Week/Date: 3/19 - 3/24 Time: 9:55 - 11:39 Subject: English

Student name or Grade/Class: 7th Grade English - Co-taught Whole group

Long Term Goal or SOL:

● 7.5 The student will read and demonstrate comprehension of a variety of fictional texts,
narrative nonfiction, and poetry.
○ a) Describe the elements of narrative structure including setting, character
development, plot structure, theme, and conflict.
Objective:

Monday (Setting)
● Describe the setting of the story. Explain how the setting impacts the story.
Create a setting for a story.
Tuesday (Character)
● Analyze and describe the main character of the story. Create a main character
for a story.
Wednesday (Language Arts/Writing)
● Complete the Language MAP.
Thursday (Theme)
● Describe the theme of a story. Create a theme for a story. Compose a children's
story.
Friday (Conflict)
● Describe the conflict of the story. Create a primary conflict for a short story.

Materials:

Set Introduction:

Monday

● Warm-up - Write about this in the writing tab of english notebook:: What should

you include when you describe a setting? How can a setting affect a story?

Tuesday
 ● Warm-up - answer the questions in the writing tab of english notebook: What are

the five ways a character is revealed? (Remember STEAL)

Wednesday

● Warm-up - N/A Map testing

Thursday

● Warm-up - answer the questions in the writing tab of english notebook: What is a

theme of any story? (Define theme)

Friday

● Warm-up - answer the questions in the writing tab of english notebook: What is a

conflict? What are two types of conflict?

Development/Core:

Monday

● Students will hear the children's story "Stellaluna". After class discussion, they

will draw the setting on their graphic organizer and describe the setting - what is

seen, heard, smelled, felt. They will explain how the setting would be different if it

were at the beach: what would be seen, heard, smelled,and felt there; what

would be different about the main character? Students will develop a setting for

their own short story, drawing it and describing it on their graphic organizer.

Tuesday

● Students will hear the children's story "Bunny My Honey". After class discussion,

they will use a graphic organizer to analyze and describe the main character:

What is the character like, what does the character do and say, what is the

character's motivation, how do others react to the character, how does the
 character look? The students will then complete a graphic organizer creating a

main character for their short story.

Wednesday

● Students will complete the Language MAP test during periods 1-4.

Thursday

● Students will hear the story "Such a Little Mouse" and determine the theme of the

story. They will use a graphic organizer to record the theme of the story and

evidence from the text that supports it, and create a theme for the children's book

they will write.

Friday

● Students will hear the children's story "Llama Llama and the Bully Goat". They

will describe the main conflict of the story (internal or external?) and how it is

resolved. They will also identify secondary conflicts in the story and whether they

are internal or external. Students will be given three examples of conflict and

determine a solution to each conflict. Students will share their solutions with the

class. (Students may work with partners to develop solutions to the conflicts.)

Students will develop a conflict for their own children's short story and a solution

for the conflict.

Closure:

Monday

● Students will review vocabulary in Quizlet. Collect the graphic organizer

Tuesday

● Students will review vocabulary in Quizlet. Collect both Graphic organizers

Wednesday
 ● N/A Map testing

Thursday

● Students will review vocabulary in Quizlet.

Friday

● Work on their children’s stories, they must include setting, character, theme and

conflict with a solution.

Criteria/Evaluation Assessment:

Monday

● The Students will complete a graphic organizer where they will draw a picture

and in writing describe/explain the setting of the children’s story “Stellaluna” and

how it impacts the story (Then discuss how would the story be different if the

setter were on the beach) with 100% accuracy. The students will also complete a

graphic organizer where they will create a drawing and write a description of a

setting for their own children’s story that they will create on their own.

● The Students will be able to complete a graphic organizer individually, where

they will analyze and describe/explain (using STEAL) the main character of the

children’s story “Bunny my Honey”. The Students will also use a graphic

organizer to create a character description for the main character of their own

children’s story.

● The Students will complete Complete their Language and writing map test

● The Students will be able to complete a graphic organizer individually, where

they will describe the theme of the story "Such a Little Mouse" and use evidence

from the text to support their answer. The student will also be able to develop a
 theme for their own children’s book they are writing and use the setting and

character they have developed to create their theme.

● The Students will be able to describe the main conflict and explain how it is

resolved in the story "Llama Llama and the Bully Goat" through answering

questions with a partner and then discussing their answers with the class with

100% accuracy. The students will also be able to develop a conflict and solution

for their own children’s story in which they will use to compose their story and

use all elements of a story i.e. setting, character, theme, and conflict with a

solution.