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) |
[pic]
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.