students will achieve an 80%

or better when inputting character traits with
support on the Interrupted Passage handout.
(2) 100% of the students will achieve an 85%
or better in constructing a compare and
contrast Reading Log constructive response.
Academic Standards/Professional Standards (Include a sentence or phrase, not just the
standard number.)
Primary focus (most students will be able to):
7.RL.2.1: Cite several pieces of textual evidence to support analysis of what a text says
explicitly as well as inferences drawn from the text.
7.RV.2.1: Use context to determine or clarify the meaning of words and phrases.
7.SL.2.5 :Acknowledge new information expressed by others, and consider it in relation to one's
own views.
7.W.4: Apply the writing process to plan and develop; revise; rewrite with guidance and support
from teacher.
Differentiation (content, process, product)
(1) Content: Students work on the Scholastic 180 computer segment is differentiated to meet
their reading ability.
(2) Process: As students rotate to small group, teacher will give additional support to students
who are in the lower reading group.
Accommodations:
(1) Student who has hand problems will have a scribe when filling out her Vocabulary graphic
organizer and Interrupted Passage handouts.
(2) Student with vision problems will sit in the front of class to better see the Smart Board when
going over review questions.
(3) Students with low-level spelling ability will not be penalized in Reading Log constructive
response.
Prior Learning:

Prerequisite Skills:

(1) Story Elements

(2) chapters 1-4 of Crash

(1) How to close read a text

(2) How to find evidence from a text to
support a claim.
(3) How to actively discuss and listen in a
group setting
(4) How to fill in the Vocabulary graphic

organizer.
(5) How to write a Reading Log prompt.
Vocabulary development:
(1) Conestoga Wagon
(2) Claptrap
(3) Vegetarian
(4) Species
Anticipatory Set (Recall prior learning/create interest.):
(1) Teacher will have students get into groups of 5 based upon seating chart.
(2) Teacher will have each student in the small group share with his/her peers their Character
Prediction information from yesterday.
(3) Teacher will ask students which characters they connected to.
(4) Teacher will create new groups based upon characters:
A.) Crash
B.) Penn
C.) Abby
D.) Jane
(5) Teacher will ask students to compare and contrast their predictions about this
character.
(6) Teacher will collect this handout.
Procedures (model; instruct (with explicit connection to Blooms Taxonomy); samples;
guided and independent practice; monitor progress, etc.):
(1) Teacher will go over the goals for the day:
A.) Review student predictions from Probable Passage handout given
yesterday.(10 min)
B.) Discuss Characterization (10 min)
C.) Read and analyze chapters 1-5 in Crash
D.) Evaluate the character, Crash, using Interrupted Passage handout
E.) Complete a Reading log prompt.
(2) Teacher will ask each group from yesterdays small group rotations during first
period to share their Probable Passage plot prediction for the novel.
(3) Teacher will guide discussion to compare and contrast how these predictions are
similar and different. (Use Venn Diagram on white board)
(4) Teacher will hand out Characterization Notes handout; this information will also
be on the Smart Board during instruction.
(5) Teacher will explain handout, giving examples from the novel:
A.) What is it?
1. Descriptions of characters:
a. pg. 3 scrawny chestPenn (appearance)
b. pg. 2 Dont let him passCrash (behavior)
c. pg. 14 Water guns & wrestlingCrash (interests)
d. pg. 15 Arent you good at anything? Crash (way of speaking)
2. First person point of viewCrash tells the story and it is all about him. This
shows that he is full of himself (arrogant, egocentric, selfish). He never feels

bad for picking on Penn.

B.) Types:
1. Direct
a. pg. 1 As far as I [Crash] can tell, Ive always been crashinginto
people, into things, you name it, with or without a helmet. Crash
literally runs over people, only thinking about himself.
2. Indirect
a. pg. 4 For some reason, that laughing was the last straw. I plucked the
silly button off his shirt, dumped it in the hole I was digging, and covered
it over with dirt. I stomped and flattened the dirt with my footCrash
gets easily angered and lacks self-control.
(6) Teacher will ask students to take out Vocabulary graphic organizer and add the
following words:
A.) Conestoga Wagon
B.) Claptrap
C.) Vegetarian
D.) Species
(7) Teacher will ask students to make a predicted definition based upon their own
knowledge in the correct box in the graphic organizer. (Teacher will stop when the
class comes across the word in the reading and allow students to write down the
sentence it is found within).
(8) Teacher will read chapters 5-9 of Crash, stopping to ask comprehension questions
and have students fill out their Vocabulary graphic organizers.
A.) pg. 17 How is Penns father described by Crash?
White-haired man
B.) pg. 18 Vocab check-in: Conestoga wagon--a large, heavy, broad-wheeled
covered wagon, used especially for transporting pioneers and freight across
North America during the early westward migration.
C.) pg. 19 Explain Penns toys. Why are they so important to him?
A Conestoga Wagon b/c his great grandfather made it for him, it was like the
wagon he took his family in out to North Dakota and a pretzel tin full of dirt
from the Missouri River and his Great grandfather got it from the river over 64
years ago.
D.) pg. 21 Vocab check-in: Claptrapempty language; insincere
E.) pg. 21 Vocab check-in: Vegetarian--a person who does not eat or does not
believe in eating meat
F.)pg. 21 Why didnt Penn tell Crash that they were vegetarians?
He was afraid that Crash wouldnt eat at his house. He wants Crash to be his
friend.
G.) pg. 24 Penns father said, Were not poor at all. In fact, I would say in a lot of
ways were rich. Explain what you think he means. How did Crash
misinterpret this?
The Webbs have different values than Crash. They are rich in family and love,
not things. Crash thinks they must have hidden money somewhere, like a limo

in the back.
H.) pg. 26 How did you find out that Crash was lying to Penns parents about going
to the Phillies game?
Bc Crash went home that night and asked his dad to take him to the game.There
were no previous plans.
I.) pg. 26 Why couldnt Crashs dad take him?
He was just starting up his own business and he works 72 hours a week getting
it off the ground.
J.) pg. 27 If Crash was so interested in going to the Phillies game, why did he turn
off the TV when it came on?
Because it reminded him that his dad was too busy to spend time with him, but
Penns wasnt.
K.) pg. 28 Vocab check-in: Species--a class of individuals having some common
characteristics or qualities
L.) pg. 29 Why did Crash and Mike Deluca hit it off faster than Crash and Penn did
when they met?
Because they have more in common and their personalities are similar.
M.) pg. 30 What does it mean that Mike was watching Penn like he was seeing a
three-eared Easter Bunny?
Penn didnt make sense to Mike, he was weird and different.
N.) pg. 30 Explain the simile in the last paragraph of the chapter: It was like
watching a cat watching a squirrel.
Mike is going to toy with Penn like a cat does with a squirrel. Chasing a
squirrel is fun for the cat.
O.) TEXT FEATURE: pg. 2 and pg. 31 : THEN & NOWwhy does Spinelli use
these text features?
Pg. 2 signaled a flashback, which means an event or scene taking place before
the present time in the narrative is inserted into the chronological structure of
the work.
P.) pg. 31 How much time has passed between the beginning of the book to the
beginning of this chapter?
7 years
Q.) pg. 32 How does Mike act toward Webb? How does he really feel about Webb?
What does that say about Mikes character?
Mike acts like Webb is cool, but its only a routine. Really, Mike is making
fun of Webb. This shows that Mike is a jerk; a bully. He feels better about
himself because of the outside and putting others down.
Second Period:
(1) Teacher will direct students into their A, B, & C rotation groups. (15 minutes each
rotation)
(2) One group will go to the Scholastic 180 program on the computer.
(3) One group will go to Individual small group where they will complete a Reading Log
Prompt:
Compare and Contrast: How was your first day of 7th grade similar to Crashs? How was it
different?

(4) One group will join the teacher at the small group table.
(5) During this group, the teacher will give the students the Interrupted Passage
handout.
(6) Teacher will ask the students what the first passage shows the reader about Crash?
(7) Teacher will do the next passage with the students as well.
(8) Student will complete the next one independently, and then go over it with the
teacher.
(9) Students will complete the last passage independently and turn it in.
Closure (restate learning goal & connect across curriculum/real life application and
extends learning):
(1) Teacher will give each student a sticky note with a peers name on it. (15 minutes)
A.) Miranda- RyAnne
B.) Krysten- Miranda
C.) Anna- Krysten
D.) Javon- RyAnne
E.) DJuan- Javon
F.) Alex- DJuan
G.) Austin- Alex
H.) Andrew- Austin
I.) Josh- Andrew
J.) Jhonny- Josh
K.) Ignacio- Jhonny
L.) Jacob- Ignacio
M.) Mrs. Jenkins- Jacob
(2) Teacher will put Common Character Traits handout on the Smart Board.
(3) Teacher will give students 5 minutes to write 2-3 sentences about their peer using
the following sentence starter: This student is (character trait) because (give an
explicit example).
(4) Teacher can model this activity by doing an example about Mrs. Slifer, the
Cooperating Teacher: This person is organized because she comes to work
prepared every day to teach her students. This person is also patient because she
listens carefully to her students concerns.
(5) Students will share their predictions and then peers will try to guess who this
student is describing.
(6) Teacher will collect peer descriptions from students.
Materials:
Technologies Implemented:
(1) Crash Novel
(1) Computer
(2) Character Predictions worksheet
(2) Smart Board
(3) Probable Passages worksheet
(4) Characterization Notes
(5) Character Traits handout
(6) Vocabulary graphic organizer
(7) Interrupted Passages handout
(8) Reading Log prompt
(9) Reading Log grading rubric

ATTACH:
(1) Characterization Notes
(2) Character Traits handout
(3) Reading Log Prompt
(4) Reading Log grading rubric
(5) Interrupted Passage handout

Reflection of the Learning Segment, Friday, January 9, 2015:

The students have been out of school the last two days due to snow. Due to this delay, I
changed my lesson plan from going over Crash chapters 5-9, to going over chapters 5-10. An
additional challenge from the weather is that I had three students absent today, and one of these
students was absent when I went over the first four chapters on Tuesday. So, essentially, she will
now be 10 chapters behind her peers. I have decided to copy the comprehension questions and
answers for these students as a review tool, as well as have them sign out their Crash novels to

take home and read. I will also be available to them during lunch if they need to come in and
have additional help.
During small group rotations today, I noticed that my A group struggled with
participation. I have two ESL learners in this group, and neither of them were contributing
voluntarily. They allowed the one other male in the group to dominate the interaction. One of
these students put his head down (I asked him to put it up), and then put his face in his hands.
This ESL student speaks and comprehends English very well. Later, when I was able to speak
with him, he said that he was just tired. We discussed how I am looking for better behavior in
small group (Im hoping for better behavior tomorrow).
During the teacher-led small group the students interacted with the characterization notes
that we took during whole group instruction. They immediately got to apply what I had gone
over in terms of characterization to the book using the Interrupted Passage handout. This
handout essentially has four different indirect or direct characterization quotations pulled from
the novel. I had the students write down descriptive words about the protagonist, Crash, based
upon the quotation. Then, they had to explain how the quotation supports their descriptive word.
My goal in having the students fill out these handouts is that they may use these quotations
directly in their Compare and Contrast Essay at the end of the Novel Unit.
In the students independent rotation, they completed a reading log journal comparing and
contrasting their first day of 7th grade to that of Crashs. Again, I am looking for every
opportunity to place the students in writing that makes them use accurate transitions and critical
thinking skills related to that of comparing and contrasting.
Finally, I was unable to complete the closure activity for this lesson plan because there
was not enough time. I think that since it was the first time the students interacted with the

Interrupted Passage handouts, they needed more time in small group. Therefore, I allowed the
rotations to go longer than usual. Also, I pulled the vocabulary portion of this Novel Unit. After
speaking with Mrs. Slifer, and looking at the overall agenda for the Unit, I feel that adding the
vocabulary to everything else was too much.
**Monday, January 12th was cancelled due to snow. Therefore, my lesson plans have
been pushed back another day (three days total now).**

Name: Kari Jenkins

Lesson Title: Quakerism/ Characterization
Grade: 7th (First & Second Period)
Type of Lesson:

Review

Date of lesson: 1/13/2015

Content Area: ELA
School: Test Intermediate
Multicultural Goal (integration and
assessment):
Goal Four: To combat discrimination based
upon misconceptions concerning inferiority.
Goal four is touched upon during this lesson
plan because there bias is created out of
ignorance. Many students are not aware of
what Quakerism entails, and this
interdisciplinary lesson allows for a deeper
knowledge of how the Quaker religion
formed, why it formed, and what they believe
in. Once students comprehend these beliefs
they will become more aware of this religion
and have an educated view upon its place in
the world.

Learning Goal(s):

Assessment Task(s):

Assessment Tool(s):

(1) Develop
knowledge concerning
Quakerism

(1) Analyze What Is

A Quaker? to answer
comprehension
questions.

(1) What Is A Quaker? Question handout

(2) Evaluate article

What Is A Quaker?
using Close Reading
annotations.

(2) Character Analysis handout

(3) Interrupted Passages handout

(2) Interpret Crash to

complete a Character
Analysis handout on
the character Crash.

(3) Apply knowledge

of reading to computer (3) Evaluate passages
segment on Scholastic centered on the
180 software.
character Penn Webb
in order to identify
(4) Determine
accurate character
characterization of
traits with evidence.
Crash citing evidence
from the text.
(4) Recall information
about Quakers in
(5) Identifying
Post-It-Note Exit Slip
character traits
connected to Penn
Webb.

(4) Post-It-Note Exit Slip

Assessment Criteria:
(1) Students will answer 10 comprehension
questions regarding the article What Is A
Quaker?.
(2) Students will independently complete the
Character Analysis handout centered on the
character Crash. They may use the novel,
Crash, as well as their Interrupted Passage
handout from yesterdays lesson. Although,
they may not use the quotations from the
handout on their Character Analysis.
(3) Students will evaluate the passages from
Crash to identify character traits about Penn
Webb. Then, they will support this trait with
an explanation of the text in connection to the
character trait.
(4) Students will accurately recall one belief
that is a part of Quakerism on a Post-It-Note
before they exit the classroom.
Evidence of Mastery:
(1) 100% of the students will achieve a 90% or
better on their What Is A Quaker?
comprehension questions.
(2) 100% of the students will achieve an 80%
or better on their Character Analysis of
Crash Coogan.
(3) 100% of the students will achieve an 80%
or better on their evaluation of Penn Webb

using the Interrupted Passages handout.

(4) 100% of the students will achieve a 100%
on correctly recalling one belief of Quakerism
using their Post-It-Note Exit Slip.
Academic Standards/Professional Standards (Include a sentence or phrase, not just the
standard number.)
Primary focus (most students will be able to):
7.RL.2.1: Cite several pieces of textual evidence to support analysis of what a text says
explicitly as well as inferences drawn from the text.
7.RN.2.1: Cite several pieces of textual evidence to support analysis of what a text says
explicitly as well as inferences drawn from the text.
7.SL.2.5 :Acknowledge new information expressed by others, and consider it in relation to one's
own views.
Differentiation (content, process, product)
(1) Content: Students work on the Scholastic 180 computer segment is differentiated to meet
their reading ability.
(2) Process: As students rotate to small group, teacher will give additional support to students
who are in the lower reading group.
(3) Process: Students independently choose quotations from the novel Crash to support their
character analysis of Crash Coogan.
Accommodations:
(1) Student who has hand problems will have a scribe when filling out her Character Analysis
and Interrupted Passage handouts.
(2) Student with vision problems will sit in the front of class to better see the Smart Board while
annotating the article What Is A Quaker.
(3) Students with low-level spelling ability will not be penalized in Character Analysis or
Interrupted Passage handouts.
Prior Learning:
Prerequisite Skills:
(1) Story Elements
(2) chapters 1-9 of Crash
(3) Characterization

(1) How to close read a text

(2) How to find evidence from a text to
support a claim.
(3) How to actively discuss and listen in a
group setting
(4) How to fill in the Interrupted Passage
handout.

Vocabulary development:
(1) Quaker
(2) William Penn
(3) George Fox
(4) Religious Society of Friends
(5) Sect
(6) Pacifism
(7) Creed
(8) Tolerant
(9) Pagan
(10) Mythology
Anticipatory Set (Recall prior learning/create interest.):
(1) Teacher will show the following video from TeacherTube about Quakers: (12-15 minutes)
http://www.teachertube.com/video/william-penn-jr-19601
(2) Teacher will ask students what they learned about Quakers from this video?
* William Penn, Jr. is narratinghe is from Philadelphia, Pennsylvania; originally
from England
*Quaker is a nickname for Society of Friends
* Began in the 1650s after a Civil War in England, following the beheading of the
King
*George Fox is the founder and began this religion because he wanted people to be
nicer
*Quakers are Pacifistsdo not believe in war; believe every person is equal
*Their beliefs got them thrown into prison, up to 15,000 people
*Toleration Act freed the Quakers
*King Charles II owed Admiral Penn 16,000 in money, when Admiral died, he gave
land in North America to his son, William Penn, Jr.
*This land was named Pennsylvania, after Admiral Penn.
Procedures (model; instruct (with explicit connection to Blooms Taxonomy); samples;
guided and independent practice; monitor progress, etc.):
(1) Teacher will go over the goals for the day:
A.) Close Read and annotate article, What Is A Quaker?
B.) Synthesize information from What Is A Quaker? to answer comprehension
questions
C.) Evaluate Crash chapters 1-9 to complete a Character Analysis on Crash
Coogan
D.) Interpret passages from Crash to identify character traits regarding Penn Webb
E.) Complete a computer segment on the Scholastic 180 software
(2) Teacher will pass out the Close Read Bookmarks and explain the symbols.
(3) Teacher will bring up the article, What Is A Quaker? on the Smart Board and
handout a copy of the article to the students.

(4) Teacher will model annotating the article with the students from beginning to end,
using the following questions:
A.) How does the video help us to fill in the gaps of missing information? (Example:
they did not want to submit to the authority of the Church of England. . .)
B.) How do Quakers show that they are pacifists?
C.) What is the author telling the reader about Quaker beliefs?
D.) Are there any hard or important words in this text? Circle them. How does the
author help the reader to understand the meaning of these words? Underline this
information.
E.) What information about the Quakers surprised you? Put an exclamation mark by
these sentences.
F.) Can you make any personal connections to the text? George Fox? William Penn?
Quaker beliefs? Write your connections out to the side in the margins.
G.) Is there still any information that you dont understand? Any questions that are
unanswered? Put a question mark by this information, and/or write your
questions in the margins.
(5) Teacher will hand out the What Is A Quaker? comprehension questions for the
students to answer independently.
(6) Teacher will collect finished work. (If there is enough time in first period, the
students will grade each others work)
Second Period:
(1) Students will get into their A, B, & C rotation groups. (18 minutes each rotation)
(2) One group will log onto the Scholastic 180 computer program.
(3) One group will be given the Character Analysis graphic organizer to identify character
traits about Crash Coogan. Teacher will explain the directions. They must:
A.) Identify parts of his character based upon his: appearance, dialogue, thoughts,
actions, and what other characters say about him.
B.) Students will cite a direct quotation from the novel. (They may NOT use a
quotation from their previous days Interrupted Passage handout).
C.) Finally, they must explain what this quotation reveals about Crash Coogan in
complete sentences.
(4) Mrs. Slifer will circulate this group to ensure that they stay on task.
(5) Mrs. Jenkins will run another group at the small group table.
(6) These students will be handed the Interrupted Passage handout. However, these
passages from the novel, chapters 1-9, will be focused on the character, Penn
Webb.
(7) Teacher will complete the first passage with the students. (Students may use their
Character Traits handout to help with identifying character traits.)
(8) Students may use a partner to complete the second passage.
(9) The third and fourth passages must be completed independently and turned in by
the end of small group.
Closure (restate learning goal & connect across curriculum/real life application and
extends learning):
(1) Teacher will give each student a Post-It-Note.
(2) The following writing prompt will be written on the White Board:

One belief that Penn Webb has as a Quakers is . . .

(3) Students must put their name on the Post-It-Note, as well as finish the sentence.
(4) Students will stick these on the classroom door when they exit at the end of the
class period.
Materials:
Technologies Implemented:
(1) Crash Novel
(1) Computer
(2) Close Reading bookmark
(2) Smart Board
(3) What Is A Quaker? article
(4) What Is A Quaker? Comprehension
handout
(5) Character Traits handout
(6) Interrupted Passages handout (Penn
Webb
(7) Character Analysis handout (Crash
Coogan)

ATTACH:
(1) Close Reading Bookmark Template
(2) What Is A Quaker? Article and Comprehension Questions
(3) Interrupted Passage handout on Penn Webb
(4) Character Analysis handout on Crash Coogan

Reflection of the Learning Segment, Tuesday 1/13/2015:

This week began on a Tuesday, since Monday was cancelled due to snow. Today, before
getting into the lesson plan that I had created, I set up three of the students for working lunches
so that I could catch them up. What is really great about every student being present today is that
we are not reading further in the novel, but instead building background knowledge through a
cross-curricular lesson on Quakerism (the antagonist in the novel is a Quaker). Next, we
watched our second motivational video clip linked to our Wall of Champions. I can already see
a change in attitude in our classroom environment as these inspirational videos and few minutes
of discussion set the tone for excellence and overcoming in our week. Then, the students
watched another video from TeacherTube.com about Quakers, told through William Penn, Jr..
Following the video, I handed out annotation bookmarks and a Quaker nonfiction article. The
first paragraph, I annotated, voicing every thought in my mind as to why I was marking up the
text in the manner that I was. Next, I asked the students to help me. We followed this together
annotation pattern until the last two paragraphs. At this point I released the responsibility to the
students and asked them to volunteer to come up to the Smart Board and mark up the text for
their peers. The students were highly motivated to participate and teach the class!

Once the article was annotated, I passed out a comprehension quiz on the article to the
students (allowing them to keep their article in front of them). Most of the students did an
excellent job; however, there were a few students who did not do well. After talking to each one
of these students, I found out that they did not go back and check their answers using the article
because they thought that they knew the information well enough from the annotation activity
that we had just completed in whole class.
At the beginning of second period, I added to the lesson plan again. I added a Notes
section to the Novel Unit. Mrs. Slifer passed out a new divider to put into their classroom
binders, and the students titled it Crash Novel Unit. I passed out lined paper and had them write
down the following literary device terms that we would come across multiple times throughout
our reading: Foreshadowing, Flashback, Simile (I taught this literary device during my teach
week), and Metaphor. We defined each of these literary terms and I showed the students
examples of each in our reading throughout Crash chapters 1-10.
For the duration of second period the students rotated in their three small group settings.
I had the independent group (Mrs. Slifer was nearby if they had any questions) work on another
Interrupted Passage handout, only this one focused on the antagonist, Penn Webb. My goal in
having an independent group is to monitor what the students can do on their own. I found out
after the first rotation that the students in this independent group did not get very much work
done. They were surprised when I told them that any unfinished work in the independent group
would be homework. I ended up getting a mixed result from this announcement: (1) students did
not return their homework and had a lunch detention to make it up, or (2) they rushed through
the work, not caring if it was done correctly. After getting these responses to the students first
homework assignment, I copied the handout again and we redid it in whole class. I pulled the

grade for this assignment from the gradebook because I do not feel that they were ready to be
released independently to work on this. At least for the next independent group Interrupted
Passage handout, I will ask Mrs. Slifer to hold the students more accountable to working
diligently throughout the entire rotation instead of allowing the students to monitor themselves.
During the teacher-led small group, the students completed a Character Analysis
handout on the protagonist, Crash. This handout is similar to the Interrupted Passage handout in
that the students have to write a characterizing descriptive word, but different because now they
are the ones who have to locate the quotation. They had to find four quotations: (1) Character
Appearance, (2) Character Dialogue, (3) Character Actions, and (4) Character Thoughts. The
students struggled most with dialogue. I came to realize that not all of them understood that the
quotation marks in the novel meant that a person was talking. This was a good stopping moment
to reteach dialogue.
At the end of class, the students had to complete an exit Post-It-Note describing one
belief that Penn Webb had as a Quaker. A few students did not receive their points for the last
Post-It-Note because they did not put their names on them, which was my first point of
directions. Therefore, I purposely called on one such student and asked him to repeat the
directions for these type of Exit Slips in order to receive full credit. Needless to say, all of the
students had their names on the Exit Slips.

Name: Kari Jenkins

Lesson Title: Crash Review/ Bullying
Grade: 7th (First & Second Period)
Type of Lesson:

Review

Date of lesson: 1/14/2015

Content Area: ELA
School: Test Intermediate
Multicultural Goal (integration and
assessment):
Goal Four: To combat discrimination based
upon misconceptions concerning inferiority.
Goal four is touched upon during this lesson
plan because the information from the novel,
Crash, deals specifically with how Crash
Coogan and Mike Deluca bully PennWebb.
Also, the students will identifying the different
aspects of bullying through PBS articles and a
video in order to make personal connections to
bullying.

Learning Goal(s):

Assessment Task(s):

Assessment Tool(s):

(1) Build upon an

awareness of bullying
in the world through
the novel, Crash, PBS
articles centered on
bullying, and video.

(1) ) Apply Close

Reading annotation
symbols to a text for
better comprehension

(1) Bullying article

(2) Identify elements

in nonfiction that will
aid in comprehension
of the text correctly
using Close Reading
annotations.
(3) Analyze chpts. 1014 of Crash for plot
and development of
theme.
(4) Create an interior
monologue as the
character Penn Webb
after being bullied.

(2) Bullying Web

(2) Interior Monologue paragraph

(2) Evaluate one of

five Bullying articles
to construct main
ideas about this topic.
(3) Construct an
interior monologue as
if student is Penn
Webb after he is
bullied.

Assessment Criteria:
(1) Students will use Close Reading bookmark
to recall symbols to deconstruct their
nonfiction Bullying article for support in
comprehension.
(2)Students will read one of five articles
centered on Bullying. They will work in a
collaborative group to identify main points
from their article and list them on the
Bullying Web graphic organizer. Students
will jigsaw the articles to help each other fill
out the main points for the entire Web graphic
organizer.
(3) Students will write 4-6 sentences of an
interior monologue that Penn Webb could have
had after being bullied by Mike Deluca and

Crash Coogan.
Evidence of Mastery:
(1) 100% of the students will utilize the Close
Reading symbols to deconstruct their
nonfiction Bullying article.
(2) 100% of the students will achieve an 85%
or better on their Bullying Web graphic
organizer.
(3) 100% of the students will achieve an 80%
or better on their Penn Webb Interior
Monologue paragraph.
Academic Standards/Professional Standards (Include a sentence or phrase, not just the
standard number.)
Primary focus (most students will be able to):
7.RL.2.1: Cite several pieces of textual evidence to support analysis of what a text says
explicitly as well as inferences drawn from the text.
7.RN.2.1: Cite several pieces of textual evidence to support analysis of what a text says
explicitly as well as inferences drawn from the text.
7.RV.2.1: Use context to determine of clarify the meaning of words and phrases.
7.W.4: Apply the writing process to plan and develop; revise; rewrite; to strengthen writing that
is clear and coherent, with some guidance from teacher.
7.SL.2.5 :Acknowledge new information expressed by others, and consider it in relation to one's
own views.
Differentiation (content, process, product)
(1) Content: Students will be given one of five articles based upon reading ability to contribute to
the Bullying Web class activity.
(2) Process: Teacher will offer more support to groups of students who have a lowercomprehension ability.
Accommodations:
(1) Student who has hand problems will have a scribe when filling out her Vocabulary graphic
organizer and Bullying Web handouts.
(2) Student with vision problems will sit in the front of class to better see the Smart Board while
reviewing Crash comprehension questions from chapters 10-14.
(3) Students with low-level spelling ability will not be penalized when constructing their Penn
Webb interior monologue.
Prior Learning:

Prerequisite Skills:

(1) Story Elements

(2) chapters 1- 9 of Crash
(3) Characterization

(1) How to close read a text and annotate

using close reading symbols
(2) How to find evidence from a text to
support a claim.
(3) How to actively discuss and listen in a
group setting
(4) How to fill in the Vocabulary graphic
organizer
(5) How to write in paragraph form with
complete sentences.

Vocabulary development:
(1) Goddess
(2) Scrimmage
(3) Metaphor
(4) Foreshadowing
(5) Inference
(6) Interior Monologue
Anticipatory Set (Recall prior learning/create interest.):
(1) Teacher will show the following YouTube video, titled Expect Respect:
https://www.youtube.com/watch?v=RyCDs5FfRw8
(2) This video focuses on students expecting respect from one another and standing up for one
another when they see someone being bullied. After watching this video the teacher will direct
the students to one of the Essential Questions regarding this Novel Unit: Why do people bully
others? What lessons have you learned from bullying
experiences?
Procedures (model; instruct (with explicit connection to Blooms Taxonomy); samples;
guided and independent practice; monitor progress, etc.):
(1) Teacher will go over the goals for the day:
A.) Add elements to Rising Action on Story Plot Graph (Means to review prior
reading)
B.) Evaluate chapters 10-14 of Crash
C.) Close Read and Annotate Nonfiction article
D.) Collaborate in small groups to complete Bullying Web
E.) Construct an interior monologue
(2) Teacher will ask students to take out their Story Plot Graph so that students can
add elements to the Rising Action section. (Teacher will have Story Plot Graph put
on Smart Board as well).
A.) Fill out Point of View in Exposition: First Person: Crash is narrating
B.) Mike Deluca moves to their street and becomes friends with Crash
(Come back to Story Plot Graph when done reading and answering comprehension
questions)
C.) Crash and Mike bully Penn in middle school
D.) Penn Webb tries out for the cheerleading team
(3) Teacher will read chapters 10-14 of Crash, stopping for Vocabulary check-ins, and

then asking comprehension questions at the end:

A.) pg. 35 Vocab Check-In: Goddess: a woman of extraordinary beauty and
charm.
B.) pg. 36 A metaphor is a comparison between two unrelated things. What does
the metaphor, The cattle stampeded mean? The students rushed from one class
to another, crowded in the hallway, all going the same direction.
C.) pg. 37 What do we find out about Crash and Mikes similarities that could
cause problems down the road? Explain your answer with examples.
Neither of them can stand to lose. Their joking around gets out of hand during
lunch as they both try to outdo one another in food pranks.
D.) pg. 38 What does the metaphor, Youre a loose cannon mean?
A loose cannon meant a cannon that breaks loose from its moorings on a ship
during battle or storm, which has the potential to cause serious damage to the
ship and its crew. This relates to Crash because the principal meant that he is
an unpredictable person who can potentially cause damage to himself and
others.
E.) pg. 39 Vocab Check-In: Scrimmage: a practice session or informal game.
F.) pg. 40 Why did Penn stand out ten times more than the new girl from
Wilmington? He is trying out for the cheerleading team.
G.) pg. 41 What is Sealtest heavenly hash? Vanilla marshmallow swirled into
delicious chocolate flavor, topped off with real chopped almonds and rich
chocolatey chips.
H.) pg. 41 Foreshadowing is when you get a clue that something might happen
later in the story. Describe the foreshadowing example dealing with the 8th
grader names Schultz. Mike tells Crash that Schultz is talking about how he is
going to hurt Crash at football practice
I.) pg. 42 An Inference is when a person makes an assumption based upon
information given in a text. What do you infer the boys find so funny about
Penn doing what male cheerleaders do?
They think that Penn is scrawny and weak and therefore can picture him
dropping the girls if he has to lift them in the air.
J.) pg. 44 Did Crashs mom really want Abby to leave her to be miserable like
she said? How do you know?
No, because she was chuckling and hugging Abby while she said it
K.) pg. 44 Why do you think it bothers Crash that Penn and his sister, Abby, are
similar?
Because really he loves his sister. Yet, he picks on Penn for the same
characterstics that Penn shares with his sister, and he would never let anyone
pick on her the way he picks on Penn.
L.) pg. 45: Vocab Check-In: Acre: A common measure of an area
M.) pg. 45 What evidence was their earlier in the book that shows that Abby was
talking about their own property when she was finding out the square footage
in an acre?
She was outside measuring the lawn with a ruler when Crash and Mike came
home from school.
N.) pg. 46When Crash says terrified on page 46, does he mean it? How do you

think he said the word?

No, he is being sarcastic
O.) pg. 47 What stereotype does Abby have in Chapter 13?
That only men know outdoor type questions. That men and women have
different roles.
P.) pg. 47 Her mom said back to her, That kind of thinking will make you a
second class citizen. What did she mean by that?
That kind of thinking makes it seem as though women are less intelligent than
men.
Q.)pg. 47 How does Crash respond differently to that than Abby?
Abby thinks about it, but Crash just lets it go, he doesnt try to understand
R.) pg. 49 What relationship have the boys seemed to develop with Penn by the
beginning of Chapter 14?
They bully Penn without him knowing that its them playing pranks on him.
S.) pg. 49 What do we learn about Penn from all of this?
He lets it go, he doesnt get angry, and doesnt let the bullying bring him
down.
Second Period:
(1) Students will each receive one of five Bullying articles:
A.) What Is Bullying?Anna, Jhonny, RyAnne
B.) Whos A Bully?Josh, Jacob, DJuan
C.) Whos A Target?Junior, Andrew, Ignacio
D.) How To Handle ItMiranda, Austin
E.) Are You A Bully?Alex, Javon, Krysten
(2) Students will Close Read and annotate the articles independently at their desks using the
Close Reading bookmark symbols (12 minutes).
(3) Teacher will put students into collaborative groups based upon similar articles to discuss what
they think the article is about. Teacher will remind students what makes good group discussion:
Listening without interrupting and also allowing others time to share. (6 minutes)
(4) Teacher will pass out the Bullying Web and ask each group to write in bullet points next to
their article of important information.(6 minutes)
(5) Teacher will bring Bullying Web up on the Smart Board
(6) Teacher will call on each group to give bullet points, adding information if necessary.(15-20
minutes)
(7) Students will fill out peers information on the other articles.
Closure (restate learning goal & connect across curriculum/real life application and
extends learning):
(1) Teacher will hand out Reading Jourals.
(2) Teacher will ask students to open their Crash novel to Chapter 14 pp. 49-51
(3) Teacher will ask students what happened to Penn during this Chapter? Mike and Crash put
mustard in his shoes during class.
(4) Teacher will direct students to write an interior monologue, which means Penn Webbs
thoughts when he realized that his shoes were full of mustard and he would have to wear them
for the rest of the day. This monologue must be authentic to the character of Penn Webb.
Students may get out their Interrupted Passage handout to remind them of Penns character and

personality.
(5) Directions:
A.) Write a 4-5 sentence paragraph interpreting Penns thoughts once he realized
that someone had put mustard in his shoes.
Materials:
(1) Crash Novel
(2) YouTube video: Expect Respect
(3) Close Reading bookmark
(4) What Is Bullying? Article
(5) Whos A Bully? Article
(6) Whos A Target? Article
(7) How to Handle It Article
(8) Are You A Bully? Article
(9) Bullying Web graphic organizer
(10) Reading Journal

Technologies Implemented:
(1) Computer
(2) Smart Board

ATTACH:
(1) Five Bullying Articles
(2) Bullying Web Graphic Organizer

Reflection of the Learning Segment, Wednesday 1/14/2015:

During first period, I realized that many of the students who had taken home their
Interrupted Passage handout for homework either had not actually finished it, or forgot it at
home. Therefore, I implemented the working lunch, which is not a lunch detention, but is
mandatory to show up. The consequence of not showing up is a zero on the assignment. I had
several students show up to complete their Interrupted Passage, and only one student with a bad
attitude because he had to start completely over since he had left his handout at home. I hope
that through implementing the working lunch that the students will return with their homework
when it is due and not think that they can just get by with taking a zero, or that I will make
continual allowances so they can bring it in the next day. I dont want to be the kind of teacher
who has to keep track of how many days a student forgets his/her homework, but still gets credit
for it.
Next, the students had not completed their Character Analysis handouts during the
teacher-led small group yesterday. Therefore, I allowed the students to partner up and complete
the assignment as I circulated the classroom. After a while, I called the students back together to
share their quotations with each other, as well as their descriptive words. I encouraged the
students who were listening to copy down a descriptive word if they did not have it on their
paper.
Originally, I had planned for the students to complete their Crash chapters 1-10 formative
assessment quiz today; however, with the multiple snow days and consequential absences of a
few students, I decided to postpone the test until tomorrow. This also means that I cannot move
forward in analyzing the next four chapters. I think that this worked out for the best since the
students were able to concentrate and work together on their Character Analysis handouts. I

wanted to ensure that they understood my expectations for how to do this handout since they
would eventually be released to work on it independently in a small group setting.
At the end of first period, the students and I reviewed Crash chapters 1-10 for the next
days quiz. They did very well on the review, reflecting that they were engaged and listening to
the story. Also, I was excited that they were comprehending the novel on a deep level, picking
up on inference comprehension ideas.
During second period, I sectioned the students into five groups of three based upon
reading ability. Next, I passed out five different articles, each group sharing one. The basis for
this activity was to concentrate on the theme of Bullying, which is the major conflict in the
Crash novel. This is actually the basis for why I chose this novel in the first placebecause the
setting is about a 7th grade football player who is a bully without realizing that he is one. I asked
the students to use their annotation bookmarks from our Quakerism activity to mark up their text.
Next, I passed out a Bully Web Graphic Organizer in which the students were to write down the
main ideas about their article in order to teach it to the class. I circulated the class while the
students worked in their small groups. I verbally praised those students who I saw marking up
the text appropriately. There was one moment at the beginning of the activity when I noticed
that there was a misunderstanding in how to use the graphic organizer, and so I brought the
students attention back to whole group instruction to give the directions again, this time using the
white board as a visual aid.
The students did an excellent job teaching one another the different topics surrounding
bullying, and overall enjoyed the activity. I have noticed that they are not shy about getting up in
front of one another to share information. However, when one group rotated to their seats so that
another group could get up and teach about their article, there was unnecessary talking. I warned

the students that I would keep past the bell for the amount of time that they wasted because we
only had enough time for each group to talkno enough for the students to socialize in between
groups.

Name: Kari Jenkins

Lesson Title: Compare and Contrast Essay
Grade: 7th (First & Second Period)

Date of lesson: 1/30/2014

Content Area: ELA
School: Test Intermediate

Type of Lesson:

Review

Multicultural Goal (integration and

assessment):
Goal Four: To combat discrimination based
upon misconceptions concerning inferiority.
Goal four is highlighted in this lesson plan
because the students are synthesizing the
characteristics that make up the two main
characters, Crash Coogan and Penn Webb, in
order to decide who they would choose to
befriend if they moved to these gentlemens
school. In doing so, they will acknowledge the
bullying that Crash participated in against
Penn, and also how Crash ultimately changes
by the end of the novel.

Learning Goal(s):

Assessment Task(s):

Assessment Tool(s):

(1) Apply knowledge

of Crash and
information from
Compare & Contrast
graphic organizer to
insert ideas into
Writing graphic
organizer

(1) Evaluate and

synthesize content of
Crash in order to
choose information
from the text to use in
Compare and Contrast
essay.

(1) Compare and Contrast Writing graphic

organizer

(2) Construct a 5
(2) Develop Compare paragraph Compare
& Contrast rough draft and Contrast rough
independently.
draft.
(3) Modify rough draft (3) Apply feedback
content based upon
from teacher
teacher conference.
conference to revise
compare and contrast
rough draft.

(2) Compare and Contrast Writing Rubric

(3) Teacher conference Notes
Assessment Criteria:
(1) Students will utilize their Crash novel and
Compare and Contrast graphic organizer to
organize thoughts within their Compare and
Contrast Paragraph Frames graphic organizer.
These two graphic organizers allow the
students to expand their writing from step to
step.
(2) Students will use the Compare and
Contrast Paragraph Frames as a guide while
writing their rough draft.
(3) Students will listen to feedback from
teacher conference and revise Compare and
Contrast rough draft.
Evidence of Mastery:
(1) 100% of students will achieve an 80% or

better on their final draft.

Academic Standards/Professional Standards (Include a sentence or phrase, not just the

standard number.)
Primary focus (most students will be able to):
7.RL.2.1: Cite several pieces of textual evidence to support analysis of what a text says
explicitly as well as inferences drawn from the text.
7.W.3.2: Write informative compositions that develop a topic with relevant facts, use appropriate
transitions, have content-specific vocabulary, maintain the informational summary style, and
provide a concluding statement.
7.W.4: Apply the writing process to plan and develop; revise; rewrite; to strengthen writing that
is clear and coherent, with some guidance from teacher.
Differentiation (content, process, product)
(1) Process: Teacher will have two different kinds of Compare and Contrast Writing graphic
organizers for the students to choose from.
(2) Process: Teacher will work more closely with those students who have shown a weakness in
this writing skill by review of their Compare and Contrast graphic organizers.
Accommodations:
(1) Student who has hand problems will have a scribe when filling out the Compare and
Contrast Writing graphic organizer and writing the rough draft.
(2) Students may move around the room to find a good writing spot, whether this is at the
small group table, with a clipboard at the silent reading corner, or standing/sitting at their desks.

Prior Learning:

Prerequisite Skills:

(1) Story Elements

(2) chapters 1- 49 of Crash
(3) Characterization
(4) Compare and Contrast Characterization
graphic organizer
(5) Character Analysis handouts
(6) Interrupted Passage handouts
Vocabulary development:

(1) How to find evidence from a text to

support a claim.
(2) How to write a Compare and Contrast
Essay
(3) How to construct a five paragraph essay

(1) Introductory paragraph

(2) Body paragraph
(3) Conclusion paragraph
Anticipatory Set (Recall prior learning/create interest.):
(1) Teacher will show a book trailer video made on YouTube about the novel, Crash:
https://www.youtube.com/watch?v=RPc6x-d2SCw
(2) Teacher will ask the students :
A.) How do you connect to any of the characters in the novel?
B.) Would you recommend this novel to your friends to read? Why or why not?
C.) What is the biggest lesson that you learned from Crash?
Procedures (model; instruct (with explicit connection to Blooms Taxonomy); samples;
guided and independent practice; monitor progress, etc.):
(1) Teacher will go over the goals for the day:
A.) Transfer information from Compare and Contrast graphic organizer into
Compare and Contrast Paragraph frames.
B.) Create rough draft using Compare and Contrast Paragraph Frames graphic
organizer, Character Analysis handouts, and Interrupted Passage handouts
about Crash and Penn.
C.) One-on-One conference with teacher about rough draft
(2) Students will take information from Compare and Contrast graphic organizer and transfer
similarities and differences into Compare and Contrast Paragraph Frames graphic organizer.
(3) Students will transfer sentences from Compare and Contrast Paragraph Frames into their
rough draft format in their Writing Journals.
(4) Students will add their direct quotations with accurate citation and explanations connecting
the quotations to their similarities and differences (Students can use their Character Analysis
and Interrupted Passage handouts to draw quotations from, as well as their Crash novel).
(5) As students work on their rough drafts, teacher will circulate the room offering advice and
support.
(6) Mrs. Slifer and Mrs. Jenkins will conduct one-on-one conferences with each students as they
finish their rough drafts using the Compare and Contrast Writing Rubric as a guide. Notes for
what needs to be revised will be written on the back of this rubric. Teachers will point out the
following:
A.) Are the similarities and differences accurate?
B.) Is there strong evidence through direct quotations to support each similarity and
difference?
C.) Are the quotations cited correctly?
D.) Is there a clear explanation connecting the quotation to the similarity/difference
to the quotation?
E.) Spelling errors? Grammatical errors? Sentence revision?
F.) PRAISE good effort and writing!
(7) Students will work on their revisions if there is time in class.

Closure (restate learning goal & connect across curriculum/real life application and
extends learning):
(1) Teacher will hand out Index cards.
(2) Teacher will ask students to put their name on the index card and finish the following
sentence:
The most challenging part of writing my Compare and Contrast rough draft has been . . .
Materials:
Technologies Implemented:
(1) Crash Novel
(2) YouTube video: Crash Novel Trailer
(1) Computer
(3) Compare and Contrast Graphic
(2) Smart Board
organizer
(4) Compare and Contrast Paragraph
Frames
(5) Compare and Contrast Writing Rubric
Attachments:
(1) Compare and Contrast graphic organizer
(2) Compare and Contrast Paragraph Frames
(3) Compare and Contrast Writing Grading Rubric.

Reflection of the Learning Segment Monday, 1/30/15:

The summative Compare and Contrast paper that the students constructed was a total of
seven paragraphs: Introduction, (2) similarities paragraphs, (2) difference paragraphs, (1)
personal explanation paragraph connected to their thesis, and a Conclusion. Writing the rough
draft, editing, and typing the final draft took up Monday through Thursday of this week. I am so
proud of my students because each time I would enter the classroom after our 1st period passing

period, they were hard at work before the bell rang. I feel that this work ethic is a testament to
their understanding of the material and the compare and contrast format.
I did change the lesson plan before implementation. I did not give the students the
Compare and Contrast Paragraph Frame handout that I had created to support them. Throughout
the lesson plan, the students wrote three compare and contrast essays. The summative paper
followed this same format, albeit was lengthier. However, we did construct their introductory
and concluding paragraphs in whole class instruction. Yet, they assisted me in this endeavorI
did not simply give them the answers, but rather prompted them and then we collaboratively
chose what to write (I modeled this thinking and writing on the Smart Board). I was happy to
not have to use the Paragraph Frames because this showed me that the students had mastered the
content past what I had originally thought they would have when I created this Novel Unit.
What surprised me about the writing section is that I had three different students who
were exceptionally confident about their compare and contrast writing ability. They moved
quickly and proficiently through the body paragraph writing. Due to this work ethic, they were
finished and had their one-on-one editing conferences far sooner than the rest of the class.
Therefore, they were excited to help their peers. I purposely put each of these students with a
student who was struggling connecting their direct citations to an explanation that made logical
sense (higher-level thinking). I was specific that I did not want these students to do the work
for their peers, but rather use their finished papers as a guiding example, and then prompt their
peer if necessary with questions that enabled them to figure out a good explanation. I made sure
to reward these students with Post-Its to add to our Wall of Champions, as well as our school
wide incentive: ROAR bucks. Overall, this type of classroom community is exactly what I want.

I feel that the one-on-one teacher conference edits with Mrs. Slifer or I were so much
more effective than having the students edit one anothers work. By incorporating these types of
editing conferences, I was able to add differentiation to the process because each student
struggled differently with writing. I purposely would explain a particular edit, and then when I
saw it again, prompt the student to explain to me how to fix it.
The students enjoyed typing their final drafts, and I felt that although this took another
day of instruction, being in the computer lab, it is a necessary step in their educationto format
and type a final paper. After teaching how to format their paper, I was constantly circulating the
computer lab because this was a first for many students to insert quotations, and the spacing
around the punctuation was an oddity to them.

Reflection of the Learning Segment Crash Novel Unit

The instructional strategies that I implemented into the Crash Novel Unit were based
upon my prior knowledge of their learning. Since the students are in my class as a remedial
reading class, I understood that I needed to consistently focus on a few skills during the entire
unit. I also knew that in order for the students to reach mastery I would have to give them
several opportunities to manipulate the strategies. These students are use to a basal Scholastic
workbook that supports a specific reading and writing skill through three articles, as well as
annotation and the reading of a sample writing. I purposely created the Crash Novel Unit by

reintroducing the same skill (characterization) explicitly using several formats throughout the
weeks.
The classroom learning structure is set-up to begin in whole instruction as the days goals
are introduced, then move into three small group rotations of five students, and end in whole
group instruction as the teacher does a quick formative assessment as to how the students
understood the material. I kept this same structure throughout the Novel Unit as well. The only
element of the rotations that I changed was that the students did not rotate to a silent reading
rotation group since we all were reading Crash. Instead, I used this rotation as a means of
independent work, and a method in which to assess when the students had mastered a skill. For
instance, I taught the Character Analysis and Interrupted Passage characterization strategies in
the teacher-led small group before I released the students to work on them individually in the
independent group. Mrs. Slifer, my cooperating teacher, was nearby to answer questions;
however, there was no teacher guiding them in how to complete the assignment as I had been
doing in the teacher-led small group.
The students social and emotional development was ongoing throughout the Novel Unit.
First of all, the students were put into Think-Pair-Share activities several times as a method to
orally compare and contrast their opinions in regards to Crash. Also, the students learned how to
write internal monologues as if they were a character within the novel as a foundation to better
understand the characters and learn how to use language to express themselves. Furthermore,
after a few days of our rotation groups I mixed up the classroom format so that the students did
not get bored with the day-to-day routine, and one such way was to do a collaborative group
mini-project. The students worked together in collaborative groups different than their small
group rotations to present information about bullying. This type of mini-project was used again

later in the Novel Unit as the students presented a plot timeline of certain chapters from the
novel. The students create a more cohesive classroom community by working with different
peers, as well as contribute more to a group when they are in a different group setting.
These types of mini-projects, as well as the students small group rotations, allowed for
relevant experiences to take place in the classroom. The students have a consistent structure to
count on; however, they enjoy it when this structure is modified slightly to allow for a new type
of learning to take place.
Crash was a novel that I purposely chose to use because it is narrated by a young middle
school boy who loves football, being number one at everything, and does not notice that he
bullies another young boy, Penn, whenever he gets angry at life. This character allowed for great
conversations among my students, and created many Aha moments with my male dominant
classroom. Students across cultures and family demographics found unity through the discussion
of how Crash and Penn handled their middle school lives.