Professional Documents
Culture Documents
Laken
Lymburner
Unit:
The
Wild
Duck’s
Nest
Class:
7th
grade
Literature
Lesson
time:
50
minutes
Stage
1
–
Desired
Results
7.4.3.3
Analyze
how
particular
elements
of
a
story
interact.
7.4.4.4
Determine
the
meanings
of
words
and
phrases
as
they
are
used
in
a
text
7.5.3.3
Analyze
the
interactions
between
individuals,
events,
and
ideas
in
a
text
7.7.3.3
Write
narratives
and
other
creative
texts
to
develop
real
or
imagined
experiences
or
events
using
effective
technique,
relevant
descriptive
details,
and
well-‐structured
event
sequences.
7.7.7.7
Conduct
short
research
projects
to
answer
a
question,
drawing
on
several
sources
and
generating
additional
related,
focused
questions
for
further
research
and
investigation.
Enduring
Understandings:
Imagery
is
a
term
used
when
the
5
senses
are
present
in
a
story
Adjectives
are
related
to
imagery.
Imagery
is
used
for
many
different
reasons
including
emotional
appeal,
to
engage
the
senses,
and
to
help
the
reader
picture
exactly
what
is
happening.
Adjectives
make
a
story
much
more
interesting,
creative
adjectives
are
even
better.
Selfish
decisions
weigh
heavily
on
one’s
conscience.
Essential
Questions:
What
effect
does
the
intense
imagery
have
on
our
story?
How
can
I
practice
using
adjectives
every
day?
What
would
a
story
look
like
with
no
adjectives?
What
effect
can
one
person
have
on
the
world?
What
effect
can
one
person
have
on
one
thing?
Student
Objectives
(outcomes):
All
students
will
be
able
to
define
imagery
and
adjective.
All
students
will
be
able
to
write
sentences
with
adjectives.
All
students
will
be
able
to
write
sentences
containing
vivid
imagery.
All
students
will
know
and
have
used
their
5
senses.
All
students
will
be
able
to
apply
vivid
language
to
real
life.
Some
students
will
be
able
to
identify
metaphors
and
similes.
Most
students
will
understand
the
effect
vivid
language
had
on
our
story.
Stage
2
–
Assessment
Evidence:
Formative
Assessment:
Day
1:
Students
will
write
down
all
the
adjectives
they
can
find
on
page
1
of
the
reading.
I
will
circle
the
class
to
see
how
everyone
is
doing
over
all,
and
stop
if
anyone
is
especially
struggling.
Students
will
write
a
few
sentences
describing
what
they
are
wearing
using
as
much
imagery
as
possible.
These
they
will
turn
in.
There
will
also
be
oral
questions
throughout
the
reading
of
the
story
to
ensure
everyone
is
caught
up
at
various
points.
Day
2:
Students
write
love
letters
from
one
object
to
another
using
imagery.
Students
will
also
do
a
worksheet
“undoing”
vivid
language
from
their
story.
Summative
Assessment:
No
summative
assessment.
Assessment
Justification:
The
mystery
box
game
is
to
get
them
physically
engaged
in
a
really
jargon-‐y
literature-‐y
topic,
without
giving
a
lecture
on
it,
it
is
also
to
access
prior
knowledge,
and
get
them
thinking
about
the
main
topic.
The
paragraph
writing
is
to
get
them
to
try
using
the
concept
they’ve
just
learned.
I
know
they
will
struggle
with
this,
but
it
will
also
be
mid-‐story,
so
it
will
give
them
a
short
break
from
reading,
and
it
will
help
them
with
the
love
letter
assignment.
“Undo
it”
is
because
I
want
them
to
more
easily
see
how
vivid
language
happens.
Making
a
sentence
bland
is
much
easier
than
trying
to
make
it
extravagant.
This
will
also
help
show
them
the
difference
between
vivid
and
plain.
The
love
letter
is
to
engage
students
emotionally.
This
is
a
fun
assignment,
and
so
it
should
make
them
happy,
and
when
students
are
happy
things
are
memorable,
and
encoded.
Stage
3
-‐
Learning
Plan
Materials
&
Resources:
-‐ Dry
erase
markers
-‐ Copies
of
the
story
-‐ Lined
paper
-‐ Several
random
objects
-‐ A
box
-‐ A
loofah
Assumptions
of
knowledge
&
Context:
I
am
basically
assuming
nothing
and
starting
from
zero.
I
am
assuming
they
don’t
know
anything
about
imagery.
Procedure
of
the
lesson:
Day
1:
I
will
begin
class
by
introducing
myself
and
writing
my
name
on
the
board.
Then,
I
will
ask
students
if
they
know
what
I’m
talking
about
when
I
say
that
there
are
five
senses.
When
they
(hopefully)
say
yes,
I
will
ask
them
to
name
them,
while
writing
them
on
the
dry
erase
board.
I
will
ask
for
one
volunteer
to
come
up
first,
and
I
will
have
this
volunteer
stick
their
hand
in
the
box
and
describe
what
he
is
feeling,
and/
or
what
it
feels
like.
I
then
write
them
on
the
board
under
the
“feel”
column.
I
then
give
the
directions
that
if
anyone
knows
what
it
is
to
just
keep
it
a
secret
for
a
while
until
everyone
gets
a
chance
to
feel
it.
My
volunteer
goes
around
keeping
the
mystery
box
item
out
of
sight,
but
letting
each
student
feel
what
is
inside
and
shout
words
for
me
to
write
on
the
board.
I
will
then
take
the
item
out
of
the
box
and
move
on
to
the
rest
of
the
senses,
excluding
taste.
Once
we
have
all
the
descriptors
on
the
board
I
will
say
that
using
the
5
senses
to
get
a
reader
to
engage
in
the
story
is
called
using
imagery.
I
will
also
say
that
if
I
had
just
said
“I
have
a
loofah
with
me
today”,
the
students
would
not
have
gotten
all
these
wonderful
descriptions
in
their
head
right
off
the
bat,
and
without
help
from
one
another,
and
talk
about
how
the
descriptions
they
came
up
with
are
important
to
getting
a
full
picture
of
what
a
loofah
is
like.
I
will
then
relate
it
to
the
story
by
saying
that
the
story
we
are
going
to
read
today
is
jam-‐packed
with
imagery
and
vivid
language.
Then
I
will
give
the
title
and
author,
and
then
I
will
begin
reading.
Before
I
read,
I
will
tell
students
to
either
close
their
eyes
or
put
their
heads
down
and
listen
to
the
first
paragraph
while
trying
to
picture
what
is
going
on.
I
will
then
read
and
ask
for
students
to
raise
their
hands
and
tell
me
exactly
what
they
pictured
and
what
words
created
that
image
in
their
head.
I
will
then
ask
them
to
close
their
eyes
one
more
time
and
read
a
“sanitized”
version
of
the
opening
paragraph
that
completely
lacks
imagery.
I
will
ask
them
how
the
two
differed,
and
what
they
could
picture
in
their
head
during
the
second
one.
I
will
continue
the
story,
reading
the
first
page
myself
having
given
the
directions
to
underline
words
or
phrases
that
are
really
vivid.
I
will
also
stop
every
couple
of
paragraph
and
have
someone
summarize
what
has
happened,
because
this
story
is
actually
pretty
hard
to
decode
because
there
is
a
ton
of
description.
After
the
first
page,
we
will
stop
and
talk
more
about
being
specific
and
using
the
senses
and
other
description
to
be
specific,
and
quickly,
just
for
a
little
practice
before
tomorrow’s
lesson,
I
will
ask
them
to
write
a
couple
sentences
describing
one
thing
they’re
wearing
as
vividly
as
they
can.
I
will
then
take
volunteers
to
read
theirs.
When
we
move
on,
I
will
take
student
volunteers
to
read,
stopping
at
particular
points
to
point
out/
ask
the
significance
of
the
author
being
really
detailed
and
descriptive
at
certain
points,
and
how
it
affects
the
whole
story.
Eventually,
we
get
to
a
point
where
the
character
feels
he
has
sinned,
and
we
will
have
a
short
discussion
about
the
7
deadly
sins,
and
if,
by
using
those
as
our
guideline,
he
has
really
sinned.
That
is
the
turning
point
in
the
story
and
where
we
stop
for
today.
Day
2:
Day
2
will
begin
with
finishing
the
story,
and
again,
focusing
on
how
vivid
language
propels
the
story
forward.
When
we
finish,
I
will
pass
out
a
worksheet
that
has
descriptive
sentences
from
the
story.
I
will
tell
them
to
undo
the
description,
and
make
the
sentences
plainer.
This
is
hopefully
an
easier
way
to
compare
and
contrast
descriptive
vs.
non-‐descriptive
sentences.
I
will
then
ask
for
volunteers
to
read
their
examples.
I
will
tell
them
to
put
these
aside,
but
not
away,
for
inspiration
later.
Next,
I
will
tell
them
to
get
a
partner.
Then,
I
will
tell
them
to
pick
any
object
in
the
room,
and
make
a
list
of
words
that
describe
it,
reminding
them
of
how
yesterday
we
used
the
five
senses
and
similes
and
metaphors
to
describe
the
loofah.
Then,
I
will
tell
them
to
do
the
same
thing,
but
make
a
second
list,
using
a
second
item.
Finally,
I
will
give
this
whole
speech
that
starts
by
asking
if
they
have
seen
Dead
Poet’s
Society,
and
how
in
that
movie,
Robin
Williams’
character
asks
his
students
if
they
know
why
language
was
invented,
and
the
students
seem
to
agree
it
was
invented
for
communication.
Seems
reasonable,
right?
But,
Robin
Williams
tells
them
they’re
wrong,
and
that
language
was
invented
to
woo
women.
Then
I’ll
describe
what
woo
means
and
tell
them
that
today,
using
the
vivid
language
they
wrote
in
their
lists,
they’re
going
to
have
one
of
their
objects
woo
the
other.
I
wrote
an
example
I
will
read
using
the
blanket
and
couch
in
the
room.
This
will
take
the
rest
of
the
hour.
Learner
Needs
Diversity/
Differentiation
I
will
differentiate
by
providing
many
opportunities
for
different
types
of
work:
whole
class
work,
group
work,
partner
work,
and
solo
work.
I
will
also
have
them
hear
myself
read,
and
other
students
read
and
give
the
opportunity
for
anyone
who
wants
to,
to
read.
Developmental
Appropriateness
I
think
this
lesson
is
great
for
this
particular
class
because
they
are
known
as
the
rowdier
class,
and
there
is
a
lot
of
hands
on
and
silly
activities
going
on,
but
these
activities
also
greatly
(completely)
relate
to
the
lesson,
so
it
is
wonderful.