ELA Unit/Lesson Plan Template

Teacher(s):________Bork (Munster)________________________Subject:_______ELA________________Date:________ ___________________________

Common Core
Objectives

Building Blocks (I Can Statements)

W.7.3d Use precise words

and phrases, relevant
descriptive details, and
sensory language to capture
the action and convey
experiences and events.

I can use precise words and phrases to express action, experiences, and
events.
I can use relevant descriptive detail to express action, experiences, and
events.
I can use sensory language to express action, experiences, and events.
I can use appropriate word choice to further describe.
I can use sensory language to provide further description.

L. 7. 1 Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.

I can respond to a question in complete sentences.

I can use proper grammar.
I can use appropriate capitalization.
I can use accurate punctuation.
I can use correct spelling.

L.7. 2. Demonstrate
command of conventions
of standard English
capitalization,
punctuation, and spelling
when writing.

I can correctly use a comma to show an appositive phrase, adjective phrase,

or introductory phrase in a sentence.
I can spell possessives correctly in a sentence.
I can fix a run-on sentence by using a comma, end punctuation, or semicolon, when appropriate.

L.7.4a. Use context

(e.g., the overall
meaning of a
sentence or
paragraph; a words
position or function
in a sentence) as a
clue to the meaning

I can use context clues to determine the meaning of an unknown word.

I can use context clues to determine the meaning of a word with multiple
meanings.

Assessment/Scoring Opportunity

Days

Page 1 of 9

of a word or phrase.

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
influences ideas or
events).
RL.7.2 Determine
two or more central
ideas in a text and
analyze their
development over the
course of the text;
provide an objective
summary of the text.
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
ideas.

I can analyze peoples affect on events.

I can analyze peoples influence on ideas.
I can analyze events influence on people.
I can analyze ideas influence on people.

I can identify multiple central ideas.

I can analyze the development of central ideas in a text.
I can provide an objective summary.

I can analyze the structure of a given text.

I can describe the role that each part of the text impacts the whole text.
I can analyze the authors purpose in parts of the text.
I can analyze the authors purpose in a text.

Page 2 of 9

RI. 7. 6 Determine an
authors point of
view or purpose in a
text and analyze how
the author
distinguishes his or
her position from that
of others.
RL.7.3 Analyze how
particular elements of
a story or drama
interact (e.g. how
setting shapes the
characters or plot).
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.

I can
statement

I can analyze the authors purpose in a text.

I can think critically about how the authors point of view impacts the text.
I can think critically about how a different point of view would affect the text.

I can analyze how dialogue reveals character.

I can analyze how events in a story reveal character.
I can recognize how dialogue affects action.
I can recognize how events in a story affect action.
I can explain how conflict changes over the course of a story.
I can identify details in a story that create suspense.
I can make an inference based on the text.
I can support my inference with textual evidence.

Lesson 1
I can
Date 10/31/16

Lesson 2
I can
11/1/16

Lesson 3
I can
11/2/16

Lesson 4
I can analyze peoples affect
on events and ideas.

Lesson 5
I can analyze peoples affect
on events and ideas.

11/3/16

11/4/16

Page 3 of 9

Summative:
Formative:

Summative: Interim
One
Formative:

Assessment

Summative:
Interim One
Formative:

Summative:

Summative:

Formative: Quick
write activity

Formative:
Stopping points in
text

How can I impact society?

How can I impact society?

Why was Eleanor Roosevelt

an unusual First Lady?

Why was Eleanor Roosevelt

an unusual First Lady?

Why do we read and write

biographies?

Why do we read and write

biographies?

Essential
Questions

Higher Order
Thinking
Questions
All vocabulary from
Interim One

All vocabulary from

Interim One

Dominate, grave, brooding,

prominent, migrant,
compassionate,
impoverished, wavering

Dominate, grave, brooding,

prominent, migrant,
compassionate,
impoverished, wavering

Do Now

Do Now

Do Now

Do Now

Review for Interim One Exam

Interim One Exam

Interim One Exam

Quick write Activity on page

290 IR

Do Now
Discuss features of
biography (how it is factual,
but differs from informational
texts)
Partner Read Eleanor
Roosevelt
Complete stopping points
individually
Discuss what we learned
about Eleanor Roosevelt
(i.e. goes beyond what she

Key Academic
Vocabulary

Instructional
Sequence

Read Text Analysis:

Biography
Vocabulary in Context : Read
words aloud and have
students write two sentences
for each word
Read Eleanor Roosevelt as a

Page 4 of 9

class page 292

Workshop
(groups
developed based
on Formative or
Summative Data,
aligned to
objectives)

I can
statement

Assessment

Essential
Questions

On-Level:

On-Level:

Below-Level:

Below-Level:

On-Level:
Below-Level:
Advance-Level:

Advance-Level:

Advance-Level:

On-Level: Pose questions

while reading

On-Level: Make sure

students are on task

Below-Level: Provide
explanations and connections
for difficult concepts while
reading

Below-Level: Give
assistance and guidance as
needed

Advance-Level: Pose
questions while reading

Lesson 6
I can analyze peoples affect on
events and ideas.

Lesson 7
I can analyze peoples affect on
events and ideas.

11/7/16

11/8/16

Summative:

Summative:

Formative:

Formative:

Formative:
Autobiographical
Writing Before
Reading response

Formative:

Why would one write

an autobiography?

How does detail and

figurative language
change a reading
experience?

Half-day, teambuilding activites.

Students Author
Bios

Why would one write

an autobiography?

Lesson 8
I can use sensory language
to express action,
experiences, and events.
11/9/16
Summative:

did and into who she was as

a person)

Lesson 9
11/10/16

Advance-Level: Encourage
students to write more and
think more deeply about
responses

Lesson 10
I can enjoy a day
off!
11/11/16

Summative:

Summative:
Formative:

Students do not
report today

Page 5 of 9

Higher Order
Thinking
Questions

Key Academic
Vocabulary

Instructional
Sequence

How are biographies

and autobiographies
similar?

How are biographies

and autobiographies
similar?

How are they

different?

How are they

different?

Autobiography,
inadequacy,
hidebound

terse, perception,
stance, recessed,
culminate, prestigious

Do Now

Do Now

Do Now

Play a song from

Hamilton and discuss
how biographies can
have many different
forms

Partner read author

bios

Read Lance
Armstrong
Autobiography pg.
318 as a class

Read Eleanor
Roosevelts letter to
the DAR pg.311
Complete stopping
points
Discuss how this is an
example of a resource
that a biographer
would use.

Discuss which ones

they liked and which
ones they didnt (first
with partners then
come together as a
class)
Have students write an
authors bio of
themselves. Model
this first.

How are
autobiographies and
narratives similar or
different?
How can an author
put a reader in a
moment?
terse, perception,
stance, recessed,
culminate,
prestigious

Venn Diagram on
similarities and
differences between
biography and
autobiography

Share with partners

then with class

Page 6 of 9

On-Level: Pose questions while

reading
Workshop
(groups
developed based
on Formative or
Summative Data,
aligned to
objectives)

I can
statement

Assessment

Essential
Questions
Higher Order
Thinking

Below-Level: Provide
explanations and connections
for difficult concepts while
reading
Advance-Level: Pose questions
while reading

On-Level: Guide students to

identify elements of biographies
and autobiographies.
Below-Level: Discuss elements
of biographies and
autobiographies as a class to
ensure understanding.

On-Level: Provide deeper

context for narrative
Below-Level: Make
connections to previous
content.
Advance-Level: Provide
deeper context for narrative

Advance-Level: Guide students

to identify elements of
biographies and
autobiographies.

Lesson 11
I can identify the
features of narrative in
a narrative piece.

Lesson 12
I can identify features
of a narrative in a
narrative piece.

Lesson 13
I can use sensory
details to write a
narrative.

Lesson 14
I can use sensory
details to write a
narrative.

Lesson 15
I can use sensory
details to write a
narrative.

11/14/16
Summative:

11/15/16
Summative:

11/16/16
Summative:

11/17/16
Summative:

Formative:

Formative:

Formative:

Notes on features of
narratives

Anchor chart

Formative:
Planning chart

11/18/16
Summative:
Personal
Narrative

What is a significant
moment in my life?

What is a significant
moment in my life?

What is a significant
moment in my life?

What is a significant
moment in my life?

What is a significant
moment in my life?

How can I share that

moment with others?

How can I share that

moment with others?

How can I share that

moment with others?

How can I share that

moment with others?

How can I share that

moment with others?

How are personal

narratives similar to

How are personal

narratives similar to

What can I write

about my own

What can I write

about my own

What can I write

about my own

Formative:

Page 7 of 9

Questions

Key Academic
Vocabulary
Instructional
Sequence

autobiographies?

autobiographies?

experiences?

experiences?

experiences?

How are they

different?
Pacing, sensory detail,
dialogue, insight into
thoughts of narrator,
events.

How are they

different?
Pacing, sensory detail,
dialogue, insight into
thoughts of narrator,
events.

Pacing, sensory
detail, dialogue,
insight into thoughts
of narrator, events.

Pacing, sensory
detail, dialogue,
insight into thoughts
of narrator, events.

Pacing, sensory
detail, dialogue,
insight into thoughts
of narrator, events.

Do Now

Do Now

Do Now

Do Now

Do Now

AWBR

Partner read First Day of

School SW mark on story
where they find insight into
narrators thoughts

Introduce Narrative
Assignment (SW write a
narrative)

Read pages 883-884 in

hardcover.

Peer revision

Class notes on
features of narrative:
pacing, sensory detail,
dialogue, insight into
thoughts of narrator,
events.
Briefly introduce
Basketball narrative.
Explain that it was
written by a young
person and it was
found on teenink.com
where they can other
work by people their
age or a little older.

Venn Diagram on how

autobiographies are similar
to and different from
narratives.
Briefly review features of
narrative
SW make an anchor chart on
the features of narrative
using their notes

Read pages 880-882 in

hardcover
(remind them that their
AWBRs can help them
pick a topic)
Students will use this
time to plan their
narratives

SW use this time to write

their narratives
Class will be split into 2
groups. One group will
work on iReady and one
group will draft their
narratives. Groups will
rotate after 30 minutes.

Students will use this

time to revise their
narratives
Students will turn in
final draft of their
narratives in pen

SW present their anchor

charts to the class

Read Basketball
Narrative as a class.
SW mark on story
where they find
sensory details

Page 8 of 9

SW share what they

found with a partner
close to them (not
moving from seats)

Workshop
(groups
developed based
on Formative or
Summative Data,
aligned to
objectives)

On-Level: Provide deeper

context for narrative

On-Level: Make sure students

are on task

On-Level: Reference AWBR

to find topic to write about.

On-Level: Make sure

students are on task

On-Level: Make sure

students are on task

Below-Level: Make
connections to previous
content.

Below-Level: Give assistance

and guidance as needed

Below-Level: Reference
AWBR to find topic to write
about.

Below-Level: Give
assistance and guidance as
needed

Below-Level: Give
assistance and guidance as
needed

Advance-Level: Encourage
students to add more
sensory details in writing.

Advance-Level: Encourage
students to think more
deeply.

Advance-Level: Encourage
students to think more
deeply.

Advance-Level: Provide deeper

context for narrative

Advance-Level: Encourage
students to think more deeply.

Page 9 of 9