The document outlines a lesson plan for a 7th grade language arts and social studies class focusing on the topic of change. It includes three main points about change in language arts and social studies. It then lists several strategies from Tomlinson's Toolbox that can be used for the lesson, including RAFT (Role, Audience, Format, Topic), Think-Tac-Toe, and a Learning Menu. Examples are provided for how each strategy could be applied to teach about topics related to Africa.

1. Tomlinson Toolbox Lesson Plan Christine Belzic 7 th Grade Language Arts and Social Studies

2. Topic: Africa Concept Change Generalization Change is necessary for a plot to develop. (Language Arts) Change will occur in characters, setting, and even the theme of a novel. (Language Arts) Change is everywhere in history. (Social Studies) Tomlinson’s Toolbox Strategies RAFT (Language Arts) Think-Tac-Toe (Language Arts) Learning Menu (Social Studies)

3. RAFT: Waiting for the Rain by Sheila Gordon How to run the family farm List of do’s and don’t Frikkie Oom Koo’s farm Please send _______ because…. Series of post cards (3) Family at home Tourist visiting South Africa How the world is now concerning segregation E-mail Tengo (in the past) You (in the present) Fun in the Kitchen in South Africa! Newsletter Gourmet cooks Emeril Lagasse or Rachel Ray Topic Format Audience Role

4. List of dos and don’ts in email format from Oom Koo’s farm to Frikkie concerning how to run the family farm

5. RAFT: The Ear, the Eye, and the Arm by Nancy Farmer Come share the wonder of the She-Elephant! Song She-Elephant Praise Singer You’ll enjoy the best features of Zimbabwe! Poster Potential inhabitants Bureau of Tourism littering Public Service announcement Veld Mother Nature Why you need a blue monkey today! Advertisement Customers Blue Monkey Topic Format Audience Role

6. Public service announcement from Mother Nature to the Veld concerning the detriments of littering.

7. An advertisement from the Blue Monkey to customers persuading them why they need to purchase a blue monkey.

8. RAFT: A Girl Named Disaster by Nancy Farmer Surviving an adventure in Mozambique Survival manual Tourists Nhamo Rhumpy Obituary Readers News reporter Explanation of “our” relationship “ Love” letter River/lake Crocodile Gut’s boat Here’s what I need to make Nhamo’s trip Packing list with notes Self Student Topic Format Audience Role

9. A love letter from Crocodile Gut’s boat to the river discussing their relationship.

10. A survival manual for Mozambique from Nhamo to tourists.

11. Learning Menu: Egypt Main Course (You must do everything in this section.) Read section 3: The Middle and New Kingdoms (pages 291 – 296). Be sure to take notes as you read. Complete a Fact or Fiction Flip-up from the information in section 3. Remember- don’t make the statements all fact or all fiction. Read section 4: Egyptian Achievements (pages 298 – 303). Again, be sure to take notes as you read. Create a Pop-up summary using the information in this section.

12. Pop-Up

13. Fact or Fiction

14. Learning Menu: Egypt Side Dishes (You must do two of these.) There are many stories about Egyptian gods, their duties, and their interactions. Conduct research on two Egyptian gods. Look at their specific characteristics and the stories about the gods. Create a storyboard about the two gods. You will need to turn in your research notes. Imagine you are a museum curator planning an exhibit on Egyptian burial practices. Create an exhibit containing drawings, photographs, or models of burial artifacts. Be creative and try to focus on using graphics to represent your exhibit. Use minimal text as captions. Window on Egyptian Achievements: Using the information you learned about the achievements of ancient Egypt, create a pattern (map, symbol, pyramid, King Tut’s mask, obelisk, etc.) that represents this time period. Place trivial information in the windows. Important book: Brainstorm a list of important Egyptian achievements. Use this information to create The Important Book . In this book, you will list and describe these important Egyptian achievements. You should have pictures of each achievement and your book should be in the shape of something related to ancient Egypt.

15. The Important Book

16. Windows on Egyptian Achievements

17. Learning Menu: Egypt Desserts (You must do at least one of these. You may do more than one for extra credit.) Puzzle: draw a puzzle of 10 to 16 pieces on your paper. Write a fact about ancient Egypt on each on of the puzzle pieces. Then create a drawing on each puzzle piece that represents that fact. Last step: cut the puzzle apart and put it in a baggie for safe storage. Rebus: A rebus uses pictures in place of some words. Think about the information you learned about ancient Egypt. Choose one topic in which to write a rebus. Start with a rough draft -write two paragraphs about your topic. Choose the words you will replace with pictures (at least eight different pictures). For your final copy, rewrite your story inserting those pictures in place of the words. Make sure you use color to represent your pictures well. Famous Egyptian photo album: Choose a famous person of ancient Egypt. Create a photo album that might have belonged to him or her. You can use pictures from magazines, newspapers, computer, or draw your own illustrations to create the person’s album.

18. King Tut’s Photo Album

19. Puzzle

20. Think-Tac-Toe Character Theme Setting Using books of proverbs or quotations, find at least five that you feel reflect what’s important about the novel’s theme. Find at least five that do the same for your life. Display and explain your choices. Find out about famous people in history or current events whose experiences and lives reflect the essential themes of your novel. Show what you have learned. You should have at least four people and be very detailed in how they reflect the themes in the book. This should be typed. Interview a key character from the book to find out what lessons he or she thinks we should learn form the events in the book. Use a question-and-answer format to present your material. Be sure the interview is meaningful. It should be typed. Make two timelines. The first should illustrate and describe at least six to eight shifts in setting in the book. The second should illustrate and explain how the mood changes with the changes in the setting. Draw (or paint) and write a greeting card that invites us into the scenery and mood of an important part in the book. Be sure the verse helps us understand what is important in the scene and why. Make a model or map of a key place in your life and of an important place in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the character’s life. A character in the book is being written about in the paper 20 years after the novel ends. Write the piece. Where has life taken him or her? Why? Now, do the same for yourself 20 years from now. Make sure both pieces are interesting, feature-type articles. You should type the articles. Write a bio-poem about yourself and another about a main character in the book, so your readers see how you and the character are alike and different. Be sure to include the most important traits in each poem. You should type the poems. Make a pair of collages that compare you and a character in the book in physical and personality traits. Label your collages generously, so viewers can understand your thinking.