Lesson and/or Unit Title:



|Lesson and/or Unit Title: Short Story Unit: “The Treasure of Lemon Brown”- Literature Based Argument Writing |

|Stage 1 – Desired Results |

|Amount of Time (94): 94 |

|Common Core Standards: |CCSS Literacy: L. 7.4 |

|CCSS Literacy: RL. 7.3 |CCSS Literacy: L. 7.5 |

|CCSS Literacy: RL. 7.6 |CCSS Literacy: W.7.1 |

|CCSS Literacy: L. 7.1 |CCSS Literacy: W. 7.4 |

|CCSS Literacy: L. 7.2 |CCSS Literacy: W. 7.5 |

|CCSS Literacy: L. 7.3 | |

|Proficiency Level: |

|Students will cite textual evidence and connect personally to the literary elements present in the short story "The Treasure of Lemon Brown." |

|Student Learning Objective(s): |Essential Questions: (Checking for Understanding) |

|SW incorporate specific details in argumentative writing |How do readers dig beneath the story to grow big ideas? |

|SW support point of view and provide clear position on topic |How do authors develop characters throughout their stories? |

|SW successfully complete the writing process |Does every conflict have a winner? |

|SW figure out word meanings based on context |Text Dependent Questions: |

|SW analyze story elements and how they contribute to a piece of literature |1. Part A: Greg’s feelings towards Lemon Brown change once the thugs enter the building.|

| |What word best describes his new attitude towards Lemon Brown? |

| |A. Appreciative, thankful, grateful |

| |B. Sympathetic, understanding, caring |

| |C. Loyal, obedient, submissive |

| |D. Agitated, restless, troubled |

| |2. Part B: Cite and explain two phrases from the story that conveys the tone you chose|

| |in Part A. |

| |3. Part A: Greg comes to a major realization at the end of the passage. Which statement |

| |best describes his realization? |

| |A. He realized that judging homeless people was wrong. |

| |B. He realized that his dad is looking out for his best interest. |

| |C. He realized that abandoned tenements are dangerous. |

| |D. He realized that he needs to focus on his school work to be successful. |

| |4. Part B: Which detail best supports your answer in Part A? |

| |A. “And you take care of that treasure of yours.” |

| |B. “He wondered if he should tell [his father] about Lemon Brown… and decided against |

| |it.” |

| |C. “Lemon Brown would be O.K., Greg thought, with his memories and his treasure.” |

| |D. “…thought of the lecture he knew his father would give him, and smiled.” |

|Lesson Outcome(s): |Key Vocabulary: |Beckoned |

|SW develop a clear position in “Treasure of Lemon Brown” Performance Task |Gnarled |Ominous |

|SW assemble evidence in support of point of view |Impromptu |Tremor |

|SW take a clear and definite stand |Tentatively |Vaulted |

| |Ajar |Intently |

| |Probing | |

| |Commence | |

|Stage 2 – Assessment Evidence |

|Performance Task: (created artifact…) |

|Think about the quote, “one man’s trash is another man’s treasure.” What treasure do you own that someone else may consider “trash”? Write to present your belief that|

|your item is in fact a treasure. |

|Summative Task: (quizzes, tests, prompts) |

|“Treasure of Lemon Brown”: Analyzing Story Elements Test; oral prompts; pop quizzes |

|Stage 3 – Learning Plan |

|Anticipatory Set (10): |Bell ringer: |

|Monday-Study Island Diagnostic Test/ Think about the quote, “One man’s trash is |Monday- “Treasure of Lemon Brown” Vocabulary Adjectives Activity |

|another man’s treasure.” What treasure do you own that someone else may consider |Tuesday- “Treasure of Lemon Brown” Analyzing Literature: Characterization |

|“trash”? |Wednesday- “Treasure of Lemon Brown” Reading Warm Up A |

|Tuesday- Walter Dean Myers believes it is important for young people to have role |Thursday- “Treasure of Lemon Brown” Reading Warm Up B |

|models. Discuss with your group what makes a good role model and in what ways was |Friday- (1) Bullying is not a new problem. (2) Today, though, we are seeing an |

|Lemon Brown a good role model for Greg? |epidemic of bullying and cyber bullying in the classroom, in our schools, and in our|

|Wednesday-You want to write an argumentative essay about not giving students extra |community. (3) Bullying is not just “kids being kids”. (4) It does not “toughen“ |

|credit. Which statement best illustrates your point? |them up to be picked on by a bully, and some children only get one piece of advice, |

|a. Extra credit is harmful to a student’s work ethic. |“just hit them back”. (5) Often, bullying keeps occurring because the victim is too |

|b. Extra credit is helpful and should be used often. |afraid to ask for help from an adult and is too afraid to “just hit them back”. (6) |

|Thursday- Which sentence would be a better concluding statement in a paper about |Hitting back does not solve the problem either. (7) It may escalate the problem and |

|popular pasta dishes? |turn the victim into a bully as well. |

|a. Spaghetti is my favorite pasta dish because I really like it. |1. Choose the word or phrase that best connects sentence 6 to sentence 7. |

|b. Although there are many different pasta dishes in the US today, spaghetti and |a. In fact, |

|meatballs is still the most popular. |b. Additionally, |

|Friday- Prepare for “Treasure of Lemon Brown” Project Presentations |c. So, |

| |2. What is the best way to re-write sentence 4? |

| |a. Leave the sentence as it is. |

| |b. Break it into 2 sentences divided by a period. |

| |c. Break it into 2 sentences divided by a semi-colon. |

|Input/Modeling/Crafting (25): |

|Monday- Mini Review Lesson: Characterization/ Introduction: “Treasure of Lemon Brown” Writing Prompt |

|Tuesday- The Writing Process Lesson/ Writing a Thesis Statement Lesson and Body Paragraphs Lesson |

|Wednesday- Writing Conclusions Mini Lesson/ Literacy Centers Instructions |

|Guided Practice (25): |

|Monday- Interactive Power point: Characterization |

|Tuesday- SW complete their prewriting and develop a thesis statement and body paragraphs |

|Wednesday- SW write conclusion paragraph |

|Independent Practice (20): |

|Monday- Imagine that a friend of yours had to find Lemon Brown in a crowd. What would you tell your friend to look for? Write a ½ page description of Lemon Brown that|

|includes details about his appearance and treasure that he cherishes. Includes words and phrases that bring Lemon Brown to life. Provide textual details. |

|Tuesday- Thesis Statement Practice Worksheet |

|Wednesday- Writing Conclusions Practice Worksheet |

|Friday- Story Elements Test/ “Treasure of Lemon Brown” Project Presentations |

|Closure (14): |

|Monday- Five Finger Recap |

|Tuesday- Literary Connection: Dialect Activity: SW write a rap that uses African-American dialect. |

|Wednesday- “Treasure of Lemon Brown” Correcting Run On Sentences |

|Thursday- SW ensure they have completed center rotations and are prepared for “Treasure of Lemon Brown” final presentations |

|Friday- Weekly Wrap Session/ SW will create their interventions list of items they feel they struggle with that were covered this week |

|Alignment Extension (Homework): |

|Final Draft of “Treasure of Lemon Brown” Prompt due |

|Monday- Characterization Worksheet |

|Tuesday- Writing Practice Activity |

|Wednesday- Writing Conclusion Sentences Worksheet |

|Thursday- Literary Analysis Paragraph / Study for Story Elements Test |

|Friday- Study for “Treasure of Lemon Brown” Test on Monday 11/2 |

|Differentiation Notes: |Technology Integration: |

|Tier III students: Throughout writing process these students will have the following: |Video |

|Peer buddies |Power Point Presentation |

|Modified assignments |Internet Resources |

|Repeat, Paraphrase of Verbal Directions |Graphics/Charts |

|One-on-One Intervention |Internet Research |

|Structured Grouping |Interactive Whiteboard |

|SW also be provided a checklist |Classroom Performance System (Clickers) |

| |Other |

|Materials/Items Needed: |Strategies: |

|“Treasure of Lemon Brown” Text |Student Choice |

|Literature Based Prompt Power Point Presentation |Modeling Reading Strategies |

|Various Worksheets |Modeling Writing Strategies/Process |

|Moby Max/ Chrome Books |Reading Aloud |

| |Cooperative Learning |

| |Independent Reading |

| |Writing Before and After Reading |

| |Pre and Post Test |

| |Hands-on Learning Manipulatives |

| |Small Group |

| |Higher-Order Thinking Skills |

| |Real-World Connections |

| |Anchor Charts |

| |Research Materials |

| |Writing Workshop Time |

| |Conferencing |

| |Classroom/Content Area Literacy Library |

| |Socratic Method |

| |Reciprocal Reading |

| |Other (Explanation Needed) |

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