SBAC Lesson Plan for the week of: 2/16

Bats, and Expository Writing

Teacher: Ms. Burns
English 7

Lesson: Test Features, Vampire

Room: 706

Subject:

Opener: Students will open with yellow warm-up packets that target a specific skill
(varies week to week).
Big idea: Quick Write: When you hear the name vampire, what comes to mind? How
are vampires in fictional works depicted?
Concept/ skill Development: (Standard 2-Learning tasks have high cognitive
demand for diverse learners) (Standard 3- Students engage in meaning-making
through discourse and other strategies) (Standard 4- Students engage in
metacognitive activity)
Every Class beginning: Students will begin class with a warm up activity in their
warm up packet.
SW record their assignments on a table of contents that they will be accounted for
keeping, will be collected at the end of the project for a completion grade.
Days of the Week will Vary with each lesson, lessons will progress upon completion.
Lesson One Text Features and Vampire Bat Introduction:

SW write a quick write about what they know about vampires as an

introduction to the vampire bat project.
TW review text features presentation. SW take notes with notes outline.
Content specific vocabulary: print features, organizational aids, graphic aids,
illustrations, table of contents, index, glossary, preface, pronunciation guide,
appendix, bold print, italics, bullets, titles, subheadings, headings, labels,
captions, diagrams, timelines, maps, charts, tables, photographs, drawings,
and magnification. SW complete an activity during notes where they will
identify test features on an example article on bats.
TW introduce the bat project with short video.
Closure: review I CAN statements and new word wall words.
I CAN distinguish between a variety of text features.
I CAN identify text features.

Lesson Two Reliable Online sources

SW watch the BrainPop video Online Sources. Once as a whole, second with
notes to fill in vocabulary. WG will take the review quiz as a class. Students
will then work with their shoulder partners to complete the connected
worksheet that utilizes the vocabulary associated with finding reliable
sources.
https://www.brainpop.com/english/writing/onlinesources/

I CAN distinguish the difference between a reliable and unreliable online

source.
I CAN practice finding reliable online sources.

Lesson 3 Text Features and Credible Source Review

WG review text features with an interactive smart board activity, each
student participates by contributing their answer to the whole group.
WG reviews what makes a website credible. Then checks the credibility of an
online source together.
Individually each student uses a mobile device (extras provided in class).
Students are required to check the credibility of two online sources, is the
website: Bias? In-Depth? Accurate? Publisher or Author? Up-to-Date?
If incomplete: finish for homework for stamp on table of contents.
I CAN distinguish between credible and un credible online sources.
I CAN practice finding credible online sources.
I CAN review text features.
Lesson Four Research & Vampire Bat Debate Article / Close Read
SW close read the article To Kill or not to kill: Vampire Bats. SW make rough
conclusions about their opinion on vampire bats, are they good or bad? SW
utilize cognitive markers and annotations in their close reading assignment.
WG discussion will survey their classs individual opinions about vampire
bats.
Step 1: Text Selection. Text selected must allow for multiple
interpretations or arguments as well as an abundance of both right there
information and deeper, more implicit ideas.
Step 2: Introduce the topic. When you hear the name vampire, what
comes to mind? Students will most likely mention the Twilight series. How
are vampires in fictional works depicted? Mythological vampires seem to
possess a wide range of character traitsjust like people in general.
However, real vampire bats do exist. What do you know about real vampire
bats?
Step 3: Give instructions for reading the text. Provide background
about subject of textin this case, provide information about bats in panama,
the Central American country that connects directly with South America.
Provide instructions for students to think about main points or arguments the
article is trying to make. After finishing the article jot down three or four
conclusions this text leads you o make.
TW introduce researching. SW use teacher found sources or their own sources
if evaluated for reliability. Students are required to find six or more facts
about vampire bats from reliable online sources.
I CAN close read the article To Kill or not to kill: Vampire Bats.
I CAN begin to form an educated opinion on vampire bats.
Lesson Five

SW use 3 worksheets: MLA handbook, QR code handout with credible

Vampire Bat websites, and Online sources notes.

TW review MLA guidelines and how to properly use in-text citations (*Make
corrections to handout).
WG will review credible sources and the pros and cons of Vampire Bats.
SW use mobile devices to research Vampire Bats (use both suggested links
from QR codes and from their own research)
SW find 12 quotes about Vampire Bats supporting the research questions: Are
V BATS good or bad? Harmful or useful? To kill or not to kill?
I CAN research vampire bats using multiple credible online sources.
I CAN cite textual evidence correctly.
I CAN review the MLA handbook.

Lesson Six Outline and Rough Draft of Five Paragraph Expository Essay
TW review what is expected of a five paragraph essay, what belongs in an
introduction, body, and conclusion paragraph. SW use partners to write their
essay. A total of six quotes or concrete details are required in their essay.
I CAN write an outline for a five paragraph expository essay.
I CAN evaluate a variety of sources.
I CAN use six quotes in my expository essay.
Lesson Seven Peer Review
SW peer review fellow students rough drafts.
Highlight: THESIS and every TOPIC SENTENCE- Check for flow.
Circle Quotation Marks - Check placement. EX: For example, "Vampire bats
survive on consuming blood".
Check Sentence Structure. Do you have any compound or complex
sentences? Are they punctuated correctly?
Add Terms: Can you replace any common terms with bolded vocabulary
terms for a glossary?
EX: Bat droppings = Guano, Bat babies = Pups, etc.
I CAN peer review rough drafts.
Lesson Eight Final Copy of Essay and Poster
In their partners, students will complete their final version of their essay.
After their final copy has been checked off as completed, they will begin their
poster that MUST include: Glossary of Bolded terms, Bold and Italic Print,
Bullets, Titles, Labels or Captions for Graphic Aids, Use Two: Photo, Drawing,
or Magnification, and their entire essay. When students have finished their
rough draft of their poster they will find another group that has finished and
peer evaluate their posters with positive and needs work post it notes.
Students will present their posters to the class upon completion.
I CAN write my final expository essay.
I CAN create a poster using text features about vampire bats.
Lesson Nine Jigsaw Presentations
I CAN present my poster to the class.
SW present their posters, essays, and text features to the class.

The class will be separated into two halves. First half will be the evaluators
and the second half will be presenters, then switch after three rounds.
The presenters will be at desks, spread out around the room. The evaluators
circulate the presenters desks three times, at three minutes per presentation.
Whole class will be done in 45-50 minutes, considering transitions.

Guided/ Independent/ Group Practice: (Standard 3- through discourse and other

strategies) (Standard 4 Students engage in metacognitive activity)
Guided practice with the guided notes outline that follows the presentation.
Students will copy the bolded text into their notes.
Independent practice, students will decide their position on vampire bats by close
reading an article.
Group practice, students will collaborate with a partner to create a poster about
vampire bats as well as writing a five paragraph expository essay. Additionally,
students will peer evaluate other groups poster rough drafts.
Assessment: (Standard #5 Assessment is integrated into instruction)
Students will be assessed on vocabulary terms and concepts regarding text features
on end of week in class quiz.
Vocabulary Terms: print features, organizational aids, graphic aids, illustrations,
table of contents, index, glossary, preface, pronunciation guide, appendix, bold
print, italics, bullets, titles, subheadings, headings, labels, captions, diagrams,
timelines, maps, charts, tables, photographs, drawings, and magnification.
SBAC Claims:

RL.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.
RI.7.3 - Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
RI.7.5 - Analyze the structure an author uses to organize a text, including how the major sections
contribute to the whole and to the development of the ideas.
RI.7.7 - Compare and contrast a text to an audio, video, or multimedia version of the text,
analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the
impact of the words).
W.7.1 - Write arguments to support claims with clear reasons and relevant evidence
W.7.2b - Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
W.7.2c - Use appropriate transitions to create cohesion and clarify the relationships among ideas
and concepts.
W.7.2d - Use precise language and domain-specific vocabulary to inform about or explain the
topic.
W.7.4 - Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in W.7.1-3.)
W.7.6 - Use technology, including the Internet, to produce and publish writing and link to and cite
sources as well as to interact and collaborate with others, including linking to and citing sources.
W.7.7 - Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.
W.7.9 - Draw evidence from literary or informational texts to support analysis, reflection, and
research.
W.7.8 - Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and following a standard format for citation.
SL.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
L.7.1 - Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L.7.2 - Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
L.7.3 - Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
L.7.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 7 reading and content, choosing flexibly from a range of strategies.
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.

Long Term Goals: SWBAT

Identify and utilize a variety of text features

Use textual evidence
Cite information from credible sources
Present findings in a clear and organized manner
Create a thesis with a clear argument
Accurately synthesize ideas from several sources
Write an expository essay