@Unit 3 Lit Anal Plan up to date 3.19-2

L7 U3 Literary Anaysis 1
Exploring Gender and Identity Through Literature
Literary Analysis
1. What does it mean to be male? What does it mean to be female?
2. How are gender stereotypes presented in literature?
3. How do we identify and analyze themes?
4. How do we write an argument to support our literary analysis?
7th Grade

Literary Analysis 7th
Grade
Unit Overview
Students will investigate these essential questions:
1. What does it mean to be male? What does it mean to be female?
2. How are gender stereotypes presented in literature?
4. How do we write an argument to support our literary analysis?
Instructional Foci:
Students will learn to read a text closely, talk accountably, and be able to determine a theme and
back up their analysis with text evidence. They will learn the defined vocabulary, conventions and
sentence structured outlined in stage one of this plan. Students will be writing literary analysis
arguments comparing and contrasting texts. Students will begin to explore the relationships
between authors’ methods and the tone, theme, mood, setting and language of a text. Teachers
will continue to use independent reading and guided reading as a means to accelerate the reading
levels of students below grade level.
To ensure consistency across the school, our working definition of theme is.
“Themesare the big ideasin the text.These ideas are usuallyimportant to most people.Atext
may contain more than one theme,but there is usuallyone central, or main idea.
Themescan be general or specific.People donot always agree about the theme of a text .”
How is Theme Conveyed and Developed?
Character
 physical andcharacter traits
 wordsand actions
 theirrelationshipswithothercharacters
Plot
 specificactionsand/or events
 the consequencesof those actionsand/orevents
Language
 dialogue
 imagery
 figurative language
 descriptive language
Text structure
 genre (e.g. poem,text,song,novel,shortstory,videogame etc.)
 medium(e.g. poem,text,song,novel,shortstory,videogame etc.)
 organization

Texts:Students will read a number of complex texts using a short ACT process. Most of these
texts will be paired to enable students to engage in comparative analysis.
Complex Texts:
The Story of X, short story by Lois Gould
Knock Knock, poem by Daniel Beaty
Raisin in the Sun (excerpt), play by Lorraine Hansberry
Other Texts:
For the Birds, Pixar Short Film
Ant Eater, Advertisement for
La Luna, Pixar Short Film
The Three Billy Goats Gruff
The Three Little Pigs
Raymond’s Run by Tony Cade Bambara
Firework, Katy Perry
Guided Reading:
Students reading at instructional levels between levels H-N are using the Heinemann Level
Literacy Intervention (LLI) Blue program for guided reading and Scholastic News at 2nd
and
3rd
grade levels
Students reading at levels N-Z, participating in book clubs reading a variety of fiction and
non-fiction texts, as well as select articles from NewsELA and Indy Kids Newspaper
*Note: Teacher may also select from a bank of CCLS aligned texts. Texts from the 6-8 complexity
band will be selected. Some lower band texts may be used in situations where UDL principles for
access are not workable
Universal Design for Learning (UDL) Access for students with disabilities and ELL
students.
Representation
 Introduce complex ideas using highly accessible multimedia text (songs, animated
movie)
 Visual scaffolds for unit language text structures displayed in all classrooms
 Vocabulary recorded by students using Marzano Based template
 Vocabulary displayed in classroom
Action/expression:
 Teacher and student use of theme chart
 Students identified with significant language processing issues will have access to
either predictive writing technology or text to speech software to support them in the
writing process
 Provide Spanish translations for vocabulary words
Engagement:
 Use of a common graphic organizer structure for organizing thinking

 Use of school-wide graphic organizers for essay structure
 Repeated use of theme analysis chart by teachers and students
 Engage students in regular self-reflection and use of writing tracker
 Use of common rubrics
Tools and templates
 Recognizing Theme Chart (in classwork resources and posted in classroom)
 Independent Reading Journals
 CREA chart
 Evidence and analysis charts for every complex text
Instructional Routines
 ACT process via repeated readings for different purposes
 Small group guided reading
 Paralell single gender groups
 Think Pair Share
 Independent Reading

Stage One: Identify Desired Results
Standards:
Reading Writing
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.
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.
7.3 Analyze how particular elements of a story
or drama interact (e.g., how setting shapes the
characters or plot).
7.4 Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze
the impact of rhymes and other repetitions of
sounds (e.g., alliteration) on a specific verse or
stanza of a poem or section of a story or
drama.
7.1 Write arguments to support claims with clear
reasons and relevant evidence.
Introduce claim(s), acknowledge alternate or
opposing claims, and organize the reasons
and evidence logically.
b. Support claim(s) with logical reasoning and
relevant evidence, using accurate, credible
sources and demonstrating an understanding
of the topic or text.
c. Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section
that follows from and supports the argument
presented
7.4 Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
7.9 Draw evidence from literary or informational
texts to support analysis, reflection, and research.
Language Listening / Speaking
3.1 Use coordinating and subordinating
conjunctions.
Produce simple, compound, and complex
sentences
L.4.1f. Produce complete sentences,
recognizing and correcting inappropriate
fragments and run-ons
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
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.
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.
7.3 Delineate a speaker’s argument and specific
claims, evaluating the soundness of the reasoning
and the relevance and sufficiency of the evidence
7.4 Present claims and findings, emphasizing
salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples;
use appropriate eye contact, adequate volume,
and clear pronunciation.
7.5 Include multimedia components and visual
displays in presentations to clarify claims and
findings and emphasize salient points.

What language outcomes will students have achieved when they complete the unit ?
Vocabulary
Explain and use Post in classroom and record in binders
setting
character
rhyme
repetition
paraphrase
re-read
figurative language
theme
convey
mood
tone
figurative language
personality trait
physical trait
perspective
imagery
perspective
Conventions , Grammar , Sentence Structures, Transitions
 The central idea of the text is…..
 The author conveys the theme or central idea using….
 The author conveys the theme or central idea through…..
 The words,”…………..” show/convey/illustrate ……
 The author uses character / plot / figurative language to ……. …
Stage Two : Determine Acceptable Evidence
Formative Assessment Tasks
 Vocabulary quizzes
 ACT Graphic Organizers
 Multiple choice (state test practice) questions
 Guided Reading and Checks for Understanding
Summative Assessment Tasks :
 Written thematic analysis of “The Story of X” (essay)
 Written thematic analysis of “Knock Knock (essay)
 Written thematic analysis of “Raisin in the Sun” excerpt (essay)
 Paired text comparison at 3 grade levels taken from past state exams (grade 3, 5, 7)
Students’ Self-Assessment and Reflection
Students will us their goal sheets to self-assess their writing prior to revising
Group rubrics & self assessments for gropu work

Lesson 1
LearningTarget:IWBAT learn and practice with 3 new vocab words:
CCLS:CCSS.ELA-LITERACY.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.
MaterialsNeeded:extra copies of blank vocabtrackers, modified vocab tracker,completed
vocabtrackers (absent students)
New Vocabulary:
Modifications and Accommodations (Should incorporate at least 1-2 per lesson)
__ Graphic Organizer: modified
version for Yoscar, Angel, Rayvon
__ Visual Aid (picture, movie, chart,
table, etc): w/ in vocab tracker
__ Checklist (step by step, supplies
needed, etc)
__ Explicit review of
procedures/directions/checklist
__ Sentence starters/frames
__ Leveled text (independent level)
__ Directions read out loud
__ Notes provided (printed:
modified tracker
__ Guided notes
__ Directions printed
__ Powerpoint printed
__ Preferential seating: Destiny,
Justin, Alex (if needed)
__ Peer check-in
__ 1:1 check in: Crystal (timer),
Jordalyn (supplies), Yoscar
(supplies)
__ Work done standing: Yoscar,
Crystal
___ Use of manipulatives
___ Movement break(s)
___ Explicit modeling
___ Audio supports
___ Music during work (whole class
or with headphones)
___ Explicit job or role (in group
work) assignment
___ organizational support
___ Alternative activity
Agenda Item &
timing
Activity Description Co-teaching format:
Do Now&
Transition
10 mins
Ss willhave 3min(timed) for transition:
-coats/bags off and on chair
-hw out
-binders out
-planners out (hw copied)
Ss willbe given new do now packet and will be
instructed to file it in their Do Now section
chronologically.
Ss willhave 3 min (timed) to complete DoNow
for Monday,January 26th
702:
Drabczyk-attendance,
set up Alex’s BIP,
Crystal’s timer and tally,
facilitate DoNow and
beginning of class check.
Cancila-checkHW
04/05:roles reversed

-independent
-level 0
*Facilitating T willread directions and
model/example aloud.
**Do Now willnot be reviewed.
HW Review
3 min
Ss workerwill circulate and staple new HW menus
into all students’ HW notebooks.
04/05- Yoscar
02- Justin
T will review expectations of HW’s and circulate as
Ss copy down in their planners
02:
Drabczyklead
Cancila checkinghw
04/05: roles reversed
Academic
Vocabulary(20
mins)
Teacher will take students through the week’s
three school-widevocabwords:
T will provide multiple opportunities for turn and
talks (prediction), sentence stem completion, and
will also use popsicle sticks to encourage wider
participation withpicture analysis and fill-in
sentences.
typically(adverb):a way that a person or group is
generally believed to behave or act
subsequent(adjective):happening or coming
after something else.
coherent:(adjective) A person, group, idea, or
thing that is easy to understand because it is clear
and reasonable
Drabczyk willlead,
Cancilawillprovide
adjusted vocabgraphic
organizers to target
students: Yoscar, Angel,
Alex, and other students
whomay benefit.
Essential
Questions
GalleryWalk
Ts will explain to students that we’re now starting
Unit 3. During the 3rd Unit, we’re going to continue
discussing gender, and this time we’re going to be
reading a lot more fictiontexts and poetry. We’ll be
looking at gender and stereotypes as wedissect
our texts. T willexplain that the Unit’s Essential
Questions are posted around the room (There are
only 4, but for the sake of smaller groups we have
2x every poster.)
EQs:
1. What does it mean to be male?
What does it mean to be female?
2. How are gender stereotypes presented in
literature?
4. How do we write an argument to support our
literary analysis?
Students willcount off by 8 (roughly groups of 3-

4). Students will have 3 minutes at each poster to
write an example, a few words or a sentence
explaining their answers. Students can discuss
ideas with their groups and also see what other
students have written.
Movement
Break
3 min
02- fulltime
04/05-fulltime
Expectations will be reviewed prior to break
ReadingBlock
A
704/5:
LLI: Blue
GR: Purple
IR: Orange, Green, Red
702:
LLI: Blue
GR: Red
IR: Green, Purple, Yellow
LLI Groups willbe with
Cancila in Rm 149 A
GRand IR Groups will
be w/ Drabczykin
classroom ** Reading
Lesson Plans with
individual teachers
ReadingBlock
B
704/5:
LLI: Yellow
GR: Green
IR: Purple, Red, Orange
702:
LLI: Orange
GR: Green
IR: Red, Yellow,Purple
Lesson 2
LearningTarget:
IWBATdescribe the essential questions and key ideas of Unit 3.
IWBATidentify the theme of various video clips and support my claim with text evidence.
IWBATread and summarize an independent level text.
CCLS:
CCSS.ELA-LITERACY.RL.7.2
Determine a theme or central idea of a text and analyze its development over the course of the
text; provide an objectivesummary of the text.
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 scaffoldingas needed at the high end of the
range.
MaterialsNeeded:Unit3 workbookpackets(week1), video clips, sound cord, choicematerials,
choicechecklists, makeup packets/readings
New Vocabulary:practicewithtypically,subsequent, coherent

__ Graphic Organizer
table, etc)
needed, etc)
__ Notes provided (printed)
__ Guided notes
__ Preferential seating (Alex,
Yoscar, Justin, Destiny, Crystal)
__ Peer check-in
__ Small group work
__ 1:1 check in (Ta-Miere,
Angel, Yoscar, Alex)
__ Work done standing (Yoscar)
___ Audio supports
or with headphones)
work) assignment (Yoscar,
Dontae)
Agenda Item &
timing
Do Now&
Transition
10 mins
-hw out
-binders out
Ss willhave 3 min (timed) to complete Do
Now
for Wednesday, Jan 28th
-independent
-level 0
*Facilitating T willcirculate and stamp
papers of students started on their workand
working at a Level 0.
**Fast Finishers should be encouraged to go
back and complete Tuesday’s Do Now.
702:
Drabczyk-attendance,set up
*GiveAlex and AngelMake-up
packet for reportcard grade.
Cancila-checkHW
*GiveYoscar Make-uppacket
for reportcard grade.
Academic
VocabPractice
5 min
T willlead practice withthis week’s
vocabulary words: typically,subsequent, and
coherent using powerpoint.
Popsicle sticks willbe used forParticipation.
02:
Drabczyklead
Cancila continues to checkHW.
04/05:

PPTpracticewill vary from picture
identification, choosing the correctscenario,
filling in the blank, and filling in sentence
frames
Roles reversed
Unit 3 Hook
Activity
10 min
Instructions on board:
-Take out all workin your CLASSWORK
section.
-Put all of your workin one pile in the center
of your desk.
*St volunteerwill collectall Unit2work
-Put the new packet in your CLASSWORK
section.
*St volunteerwill passoutUnit 3
workbook
T willintro Unit 3: Exploring Gender and
Identity through Literature.
T willproject essential questions on board
and read aloud forstudents.
T will draw student attention to first two
questions:
-what does it mean to be female?
-what does it mean to be male?
Sts willwatch 2 video clips:
-Always“#Likeagirl”
https://www.youtube.com/watch?v=XjJQBj
WYDTs
-”The Mask youLive In”
https://www.youtube.com/watch?v=hc45-
ptHMxo
*T will instruct students to think about the
essential questions while they watch.
Sts willhave 5 min to independently answer
the Unit’s Essential Questions in the first
page of their workbook.
-Independent work
-Level 0
Mini-Lesson:
Theme
25-30 min
Intro/GuidedNotes(6min)
T will guide students through guided notes
on the 2nd page of their unit workbook.
-definition of theme
-notes on theme
T will clarify meaning of theme and tell
students that we willbe identifying and
analyzing themes in literature this unit.
T will create chart of Themes we find in
Literature to start a running list forthe unit.
T will put 2 examples on chart to begin:
Friendship
Not judging someone from their appearance

*emphasizehowatheme may be one
wordora phrase/moral message
IdentifyingTheme:Model
(For the Birds) (6 min)
-Whole class will watchvideo.
-T willintro video and have students think
about the overall message of the clip as they
watch(reference possible choices on graphic
organizer)
-T willfill in graphic organizer for“For the
Birds” with students (on ppt) and think-
aloud ideas as they are filled out.
*Think-aloud- “there could be more than one
theme, but I think the BESTONE is Ingenuity
(being clever)because….”
*Use evidence from the text and model the
writing of analysis.
-As notes appear on ppt, students will copy
them into their notes.
-T willadd theme if Ingenuity to Theme
Chart.
IdentifyingTheme:PairWork
(Anteater) (6 min)
-Whole class will watchclip
-Sts willhave 4 min to work withseat
partner/table tocomplete graphic organizer
outlining theme, evidence, and analysis
-Level 1-2
-Timed and countdown
IdentifyingTheme:IndependentPractice
(La Luna) (10 min)
-Whole class will watchclip (possibly cut
down clip)
-Sts willhave 4 min (timed) to complete
Theme organizer about “LaLuna”
independently and at a level 0.
-Quickshare out (2-3 volunteers)
Movement
Break
3 min
02: fulltime
04/05:fulltime
*review expectations prior to break
*countdownfrom :20 and :10
ReadingBlock
B
20 min
704/5:
LLI: Yellow
GR: Red
IR: Green, Purple, Orange
702:
Cancila in Rm 149 A
GRand IR Groups willbe w/
Drabczykin classroom **
Reading Lesson Plans with
individual teachers

LLI: Orange
GR: Green
**All groupswill do IR
insteadof Choiceasnoted.
emphasis that when there is
only one block,it is IR.
Lesson 3
LearningTarget:IWBATanalyze a text using elements of plot. IWBATexplain how a story’s plot
conveysits theme.
CCLS:CCSS.ELA-LITERACY.RL.7. 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.CCSS.ELA-LITERACY.RL.7.3 Analyze
how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)
MaterialsNeeded:
New Vocabulary:practiceweek’s vocabulary:typically,subsequent, coherent
table, etc)
needed, etc)
__ Guided notes
__ Preferential seating (Alex,
Yoscar, Justin, Destiny, Crystal)
__ Peer check-in
__ Small group work
__ 1:1 check in (Ta-Miere,
Angel, Yoscar, Alex)
__ Work done standing (Yoscar)
___ Audio supports
or with headphones)
work) assignment (Yoscar,
Dontae)
Agenda Item &
timing
Do Now&
Transition
10 mins
Ss willhave 3min (timed) for transition:
-hw out
-binders out
702:
Alex’s BIP,Crystal’s timer and
tally, facilitateDo Now and

Now
for Thursday, Jan 29th
-independent
-level 0
*Facilitating T willcirculate and stamp papers
of students started on their workand
working at a Level 0.
**Fast Finishers should be encouraged to go
back and complete missing do nows. Ts will
explain that Do Nows are being graded this
week!
Cancila-checkHW
Academic
VocabPractice
5 min
T willlead practice withthis week’s
vocabulary words: typically,subsequent, and
coherent using powerpoint.
Popsicle sticks willbe used forParticipation.
PPTpracticewill vary from picture
identification, choosing the correctscenario,
filling in the blank, and filling in sentence
frames
02:
Drabczyklead
Cancila continues to checkHW.
04/05:
Roles reversed
mini-lesson:
plotanalysis
T will ask Ss to turn and talk at their tables
and remind each other what plotmeans. T
will take a few volunteers to share.
Plot: themain eventsof a storyorplay,
T will explain that today we’ll be looking at
the different plots in stories, and we have a
way of explaining the plot more specifically
by describing each event and how it
contributes to the SUBSEQUENT events.
T will have students complete the guided
notes on plot on p. 3
T and students will create a story together
that followsthe elements of plot: large
graphic of plot steps will be on the board. T
will elicit ideas fornext steps in the plot from
class. and move a magnet as the story
progresses. (quick activity--3minstops)
Cancila leads, Drabczykchecks
in 1:1 with students, takes
participation points, and
charts on board as needed.
Guided
Practice:3
BillyGoats
T will review plot annotations and
expectations of task withstudents before
reading. T will read the 3 Billy Goats Gruff

Gruff aloud to students, while the teacher reads, Ss
will be marking the text with plot
annotations.
T will have students share ideas at their table
and try to come up witha consensus.
Student volunteers will share out, and T will
mark responses on the SMART board screen
either in doc cam mode, or withpreviously
correctanswers in the ppt.
Group
Practice:
Connecting
Plotto Theme
Students will spend 5 minutes workingat
their table to choose a theme and justify their
response using evidenceand analysis.
Ts will need to support struggling tables as
this is the students’ first attempt at this task.
Tag Team Teach:Both ts will
circulate, and prompt whole
class for: keywords/symbols,
*1 strategy for evidence
Group&
Independent
Practice
Student volunteer will distribute a copy of the
plot diagram per table (2x per table if the
numbers allow)and a small paper pigs. While
T reads aloud the second story “The Three
Little Pigs,”, Ss willbe responsible for moving
the pig along the plot diagram. Oncefinished,
students will have a few minutes to annotate
the story for plot elements. Depending on
time, Ts will review answers.
***With extra time, T can have students
independently complete the theme chart for3
little Pigs
Movement
Break
(3 mins)
02: fulltime
04/05:fulltime
*review expectations prior to break
*countdownfrom :20 and :10
Both teachers circulateand
checkin withstudents as
needed. Ts conference with
students with outstanding
homework.
ReadingBlock
A
702:
LLI (Cancila): Blue
GR (Drabczyk):Purple
IR (Drabczykfacilitates):Red, Green, Yellow
704/5:
LLI (Cancila): Orange
GR (Drabczyk):Purple
IR (Drabczykfacilitates):Red, Green, Yellow
Cancila in Rm 149 A
individual teachers
ReadingBlock
B
702:
LLI (Cancila): Orange
GR (Drabczyk):Yellow
Cancila in Rm 149 A

IR (Drabczykfacilitates):Red, Green, Purple
704/5:
LLI (Cancila): Blue
GR (Drabczyk):Yellow
IR (Drabczykfacilitates):Red, Purple, Green
individual teachers
Lesson 4
LearningTarget:
IWBATdemonstrate my knowledge of this week’s academic vocabulary words.
IWBATdescribe twonew class procedures for rewards and shout outs.
CCLS:
CCSS.ELA-LITERACY.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.
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.
MaterialsNeeded:vocabulary quizzes(full),vocabquizzes (sentence frames), binders, ppt,
New Vocabulary:assessment on typically,subsequent, coherent
table, etc)
needed, etc)
__ Guided notes
__ Preferential seating
__ Peer check-in
__ Small group work
__ 1:1 check in __________
__ Work done standing
___ Audio supports
or with headphones)
work) assignment
Agenda Item
& timing

Do Now&
Transition
10 mins
-hw out
-binders out
for Friday,January 30th (Friday Free Write)
-independent
-level 0
*Facilitating T willread directions and remind
students that a free write is straight writing for
the time allotted (3 min)
*Facilitating T willcirculate and stamp papers
of students started on their workand working
at a Level 0.
702:
Cancila-checkHW
*During Do Now-Cancila will
checkin withbinder monitors
about numbering tables and
setting up bins in the back.
*Drabczykwillcheckin with
new resource managers about
pencils during transition.
02- Julius
04/05- Nayelis
Free Write
Share
5 min
Whole class will share out responses to free
write.
*Looking at picking prompt (on screen)
What message does this picture convey?How
does it make you feel.
5 min (timed) on clockforsharing.
Sts willraise hands and volunteer responses.
T will facilitatediscussion and prompt with
further questions.
Academic
Vocabulary
Quiz
15 min
Sts willhave 1 min (timed) toreview
trackers/words and ask last minute clarifying
questions.
T will clarify typically,subsequent, and
coherent.
Sts willhave 10 min (timed) to complete
vocabulary quiz.
-level 0, independent.
Full version (no frames)-
02: all/ adapted below
04/05: Tasnoba, Kenneth, Marvin, Pablo,
Nayelis?, NicolP?
Adapted version (sentence frames)-
02: Tanisha, Angel, Danielle, Crystal, Jomari,
Jason
04/05: all/ full above
Cancila- facilitate
Drabczyk-pull out forread
aloud/separate location
02: Alex, Angel, Danielle,
04/05:Rayvon,Griselda,
Genesis, Yoscar, Ronaldo,
Nicole D, Santiaguito,
Franyelina

Mini-Lesson:
New Routines
10 min
T will introduce new Twitterprocedures
-cards in backof room
-write @________(nameof classmate) with
positive comment for shout out.
-place in bin.
-T willreview the comments at the end of the
week and put up for monday on Twitter feed.
*T will review examples of sample comments.
T will then introduce new procedure forclass-
wide rewards.
-On yourmark just for ELA.
-20 pts=double break
-40pts= free HW
-50 pts= donut day
**rewards will continue to build up. New
month starts at 0.
T will have students brainstorm a “Mascot” for
their class OYMtracker. Students will be
prompted to write an animal to represent their
class. Animal with the most votes will be their
mascot/ tie-breaker Monday if needed.
T will quickly introduce the plan for“student-
teacher lunch”
-every other friday,lunch with Ms. D and Ms.
Cancila.
-lunch on the teachers.
-st selected will select one friend (student or
staff)
-invitation will be sent on Monday of that
week.
Tag Team Teach
Movement
Break
5 min
02: full-time
04/05: 2:45
Reading
BlockA
20 min
04/05:
LLI:
GR: Green
IR: all other groups
02:
LLI: Blue, Orange
GR: Red
Cancila in Rm 149 A
GRand IR Groupswillbe w/
individual teachers
Reading
BlockB
20 min
04/05:
LLI:
GR: Red
IR: Green
Choice: all other groups

02:
LLI: Blue, Orange
IR: Red
Choice: all other groups
Lesson 5
Learning Target:IWBAT learn and practice with 3 new vocab words:
New Vocabulary:fundamental, regardless, acknowledge
version for Yoscar, Angel, Rayvon,
Destiny
needed, etc)
modified tracker
__ Guided notes
__ Peer check-in
(supplies)
Crystal
___ Audio supports
or with headphones)
work) assignment
__ Classroom Jobs to minimize
negative behaviors: Yoscar, Dontae
(media managers-ipad)
Agenda Item &
timing
Do Now&
Transition
10 mins
-hw out
-binders out
702:
Cancila:attendance,

-old do now section removed, attention drawn to
graded coversheet
Ss willbe given new do now packet and will be
instructed to file it in their Do Now section
chronologically.
for Monday,February 2nd
-independent
-level 0
Drabczyk check
homework
HW Review
3 min
Ss workerwill circulate and staple new HW menus
into all students’ HW notebooks.
04/05- Yoscar
02- Justin
04/5:
Drabczyklead
Cancila checkinghw
02: roles reversed
Academic
Vocabulary(20
mins)
sentences.
fundamental:forming or relating to the most
important part of something.
acknowledge(v): to say that you accept or do
not deny the truth or existence of (something)
regardless:in spite of difficulty, trouble, etc.
Cancilawilllead,
Drabczyk willprovide
Alex, and other students
whomay benefit.
movement
break
02- fulltime
04/05-fulltime
***Ts will remind that part of tight transitions
score for on yourmark willcome from
transitioning frommovement break
Reading Block
A
704/5:
LLI: Blue
GR: Purple
Cancila in Rm 149 A
be w/ Drabczykin

702:
LLI: Blue
GR: Red
Lesson Plans with
individual teachers
Reading Block
B
704/5:
LLI: Yellow
GR: Green
702:
LLI: Orange
GR: Green
EOCC/OYM Ts will reminds Ss of new OYM

Lesson 6
LearningTarget:
IWBATanalyze how a character’s actions, words, and description convey a text’s theme.
CCLS:
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or
plot).
CCSS.ELA-LITERACYRL 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.
MaterialsNeeded:binders, guided notes, mini whiteboards, mini erasers, whiteboard markers
New Vocabulary:practicewithregardless,acknowledge,fundamental
table, etc) (all)
needed, etc)
__ Sentence starters/frames (all)
__ Guided notes (all)
__ Peer check-in
__ Small group work
__ 1:1 check in __________
___ Audio supports
or with headphones)
work) assignment
Agenda Item &
timing
Transition
Do Now
(8 min)
3 min (timed on board) fortransition.
-materials manager w circulate to pass out
pencils.
02:
Drabczyk-checkingHW
and taking attendance

-binder monitors will pass out binders.
-hw out on desks
-do now started
3 min (timed on board) forstudents to
complete Do Now.T will read directions
aloud and circulate to support students.
-Tuesday, Feb 3rd.
-level 0-1
-independent work
Beginning of class checkafter do now
Cancila-Crystal’s timer,
check-inwith Ms.
Pimentel/Alex,
stamping on-task books
09: roles reversed
set-up:
Yoscar/Destiny/
Britney
AcademicVocab
Practice
(5 min)
T will lead students through various
examples to practice this week’s words.
-examples will include visuals/other media.
-additional supports forstudents using
sentence starters on slides (whole class)
02: Cancila lead, D
checking HW
09: roles reversed
Unit Mini-Lesson
Introducing Character
(20-25 min)
Introduction (6-7 min)
T will have student volunteer distribute
workbookpages to wholeclass.
Students will be instructed to file these
notes in their Classwork section.
T will lead students through guided notes
on character.
Notes:
Authorsalsouse characters andtheir
personalities toconveytheme.
The theme or overall message maybe
illustratedthrough:
· description , the character’s physical and
personality traits
· Character’s words,what a character says
· Character’s actions,what he/she does or
His/herrealtionship withothers.
Model (5 min)
T will go through 2 samples practicing the
frame.
This shows that the theme of this text is
__________________ because_______________.
T will writeframe on board for student
reference.
GroupPractice(15min)
*Groups will each be given a mini-
whiteboard, marker, and eraser.
*some students may elect to workalone
(Yoscar,Crystal…)
Drabczyk-lead
Cancila- support
individual students/
groups during game

-T willproject evidence (sample quotes
from texts-familiar/unfamiliar)
On slides- evidence/choiceof themes
-Groups will have 1 min to discuss
1. what the theme is
2. why this evidence conveysthis
theme.
-Groups will have 1 min to also write their
response on their mini whiteboard using the
frame posted (groups willalso have frame
printed/written on support sheet)
-T willgo through 1st example with whole
class.
-Whole class will go through 8-10 examples.
-Points willbe allocated forcorrect answers
and “goodteam work”
-2 everbuck questions at the end of the
game for questions withouttheme bank
MovementBreak
(3 min)
Review expectations before break.
02: 2:45 break (per Monday break)
09: full time
:20 warning, countdownfrom :10
ReadingBlockB
(20 min)
02:
GR: Yellow
IR: All other groups
LLI: Blue (Orange will do IR)
09:
GR: Green
IR: All other groups
LLI: Orange (Blue will do IR)
*possible jobs needed forJordalyn/Yoscar
and/or music while reading
*All groups in IR will read independently,
regardless of whether they have “choice”
indicated on their schedules.
T will review this withstudents; remind
students that on days with single blocks/
the block must be an IR block.
Cancila: facilitating LLI
in office
Drabczyk:facilitating
IR/GR in classroom
*LPs with individual
teachers.

Lesson 7
LearningTarget:
IWBATanalyze how the characters’ actions, descriptions, and words in a text convey its theme.
CCLS:
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or
plot).
CCSS.ELA-LITERACYRL 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.
MaterialsNeeded:binders, extra workbookpages (forsts missing yesterday),extra do nows, do
now stamp, accompanyingppt, highlighters if needed, reading blockmaterials
New Vocabulary: practicewith regardless,acknowledge,fundamental
table, etc)
needed, etc)
__ Guided notes
__ Peer check-in
__ Small group work
__ 1:1 check in __________
___ Audio supports
or with headphones)
work) assignment
Agenda Item &
timing
Transition
Do Now
(8 min)
3 min (timed on board) fortransition.
-materials manager w circulate to pass out
pencils.
02:
Drabczyk-checkingHWand

-binder monitors will pass out binders.
-hw out on desks
-do now started
3 min (timed on board) forstudents to
complete Do Now.T will read directions
aloud and circulate to support students.
-Wednesday, Feb 4th.
-level 0-1
-independent work
Beginning of class checkafter do now
taking attendance
Cancila-Crystal’s timer, check-
in with Ms. Pimentel/Alex,
stamping on-task books
09: roles reversed
set-up: Yoscar/Destiny/
Britney
Academic
VocabPractice
(5 min)
02: Cancila lead, D checking
HW
09: roles reversed
Mini-lesson:
Introduction to
task
5 min
T will remind students of how character may
convey theme w/ examples of each:
-description
-actions
-words
T will instruct students to turn to classwork
section, to reading of “raymond’s run”.
-screenshot of text will be on powerpoint to
support transition.
-countdownto getting prepared.
T will introduce story, “Raymond’s Run” to
whole class.
-”whatwe will be reading is an excerpt from
a longer text. The characters in the bookare
around yourage and the narrator, character
telling the story is a young girl whopeople
call Squeaky.”
-”as I read the text aloud, follow along and
have your pen/pencil ready to circlequotes
where Squeaky speaks/is described/acts and
underline when Raymond speaks/is
described/acts.
-as weread, also think about what the overall
messages/themes of the text are.
T will have student reiterate directions and
what they are reading for.
Drabczyk lead
Cancilacirculateto support
individual students.
ReadAlong
10 min
T will read “Raymond’s Run” aloud as
students follow along.
Drabczyk-read aloud to
groups in classroom.

T will periodically model close reading
strategies using think aloud.
-annotating text while reading.
example: “that sounds like a description of
Squeaky. I am going to circle it.”
Cancila-extension pull-out
group in office/empty room
09: Britney, Raylin, Pablo,
Kenneth, Marvin, Tasnoba
02: Shakira, Justin, Alex, Jon-
Luke, Dontae, Shamar,
Gabriela
*Pull-out groups willread text
independently.
Partner Work
10 min
T will introduce partner task and show
students how to fill in chart on ppt (5 min)
Ss willwork in pairs/trios tofill in theme,
evidence, and analysis for“Raymond’s Run”
(5 min)
T will review with wholeclass/share out
(2 min)
*Extension groups willremain
in pull-out space with Cancila.
-extension activity/charton
plotting theme with character
descriptions, actions, and
words when finished with
understanding character chart.
Movement
Break
3 min
02: Full time
09: Full time
ReadingBlock
B
20 min
09:
GR- Green
IR- all other groups
LLI- Orange
02:
GR- Red
IR-all other groups
LLI- Orange
Cancila-lead LLI groups in
office
Drabczyk-lead IR and GR
groups in classroom/ GR @
blue table in backof room
*LPs available with individual
teachers
*If dontae needs alt. activity,
he may take downthe name of
everyone’s IR book in the ipad
(media manager)
Lesson 8
LearningTarget:IWBAT to identify and produce different types of figurative language. IWBAT read at
my independent level and summarize a text.
CCLS:CCSS.ELA-LITERACY.RL.7.4 Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of
sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
MaterialsNeeded:art supplies, extra copies of rubric, model project
New Vocabulary:Review:fundamental, acknowledge, regardless

table, etc) (all)
needed, etc)
__ Sentence starters/frames (all)
__ Guided notes (all)
__ Peer check-in
__ Small group work
__ 1:1 check in __________
___ Audio supports
or with headphones)
work) assignment
Agenda Item &
timing
Do Now&
Transition
10 mins
-hw out
-binders out
Now
for Thursday, February 5th
-independent
-level 0
**Do Now willnot be reviewed
702:
Cancila:attendance, Crystal’s
timer and tally, facilitate Do
Now and beginning of class
check.
Drabczyk checkhomework
*** Dontae or other student to
hole punch classworkprior to
mini-lesson
Academic
VocabPractice
(5 min)
02: Cancila lead, D checking
HW
09: roles reversed
Mini-
Lesson/Guide
d Notes
Figurative
Language
(10 minutes)
-T willask Ss to read the learning target, and
ask for any ideas on what figurative language
might be.
-T willhave students file new classwork
workbookpages chronologically in their
binders.
Cancila willlead discussion,
Drabczykwillcirculate and
keep individual students on
track.

-T willshow figurative language song/video
to engage background knowledge.
-T willhave students fill-in guided notes in
class work section on figurative language and
specific examples.
-Ts will students through their mini-group
project (groups will be table groups).
-T willdemo model of group project,and go
over rubric quickly withstudents.
Group
Practice:
Figurative
Language
(15 mins)
-In small heterogeneous groups determined
by seated groups, students will work
collaboratively to define a type of figurative
language (e.g. hyperbole & metaphor), and
create 3-5 examples of that type.
-Students will select their literary device/fig.
lang type froma mystery bag and will be
responsible for creating a poster that aligns
with the rubric.
-Students will assign roles using the
organizer/planner sheet in their classwork
section.
Both Ts circulating and
providing focused support at
the following tables:
702:
Table 1-frequent check-inson
group collaboration
Table 2-support Angel
participation, checkrole
Table 3- confirm Sebastian
participating with girls
Table 4- frequent check-inson
group collaboration
Table 5- depending on
attendance, may split up (Ta-
meire to group 6, Terence to
group 3)
Table 6-**Ms. Pimental
supports
Table 7- check-in on Crystal’s
role
709:
group collaboration
Table 2-encourage leadership
from Jordalyn
Table 3- frequent check-inson
group collaboration(support
during roles decision)
Table 4- check staying on task,
Giovanni participation
Table 5- independent
group collaboration
Table 7- check in to support
comprehension
Movement
Break
Expectations posted.
02: 2 mins 45 seconds (per yesterday
09: full time
*20 second warning, 10 second countdown
Both Ts circulating

ProjectShare
(10-15
minutes)
Eachgroup will share their poster and their 2
best examples of that type of figurative
language. Priorto share: T will review the
professionalism and presentation boxes on
the project rubric.
*Media Managers (Dontae
(702), Yoscar(709)) will
videotape presentations at a
Level 0 on ipad
ReadingBlock
B
Lesson 9
LearningTarget:IWBATdemonstrate my knowledge of this week’s vocabwords. IWBAT
analyze a text forexamples of figurative language.
CCLS:CCSS.ELA-LITERACY.RL.7.4 Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of
sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
MaterialsNeeded:vocabquizzes, classwork
New Vocabulary:assess student understanding of:fundamental, acknowledge, and regardless
table, etc)
needed, etc): rubric for mini-
project
__ Sentence starters/frames:
adapted version vocab quiz
IR Level used for students in IR,
instructional levels used for guided
reading & LLI
__ Guided notes
__ Peer check-in
__ Small group work
__ 1:1 check in __________
___ Audio supports
or with headphones)
work) assignment: in group
project
___ Alternative activity: Yoscar
absent for day one of mini-project.
Potential alternatives ** filming
groups, helping label LLI folders,

file endlines
Agenda Item
& timing
Do Now&
Transition
10 mins
-hw out
-binders out
for Friday,February 6th
-independent
-level 0
**Do Now willnot be reviewed
702:
check.
Free Write
Share
5 min
Whole class will share out responses to free
write.
*Looking at picking prompt (on screen)
What message does this picture convey?How
does it make you feel.
5 min (timed) on clockforsharing.
Sts willraise hands and volunteer responses.
T will facilitatediscussion and prompt with
further questions.
***(704/5)
Reading
Blocks
BlockA:
LLI: Yellow
GR: Green
GR (w/ Dipietro):Griselda
BlockB:
LLI: Orange
GR: Red
GR(w/ Dipietro):Santiaguito
Return to wholeclass instruction @ 9 AM
Cancila supporting LLI groups
Drabczykmonitoring IR
groups and conducting GR
lesson
DiPietroworking one on one
w/ SETSS students**
individual lesson plans with
teachers
Movement
Break
Expectations posted.
02: full time
09: full time
*20 second warning, 10 second countdown
Both Ts circulating
Academic
Vocabulary
Quiz
15 min
Sts willhave 1 min (timed) toreview
trackers/words and ask last minute clarifying
questions.
T will clarify typically,subsequent, and
coherent.
Cancila- facilitate
Drabczyk-pull out forread
aloud/separate location
02: Alex, Angel, Danielle,
04/05:Rayvon,Griselda,
Genesis, Yoscar, Ronaldo,

Sts willhave 10 min (timed) to complete
vocabulary quiz.
-level 0, independent.
Full version (no frames)-
02: all/ adapted below
04/05: Tasnoba, Kenneth, Marvin, Pablo,
Nayelis?, NicolP?
Adapted version (sentence frames)-
02: Tanisha, Angel, Danielle, Crystal, Jomari,
Jason
04/05: all/ full above
Nicole D, Santiaguito,
Franyelina, Jordalyn,Anyeli
Figurative
Language
Share
Groups whodid not present yesterday will
present their figurative language posters. Ts
will remind Ss of the expectations per the
rubric for both audience and presenters.
Groups to still present:
704/5: Table 1, Table 2, Table 3, Table 6
702: Table 2, Table 3, Table 4
Cancila & Drabczykboth
facilitating and both scoring
for the groups that they’re
assessing from each class.
*** Dontae to videotape in
702/Britney in 704/5
Guided
Practice:
Analyzing
Figurative
Language
T will explain to Ss that we’velearned about
many different types of figurative language.
Now we’ll be listening to Katy Perry’s song,
Firework,where she uses all kinds of figurative
language to help convey her theme. Before we
think of her theme, we’ll look forexamples of
figurative language. T will quickly review key
with students.
-T willplay song and stop after the first stanza.
-Ask Ss to turn and talk at their tables, did they
find any examples of figurative language? Ss
will share and Ts willprovide feedback.
-T willkeep playing song and allow for stop
and jots as time permits.
-After the song, T will have the students work
independently to complete the theme chart. Ts
will monitor forCFU in circulating.
-Ts will lead short discussion/share if time
permits.
-Ts will extend fast finishers by having them
complete the extension question at the bottom
of the page.
Tag Team Teach

Lesson 10
LearningTarget:IWBAT learn and practice with 3 new vocab words: accurate, emerge, correlate.
IWBATread and respond to a text at my IR level.
New Vocabulary:accurate,emerge, correlate
version for Yoscar, Angel, Rayvon,
Destiny
needed, etc)
modified tracker
__ Guided notes
__ Peer check-in
(supplies)
Crystal
___ Audio supports
or with headphones)
work) assignment
__ Classroom Jobs: Yoscar, Dontae
(media managers-ipad)
Agenda Item &
timing
Do Now&
Transition
10 mins
-hw out
-binders out
for Monday,February 9th
702:
Cancila:attendance,
Drabczyk check
homework

-independent
-level 0
HW Review
3 min
One T will circulateand staple new HW menus into
all students’ HW notebooks. **adjustment made
from student job/due to low retention of menu
during previous week.
04/5:
Drabczyklead
Cancila checkinghw
02: roles reversed
Academic
Vocabulary(20
mins)
sentences.
accurate:correct and true in every detail
emerge:to appear or come out from somewhere
or (withfacts) become knownafter being hidden
or secret
correlate:twoor more facts, ideas, etc. that are
closely connected to each other or one causes the
other
Cancilawilllead,
Drabczyk willprovide
Destiny, Alex, and other
students who may
benefit.
movement
break
02- fulltime
04/05-fulltime
***Ts will remind that part of tight transitions
score for on yourmark willcome from
transitioning frommovement break
Reading Block
A
704/5:
LLI: Blue
GR: Purple
702:
LLI: Blue
GR: Red
Cancila in Rm 149 A
be w/ Drabczykin
Lesson Plans with
individual teachers

Reading Block
B
704/5:
LLI: Yellow
GR: Green
702:
LLI: Orange
GR: Green
EOCC/OYM Ts will reminds Ss of new OYM
Lesson 11
LearningTarget:
IWBATanalyze the way the theme of “TheStory of X” is conveyedthrough its plot.
IWBATreflect on my progress in reading this year.
CCLS:
CCSS.ELA-LITERACY.RL.7.2Determine a theme or central idea of a text and analyze its
development overthe course of the text; provide an objectivesummary of the text.
CCSS.ELA-LITERACY.RL.7.3Analyze how particular elements of a story or drama interact (e.g., how
setting shapes the characters or plot).
MaterialsNeeded:binders, ACT workbookpackets,reading conferencesheets
*Ta-Miere in SAVE room: binder-Katy Perry Pg 19, Story of X
*Destiny in SAVE room: binder, scholastic editions, story of x (supported in SAVE?)
New Vocabulary:practicewithcorrelate, emerge, accurate
table, etc)
needed, etc)
__ Guided notes
__ Peer check-in
___ Audio supports
or with headphones)

__ Small group work
__ 1:1 check in __________
work) assignment
Agenda Item &
timing
Do Now&
Transition
10 mins
-hw out
-binders out
for Tuesday, February 10th
-independent
-level 0
702:
Cancila:attendance,
Crystal’s timer and
tally, facilitateDo Now
and beginning of class
check.
Drabczyk check
homework
Academic
VocabularyPractice
5 min
*St volunteer to manage powerpoint
-depending on behavioral needs
T will guide students through ppt to practice
using week’s words:
-emerge
-correlate
-accurate
02:
Cancila- facilitate
Drabczyk-conttocheck
HW
09: roles reversed
ReadAloud:
TheStory of X
20 min
T will introduce story tostudents and
emphasize that wewill be analyzing this text
for theme and writing an essay about this story
on Thursday; as intro is given, workbookpages
will be passed out and filed in Classwork
section of binders.
Class will be split into 2 groups based on
gender. One group will remain in class, 2nd
group willgo toempty pull-out space.
T will prompt students to circlewords/phrases
that are unfamiliar/difficult. T willalso prompt
students to underline quotes they feel are
significant.
T will read story aloud as students follow along
in their binders.
T will model annotating and questioning of text
02:
Males-Cancila
Females-Drabczyk
(pull-out)
09:
Males- Drabczyk
(pull-out)
Females-Cancila
*location is based on
previous lesson
locations. Spaces were
alternated for groups.

using think-alouds while reading and
prompting annotation of text.
T will circulatewhile reading to ensure all
students are on task and engaged.
IndependentWork:
CFU
5 min
Students will have 3-5 minutes timed to
answer multiple choice questions forDay One.
T will circulateand support students by
reading aloud questions and responses if
needed.
Ss willwork independently and at a level 0-1.
T will review answers with class briefly (1-2
min)
Parallel groups
MovementBreak
3 min
02: fulltime
09: fulltime
*Review of expectations briefly before break.
*Warning at :20
*Countdown from :10
Break given in separate
settings; do not have to
be synchronized.
GuidedPractice
Analyzing Theme
through Plot
15 min
T will guide students in analyzing the theme of
the story through plot.
T will explain organizers to students and
clarify directions.
Claim:choosetheme from selections above
and fillin the theme in the claim section.
Reason:clarify that the “reasons” in literary
analysis are the literary elements that an
author uses. Twill prompt students to fill in
sentence frame with plot forDay One.
Evidence:students willworkindependently or
in pairs (3min) to lookthrough text for
evidence supporting plot as a conveyorof
theme. T willprompt students to annotate this
evidence with *P1.
Analysis:students will develop analysis for
their evidence in pairs or independently
*Review as a group/clarify misunderstandings.
*Anticipate students having difficulty
identifying specific examples of PLOT.
Reiterate that plot is the specific details which
happen/specific events. These can be specific
quotes or generalized events/summary.
Extension:students will be prompted to
complete a second piece of evidenceand
Parallel Groups

analysis if finished early.
ExitReflection
5 min
T will read Exit Question aloud and rephrase
for understanding.
Sts willhave 3 min timed to complete their
response.
-independently
-level 0
Parallel Groups
ReadingBlockB
20 min
*All groups willremain in classroom.
T will instruct students to take out IR books. T
will let students know that teachers willbe
conferencing withstudents in their reading
groups to discuss their progress in reading. T
will let students know to bring over their IR
book when they are called for conferencing.
*let students know that wewill be
conferencing all week and will be getting to
everyone!
T will set 15 min timer for sustained IR.
Ts will call students GR/ LLIgroups over for
conferencing locations in classroom.
During conference:
1.T will remind students of initial level in
September/ st will record on conf.sheet
2. T will give new IR level/ st records
3. S will recordreading reflectionprompted by:
4. T and S willfind new IR book and/or decide
to keep current book.S willrecord.
*T will also record IR book.
02: Return as whole
class at 9:30am
09: Return as whole
class at 11:55
InitialConferences
Cancila:Meet with
BlockA LLIgroups
Drabczyk:Meet with
GR BlockA groups
Lesson 12
LearningTarget:
IWBATanalyze the way that the theme of “The Story of X” is conveyedthrough character.
IWBATreflect on my reading progress so far this year.
CCLS:
CCSS.ELA-LITERACY.RL.7.2Determine a theme or central idea of a text and analyze its
development overthe course of the text; provide an objectivesummary of the text.
CCSS.ELA-LITERACY.RL.7.3Analyze how particular elements of a story or drama interact (e.g., how
setting shapes the characters or plot).
MaterialsNeeded:binders, workbookpages, reading conferencesheets, vocabulary practice

sheet
SaveRoom:Check in with Destiny 3rd period regarding class work forthe day;vocabpractice
sheet (fromintervention group)
New Vocabulary:practicewithcorrelate, emerge, accurate
table, etc)
needed, etc)
__ Guided notes
__ Peer check-in
__ Small group work
__ 1:1 check in __________
___ Audio supports
or with headphones)
work) assignment
Agenda Item &
timing
Do Now&
Transition
10 mins
-hw out
-binders out
Now
for Wednesday, February 11th
-independent
-level 0
702:Cancila:attendance,
*Cancila willpull Anyeli and
Nicole D to translate gist of
“The Story of X” into spanish.
Academic
Vocabulary
Practice
5 min
-depending on behavioral needs
02:
Cancila- facilitate
Drabczyk-conttocheckHW
09: roles reversed

-emerge
-correlate
-accurate
Read-Aloud
The Story of X
abridged
10 min
Ss willbe split into twoseparate groups by
gender.
Pre-Reading:
T will preview activity with students. Remind
students that yesterday we read for theme
and thought about how plot conveyedthe
theme. Today,we are going to be reading and
thinking about how the character conveys
the theme. Have students recall the three
waysthat characters can convey theme
(words,actions,description)
-Remind students to box off significant
moments with character as they read along.
T will read section of text aloud from “The
Story of X”
Start: P 21 (Starting from line: “The Joneses
had askedX'steacherif the classcouldline up
alphabetically,insteadof formingseparate
linesforboysandgirls.”)
End: P 23 ( End withXPELLED IMMEDIATELY!)
T will circulatewhile reading aloud to ensure
all students are on task.
T will model annotation of text through
think-aloud strategy.
-specifically model language “Ifeel like that is
a clear description of a character that may
convey a specific theme, I am going to box it
off.”
02:
Males-Cancila
(pull-out)
Females-Drabczyk
09:
Males- Drabczyk
Females-Cancila
(pull-out)
*Flex-grouping for
Britney/Yoscardepending on
need.
CFU: Multiple
Choice
Questions
7 min
Ss willhave 3 minutes (timed) to complete
multiple choicequestions for Day Two.
-clarify meaning of climax
-have students focus on the wording of the
questions and try to make guesses if they are
confused.
*Independent work/level 0-1
T will briefly review answers if necessary.
-T willdo not go into detail reviewing the
answers.
T should give students 3 min
Parallel Groups

break within groups!
Guided
Practice
Understanding
Character
20 min
T will guide group through filling out Day
Two organizerforcharacter.
**T may choose to do all guided or have
students break into pairs or have students
workindependently through various parts of
this exercise.
T should guide students to fill in the same
theme as they worked on yesterday. Remind
students that they willbe using these notes
to write an essay the following day and that
their evidence and plan are very important to
have to complete the essay.
Procedure:
- Ss will choosethe same theme as previous
day.
-Ss willfill in theme in claim.
-Ss willfill in characterfor reason.
(T should think aloud here: Character is a
literary element that authors use to convey
theme. This is my REASONfor saying that ….
is the theme.)
-Ss willlook through text forevidence to
support their claim and label it *C1
-Ss willdevelop analysis to match
evidence/theme.
T will circulateas students workto ensure all
students are on task.
T may choose to share out with wholegroup
at the end if it willbe beneficial (CFU)
Parallel Groups
ExitQuestion
7 min
*If time permits:
Ss willcomplete ExitQuestion forDay Two
using their ownopinions/ideas.
S willworkon question at level 0-1;
independently.
2-3 min (timed) to complete
T may choose to share-out or skip writing
component and discuss question.
*T may choose to refer to Day One exit
question to discuss as well if time permits.
Parallel Groups
09: Return as whole class at
9:30am
02: Return as whole class at
11:55
ReadingBlock
B
20 min
*All groups willremain in classroom.
T will instruct students to take out IR books.
T will let students know that teachers willbe
conferencing withstudents in their reading
groups to discuss their progress in reading. T
Cancila-pull to couches
09 VocabularyIntervention
Group:Rayvon,Anyeli, Nicole
D, Giovanni

will let students know to bring over their IR
book when they are called for conferencing.
T will set 15 min timer for sustained IR.
Ts will call students GR/ LLIgroups over for
conferencing locations in classroom.
During conference:
1.T will remind students of initial level in
September/ st will record on conf.sheet
2. T will give new IR level/ st records
3. S will recordreading reflectionprompted
by:
4. T and S willfind new IR book and/or
decide to keep current book. S will record.
*T will also record IR book.
Drabczyk-blue table
Lesson 13
LearningTarget:
IWBAT develop a coherent written argument about the theme of “The Story of X” witha claim
and clear reasons and supporting evidence
CCLS:
CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
MaterialsNeeded:planning pages, essay templates, outline poster/board prepared, essay
tracker checklist,revision/editing checklist,midline
New Vocabulary:practicewithcorrelate, accurate, emerge
*Remind students to study forquiz the followingday.
table, etc)
needed, etc)
__ Guided notes
__ Peer check-in
___ Audio supports
or with headphones)

__ Small group work
__ 1:1 check in __________
work) assignment
Agenda Item &
timing
Do Now&
Transition
10 mins
-hw out
-binders out
Now
for Thursday, February 12th
-independent
-level 0
Academic
Vocabulary
Practice
5 min
-depending on behavioral needs (Dynastee
asked yesterday forthis job fortoday!)
-emerge
-correlate
-accurate
02:
Cancila- facilitate
Drabczyk-conttocheckHW
09: roles reversed
Mini-Lesson
Planning for
Literary
Analysis
10-15 min
T will review the expectations associated
with Literary analysis essays vs. argument
essays.
T will guide students through the set-up of
their outlines and clarify directions/next
steps. T will shut off smart board and model
on board outline template
-draw attention to claim/ this is where you
state the theme and have a POD(fillin)
-sub-topics are one of the 4 literary elements
-sub-topic paragraphs still have TS/E/A and
these can be found in their notes from
previous two days.
-additional clarifyingquestions as they arise.
Remind students that this is a MODELand
that their essay willbe based on their notes
09: Drabczyklead / Cancila
continue to checkHW-assist
with passing out documents
and manipulating model TO
02: roles reversed

and their ideas about “the Story of x”
*Remind students of essay tracker skills
*hand out tracker to students for their
review/ highlight specific skills
-adding appositives
-naming the author, text
-direct quotations
-conclusionstatement
Movement
Break
09: 6 min *double time reward
02: 3 min
Independent
Work:ACT
essay
Ss willwork independently on developing a
literary analysis argument about “TheStory
of X” and its themes.
Ss willbe instructed to read along as Planning
Page 1 directions are read aloud/explained (if
needed)
*let students know is that this is how many
essay prompts look on the state test and in
general.
S willcircle the theme they are choosing to
write about. Encourage students to circle the
theme they tooknotes about the previous
twodays.
S willworkindependently on outline.
Instruct students to raise their hands before
moving on to essay.
*T will checkover TObefore letting student
move on to essay.
-if sub-topics are correct/give the go ahead.
S whofinish (unlikely) early will be given
revision/editing checklist to review their
workand rewrite final version.
S willthen be instructed to read/draw at a
level 0.
09:
Pull out- Yoscar,Raylin,
Kenneth, Marvin, Arely,
Santiaguito, Kenneth, Griselda,
Britney, Destiny, Giovanni(?),
Jordalyn(?)
*look into easing Marvin,
Kenneth out of separate
location accommodations.
02:
Pull out-Crystal, Tanicha,
Jomari, Evelio,Angel, Danielle,
Jason, Tamiere
*If Dontae and Alex are in
class- Pimentel willbring them
to take essay in Asca’s office.
**Xavier can be given
alternative activity/
potentially midline for
assessment purposes(?)/ pull-
out locationandreadaloud.
Lesson 14
LearningTarget:
IWBATdemonstrate my knowledge of this week’s vocabulary words.
IWBATevaluate my reading progress so far this year.
CCLS:

MaterialsNeeded:binders, vocabulary quiz(full),vocabulary quiz (adapted),
New Vocabulary:assessment on- correlate, emerge, accurate
table, etc)
needed, etc)
__ Guided notes
__ Peer check-in
__ Small group work
__ 1:1 check in __________
___ Audio supports
or with headphones)
work) assignment
Agenda Item
& timing
Do Now&
Transition
10 mins
-hw out
-binders out
-Ts will distribute February Break Homework
Packetto students, and instruct Ss to put hw
away in safe place in backpacks.
for Friday,February 13th
-Independent
-Level 0
Dipietro:pullDestiny,
Griselda, Raylin, Kenneth,
Santiaguito for reading blocks
Free Write
Share
5 min
Ss willengage in a group discussion
responding to this week’s do now prompt.
Drabczykfacilitatesand
Cancila continues checking
HW.
Reading LLI/Reading Conferences: Blue Group, Yellow LLI Groups will meet in

BlockA Group, Orange Group** (both blocks)
--Blue Group conference,all groups, packing
enough independent reading books for
vacation
Cancila’s office
Reading
BlockB
LLI/GR/Reading Conference groups
Movement
Break
09: 6 min break
OYMreward
Vocabulary
Quiz
15 min
Students will be assessed on their knowledge
of this week’s vocabulary words: emerge,
accurate, and correlated.
Ts will provide read aloud
support as needed for:Angel
B, Danielle, Tanicha, Jordalyn,
Destiny & Yoscar.
Review
Game/
Ext. Time
20 min
-Students will play whiteboard challenge game,
and willneed to worktogether to answer
questions about theme and literary analysis.
-Questions willbe rooted in Unit study so far,
and students will be allowed to use their
binders and checkback in their notes.
-Students will have one minute to complete
each question using whiteboard challenge.
709: Drabczykwill pull out
students who need to finish
the Unit 3, Task 1 essay from
previous day. ***Dorianny
needs to start entire essay as
she was absent during the
previous day.
EOCC/OYM Teachers will wrap-up lesson and facilitate
clean-up and closing.
Lesson 15
LearningTarget:
IWBATreview the meaning and usage of Week 12-16’s academic vocabulary words.
IWBATunderstand my new reading schedule and accountability checklist.
CCLS:
MaterialsNeeded:HWmenu copies, binders, relay game materials, adapted HW folders, mid-
year reading schedules
New Vocabulary:review of Week12-16
__ Graphic Organizer __ Notes provided (printed) ___ Use of manipulatives

table, etc)
needed, etc)
__ Guided notes
__ Peer check-in
__ Small group work
__ 1:1 check in __________
___ Audio supports
or with headphones)
work) assignment
Agenda Item &
timing
Do Now&
Transition
15 mins
-hw out
-binders out
-planners out (HW copied)
slip practicing vocab
-independent
-level 0
HW: 1 new item, back of menu (academic vocab)
702:
Cancila:attendance,
Drabczyk collectbreak
packets
Academic
Vocabulary
Relay Game
20-25 min
T will explain that this weekis a review weekand
have st volunteer read out learning target 1.
T will explain that we willbe having a quiz on
Friday on ALL words from Week 12-16. Quiz will
be multiple choice and will just ask formeaning of
each word. *review hw on back of menu/project
on screen.
T will explain that in order to review words we will
be playing our team relay game.
RelayGame:
Ss willremain at their table groups
(3-4 per group)
1. Eachtable will be given a number 1-8 and a
Drabczyk facilitate
Cancilacheck-inwith
scaffolded-HWstudents
02: Alex, Angel, Justin,
Ta-Meire, Jason
09: Destiny, Griselda,
Jordalyn,Franyelina,
Santiaguito, Kenneth,
Yoscar
PossibleJobs/Alt.
Activities:

corresponding post-it for the relay board.
2. Teams willbe given a jobs list and rubric
for teamworkrubric for the game.
Roles:
messenger
reader (willread directions/examples aloud)
recorder
*teams of 4-choose 2 of one of these jobs
3. Teams willhave 1 min tofill in their jobs
list.
4. Team messengers willbe instructed to
bring team post-its (with team number) to
the board and place them at the start
position.
5. When Teacher (referee) calls start,
messengers will go over to blue table and
retrieve first checkpoint.
6. There will be 4 checkpointsrelated to
Week 12-16 vocabulary.Varied activities
with these words.
Movement
Break
3 min
02: full time
09: full time
Mini-Lesson
Intro New
Reading
Structures
10 min
Ss willreceive new reading schedules/groups
T will review:
-Reading accountability/grading
-HW check-in(Review Rubric)
-New schedule/timing
ReadingBlock
A
10 min
04/05:
LLI- Orange
GR-Red
02:
LLI-Blue
GR-Red
HW check-in
IR check-in
*Introduce new reading
folder structure to
targeted students
ReadingBlock
B
10 min
04/05:
LLI- Blue
GR- Green
02:
LLI-Orange
GR-Green
HW check-in
IR check-in
*Introduce new reading
folder structure to
targeted students

Lesson 16
LearningTarget:IWBATdetermine a theme for “KnockKnock” and explain how that theme is
conveyedthrough figurativelanguage. IWBATread independently at my level or with my guided
reading group.
CCLS:CCSS.ELA-LITERACY.RL.7.2Determine a theme or central idea of a text and analyze its
development overthe course of the text; provide an objectivesummary of the text. CCSS.ELA-
LITERACY.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g.,
alliteration) on a specific verse or stanza of a poem or section of a story or drama.
MaterialsNeeded:binders, “knockknock” clip,new workbookpages, PPTslide to review review
vocab
New Vocabulary:review weeks12-16 schoolwide academic vocab
table, etc) : video/live performance
of poem with animations
needed, etc)
__ Guided notes
__ Preferential seating: Yoscar,
Destiny, Crystal, Alex, Britney
__ Peer check-in
__ Small group work
__ 1:1 check in: Jordalyn,
Yoscar, Destiny, Angel, Rayvon,
Anyeli (comprehension checks)
__ Work done standing: Yoscar
& Crystal
___ Use of manipulatives: vocab
review activity
___ Explicit modeling: whole class
essay
___ Audio supports: entrance
music, read aloud of poem
or with headphones)
work) assignment: Dontae &
Yoscar Ipad
___ organizational support: Angel,
Rayvon--monitor filing into
classwork section
Agenda Item &
timing
Do Now& Transition Ss willhave 3min (timed) for transition:
702:
Cancila:attendance,

15 mins -hw out
-binders out
Now
for Tuesday, February 24th
-independent
-level 0
HW: 1 new item, back of menu (academic
vocab)
Crystal’s timer and
tally, facilitateDo Now
and beginning of class
check.
Drabczyk check
homework
Mini-Lesson:Intro to
Knock,Knock
-Ts will explain that this week we’llbe
reading and studying about a poem called
“KnockKnock”
-Ts will remind Ss that we can figure out
theme/theme can be conveyedthrough 4
different ways.When weread “The Story of
X” we figured out the theme by looking
closely at the plot and character.
-When we read “KnockKnock,” we’ll be
using the twoother ways theme is conveyed
to figure it out--text structure and figurative
language.
-Today we’ll be focusedon figuring out
figurative language, and using it to help us
come up with a theme.
-This week will also end in us writing an
essay, but we’re going to workon this essay
as a whole class all week.It won’t count as a
test grade like normal--it will count for
classwork,but it will be worth a lot of points
so it’s important to stay on track, make sure
you’re in school every day,and following
along as we plan the essay.
-Ts will explain that students willhear the
poem twicetoday. The first time they hear
it, their job willbe to just listen to the poet
and watchas he reads because there is some
illustration that goes with the poem.
Guided&Group
Practice
T will explain that she is going to be reading
the poem again. This time, the students’ job
is to follow along in their texts and mark
examples of figurative language. Review
what figurative languagemeans!
Drabczykreads the
poem aloud, while
Cancila annotates on
doc cam.

T will explain that before we decide on a
theme (and any of them could be right!), we
need to lookat our evidence. T willmodel
filling in the first evidence box.
Ss willhave 3 minutes at their tables to fill
in the second two evidence boxes.
T will model looking at evidence to select
theme, e.g. My evidence is _________________,
and that makes me think that the theme is
about ______________________________.
T will model for one piece of analysis. Twill
explain that often, writing in English is just
people making a convincingargument. Even
if youneed to make-up yourideas a little, as
long as they make sense--they count.
Group practice: students will work
independently or at their tables to complete
the analysis portion of their organizers. Ts
will circulateto support and help extend
thinking.
MovementBreak 02 & 09: 2:45 based on not being back in
seats during the prior day’s lessons.
VocabularyReview Groups willreceive sentence frames and the
12 vocab wordscut up. Groups will workto
complete all the sentences by correctly
moving around the words. The first group to
finish will be awarded first place and an
everbuck.
ReadingBlock 702:
LLI/GR: Yellow
GR: Purple
IR: Blue (withCancila)
Green
Red
Orange
709:
LLI: Blue
GR: Purple
IR: Yellow (w/Cancila)
Green
Red Orange
Yellow and Blue will be
in 149 A with Cancila.
Individual reading
lesson plans will be
with the individual
teachers.

Lesson 17
LearningTarget:IWBATreflect on my last writing task and make goals formy next essay.
IWBATdetermine a theme for“Knock Knock” and explain how that theme is conveyedthrough
figurative language. IWBAT read independently at my level or with my guided reading group.
LITERACY.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g.,
alliteration) on a specific verse or stanza of a poem or section of a story or drama.
MaterialsNeeded:binders, “knockknock” clip,new workbookpages, PPTslide to review review
vocab,document camera.
New Vocabulary:
needed, etc)
__ Guided notes
__ Peer check-in
__ Small group work
& Crystal
review activity
essay
or with headphones)
Yoscar Ipad
Rayvon--monitor filing into
classwork section
Agenda Item &
timing
Guided& -Ts will remind Ss that today we’re going

GroupPractice
(709ONLY)
to be continuing with “Knock Knock”
-T will model one piece of analysis for
“Knock Knock” with class theme of
loneliness.
-T will remind Ss that we’ll be writing a
class essay so that they need to do at
least the first example of theme and
analysis with the class, but then if they
want to support a different theme with
their evidence they may.
-T will use imagery or onomatopoeia
example to do analysis.
-Ss will work at their tables to create two
more examples of analysis, while
teachers circulate to support
comprehension and extend thinking.
Independent
Practice
Ts will remind Ss that they’ll be writing an
essay this week, and beforewe move
forwardwriting our literary analysis essays
we need to see how we did on our first essay
and what improvements we can make.
-Ts will pass back the Unit 3, Task 1 essays.
Students will have a chance to review the
elements of the tracker where they got
you’vegot it’s vs. not yets.
-Students will choose 2 tracker goals which
they willfocus on fixing during their next
essay. These goals will be written on their
essay coverpages.
Guided
Practice
-Ts will have Ss start group essay project. Ts
will remind Ss that our class theme is
loneliness. With lots of class participation, T
will fillin both the intro and subtopic 1 on
the graphic organizer.
-Ss willbe followingalong and also
completing the same pieces of the TO.
702: Drabczyk willpull to the
back/pull out all absent
students from prior day to
hear read aloud of the poem
and brief discussion of
figurative language examples.
--Alex H., Dontae, Dynastee
CFU: Day1 ACT
& figurative
language
Ss willhave 3 minutes to complete the Exit
Ticketon p. 38
Vocabulary
Review
Groups willreceive sentence frames and the
12 vocab wordscut up. Groups will workto
complete all the sentences by correctly
moving around the words. The first group to
finish will be awarded first place and an
everbuck.
*** With time, this activity can
be skipped if necessary.
Movement 702: full time

Break 709: 2 minutes 30 seconds
ReadingBlock 709:
LLI: Orange
GR: Red
Green
Purple
Blue
702:
LLI: Blue
GR: Orange
Green
Red
Purple
LLI & marked IR groups with
Cancila in 149 A.
**Individual reading lesson
plans are witheach teacher.

Lesson 18
LearningTarget: IWBAT analyzehowtext structure conveysthetheme in “KnockKnock.”I
will beableto read at my independentlevel orinstructional level withmyguidedreading
group.
LITERACY.RL.7.5Analyze how a drama's or poem's form or structure (e.g., soliloquy,sonnet)
contributes to its meaning
MaterialsNeeded:Binders, new do now since wkbkdo now isn’t accurate, document camera,
essay in progress, video clip
New Vocabulary:reviewingpast 12 week’s vocab
needed, etc)
__ Guided notes
__ Peer check-in
__ Small group work
& Crystal
review activity
essay
Yoscar Ipad
Rayvon
Agenda Item &
timing
Do Now&
Transition
15 mins
-hw out
-binders out
702:
check.
Drabczyk collectbreak
packets

Now--NOTINBINDER, Vocabhalfsheet.
-independent
-level 0
HW: 1 new item, back of menu (academic
vocab)
709ONLY:
BeginEssay:
Intro &
Subtopic 1
-Ts will have Ss start group essay project. Ts
will remind Ss that our class theme is
loneliness. With lots of class participation, T
will fillin both the intro and subtopic 1 on the
graphic organizer.
-Ss willbe followingalong and also
completing the same pieces of the TO.
Mini-Lesson:
TextStructure
-Ts will explain what text structure means
when we’re looking at a piece of literature.
-Ts will talk students through examples of
different forms of texts: plays, poems, stories,
songs, et.
-Ts will also explain that text structure could
mean repetition of a wordor phrase
-Ts will also explain that text structure can
mean how a piece of literature is organized,
e.g. stanzas, chapters, etc.
Guided
Practice:
Knock,Knock
Ss willlisten to “KnockKnock” again, but this
time withthe purpose of examining the form
of spoken word.
Once in small groups, Ss willwork in small
teams to identify each piece of evidence tobe
used in the graphic organizer on text
structure. Ss will discuss each example, and
get notes in their graphic organizer for
evidence and analysis foreach piece of
evidence.
All students willcomplete the guided notes
page with teacher and group support.
Students will watchknock
knocktogether, and then
teachers willsplit class into
twogroups based on gender.
702:
Drabczyk:boys(stay in
classroom)
Cancila: girls (brought to
Garland’s room forgroup
practice.
709:
Cancila willremain in
classroom with boys
Drabczykwilltake girls out for
group practice.
Movement
Break
709: Full time
702: 2:45
Guided Ss willuse their notes from Day 2 of the ACT

Practice:Essay
planning
(702only)
planning to complete the second subtopic on
their transition outlines.
Ts will lead discussion withstudents
participating and adding components to the
TO as we progress.
ReadingBlock 702:
LLI: Blue
GR: Purple
IR: Red
Green
Yellow
Orange (w/MC)
709:
LLI: Blue
GR: Purple
IR: Yellow (w/MC)
Green
Red
Orange
LLI & marked IR Groups will
be in room 149 A with Cancila
Individual reading LPswill be
with teachers.

Lesson 19
LearningTarget:
1. IWBAT meet the expectations of Independent and Guided Reading blocks.
2. IWBAT effectively transferideas from my T.Oto a literary analysis essay about “Knock Knock”.
CCLS:
CCSS.ELA-Literacy.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 scaffoldingas needed at the high end of the
range.
CCSS.ELA-Literacy.W.7.5
With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusingon how well
purpose and audience have been addressed.
MaterialsNeeded:binders, extra copies of workbookpages, guided reading materials, choice
materials, IR journal copies
New Vocabulary:noquiz this week(review week)
table, etc)
needed, etc)
__ Guided notes
__ Peer check-in
__ Small group work
__ 1:1 check in __________
___ Audio supports
or with headphones)
work) assignment
(Ciara/Britney/Yoscar)
Agenda Item
& timing
Do Now&
Transition
-hw out
Drabczyk-attendance,
facilitate materials, facilitate
do now/transition, stamp

@Unit 3 Lit Anal Plan up to date 3.19-2

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