March 3-7

WEEKLY LESSON PLAN

Section 7-1, 3, 5

Common Core Standards

Reading Literature
1) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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.

Essential Questions
1. 2. Is no man an island? How can nature contribute to our identity and search for self?

Reading Informational Texts

1) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Materials and Resources

Writing
3) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) 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.

Texts Elements of Literature; Stargirl Handouts Writing Prompt; Vocab List 1; POL Helpful Hints; Chapter 8-15 WS; No Man is an Island by John Donne; Birth of the Cool: What makes children popular; PSSA Writing Sample 1; March/April Calendar Visual Media Poetry Out Loud videos Chart paper Markers

Speaking and Listening

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.

Skills
Reading and interpreting poetry Vocabulary Reading scientific texts Narrative writing Cross-text connections

Language
5) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Enduring Understandings
- The importance of individuality and confidence - The effects of projecting expectations onto others - The impact of relationships on adolescent development

Assessments
Informal Assessment Journaling; Participation and engagement in discussion and activities Formal Assessment WS; Writing Prompt

March 3-7

WEEKLY LESSON PLAN

Section 7-1, 3, 5

Periods 1: EOL
SWBAT interpret e.e. cummingss poem Maggie and Milly and Molly and May using transcendentalism and nature imagery. Review Only Girl in the World for Me homework (5 min) o Three students will be selected at random to put their answers on the board and explain their work. o Homework will be checked for completion. (5 points) Maggie and Milly and Molly and May (45 min) o Students will read the poem once silently o Two students (chosen randomly) will read the poem aloud for the class o Lets learn about transcendentalism Something that is beyond ordinary or common experience; the mind contains important ideas that are not learned by experience but innate to every human being; souls contain everything the world contains Celebrates the individual o Interpret the poem Significance of names the repetitive sounding names create an image of skipping around the beach put on board Significance of what the girls find what could each object represent? Put on board Significance of the sea nature; Cummings finds himself in nature; what images are conjured up by water? o Distribute writing prompt Outline the writing prompt with the students they should write this on a separate sheet of paper Wrap-up (1 min)

Period 2: Poetry Out Loud + Vocab

SWBAT practice their vocabulary lists and Poetry Out Loud poems. Journal (6 min) 7-5 only Vocab (15 min) o Distribute Vocab List 1 o Explain vocab format sentences due on Mondays before EOL starts; 7 meaningful sentences o Sentences will be used on the vocab tests if your sentence is chosen, you receive .5 points on the test. Max 4 sentences/2 points. o Demo what is a meaningful sentence? I will put some example sentences on the board Students will point out which sentence is better and why A good, meaningful sentence needs to require that vocab word it should not be able to be replaced by anything other than a close synonym Poetry Out Loud (30 min) o Distribute POL Helpful Hints o First, students will read their poems out loud to themselves 5 min o Then, students will choose a partner to recite their poem to. Partners should offer feedback and constructive criticism. o Finally, I will pull sticks for volunteers to read their poems to the class (they do not have to memorize it yet!)

Homework read chapters 8-11 for period 5; 12-15 for period 6

Homework writing prompt due next Monday

March 3-7
Period 3: Stargirl

WEEKLY LESSON PLAN

Period 4: Stargirl
SWBAT apply the theme of conformity to the novel.

Section 7-1, 3, 5

SWBAT understand and keep track of the events of the first part of our novel Journal (6 min) Move desks (5 min) o Into quads Review HW (10 min) o Round Robin students will mill around the room and high-five their partner. These partners will sit down at their tables and review the homework together, each student reading one answer. o I will come around and check homework for completion, then collect. Chapters 1-3 (25 min) o Map it Out Students are divided into 5 groups: Who, What, When, Where, and Why In their groups, students will answer these questions with the information we have already read Students will present their answers with the class; information will be added as needed o Map it Out version 2.0 Students will be given a piece of copy paper and markers will be at the front of the room. Students should draw what they picture the characters looking like, or what they imagine the school looking like. (This should help students imagine the picture in their heads or story in their heads) Some students will share their images with the class why did you think what you drew? Etc. o Initial Reactions As a class, discuss initial reactions to the book. What characters do they identify with and why? What inferences can you make about the lives of these characters before the beginning of the novel? Wrap-up (5 min) o Homework read chapters 8-11 for Period 5 (whatever day that is), through chapter 15 for Friday; Chapters 8-15 WS due Friday

Journal (6 min) Distribute chapters 8-15 WS Wayne Parr activity (20 min) o Discuss who is Wayne Parr? What does he represent? What is challenged by Stargirl? o Students will be broken into groups of 5 and graphically represent the word Conformity in 10 minutes Students can draw a picture of Wayne Parr and write captions, students can draw a word cloud, students can draw a graphic organizer, students can talk about what conformity looks like in their school o Students will then share out their posters with the class Archie activity (20 min) o First, show a picture of a Saguaro cactus. They might not have any idea what that is. o Discuss: Who is Archie? Why do you think the students respect Archie so much, even though he seems to represent some nonconformity? (note the line, Some people have stone cats on their roofs; on his roof Archie Brubaker had a skeleton of Monroe, his deceased Siamese When Leo says that he craved Archies confirmation for his feelings about Stargirl, what does he mean? Does he crave confirmation just from Archie, or from everyone else, too? What does the last line in chapter 7 mean?

Homework same as the rest of the week;

March 3-7
Period 5: Stargirl
Chapters 8-11

WEEKLY LESSON PLAN

Period 6: PSSAs and Stargirl
Chapters 12-15 SWBAT

Section 7-1, 3, 5

SWBAT make connections to chapters 8-11 of Stargirl through science and literature. Journal (6 min) Review chapters (10 min) o What did students make note of or underline? o What do students think about Stargirl showing up at the different family events in chapter 10? Why does she do this? Birth of the Cool: What makes children popular (15 min) o Think: students will read the article silently and look over/answer the attached questions o Pair: students will review the attached questions as a pair o Share: student pairs will share out to the class o Discuss: o What similarities and differences do you see between the kinds of children talked about in this article and the characters in Stargirl? No Man is an Island by John Donne (15 min) o Distribute the poem and read aloud twice o First, students should work with the people around them or by themselves to decode the meaning of each line (paraphrase each line) o Students will read their paraphrased version aloud o Discuss: Examples of times when students felt sad for humanity think about sad celebrity deaths, things like that; share out Do you agree with the poems sentiment? Why or why not? What is the danger of treating every man as an island? How does this poem apply to Stargirl?

Journal (6 min) Review HW (10 min) o Round Robin o Homework is checked and then collected Chapters 12-15 review (10 min) o What did students make note of as they read? What was surprising? o What were your feelings about the Hot Seat show? Why would it never be shown? o Talk about mob mentality PSSA Writing Practice (25 min) o Distribute Writing Sample 1 o Discuss why is it a good idea to outline before writing these prompts? o Budget your time no more than X minutes for an outline o Read writing prompt and put sample outline on the board o Students should record sample outline on their writing prompt

Homework read chapters 16-18 for Tuesday or Wednesday

March 3-7

WEEKLY LESSON PLAN

Section 7-1, 3, 5

Period 7: SSR Notes PSSA Schedule: Mon 7-1, 7-3, 7-5 Tues 7-3, 7-3, 7-1 (SS) Wed 7-5, 7-3, 7-1 (SS) Thurs 7-3, 7-1 Fri 7-1, 7-5, 7-1, 7-3, 7-5 7-1 (4) 7-3 (6) 7-5 (4) Mon

7-1

7-3

7-5

Periods 1 +2

Periods 1+2

Period 1

Tue

Period 3

Periods 3 + 4

Period 2

Period 4

Period 5

Periods 3 + 4

Wed

Thur

Period 5

Period 6

Period 5

Fri

Periods 6 + 7

Period 7

Periods 6 + 7