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1. English
Energizer
(Opener):
To
begin,
the
students
will
be
told
that
they
will
be
doing
a
little
exercise
in
acting
to
get
them
warmed
up
for
the
task
during
class
today.
Students
will
each
draw
a
note
card
from
the
stack
and
volunteer
to
act
out
the
activity
written
on
the
card.
Examples
of
activities
might
include
playing
football,
swimming,
fishing,
reading
a
book,
painting
a
picture,
playing
hide
and
seek,
building
a
pyramid,
playing
tag,
or
washing
a
car.
Students
will
act
out
these
activities
Charades-style.
The
purpose
of
this
warm-up
is
just
to
get
students
comfortable
performing
in
front
of
their
classmates.
Task:
2. Next,
students
will
be
informed
that
in
class
today
they
will
be
examining
a
play
that
demonstrates
the
mystery
genre.
The
play
is
titled
The
Mystery
of
the
Suffocated
7th
Grader.
3. While
students
are
reviewing
the
play,
I
will
write
the
various
parts
of
the
play
on
the
board
and
ask
students
to
volunteer
for
the
different
roles.
4. Once
all
parts
are
filled,
we
will
take
a
moment
to
review
how
to
read
the
dialogue
in
the
script.
For
example,
we
will
identify
the
purpose
of
the
narrator
in
the
play,
what
italicized
font
could
mean
to
the
actor,
and
what
italicized
writing
in
parentheses
means.
Students
are
encouraged
to
read
with
emotion!
5. Together,
students
will
read
through
the
play,
stopping
for
clarification
as
new
characters
join
the
scene.
6. After
reading
the
play,
the
students
will
work
in
small
groups
to
identify
the
various
parts
of
the
plot
and
select
one
character
to
find
an
example
of
direct
and
indirect
characterization
for.
Next
to
the
evidence,
students
will
write
in
their
reflection
about
what
they
learned
about
this
character
from
this
evidence,
and
how
these
characters
added
to
or
helped
resolve
the
conflict
of
the
story.
We
will
share
these
responses
as
a
class.
7. Next,
we
will
discuss
what
made
this
play
fit
into
the
mystery
genre?
Finally,
students
will
discuss
what
elements
of
the
play
added
to
the
suspense
and
mystery,
and
overall
plot
of
the
story.
I
will
keep
track
of
student
responses
on
giant
chart
paper.
Curriculum
Unit:
Reading:
A
Love
Story
Grade
7
English
Language
Arts
Lesson
6:
Genre
StudyWriting
a
play
that
reflects
a
specific
genre
Time:
3-4
Class
Periods
Utah
Core
Standards
Addressed:
o W.7.3a:
Engage
and
orient
the
reader
by
establishing
a
context
and
point
of
view
and
introducing
a
narrator
and/or
characters;
organize
an
event
sequence
that
unfolds
naturally
and
logically.
o W.7.3b:
Use
narrative
techniques
such
as
dialogue,
pacing,
and
description,
to
develop
experiences,
events,
and/or
characters.
o W.7.6:
Use
technology,
including
the
Internet,
to
produce
and
publish
writing
and
link
to
and
cite
sources
as
well
as
to
interact
and
collaborate
with
others,
including
linking
to
and
citing
sources.
o SL.7.6:
Adapt
speech
to
a
variety
of
context
and
tasks,
demonstrating
command
of
formal
English
when
indicated
or
appropriate.
Objectives:
o Students
will
collaborate
in
groups
to
write
a
script
for
a
short
play
that
demonstrates
a
designated
genre.
o Students
will
perform
a
dramatic
reading
of
their
script
to
present
a
designated
type
of
literary
genre.
Materials
Needed:
o Student
Laptops
o Storyboard
outline
page
o Genre
Skit
Directions
Page
o Genre
Skit
Grading
Rubric
o Audience
Evaluation
Sheet
Lesson
6
Overview:
In
this
lesson,
students
will
collaborate
through
a
Google
Doc
to
develop
a
short
play
that
reflects
one
specific
genre.
Students
will
develop
a
plot
line
and
characters
that
demonstrate
the
genre
assigned
to
them.
Once
the
script
is
developed,
students
will
then
present
this
script
as
a
Readers
Theater
style
performance
(no
props
or
extensive
staging
required).
To
assess
students
understanding
of
what
defines
each
type
of
genre,
students
will
then
guess
as
to
what
genre
each
skit
fits
into
best.
Key
Vocabulary:
o Collaborate
Activity:
Introduction:
1. English
Energizer
(opener):
Students
will
review
directions
for
the
Genre
Skit
Project
individually.
While
students
are
reviewing
directions,
they
will
be
given
a
notecard
with
an
assigned
genre.
2. As
a
class,
we
will
review
the
directions
and
expectations
for
writing
the
script
for
a
short
play.
3. Students
will
identify
the
other
students
with
the
same
genre
written
on
their
notecard.
Groups
should
range
from
4-5
students
per
group.
Task:
4. Students
will
open
a
Google
Doc,
which
one
group
member
will
create
and
then
share
with
the
remainder
of
the
group.
5. Using
the
storyboard
skit-planning
sheet,
students
will
discuss
together
and
begin
mapping
out
the
plot
and
characters
in
their
skit.
Once
the
story
is
planned,
students
will
then
collaborate
on
the
Google
Doc
to
write
their
script
for
the
play.
6. Once
the
script
is
written,
students
will
rehearse
the
script
out
loud
and
decide
how
they
will
perform
their
script
in
a
dramatic
reading
to
their
classmates.
Students
may
also
decide
how
they
will
enter
the
staging
area
and
how
they
will
exit
the
staging
area.
Finally,
students
might
want
to
create
or
design
a
backdrop
or
simple
props
that
will
add
to
their
performance.
7. The
final
step
will
be
presenting
the
skit
in
front
of
the
class.
Audience
members
will
evaluate
the
performance
using
the
Audience
Evaluator
Sheet,
and
determine
which
genre
this
skit
best
portrays.
Curriculum
Unit:
Reading:
A
Love
Story
Grade
7
English
Language
Arts
Lesson
7:
Independent
Reading
Journal
Set-up
Time:
1
Class
Period
Utah
Core
Standards:
o 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
at
the
high
end
of
the
range.
o RI.7.10:
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.
Objectives:
o Students
will
organize
their
independent
reading
journal,
which
will
help
them
track
their
reading
growth
and
progress
throughout
the
quarter.
Materials
Needed:
o Pen
or
pencil
o Reading
Journal
(spiral
or
composition
notebook)
o Staplers
o Glue
Sticks
o Reading
Stamina
Goal
Setting
page
o Book
List
page
o Journal
Response
page
o I
Can
Reading
Strategies
Self-Assessment
page
o Divider
tabs
o Reading
Profile
Page
Lesson
7
Overview:
The
purpose
of
this
lesson
is
to
give
students
the
opportunity
to
organize
their
independent
reading
journals.
These
reading
journals
will
be
used
weekly
by
students
for
the
purpose
of
recording
a
weekly
journal
entry
and
keeping
track
of
unfamiliar
words
in
their
personal
dictionary.
In
this
journal,
students
will
also
keep
track
of
their
reading
stamina
page
number
goal,
a
list
of
their
completed
books,
and
a
helping
guide
sheet
to
write
their
journal
entries.
Students
will
also
create
a
Reading
Profile
page
that
will
be
displayed
on
a
bulletin
in
the
hallway
to
produce
a
social
buzz
about
the
books
students
are
reading.
Key
Vocabulary:
o Reading
Stamina
Activity:
Introduction:
1. English
Energizer
(opener):
Students
will
begin
class
by
collecting
several
documents
that
they
will
need
for
the
class
period.
The
first
page
students
will
focus
on
will
be
the
Reading
Stamina
Goal
Setting
Page.
As
a
class,
the
students
will
read
through
what
the
term
reading
stamina
means.
Students
will
then
make
their
first
attempt
to
gauge
their
reading
stamina,
which
means
that
students
will
read
independently
from
a
book
of
their
choice
for
ten
minutes.
Students
will
track
the
number
of
pages
they
are
able
to
accomplish
during
the
ten
minutes.
This
number
will
be
recorded
as
attempt
1
on
their
reading
goal
page.
Task:
2. Students
will
then
take
their
Reading
Stamina
Goal-Setting
page,
fold
this
in
half,
and
either
glue
or
staple
this
document
onto
the
first
page
of
their
journal.
3. On
the
back
of
this
first
page,
students
will
either
glue
or
staple
the
example
Journal
Response
page.
This
page
will
give
some
ideas
as
to
what
types
of
journals
students
can
write
each
week
and
expectations
for
each
journal
entry.
Students
will
be
expected
to
write
one
journal
entry
of
their
choice
weekly.
4. A
third
page
that
will
be
glued
or
stapled
to
the
front
inside
cover
of
the
students
journal
will
be
the
completed
Book
List
page.
This
will
be
filled
out
each
time
a
student
completes
a
book.
5. Next,
students
will
create
a
section
in
the
back
of
their
journal
that
will
represent
their
personal
dictionary
of
vocabulary.
(More
on
this
in
Lesson
10).
6. Students
will
then
receive
a
self-assessment
page
titled,
I
Can
Reading
Strategies
Self-Assessment
page.
This
page
will
be
kept
in
students
binder,
and
they
will
fill
in
this
page
as
we
work
through
the
various
reading
strategies
in
class
and
finalize
at
the
end
of
the
quarter.
7. Finally,
students
will
create
their
Reading
Profile
page.
This
page
will
be
laminated
and
hung
in
the
hallway
on
the
designated
bulletin
board.
The
purpose
of
this
profile
page
is
to
give
students
a
chance
to
quickly
communicate
with
their
peers
about
the
book
they
are
reading
and
their
impressions
so
far
about
the
book.
This
will
give
students
a
talking
point
about
the
books
they
are
reading.
Students
will
update
their
profile
pages
using
white
board
markers
that
can
be
erased
from
the
laminated
pages.
Closing:
Students
will
need
to
bring
their
independent
reading
book
to
class
for
the
next
day.
the
whole
class
and
discuss
how
this
strategy
can
help
them
with
their
reading
(think
about
what
this
would
look
like
with
your
science
textbook,
history
textbook,
newspaper
article,
etc.).
Task:
5. Students
will
then
read
together
the
first
3.5
pages
of
the
story,
stopping
to
discuss
elements
of
the
story
as
we
read.
6. Pausing
at
this
point
in
the
story,
we
will
again
check
in
about
how
previewing
the
text,
helped
students
better
comprehend
what
is
taking
place
in
the
story.
7. Students
will
then
apply
this
to
their
own
reading
book.
In
their
journal,
they
will
make
an
entry
titled,
Be
a
Better
Browser
and
include
the
title
and
author
of
the
book,
and
what
page
they
are
on
in
the
book.
Then,
students
will
answer
the
same
questions
asked
of
them
on
their
reading
strategy
page,
but
about
their
personal
reading
book.
8. Students
again
will
need
to
preview
the
title,
read
through
the
first
paragraph,
look
at
pictures
or
any
chapter
headings
to
gather
ideas
about
what
the
story
might
be
about,
why
they
are
reading
this
book,
and
if
it
is
fiction
or
nonfiction.
If
students
have
already
begun
to
read
their
book,
they
can
describe
if
their
impressions
match
what
is
taking
place
in
the
story.