SBAC Lesson Plan for the week of: March 20: Earth Day Mini-Unit

Teacher: Beauparlant

Room: 706

Subject: English 7

Opener: (Standard 1-New learning is connected to prior learning and experience)

Big Ideas: Students will be able analyze literature for plot, genre, literary terms, character traits, and
symbolism
Concept/Skill Development: (Standard 2-Learning tasks have high cognitive demand for diverse learners)
(Standard 3- Students engage in meaning-making through discourse and other strategies) (Standard 4Students engage in metacognitive activity)
Guided/Independent/Group Practice: (Standard 3- through discourse and other strategies) (Standard 4
Students engage in metacognitive activity)
Part 1 Wall-E
Procedure:
1. Begin by having students read OR orally discussing the Wall-E Literary Analysis
Reference Guide. Students will refer to this sheet during and after the movie.
2. If you havent seen this movie, youre in for a real treat! Show the movie and have
students complete the during reading part of the Viewing Guide as they watch it.
3.about 40 minutes into it, as Wall-E follows Eve to the space ship to allow for any necessary discussion
and for students to
complete necessary parts of the Viewing Guide.
4. Finish, discuss, and review the Viewing Guide. This should incite great discussion
among students with differences in answers.
5. Complete the Cause & Effect analysis. The purpose of this activity is not only to
review cause and effect but to guide a discussion towards consequences of
misusing the Earths resources. Perfect for Earth Day, Spring, the month of April, or
any time!
Part 2 Tech Trash Article
1. This is a no-frills nonfiction article activity. The questions are designed to require
the students to dig deep beyond a basic comprehension of the article.
Purpose: Read and analyze a nonfiction article. Discuss the issue of technology waste and its
effect on the environment.
Technology/Resources:
Tech Trash Article: http://www.timeforkids.com/news/tech-trash/89926
Sw answer questions that analyze the text for cause and effect, text evidence, text structure, and problem
solving.
Part 3:Pass It On Down Poetry Analysis
Purpose:
Read and analyze a poem.
Technology/Resources:

Lyrics to Pass It On Down find and print online or use mine: http://goo.gl/3DRwkr
Youtube video of Pass It On Down: http://www.youtube.com/watch?v=iiHX2653XPE
Backup Download Link: http://goo.gl/U6PMcU
Procedure:
1. TW hand out copies of the lyrics and then showing students the
music video. SW watch or listen twice before we begin the activity.
2. In pairs SW work on the questions. They are designed to challenge students to consider
symbolism and tone, among other things. Have your students refer back to the
Wall-E Reference Guide and activity if they need a reminder on symbolism.
4. The pages are all designed to fit into an interactive notebook if you choose to keep
them there.
Part 4: "All Summer in a Day" What is Seasonal Affective Disorder?
Purpose:
Read a science fiction short story. Analyze a characters traits and behavior. Use text
evidence from two different sources (one fiction, one nonfiction) to support a claim.
Write a friendly letter using proper parts and formatting.
Technology/Resources:
Short story All Summer in a Day by Ray Bradbury. Find it online and print it in one
of the following websites:
http://staff.esuhsd.org/danielle/English%20Department%20LVillage/RT/Short
%20Stories/All%20Summer%20in%20a%20Day.pdf
https://d3jc3ahdjad7x7.cloudfront.net/Lg2JHLxfBmnMdcJSV4Yiv4SyuxCAucMo.pdf
https://docs.google.com/file/d/0B3iCHYCmrgbkU3lrQ3YxaDB6cEU/edit
Audio:
http://elizabethklettaudio.com/2013/09/13/free-audio-friday-all-summer-in-a-day/
Procedure:
1. Start by reading the short story. The students will do a cold read first and then read with the audio or
aloud with the students.
2. Students will read over the science fiction genre characteristics from the Wall-E viewing guide and then
making a list of thecharacteristics of science fiction genre found in this story.
3. After at least two readings of the story, SW read the nonfiction article What is
Seasonal Affective Disorder? and discuss.
4.Students will complete the questions with partners, whole class, or independently.
Discuss.
Part 5 "All Summer in a Day" Story Vs. Movie
Purpose:
Compare and contrast a written story to its movie version. Analyze the authors
development of characters and setting.

Technology/Resources:
Short story All Summer in a Day by Ray Bradbury. Find it online and print it in one
of the following websites:
http://staff.esuhsd.org/danielle/English%20Department%20LVillage/RT/Short
%20Stories/All%20Summer%20in%20a%20Day.pdf
https://d3jc3ahdjad7x7.cloudfront.net/Lg2JHLxfBmnMdcJSV4Yiv4SyuxCAucMo.pdf
https://docs.google.com/file/d/0B3iCHYCmrgbkU3lrQ3YxaDB6cEU/edit
Short Movie (25 minutes) All Summer in a Day:
http://www.youtube.com/watch?v=cV-rzGx21rw
Backup Download Link: http://goo.gl/6Th9xk
Audio:
http://elizabethklettaudio.com/2013/09/13/free-audio-friday-all-summer-in-a-day/
**If these websites dont load when clicked, try copying and pasting them in your
browsers URL bar before assuming theyre broken links.**
Procedure:
1. After reading the short story, TW show students the Story vs. Movie comparison chart.
Version 1 (Gen ed) is more difficult and requires students to input all information. Version 2
(accommodation for IEP's) is easier and gives one of the answers
for each prompt to the students to help them formulate their corresponding answer.
Choose one or both to use in your classroom.
2. Watch the movie. Discuss. TW make sure students understand what theyre looking for
when watching the movie so that they can take notes or be thinking about their
answers in advanced.

Assessment: (Standard 5-Assessment is integrated into instruction)

Teacher observations. Mini quiz on Friday using exit tickets
SBAC Claims:
X RL.7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
X 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.
X RL.7.3 - Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
X RL.7.5 - Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to
its meaning.
X RL.7.7 - Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or
multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color,
or camera focus and angles in a film).
X RL.7.10 - By the end of the year, read and comprehend literature, including stories, dramas, and
poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of
the range.
X RI.7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.

X RI.7.9 - Analyze how two or more authors writing about the same topic shape their presentations
of key information by emphasizing different evidence or advancing different interpretations of facts.
X W.7.1b - Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources, and demonstrating an understanding of the topic or text.
X W.7.1d - Establish and maintain a formal style.
X W.7.3 - Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
X W.7.10 - Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,
and audiences.
X W.7.9 - Draw evidence from literary or informational texts to support analysis, reflection, and
research.
X 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, and issues, building on others' ideas and
expressing their own clearly.
X 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.
X L.7.1 - Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
X L.7.1b - Choose among simple, compound, complex, and compound-complex sentences to signal
differing relationships among ideas.
X L.7.2 - Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
X L.7.2b - Spell correctly.
X L.7.3 - Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
X L.7.3a - Choose language that expresses ideas precisely and concisely, recognizing and
eliminating wordiness and redundancy.
X L.7.6 - Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

Short Term Goals: SW use a variety of genres and medias to learn about a topic. They use cause and effect
skills to discuss a real life problem.
Long Term Goals:Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting a day or two) for a range of discipline specific tasks, purposes, and
audiences.
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades
6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.