Language Arts Lesson Plan (4) 7A

Teacher Name
Subject Area
Title
General Learner
Outcome(s)

Specific Learner
Outcome(s)

Student Learning
Objectives

Assessments
(Such as observations, Key
Qs, Written Assessments,
Performance Assessments)

Materials

Differentiation
(Possible headlines:
Exceptional students needs:
Differentiation by content:
Differentiation by process:
Differentiation by product:
Learner environment:
Learning interest:
Learner readiness:
Learning styles:
Verbal/Linguistic:
Logical/Mathmatical:
Visual/Spatial:
Bodily/Kinesthetic:
Musical/Rhythmic:
Interpersonal:
Intrapersonal:
Naturalist/Physical:

Kait Turnbull
ELA Future Worlds: Dystopia Unit
Visualization: Imagining what we Read

Date
Grade
Time

March 13, 2015

7A
50 mins

General Learning Outcome 1: Students will listen, speak, read, write, view and
represent to explore thoughts, ideas, feelings and experiences.
General Learning Outcome 3: Students will listen, speak, read, write, view and
represent to manage ideas and information.
General Outcome 5: Students will listen, speak, read, write, view and represent to
respect, support and collaborate with others.
1.2 Clarify and Extend
Extend understanding - talk with others to elaborate ideas, and ask specific questions
to seek helpful feedback
3.4 Share and Review
communicate ideas and information in a variety of oral, print and other media texts,
such as reports, autobiographies, brochures and video presentations
5.2 Work within a Group
contribute collaboratively in group situations, by asking questions and building on the
ideas of others
Students will . . .
Communicate with peers in order to elaborate ideas regarding the term visualization
Communicate visualizations of the exemplary text with a partner
Collaborate with peers in both a small group and class setting in order to convey ideas
and gain perspective.
Observation
o Participating with partner in discussion
o Participating actively in class discussion
o Listen attentively to modelled reading
o Contributing and listening during modelled reading
o Participating in visualization chart activity
Anchor Book: The Scorch Trials
Computer and Smart Board
paper and pencils (students)
Reader response logs
Book club books
Harry Potter book and Harry Potter film clip
Modelled reading repeat as needed (students simply need to raise hands if they
need something gone over again)
Allow time for questions
Discussion tiers: move from indep small group class so students have plenty of
time to generate ideas before class
Provide advance notice for questions as needed
Brain Break as needed (YouTube Just Dance)
Learning style: Visual and Verbal

Learning
Resources

Introduction
5 minutes

Body
40 minutes

Alberta Education Program of Studies, including: Alberta Education Illustrative

Examples for English Language Arts
Scholastic Stepping Up with Literacy Place
www.scholastic.com/teachers/top_teaching/2010/11/visualize-teaching-readers-tocreate-pictures-in-their-mindsAdvance Agenda:
38
Written on whiteboard
Classroom rules and expectations:
Reiterate as needed
Attendance
Hook:
By a show of hands, how many of you have been disappointed by a movie because it
did not look like how you had pictured it when you read the book?
I was disappointed by the Divergent movie because Triss did not look or act like I
thought she would. This is because I created a mental image in my mind while I was
reading.
Transition: On Friday we started to discuss a new reading strategy - visualization. Today we
are going to investigate this strategy, and use it to help us find meaning in our anchor text: The
Scorch Trials.
(5 min)
Activity #1: Introduce new reading strategy Visualization
What are some strategies that we have already used while reading?
o Signposts
o Strategies such as: predicting, making connections, synthesizing, analyzing,
evaluating, and self-monitoring
Intro: What is visualization?
o Pose question to students 2-3 responses
o Visualization occurs when you picture in your mind what is happening in the
text as you read (these are called mental images)
o As you improve at visualization, the pictures you see will eventually become a
mini-film playing in your mind
Why is visualization important?
o Visualization is important because it will help you have a better understanding
of the stories you read
o One way to know if you are visualizing while reading is if you find yourself
happy or disappointed with a movie of a book, because it did or did not meet
how you pictured it.
(7 min)
Activity #2: Practice visualization
Read a scene from Harry Potter and the Half-Blood Prince (5)
o Dumbledores death pg. 556
Have the students discuss what they think the scene might look like with a partner (5)
o Characters facial expressions, clothing, appearance
o Setting what do the surroundings look like?
o Props what objects are the characters interacting with? What props can be
seen in the background?
o Colors what colors will we be able to see?
Sharing: Students report ideas (5)
o Document ideas on the board
o We will now see how our visualization of the scene measures up to how the
film director visualized the scene

Show the film clip of Dumbledores death (5)

o Start at one minute in
Find similarities and differences between our visualization of the scene and how the
scene looked in the movie. (3)

(23 min)
Activity #3: Modelled Reading and visualization
Pause points (on sticky notes in the text)
o Signposts
o Predictions
o How would you feel?
Visualization chart
o Have students raise hands and contribute to help fill in a visualization chart on
the scene
Characters, setting, props, colors
(10 min)

Closure
5 minutes

Sponge:
Continue reading anchor text for modelled reading
Personal books
Transition to next lesson:
Next class we will begin our book clubs!
Read the synopsis of each book club book, so students have an idea of what they will
be reading
Assessment of Learning:
Observation
Feedback to students:
Verbal feedback

Language Arts Lesson Plan (4) 7C

Teacher Name
Subject Area
Title
General Learner
Outcome(s)

Specific Learner
Outcome(s)

Student Learning
Objectives

Assessments
(Such as observations, Key
Qs, Written Assessments,
Performance Assessments)

Materials

Differentiation
(Possible headlines:
Exceptional students needs:
Differentiation by content:
Differentiation by process:
Differentiation by product:
Learner environment:
Learning interest:
Learner readiness:
Learning styles:
Verbal/Linguistic:
Logical/Mathmatical:

Kait Turnbull
ELA Future Worlds: Dystopia Unit
Visualization: Imagining what we Read

Date
Grade
Time

March 13, 2015

7A
1 hr and 40 mins
DOUBLE
General Learning Outcome 1: Students will listen, speak, read, write, view and
represent to explore thoughts, ideas, feelings and experiences.
General Learning Outcome 3: Students will listen, speak, read, write, view and
represent to manage ideas and information.
General Outcome 5: Students will listen, speak, read, write, view and represent to
respect, support and collaborate with others.
1.2 Clarify and Extend
Extend understanding - talk with others to elaborate ideas, and ask specific questions
to seek helpful feedback
3.4 Share and Review
communicate ideas and information in a variety of oral, print and other media texts,
such as reports, autobiographies, brochures and video presentations
5.2 Work within a Group
contribute collaboratively in group situations, by asking questions and building on the
ideas of others
Students will . . .
Communicate with peers in order to elaborate ideas regarding the term visualization
Communicate visualizations of the exemplary text with a partner
Collaborate with peers in both a small group and class setting in order to convey ideas
and gain perspective.
Observation
o Participating with partner in discussion
o Participating actively in class discussion
o Listen attentively to modelled reading
o Contributing and listening during modelled reading
o Participating in visualization chart activity
Anchor Book: The Scorch Trials
Computer and Smart Board
paper and pencils (students)
Reader response logs
Book club books
Harry Potter book and Harry Potter film clip
Colors / markers
White paper
Visualization charts
Modelled reading repeat as needed (students simply need to raise hands if they
need something gone over again)
Allow time for questions
Discussion tiers: move from indep small group class so students have plenty of
time to generate ideas before class
Provide advance notice for questions as needed
Brain Break as needed (YouTube Just Dance)

Visual/Spatial:
Bodily/Kinesthetic:
Musical/Rhythmic:
Interpersonal:
Intrapersonal:
Naturalist/Physical:

Learning
Resources

Introduction
5 minutes

Body
40 minutes
+
50 minutes

Alberta Education Program of Studies, including: Alberta Education Illustrative

Examples for English Language Arts
Scholastic Stepping Up with Literacy Place
www.scholastic.com/teachers/top_teaching/2010/11/visualize-teaching-readers-tocreate-pictures-in-their-mindsAdvance Agenda:
38
Written on whiteboard
Classroom rules and expectations:
Reiterate as needed
Attendance
Hook:
By a show of hands, how many of you have been disappointed by a movie because it
did not look like how you had pictured it when you read the book?
I was disappointed by the Divergent movie because Triss did not look or act like I
thought she would. This is because I created a mental image in my mind while I was
reading.
Transition: On Friday we started to discuss a new reading strategy - visualization. Today we
are going to investigate this strategy, and use it to help us find meaning in our anchor text: The
Scorch Trials.
(5 min)
Activity #1: Introduce new reading strategy Visualization
What are some strategies that we have already used while reading?
o Signposts
o Strategies such as: predicting, making connections, synthesizing, analyzing,
evaluating, and self-monitoring
Intro: What is visualization?
o Pose question to students 2-3 responses
o Visualization occurs when you picture in your mind what is happening in the
text as you read (these are called mental images)
o As you improve at visualization, the pictures you see will eventually become a
mini-film playing in your mind
Why is visualization important?
o Visualization is important because it will help you have a better understanding
of the stories you read
o One way to know if you are visualizing while reading is if you find yourself
happy or disappointed with a movie of a book, because it did or did not meet
how you pictured it.
(7 min)
Activity #2: Practice visualization
Read a scene from Harry Potter and the Half-Blood Prince (5)
o Dumbledores death pg. 556
Have the students discuss what they think the scene might look like with a partner (5)
o Characters facial expressions, clothing, appearance
o Setting what do the surroundings look like?
o Props what objects are the characters interacting with? What props can be
seen in the background?

o Colors what colors will we be able to see?

Sharing: Students report ideas (5)
o Document ideas on the board
o We will now see how our visualization of the scene measures up to how the
film director visualized the scene
Show the film clip of Dumbledores death (5)
o Start at one minute in
Find similarities and differences between our visualization of the scene and how the
scene looked in the movie. (3)

(23 min)
Activity #3: Modelled Reading and visualization
Pause points (on sticky notes in the text)
o Signposts
o Predictions
o How would you feel?
Visualization chart (as a class)
o Have students raise hands and contribute to help fill in a visualization chart on
the scene
Characters, setting, props, colors
(10 min)
** Before break ask students to bring in their colors / markers for the next period.
BREAK
Activity #4: Modelled Reading and Visualization
Pause points
o Signposts
o Predictions
Visualization chart (independent)
o Have students fill in the chart independently as I read
Characters, setting, props, colors
(15 min)
Activity #5: Draw a scene (as if the students are the new director for the movie The Scorch
Trials)
With a partner
Draw a scene that correlates with the passage I just read
Students must use their chart to help create the scene
o Characters, setting, props, colors
To be put in their reader response logs
(20 min)
Activity #6: Group share (the students/directors must pitch the scene to the movie producers)
Have each pair share their scenes and explain their ideas
Sponge:
Visualization activity close your eyes and picture your favorite place

Closure
5 minutes

Personal books
Transition to next lesson:
Next class we will begin our book clubs!
Read the synopsis of each book club book, so students have an idea of what they will
be reading
Assessment of Learning:
Observation
Feedback to students:
Verbal feedback

Language Arts Lesson Plan (5) 7A / 7C

Teacher Name
Subject Area
Title
General Learner
Outcome(s)

Specific Learner
Outcome(s)

Student Learning
Objectives

Assessments
(Such as observations, Key
Qs, Written Assessments,
Performance Assessments)

Materials

Differentiation
(Possible headlines:
Exceptional students needs:
Differentiation by content:
Differentiation by process:
Differentiation by product:
Learner environment:
Learning interest:
Learner readiness:
Learning styles:

Kait Turnbull
ELA Future Worlds: Dystopia Unit
Introduction to Book Clubs

Date
Grade
Time

March 17, 2015

7A
50 mins

General Learning Outcome 1: Students will listen, speak, read, write, view and
represent to explore thoughts, ideas, feelings and experiences.
General Learning Outcome 3: Students will listen, speak, read, write, view and
represent to manage ideas and information.
General Outcome 5: Students will listen, speak, read, write, view and represent to
respect, support and collaborate with others.
1.2 Clarify and Extend
Extend understanding - talk with others to elaborate ideas, and ask specific questions
to seek helpful feedback
3.4 Share and Review
communicate ideas and information in a variety of oral, print and other media texts,
such as reports, autobiographies, brochures and video presentations
5.2 Work within a Group
contribute collaboratively in group situations, by asking questions and building on the
ideas of others
Students will . . .
Investigate their book club books and identify key elements such as: title, author,
setting, and main characters.
Communicate a synopsis/summary of their book club book
Recognize the roles and responsibilities of the discussion director
Comprehend how to write a successful reader response entry
Engage in peer-review in order to more completely comprehend how to write a
successful reader response entry
Observation
o Participating with partner in discussion
o Participating actively in book club groups
o Listen attentively to mock book club
o Contributing and listening during mock book club
o Participating in peer-review
Anchor Book: The Scorch Trials
Book club books
Computer and Smart Board
paper and pencils (students)
Reader response logs
Book club books
Harry Potter book and Harry Potter film clip
Mock Club repeat as needed (students simply need to raise hands if they need
something gone over again)
Allow time for questions
Peer-review
Provide advance notice for questions as needed
Brain Break as needed (YouTube Just Dance)
Learning style: Visual and Verbal

Verbal/Linguistic:
Logical/Mathmatical:
Visual/Spatial:
Bodily/Kinesthetic:
Musical/Rhythmic:
Interpersonal:
Intrapersonal:
Naturalist/Physical:

Learning
Resources

Introduction
5 minutes

Body
40 minutes

Alberta Education Program of Studies, including: Alberta Education Illustrative

Examples for English Language Arts
Scholastic Stepping Up with Literacy Place
www.scholastic.com/teachers/top_teaching/2010/11/visualize-teaching-readers-tocreate-pictures-in-their-mindsAdvance Agenda:
38
Written on whiteboard
Classroom rules and expectations:
Reiterate as needed
Attendance
Hook:
LETS GET READY TO BOOK CLUB!!!
Transition:
As we discussed yesterday, we will be moving into our book club books today. We will
also complete our choices for the Z and T levels.
(5 min)
Activity #1: Introduce Book club groups
Complete choices for Z and T level students

Introduce the groups

Split into groups

o

Choose group/team names!

Preview books as a group cover, synopsis, predictions, main characters

o Look at cover, read the back, and read the first two-three pages
o Fill out handout
o Present to class (2 elements from chart)
(10 min)
Activity #2: Mock Book Club
Practice skit with Mrs. Turnbull
o Read an example book with my book club
Get three volunteers to be part of my book club (improvisation)
o Have entire class help write sparks for the book club meeting (on board
have them come up to write on SB)
o Present the Discussion Directors (Facilitator) roles
o As the discussion director, I will . . .
Choose at least two sparks from my groups spark sheets to facilitate
discussion.
Initiate discussion by giving my opinion first
Encourage each member to contribute and respond to the sparks
Encourage discussion by asking Who What When Where Why and
How

The Discussion Director will change every day. The order will be alphabetical by last
name. The person with their last name closest to A will begin, the next day the next
person in line will go. (On board in that order)
(10 min)
Activity #3: Practice Reader Response Entry
Have students respond to the example book from the mock book club
Responses to the books should
o Be detailed more than a yes or no answer
o Pose questions
o Make predictions
o Explain how I reacted to the text, and how my group members reacted to the
text
o Be at least one paragraph long
o Include examples from the text direct examples/ quotes must be in
quotations with a page number
*Sometimes you will be given a question to inspire your reader response entries, other
times you will have to respond without a prompt.
*If you are stuck thinking about what to write, think about the discussions you had with
your group. You can always review what your group members said and write about
your own thoughts/feelings.
Prompt: *******
o To be placed in R.R. Log as Entry #1
(10 min)
Activity #4: Share and Peer-review
Students pair up with a partner from their book club group
Each share Entry #1
Peer-review/edit each others work.
o Is the entry detailed?
o Does it answer only with yes or no responses?
o Does the entry pose questions about the text?
o Are predictions made for the next chapter?
o Does the entry elaborate on the writers reactions to the text?
o Does the entry elaborate on the group members reactions to the text?
o Are direct examples from the book used?
o If direct examples/quotes are used, is the page number included?
o Is the entry at least one paragraph long?
Review suggestions from peers this will help you create effective entries for your log.
(10 min)

Closure
5 minutes

Sponge:
Continue reading anchor text for modelled reading
Personal books
Transition to next lesson:
Next class we will continue working in our book clubs!
Review the roles of the Discussion Director
Assessment of Learning:
Observation
Feedback to students:
Verbal feedback

Language Arts Lesson Plan (6) 7C/7A

Teacher Name
Subject Area
Title
General Learner
Outcome(s)

Specific Learner
Outcome(s)

Student Learning
Objectives

Assessments
(Such as observations, Key
Qs, Written Assessments,
Performance Assessments)

Materials

Differentiation
(Possible headlines:
Exceptional students needs:

Kait Turnbull
ELA Future Worlds: Dystopia Unit
Book Clubs

Date
Grade
Time

March 18, 2015

7A
50 mins

General Learning Outcome 1: Students will listen, speak, read, write, view and
represent to explore thoughts, ideas, feelings and experiences.
General Learning Outcome 3: Students will listen, speak, read, write, view and
represent to manage ideas and information.
General Outcome 5: Students will listen, speak, read, write, view and represent to
respect, support and collaborate with others.
1.1 Discover and Explore
Express ideas and develop understanding - express personal understandings of ideas
and information based on prior knowledge, experiences with others and a variety of
oral, print and other media texts
1.2 Clarify and Extend
Extend understanding - talk with others to elaborate ideas, and ask specific questions
to seek helpful feedback
3.4 Share and Review
communicate ideas and information in a variety of oral, print and other media texts,
such as reports, autobiographies, brochures and video presentations
5.2 Work within a Group
contribute collaboratively in group situations, by asking questions and building on the
ideas of others
Students will . . .
Read their book club books and identify discussion sparks
Communicate opinions about their book club book with group members using personal
understandings and prior knowledge
Recognize the roles and responsibilities of the discussion director
Engage in group and class discussion in order to further comprehension of the texts.
Observation
o Participating with partner in discussion
o Participating actively in book club groups
o Listen attentively to mock book club
o Contributing and listening during mock book club
Anchor Book: The Scorch Trials
Book club books
Computer and Smart Board
paper and pencils (students)
Reader response logs
Book club books
Mock Club repeat as needed (students simply need to raise hands if they need
something gone over again)

Differentiation by content:
Differentiation by process:
Differentiation by product:
Learner environment:
Learning interest:
Learner readiness:
Learning styles:
Verbal/Linguistic:
Logical/Mathmatical:
Visual/Spatial:
Bodily/Kinesthetic:
Musical/Rhythmic:
Interpersonal:
Intrapersonal:
Naturalist/Physical:

Learning
Resources

Introduction
5 minutes

Body
40 minutes

Allow time for questions

Peer-review
Provide advance notice for questions as needed
Brain Break as needed (YouTube Just Dance)
Learning style: Visual and Verbal

Alberta Education Program of Studies, including: Alberta Education Illustrative

Examples for English Language Arts
Scholastic Stepping Up with Literacy Place
www.scholastic.com/teachers/top_teaching/2010/11/visualize-teaching-readers-tocreate-pictures-in-their-mindsAdvance Agenda:
38
Written on whiteboard
Classroom rules and expectations:
Reiterate as needed
Attendance
Hook:
Excited exclamation about the book clubs.
Transition:
Yesterday we had the opportunity to preview our book club books. Today we will begin
to read them independently, after we go over how a book club meeting will look.
(5 min)
Activity #1: Mock Book Club
Practice skit with Mrs. Turnbull
o Read from The Scorch Trials as an example
Get three volunteers to be part of my book club (improvisation)
o Have entire class help write sparks for the book club meeting (on board
have them come up to write on SB)
o Review the Discussion Directors roles (have students read them to me)
o As the discussion director, I will . . .
Choose at least two sparks from my groups spark sheets to facilitate
discussion.
Initiate discussion by giving my opinion first
Encourage each member to contribute and respond to the sparks
Encourage discussion by asking Who What When Where Why and
How
The Discussion Director will change every day. Each student must take a turn before
the role cycles back to the beginning student.
(10 min)
Activity #2: Book Club Reading
Students read independently (silently) their assigned readings
While reading, students write down their sparks
(20 min)
Activity #3: Book Club Meeting

The discussion director facilitates discussion on the books

o At least 2 sparks are discussed
o *At this point I will be circling around the room helping the groups and aiding in
their discussions.
Students respond to their readings using the following prompt:
o Write a #response about your reaction to your book club books introduction.
o To be kept in RR logs

(10 min)
SPONGE ACTIVITIES
Activity #3: Reader Response Entry #1
Have students respond to their book club books
Responses to the books should
o Be detailed more than a yes or no answer
o Pose questions
o Make predictions
o Explain how I reacted to the text, and how my group members reacted to the
text
o Be at least one paragraph long
o Include examples from the text direct examples/ quotes must be in
quotations with a page number
*Sometimes you will be given a question to inspire your reader response entries, other
times you will have to respond without a prompt.
*If you are stuck thinking about what to write, think about the discussions you had with
your group. You can always review what your group members said and write about
your own thoughts/feelings.
Prompt: *******
o To be placed in R.R. Log as Entry #1

Closure
5 minutes

Activity #4: Share and Peer-review

Students pair up with a partner from their book club group
Each share Entry #1
Peer-review/edit each others work.
o Is the entry detailed?
o Does it answer only with yes or no responses?
o Does the entry pose questions about the text?
o Are predictions made for the next chapter?
o Does the entry elaborate on the writers reactions to the text?
o Does the entry elaborate on the group members reactions to the text?
o Are direct examples from the book used?
o If direct examples/quotes are used, is the page number included?
o Is the entry at least one paragraph long?
Review suggestions from peers this will help you create effective entries for your log.
OR
Scorch Trials
Closure
#Myprediction . . . Response written on the bottom of the discussion spark page
Transition to next lesson:
Next class we will continue working in our book clubs!
Review the roles of the Discussion Director

Assessment of Learning:
Observation
Feedback to students:
Verbal feedback

Language Arts Lesson Plan (7) 7A/7C

Teacher Name
Subject Area
Title
General Learner
Outcome(s)

Specific Learner
Outcome(s)

Student Learning
Objectives

Assessments
(Such as observations, Key
Qs, Written Assessments,
Performance Assessments)

Materials

Kait Turnbull
ELA Future Worlds: Dystopia Unit
Book Clubs Session 7

Date
Grade
Time

March 18, 2015

7A
50 mins

General Learning Outcome 1: Students will listen, speak, read, write, view and
represent to explore thoughts, ideas, feelings and experiences.
General Learning Outcome 3: Students will listen, speak, read, write, view and
represent to manage ideas and information.
General Outcome 5: Students will listen, speak, read, write, view and represent to
respect, support and collaborate with others.
1.1 Discover and Explore
Express ideas and develop understanding - express personal understandings of ideas
and information based on prior knowledge, experiences with others and a variety of
oral, print and other media texts
1.2 Clarify and Extend
Extend understanding - talk with others to elaborate ideas, and ask specific questions
to seek helpful feedback
2.1 Use Strategies and Cues
Use comprehension strategies - adjust reading rate and strategies to account for
changes in structural features of texts and complexity of content
3.4 Share and Review
communicate ideas and information in a variety of oral, print and other media texts,
such as reports, autobiographies, brochures and video presentations
5.2 Work within a Group
contribute collaboratively in group situations, by asking questions and building on the
ideas of others
Students will . . .
Read their book club books and identify discussion sparks
Communicate opinions about their book club book with group members
Recognize different reading strategies independent reading and group reading is the
focus for today.
Begin to comprehend how to write a successful reader response entry
Engage in peer-led discussion in order to gain multiple perspectives on the novels.
Observation
o Participating with partner in discussion
o Participating actively in book club groups
o Listen attentively to mock book club
o Contributing and listening during mock book club
o Participating in peer-review
Anchor Book: The Scorch Trials
Book club books
Computer and Smart Board
paper and pencils (students)
Reader response logs
Book club books

Differentiation
(Possible headlines:
Exceptional students needs:
Differentiation by content:
Differentiation by process:
Differentiation by product:
Learner environment:
Learning interest:
Learner readiness:
Learning styles:
Verbal/Linguistic:
Logical/Mathmatical:
Visual/Spatial:
Bodily/Kinesthetic:
Musical/Rhythmic:
Interpersonal:
Intrapersonal:
Naturalist/Physical:

Learning
Resources

Introduction
5 minutes

Body
40 minutes

Markers/colors
Materials for bookmarks
Expectations and instruction repeat as needed (students simply need to raise hands
if they need something gone over again)
Allow time for questions
Peer-review
Provide advance notice for questions as needed
Brain Break as needed (YouTube Just Dance)
Learning style: Visual and Verbal

Alberta Education Program of Studies, including: Alberta Education Illustrative

Examples for English Language Arts
Scholastic Stepping Up with Literacy Place
www.scholastic.com/teachers/top_teaching/2010/11/visualize-teaching-readers-tocreate-pictures-in-their-mindsAdvance Agenda:
38
Written on whiteboard
Classroom rules and expectations:
Reiterate as needed
Attendance
Hook:
4 min of The Scorch Trials
Transition:
Yesterday we began reading our book club books. I really appreciate how well you all
worked and read. Today we are going to begin class by making some bookmarks for
our books, that way we remember where we were, and which book we have been
using.
(5 min)
Activity #1: Bookmark creating
Students create their own bookmarks that have their first name, and initial of their last
name on them.
Draw a picture that represents the book you are reading.
**Be sure to state that these books will also be used by the other class, and we must
be respectful of their bookmarks
o Not vandalizing them
o Not moving them from their spot
o This is for you to use so you can remember where you are. Treat the other
class bookmarks in the way you would like yours treated
(Sponge for this activity - #Response from yesterday)
(7 min)
Activity #2: Book Club Reading
** Remind students that if they are ever stuck on a passage or word, to re-read it, slow down,
or ask questions as a means to gain understanding.
First 10 min Students read as a group. Taking turns one page each

Second 10 min Students read independently (silently) their assigned readings

While reading, students write down their sparks

(20 min)
Activity #3: Book Club Meeting - *I will be circulating at this time
The discussion director facilitates discussion on the books
At least 2 sparks are discussed
Each student must write a response to their readings . . . (info below)
(13 min)
Reader Response Entry #1
Have students respond to their book club books
Responses to the books should
o Be detailed more than a yes or no answer
o Pose questions
o Make predictions
o Explain how I reacted to the text, and how my group members reacted to the
text
o Be at least one paragraph long - - BUT todays can be 3-4 sentences long
o Include examples from the text direct examples/ quotes must be in
quotations with a page number
*Sometimes you will be given a question to inspire your reader response entries, other
times you will have to respond without a prompt.
*If you are stuck thinking about what to write, think about the discussions you had with
your group. You can always review what your group members said and write about
your own thoughts/feelings.
Prompt: *******
o To be placed in R.R. Log as Entry #1
(10 min)

Closure
5 minutes

SPONGE
The Scorch Trials
Personal Books
Transition to next lesson:
Next class we will continue working in our book clubs! We will also be working with
each other to learn how to successfully write a reader response.
Assessment of Learning:
Observation
Feedback to students:
Verbal feedback

Language Arts Lesson Plan (9) 7A/7C

Teacher Name

Kait Turnbull

Date

March 20, 2015

Subject Area
Title
General Learner
Outcome(s)

Specific Learner
Outcome(s)

Student Learning
Objectives

Assessments
(Such as observations, Key
Qs, Written Assessments,
Performance Assessments)

Materials

Differentiation
(Possible headlines:
Exceptional students needs:
Differentiation by content:
Differentiation by process:
Differentiation by product:
Learner environment:
Learning interest:
Learner readiness:
Learning styles:
Verbal/Linguistic:
Logical/Mathmatical:
Visual/Spatial:
Bodily/Kinesthetic:
Musical/Rhythmic:

ELA Future Worlds: Dystopia Unit

Book Clubs FLEX

Grade
Time

7A
50 mins

General Learning Outcome 1: Students will listen, speak, read, write, view and
represent to explore thoughts, ideas, feelings and experiences.
General Learning Outcome 3: Students will listen, speak, read, write, view and
represent to manage ideas and information.
General Outcome 5: Students will listen, speak, read, write, view and represent to
respect, support and collaborate with others.
1.1 Discover and Explore
Express ideas and develop understanding - express personal understandings of ideas
and information based on prior knowledge, experiences with others and a variety of
oral, print and other media texts
1.2 Clarify and Extend
Extend understanding - talk with others to elaborate ideas, and ask specific questions
to seek helpful feedback
3.4 Share and Review
communicate ideas and information in a variety of oral, print and other media texts,
such as reports, autobiographies, brochures and video presentations
5.2 Work within a Group
contribute collaboratively in group situations, by asking questions and building on the
ideas of others
Students will . . .
Catch up on their book club book readings and identify discussion sparks
Communicate opinions about their book club book in print reader response log
Finishing Reader Response Entry #1
Engage in peer-review in order to more completely comprehend how to write a
successful reader response entry
Observation
o Reading silently with book club book
o Listen attentively to instructions and book club members
o Contributing and listening book club meetings
o Participating in peer-review
Peer-review checklists
Reader response log entry
Anchor Book: The Scorch Trials
Book club books
Computer and Smart Board
paper and pencils (students)
Reader response logs
Book club books
Cardstock Paper
Expectations and instruction repeat as needed (students simply need to raise hands
if they need something gone over again)
Allow time for questions
Peer-review
Provide advance notice for questions as needed
Brain Break as needed (YouTube Just Dance)
Learning style: Visual and Verbal

Interpersonal:
Intrapersonal:
Naturalist/Physical:

Learning
Resources

Introduction
5 minutes

Body
40 minutes

Closure
5 minutes

Alberta Education Program of Studies, including: Alberta Education Illustrative

Examples for English Language Arts
Scholastic Stepping Up with Literacy Place
www.scholastic.com/teachers/top_teaching/2010/11/visualize-teaching-readers-tocreate-pictures-in-their-mindsAdvance Agenda:
38
Written on whiteboard
Classroom rules and expectations:
Reiterate as needed
Attendance
Hook:
Good Morning, and Happy Friday!
Transition:
This week we have been working very hard with our book club books. Today is going
to be a catch up day where we can catch up on our readings, finish our responses,
and be working on a few other things.
Begin by stating expectations:
This is your opportunity to work so that you do not fall behind.
You must be working quietly, so that those who are reading have a nice environment to
do so in.
Provide a schedule of things to be done, and in what order:
1. Complete book club readings
2. Complete #Response (which is due at the end of class)
3. Complete Reader Response Entry #1
4. Peer-review Reader Response Entry #1 with a partner, using the peer-review checklist
that is in your pamphlets/logs.
Once you have completed these four tasks, have shown me your completed peer-review, and
have received my okay you may:
5. Finish your bookmarks - add some more detail to them
6. Help me by making signs for the book club book boxes
a. Title of book
b. Picture(s) that represent the book
7. Personal reading
Review
Qualities of a successful reader response entry.
Transition to next lesson:
Next class we will continue working in our book clubs!
Assessment of Learning:
Observation
Feedback to students:
Verbal feedback