Lesson Plan 1.

2 (2/15)
Stephanie Cwikla

LESSON OVERVIEW
Unit:
Lesson:
Grade Level:
Lesson
Summary:

Lesson Focus:
Core
Standards:
Learning
Objectives:

Short Stories
Whats the big idea?
7th Grade
This second lesson in a unit on short stories is meant to
introduce students to the process of reading a story critically to
get an idea of theme, or central idea. Using All Summer in a Day
by Ray Bradbury, students will explore the idea of identifying
and developing original themes. This knowledge will be put into
practice by the students group themed comic assignment.
Theme, Central Idea
7.2 Determine a theme or central idea of a text and analyze its
development over the course of the text; provide an objective
summary of the text.
Students will be able to identify a theme, or main message, in a
short story by citing specific occurrences in All Summer in a Day.
Students will draft their own comic strip or story, based on a
provided theme, which demonstrates their understanding of
theme.

LESSON ACTIVITIES
Prior to Class: Handouts should be pre-set, so that they are accessible for the
lesson. Also, three Post-Its will be stuck to each copy of the
story. Lesson Supplement 1 should be set on the document
camera. What is a Theme? should be written on the board.
Underneath it, it should say, Have you read any interesting
stories lately? What do you think the theme was? Tell me why.
As students walk into class, the teacher will hand out the days
learning log worksheet and welcome students to class.
Opening: Bell Work: What is a theme? The teacher will prompt
10
students by asking them to think of books they have
Min
read. As they write, students will listen to
announcements.
The teacher will open a discussion to create a class
5
definition of what a theme is by using the following
Min
questions to facilitate conversation:
So what is a theme?
What did you write during your bell work?
Did you come up with any examples?
What was the theme of Roll of Thunder, Hear My
Cry?
Ultimately, the teacher will use what the students have
said to define theme, writing the definition on the board.
The teacher will go on to ask students what they are
reading and if they have any suggestions for students.
All Summer in The teacher will continue on to the short story All
25a Day: Summer in a Day by Ray Bradbury by saying, Lets get
30
some practice with finding theme or central idea. Todays Min

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story is about Margot, a girl from Earth that moved to
Venus, where the sun only shines once every seven
years. As I read All Summer in a Day to you, please use
these Post-It flags to mark examples of a theme from the
story. The teacher will direct the students by saying,
Look for examples of how loneliness makes Margot
miserable. When you see something that describes
loneliness, put a flag by it. The teacher will write
Loneliness is Miserable on the board and circle it. The
teacher will then read the short story to the students. To
keep students engaged, the teacher will sporadically
stop and ask a student to read a chapter. She will also
stop at: They edged away from her; they would not
look at her. The teacher will ask students how this
relates is the theme on the board and then write
Other Students Stay Away in another circle and draw a
line to the central theme.
Theme Web: After finishing the story, the teacher will ask students
what things they flagged in the story that reminded
them of loneliness. As they mention parts in the story,
the teacher will add them to the Theme Web on the
board. Before students leave, the teacher will ask them
to remember the color of the Post-Its on their story.
Themed Comic Students will get into groups based on the color of their
Strip: Post-Its from the day before. There should be 4-5
students in a group. Each color group will choose a
theme. One of the following (which will be projected,
using the document camera):
Friends help each other.
Bullying hurts everyone involved.
Change can be scary.
Getting older can be tough.
Lifes easier with a good attitude.
Its okay to be different.
The following assessments are tiered to give the
students options of how they would like to approach the
assignment. Accommodating students that dont like to
draw. The teacher will hand out the appropriate
materials to the groups, including the student rubric.
Option A
The groups will be asked to create a short comic strip to
tell a story demonstrating their theme. The teacher will
pass out an assignment sheet to each group (See Lesson
Plan Supplement 1) and pass out their planning sheets
(See Lesson Plan Supplement 2 &3). The teacher will
describe the assignment, using the assignment sheet.
They should spend the class time planning out their

5
Min

40
Min

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Stephanie Cwikla
story. The teacher will circulate and help students plan
out their stories as they work, encouraging students to
use active verbs in the captions. Then, each student will
be responsible for two frames.
Option B
Another option that students have is to create a
chapter book by writing a paragraph for their part of
the assignment, as in the comic strip activity. Their
paragraph will have to be fully developed, using their
paragraph structuring guides. The teacher will drop in on
groups that choose this option to encourage the use of
active verbs.
As students work, the teacher will ask them to identify
the verbs they use by underlining them in their final
products. These will be assigned as homework to finish
and be compiled at the beginning of the next class.
Conclusion: Students will spend a couple of minutes confirming what
needs to be finished by each person for the following
class.

2
Min

ASSESSMENT
Assessment
Themed Comic
Strip

Themed Chapter
Book (Alternate)

Rationale
This assessment prepares students in two ways. They were
generate a story based on a central theme, as is desired in their
final assessment. Also, they will have to consider other story
elements such as plot and character to create the comic strip.
This will be great practice for when they create their stories.
Working in groups allows students to assist each other in
creating something creative.
This is offered as an alternative to the comic strip assignment
for groups that would rather write their story. It develops the
same story structure practice as the comic strip without
requiring an artistic approach.

MATERIALS
Documents: 24 Student Copies of All Summer in a Day
2 Teacher Copies of All Summer in a Day
Themed Comic Strip Assignment Sheet
Chapter Book Assignment Sheet
24 Comic Planning/Frame Sheet
Chapter Book Planning Sheet
Paragraph Planner
Comic Strip/Chapter Book Student Rubric
Other Whiteboard
Materials: Dry Erase Marker
Post-It Flags

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Document Camera
Markers

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Stephanie Cwikla
COMIC STRIP ASSIGNMENT

In groups, create your own comic strip, based on the theme assigned to your
group.

Assignment Outline:
Create an 8-10 frame comic that tells a story with your assigned theme. A comic
strip looks like this:

There are four sections to the comic that your group will be responsible for. Each
member of the group should work on one of these four areas:
Setup Introduce the main characters and setting.
Example: The first part of All Summer in a Day in which Venus and
Margot are described.
Rising Action Introduce the problem or conflict that drives the story.
Example: The kids bullying Margot and leaving her out of things.
Climax Describe the big moment in your story when the problem
heightens or is worst.
Example: The children lock Margot in the closet and go play in the sun.
Conclusion Bring the story to a close, highlighting your moral message.
Example: The children feel remorseful about locking Margot in the
closet.
As a group, decide who will be responsible for each part. If there are more than 4
people in your group, two can work on the same part (probably the Rising Action).
Each student will be responsible for at least two frames of the comic.

In class today, plan out your story and what the sections of your story will be.

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Stephanie Cwikla

Setup Frame #1

Setup Frame #2

Rising Action Frame #1

Rising Action Frame #2

Rising Action Frame #3 (If Needed)

Rising Action Frame #4 (If Needed)

Climax Frame #1

Climax Frame #2

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Stephanie Cwikla
Conclusion Frame #1

Conclusion Frame #2

Comic Strip Planning Sheet

Use this sheet to plan out your comic! As a group, decide what your story will be
about and then make a plan for each frame. The group member assigned to that
area will complete the frames later. For now, think of the caption and picture you
would like them to create so that your theme is represented.

CHAPTER BOOK ASSIGNMENT

In groups, create your own chapter book, based on the theme assigned to your
group.

Assignment Outline:
Create an 4-5 page book that tells a story with your assigned theme. Each page will
be one chapter.

There are four sections to the book that your group will be responsible for. Each
member of the group should work on one of these four areas:
Setup Introduce the main characters and setting.
Example: The first part of All Summer in a Day in which Venus and
Margot are described.
Rising Action Introduce the problem or conflict that drives the story.
Example: The kids bullying Margot and leaving her out of things.
Climax Describe the big moment in your story when the problem
heightens or is worst.
Example: The children lock Margot in the closet and go play in the sun.
Conclusion Bring the story to a close, highlighting your moral message.
Example: The children feel remorseful about locking Margot in the
closet.

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Stephanie Cwikla
As a group, decide who will be responsible for each part. If there are more than 4
people in your group, two can work on the same part (probably the Rising Action).
Each student will be responsible for at least one chapter of the book.

In class today, plan out your story and what the sections of your story will be.

Lesson Plan 1.2 (2/15)

Stephanie Cwikla
Chapter Book Planning Sheet
Use this sheet to plan out your book! As a group, decide what your story will be
about and then make a plan for each chapter. The group member assigned to that
area will complete the chapter later. For now, think of the things you want from
each chapter and make sure there is no overlapping.

Setup Paragraph

Rising Action Paragraph

Rising Action Paragraph (If Needed)

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Stephanie Cwikla
Climax Paragraph

Conclusion Paragraph

Chapter/Paragraph Planner
I am responsible for the(circle one)

Setup

Rising Action Climax

Conclusion

Topic Sentence:
______________________________________________________________________________
______________________________________________________________________________
Idea #1:
______________________________________________________________________________
______________________________________________________________________________
More Detail:
________________________________________________________________________
________________________________________________________________________
Idea #2:

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Stephanie Cwikla
______________________________________________________________________________
______________________________________________________________________________
More Detail:
________________________________________________________________________
________________________________________________________________________

Idea #3:
______________________________________________________________________________
______________________________________________________________________________
More Detail:
________________________________________________________________________
________________________________________________________________________
Conclusion Sentence:
______________________________________________________________________________
______________________________________________________________________________

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Stephanie Cwikla

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Comic Book Frames

(Caption)

(Caption)

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(Picture)

(Picture)

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