470E Model Lesson Plan 1 Format

Standards
Include at least one reading and one writing
Include at least one SOL and one CCSS
7.5d - Describe the impact of word choice,
imagery, and literary devices including
figurative language.
7.7k - Use computer technology to plan,
draft, revise, edit, and publish writing.
CCSS.ELA-LITERACY.RL.7.4 - Determine
the meaning of words and phrases as they
are used in a text, including figurative and
connotative meanings; analyze the impact of
rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or
stanza of a poem or section of a story or
drama.
CCSS.ELA-LITERACY.W.7.2.A - Introduce
a topic clearly, previewing what is to follow;
organize ideas, concepts, and information,
using strategies such as definition,
classification, comparison/contrast, and
cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding
comprehension.

Content/Topic (the
English stuff youll
teach)
-word choice
-imagery
-inference
-figurative language
-technology usage
-literary elements
-the ways in which a
text can be affected
by the above things
-construction of diary
entry writings

Text (s)
All Summer in a
Day by Ray
Bradbury

UKDs
Students will understand that
Words, phrases, and events can be
interpreted in many ways and lead to a
diverse collection of ideas.
Exploration of different lifestyles leads to
new viewpoints.
New viewpoints allow readers to explore
the uniqueness of the human experience
for each individual.
Students will know
The definitions of word choice, imagery,
literary devices, figurative language,
inference, technology, and multimedia
(review). (SOL 7.5d, SOL 7.7k, CCSS
RL.7.4, CCSS W.7.2.A)
The process of organizing, analyzing, and
revising a text. (SOL 7.7k, CCSS
W.7.2.A)
Students will be able to
Identify various literary elements and
types of language within the text.
Explain how figurative language, literary
devices, etc. impact the text.
Make an inference about the characters
and plot of the text.
Construct a writing assignment from the
perspective of a character in the text by
means of technology (ex, google
classroom).
Strategy/Strategies
(from Beers) and
Why Chosen
Probable Passage
interesting to see
what the students
can come up (using
only the first part of
this strategy)
Logographic Cues
fun for kids to
make their own key;
itll help them really
look for descriptive
words and observe
how to use them
effectively and that
some descriptive
things have dual

Follow-up/Writing
Activity
Construct a diary
entry written by
Margot after they let
her out of the closet.
How would she be
feeling? What would
have happened?

470E Model Lesson Plan 1 Format

purpose in the text
Name: Madeline Miner Lesson Topic: Descriptive Fiction Grade: 7th Length: 50 (per day)
Steps in the Lesson
o
o
o
o

Follow model outlined in Wiggins & McTighes article, Put Understanding First
Make sure you use and indicate the I Do, We Do, You Do of Fishers GRR Model
Make sure you include higher-order instructional questions
See Canvas for Sample Lesson Plan/Materials

1. Begin with a hook problem

Ask students about their most significant experience as a child (first day of
school, when a sibling was born, moving day, etc).
Tell them to write down different things they remember from it (words, phrases,
feelings, etc).
Use word choices that are descriptive (aka, writing it was a good time is not
descriptive of their first time riding a bike; saying I felt like I was on top of the
world IS descriptive ).
Turn to a partner and talk about the ways that this experience affected them.
2. Introduce essential questions
What are the benefits of our exploration of past experiences?
How do those past experiences affect the way we see/act in the world now?
Would you change your past experiences if you could? Why or why not?
How would those changes, if any, affect you now/change other areas of your life?
3. Preview the culminating performance task
We are going to be making predictions about a story that tells us about someone
who experienced a time when they were voiceless. Well be exploring the ways
that we can draw meaning and inferences from a small amount of information.
After weve explored that, we are going to read the story itself and then write
about the ideas that we have gathered in the form of a diary entry made by that
voiceless person, recounting their feelings, thoughts, and reactions.
4. Provide direct instruction and modeling (I-do)
Pass out and explain the Probable Passage activity to each student.
The chosen words for this are highlighted in yellow on the text that
is attached to this lesson plan.
-At the top of the Probable Passage worksheet, there is a list of
words/phrases. Students must place as many of these words/phrases into the
given categories as possible (categories are characters, setting, problem,
outcomes, and unknown).
-Then, they must take the words theyve placed and give a gist statement
on the lines in the middle of the page (a sentence that gives an idea of how
all of those words relate in terms of a story).
While explaining, do one to show them how it is done.
-EXAMPLE
teacher picks the word Venus and places it in the setting box
because Venus is a place.
teacher picks frail girl and places it in character box because its
a person

470E Model Lesson Plan 1 Format

teacher makes a gist statement, such as The new student was a
frail girl from Venus.
Teacher models a To discover question, such as Why is she
frail? or Why does she live on Venus?
*TAKE NOTE THAT*: -Words can only be placed one time.
-Students can only put words into the unknown category if
they dont know what they mean.

5. Provide practice (we-do)

After showing them an example, do one together.
Ask them which word they want to pick, and where they should put it. (EX,
student chooses the phrase she was different; students can raise their hand
and say where to place this some might say it is a character, others a problem).
Why do you think (word/phrase) goes in (category)?
Could that word/phrase go in more than one category? Which ones?
6. Provide a small-group application (you-do-together)
Students will get into groups of three and complete the categorization of the
words/phrases and then create a gist statement.
Teacher will walk around, ask questions, and track progress of each group.
Why do you think (word/phrase) goes in (category)?
Could that word/phrase go in more than one category? Which ones?
(These are good questions to use throughout the whole lesson in
order for students to put themselves into an active mindset,
prepared
to explore many options of categorization, gist
statements, etc)
7. Provide opportunities for further discussion and practice (we-do)
Have each group come up to the board/doc cam/etc to share some of the
words/phrases they put in each category, then share their overall gist statement,
and finally share one of their to discover questions.
They should be able to explain why they chose what they did.
Teacher should address any words/phrases in the unknown category.
What does this make you think about the story, even though we
havent read it yet? (could even narrow it down more and ask
specifically about the characters, setting, etc)
What is useful about having these predictions? (found causal
relationships, comparisons, conclusions, all while becoming familiar
with the text before even seeing it builds level of comfort for
students)
Have students write 3 points to answer these questions on an exit card.
------------------------------------End of Day 1----------------------------------------8. Provide an application task (we-do)
When students come in, have on the board/doc cam/etc. the points from their
exit cards to help them focus in on the story they predicted the day before.
Ask students to explain some of the points on the board/share their thoughts
about them (the points on the board are anonymous).
Hand out a copy of and read All Summer in a Day by Ray Bradbury to them.
Places to pause is indicated on the attached copy of the text.

470E Model Lesson Plan 1 Format

Refresh their memories about logographic clues and tell them to make an
identification key for themselves that includes:
Symbol for words about the setting
Symbol for words about Margots character
Symbols for words about the conflict
Symbol for words that are descriptive
Symbol for words that are confusing
Have them raise their hands and call out a few of the portions of the story that
they would place symbols.
What part of the text did you place a symbol beside?
What symbol did you choose for that part?
Why did you pick that symbol?
Can we place more than one symbol on each part? (YES!!!)

9. Provide a small-group application (you-do-together)

Have students get in pairs and go through the text together to complete their
logographic clues.
Have them pick their 3 favorites (all 3 must be different symbols) that they will
show to the class.
Teacher should walk around, answer questions, and be listening to jump in where
there might be confusion.
Which symbol(s) is best suited to that phrase?
What are your initial thoughts about it? (gut instinct about how
to classify; teach them to trust their own thoughts!)

10. Provide opportunities for further discussion and practice (we-do)

One person from each pair will share one of their 3 favorite logographic clues,
doing their best to not repeat ones that were said by other students.
Questions to ask for discussion:
Why do you think the author chose to use those particular words
and phrases?
How do these logographic clues we chose make an impact on us?
What would change if the author had used less descriptive words
and images?
What is the importance of using descriptive words and imagery
effectively?
Ask students to write down on a piece of paper (with their name) their thoughts
on how the use of words/imagery by Bradbury makes them learn about and
understand Margots character. They will leave it with the teacher and get it back
in class the next day.
------------------------------------End of Day 2----------------------------------------11. Provide small-group application (you-do-together)
Hand back the exit-papers they did the day before about the connection between
Bradburys writing style and their reaction to Margots story.
Have them get in groups of three and share what they wrote down, explaining
their thought process to their group.
What caused you to connect with Margot?

470E Model Lesson Plan 1 Format

How do you think the author played a role in that?
12. Revisit original hook questions
Remind kids of the original hook we started with.
Remember when we talked about our own significant life experiences? We spent
time thinking about those memories, wrote down the way it made us
feel/affected us, and made sure to focus on making descriptive word choices to
describe it. Can you guys tell that Bradbury used the same practice to tell us
about Margots experience? We wouldnt be able to understand her if he hadnt
given us so many descriptive words of who she is, where she came from, and
how she acted. In the same way, using that type of descriptive language can help
us to share our own experiences and get others to explore who we are!
13. Assign final performance task (you-do-alone)
To tell students:
Using Google Classroom, you will create a diary entry from the perspective of
Margot as if she were writing it after she was let out of the closet. We dont know
what happened to her after the kids realized she was still in the closet, but we
can make an ending for her! Keep several things in mind as you are writing this:
o How has she been described (appearance, behavior, thoughts)
o How has she been treated by others
o What past experiences make her unique
Use descriptive words and imagery when others read this, they should have a
really good sense for how Margot felt after this experience!
Best part theres no right or wrong diary entry. You can create whatever
ending/reaction for Margot that you want, as long as it can be supported by the
text itself and from what we learned about her. Dont be afraid to get creative
and think outside the box!
14. Reflection on EQs/Formative Assessment
How has this story and our activities caused you to reflect on your own past
experiences? What new things have you learned about yourself and your life?
Have you changed your mind on whether or not youd change past experiences?
Why or why not? In a paragraph (5 sentences, at least) explain your thoughts to
these questions. Use specific examples. These examples can be things you
learned from All Summer in a Day, from our various discussions, and from your
own life.
------------------------------------End of Day 3----------------------------------------MATERIALS ATTACHED:

All Summer in a Day by Ray Bradury (with pause moments and Prob. Pass.
word choices)
Probable Passage worksheet

470E Model Lesson Plan 1 Format

Initial Plans for Adjusting Instruction/Materials to Meet Diverse Needs of Students
Need (Discuss at least 3)

English Language Learners

Students who struggle in the

area of __________
(Reading, writing, thinking)

Students who are advanced

in the area of ________
(Reading ,writing, thinking)

Other (as revealed in

formative assessment):

Plans for Adjustment to instruction and/or materials

During paired/smaller group portions of discussion (6, 9, 11)
the teacher will read with them and spend more time
answering their questions and have visuals to assist them in
learning the vocab and the ideas.
Graphic organizers will be available to help students
understand it better (bubble chart where they can organize
portions of the text into setting, character, etc) and they will
be given post-it notes to accompany it so that they can write
notes and questions about the text without actually writing
on it (so that it is clean for their logographic cues). The
teacher could also have struggling students pair with a
student who is more advanced in their reading, if it has been
shown that this is effective previously with particular
students.
Teacher can give them the text on the first day of class and
allow them to start reading it ahead of time, and when they
hear it in class the next day it will be a time of rereading for
them; they will be able to see more in the text the 2nd time
and will not be bored if they feel the pace is too slow for
them.
Students who are having trouble understanding what
descriptive word choice is can meet with the teacher
individually (or in a group, if there are several) and be given
note cards that have a sentence on each side 1 that is
EXCITING and 1 that is SNOOZE-WORTHY. They can
have time looking at those and identifying the difference
between the two.
(Example, one side of the card says The rain was cold to
me and the other side says The rain felt like little icicles on
my skin.)

470E Model Lesson Plan 1 Format

Title/Author of Selection:
Words from Selection:
frail girl

Name:

hidden sun raining for seven years

remembered the sun

slammed and locked the door

she was different

jungle mattress
consequence

smell of the silent, waiting world

shes still in the closet

All Summer in a Day

by Ray Bradbury
No one in the class could remember

brief spring

only two hours

Venus
savored

yellow

470E Model Lesson Plan 1 Format

a time when there wasn't rain.
Ready?"
"Ready."
"Now?"
"Soon."
"Do the scientists really know? Will it happen today, will it?"
"Look, look; see for yourself!"
The children pressed to each other like so many roses, so many weeds,
intermixed, peering out for a look at the hidden sun.
It rained.
It had been raining for seven years; thousand upon thousands of days
compounded and filled from one end to the other with rain, with the drum
and gush of water, with the sweet crystal fall of showers and the concussion
of storms so heavy they were tidal waves come over the islands. A thousand
forests had been crushed under the rain and grown up a thousand times to
be crushed again. And this was the way life was forever on the planet Venus,
and this was the schoolroom of the children of the rocket men and women
who had come to a raining world to set up civilization and live out their lives.
PAUSE #1 Questions that the teacher could ask here:
What have we learned so far?
Where is this story set?
Whats so strange and unique about this setting?
What do you think the kids are so excited about?
"It's stopping, it's stopping!"
"Yes, yes!"
Margot stood apart from these children who could never remember a
time when there wasn't rain and rain and rain. They were all nine years old,
and if there had been a day, seven years ago, when the sun came out for an
hour and showed its face to the stunned world, they could not recall.
Sometimes, at night, she heard them stir, in remembrance, and she knew
they were dreaming and remembering and old or a yellow crayon or a coin
large enough to buy the world with. She knew they thought they
remembered a warmness, like a blushing in the face, in the body, in the arms
and legs and trembling hands. But then they always awoke to the tatting
drum, the endless shaking down of clear bead necklaces upon the roof, the
walk, the gardens, the forests, and their dreams were gone.
All day yesterday they had read in class about the sun. About how like
a lemon it was, and how hot. And they had written small stories or essays or
poems about it:
I think the sun is a flower,
That blooms for just one hour.

470E Model Lesson Plan 1 Format

That was Margot's poem, read in a quiet voice in the still classroom
while the rain was
falling outside.
"Aw, you didn't write that!" protested one of the boys.
"I did," said Margot. "I did."
"William!" said the teacher.
But that was yesterday. Now the rain was slackening, and the children
were crushed in the great thick windows.
"Where's teacher?"
"She'll be back."
"She'd better hurry, we'll miss it!"
They turned on themselves, like a feverish wheel, all tumbling spokes.
Margot stood alone. She was a very frail girl who looked as if she had
been lost in the rain for years and the rain had washed out the blue from her
eyes and the red from her mouth and the yellow from her hair. She was an
old photograph dusted from an album, whitened away, and if she spoke at all
her voice would be a ghost. Now she stood, separate, staring at the rain and
the loud wet world beyond the huge glass.
PAUSE #2 Questions that the teacher could ask here:
Who seems to be the main character of this story?
What have we learned about her? (appearance, behavior,
etc)
How does she seem to be feeling about the impending
sunshine?
How does she interact with the other children?
Have them make some predictions about what will happen to
Margot, the other kids, the weather, etc.
"What're you looking at?" said William.
Margot said nothing.
":Speak when you're spoken to." He gave her a shove. But she did not
move; rather she let herself by moved only by him and nothing else.
They edged away from her, they would not look at her. She felt them
go away. And this was because she would play no games with them in the
echoing tunnels of the underground city. If they tagged her and ran, she
stood blinking after them and did not follow. When the class sang songs
about happiness and life and games her lips barely moved. Only when they
sang about the sun and the summer did her lips move as she watched the
drenched windows.
And then, of course, the biggest crime of all was that she had come
here only five years ago from Earth, and she remembered the sun and the
way the sun was and the sky was when she was four in Ohio. And they, they
had been on Venus all their lives, and they had been only two years old when

470E Model Lesson Plan 1 Format

last the sun came out and had long since forgotten the color and heat of it
and the way it really was. But Margot remembered.
"It's like a penny," she said once, eyes closed.
"No it's not!" the children cried.
"It's like a fire," she said, "in the stove."
"You're lying, you don't remember!" cried the children.
But she remembered and stood quietly apart from all of them and
watched the patterning windows. And once, a month ago, she had refused
to shower in the school shower rooms, had clutched her hands to her ears
and over her head, screaming the water mustn't touch her head.
So after that, dimly, dimly, she sensed it, she was different and they knew
her difference and kept away.
There was talk that her father and mother were taking her back to
earth next year; it seemed vital to her that they do so, though it would mean
the loss of thousands of dollars to her family. And so, the children hated her
for all these reasons of big and little consequence. They hated her pale snow
face, her waiting silence, her thinness, and her possible future.
"Get away!" The boy gave her another push. "What're you waiting
for?"
Then, for the first time, she turned and looked at him. And what she
was waiting for was in her eyes.
"Well, don't wait around here!" cried the boy savagely. "You won't see
nothing!"
Her lips moved.
"Nothing!" he cried. "It was all a joke, wasn't it?" He turned to the
other children. "Nothing's happening today. Is it?"
They all blinked at him and then, understanding, laughed and shook
their heads. "Nothing, nothing!"
"Oh, but," Margot whispered, her eyes helpless. "But this is the day,
the scientists predict, they say, they know, the sun. . . ."
"All a joke!" said the boy, and seized her roughly. "Hey, everyone, let's
put her in a closet before teacher comes!"
"No," said Margot, falling back.
They surged about her, caught her up and bore her, protesting, and
then pleading, and then crying, back into a tunnel, a room, a closet, where
they slammed and locked the door. They stood looking at the door and saw
it tremble from her beating and throwing herself against it. They heard her
muffled cries. Then, smiling, they turned and went out and back down the
tunnel, just as the teacher arrived.
PAUSE #3 Questions that the teacher could ask here:
What just happened??
How are you all feeling about that event?
What do you think will happen next?

470E Model Lesson Plan 1 Format

"Ready, children?" she glanced at her watch.
"Yes!" said everyone.
"Are we all here?"
"Yes!"
The rain slackened still more.
They crowded to the huge door.
The rain stopped.
It was as if, in the midst of a film, concerning an avalanche, a tornado,
a hurricane, a volcanic eruption, something had, first, gone wrong with the
sound apparatus, thus muffling and finally cutting off all noise, all of the
blasts and repercussions and thunders, and then, second, ripped the film
from the projector and inserted in its place a peaceful tropical slide which did
not move or tremor. The world ground to a standstill. The silence was so
immense and unbelievable that you felt your ears had been stuffed or you
had lost your hearing altogether. The children put their hands to their ears.
They stood apart. The door slid back and the smell of the silent, waiting
world came in to them.
The sun came out.
It was the color of flaming bronze and it was very large. And the sky
around it was a blazing blue tile color. And the jungle burned with sunlight
as the children, released from their spell, rushed out, yelling, into the
springtime.
"Now don't go too far," called the teacher after them. "You've only two
hours, you know. You wouldn't want to get caught out!"
But they were running and turning their faces up to the sky and feeling
the sun on their cheeks like a warm iron; they were taking off their jackets
and letting the sun burn their arms.
"Oh, it's better than the sun lamps, isn't it?"
"Much, much better!"
They stopped running and stood in the great jungle that covered
Venus, that grew and never stopped growing, tumultuously, even as you
watched it. It was a nest of octopi, clustering up great arms of flesh-like
weed, wavering, flowering this brief spring. It was the color of rubber and
ash, this jungle, from the many years without sun. It was the color of stones
and white cheeses and ink, and it was the color of the moon.
The children lay out, laughing, on the jungle mattress, and heard it sigh
and squeak under them, resilient and alive. They ran among the trees, they
slipped and fell, they pushed each
other, they played hide-and-seek and tag, but most of all they squinted at
the sun until the tears ran down their faces, they put their hands up to that
yellowness and that amazing blueness and they breathed of the fresh, fresh
air and listened and listened to the silence which suspended them in a
blessed sea of no sound and no motion. They looked at everything and
savored everything. Then, wildly, like animals escaped from their caves,
they ran and ran in shouting circles. They ran for an hour and did not stop
running.

470E Model Lesson Plan 1 Format

PAUSE #4 Questions that the teacher could ask here:

How are the other kids reacting to the sun now that they
actually see it?
How does this relate to Margot?
Where IS Margot, anyway??
And then
In the midst of their running one of the girls wailed.
Everyone stopped.
The girl, standing in the open, held out her hand.
"Oh, look, look," she said, trembling.
They came slowly to look at her opened palm.
In the center of it, cupped and huge, was a single raindrop.
She began to cry, looking at it.
They glanced quietly at the sky.
"Oh. Oh."
A few cold drops fell on their noses and their cheeks and their mouths.
The sun faded behind a stir of mist. A wind blew cool around them. They
turned and started to walk back toward the underground house, their hands
at their sides, their smiles vanishing away.
A boom of thunder startled them and like leaves before a new
hurricane, they tumbled upon each other and ran. Lightening struck ten
miles away, five miles away, a mile, a half mile. The sky darkened into
midnight in a flash.
They stood in the doorway of the underground for a moment until it
was raining hard. Then they closed the door and heard the gigantic sound of
the rain falling in tons and avalanches, everywhere and forever.
"Will it be seven more years?"
"Yes. Seven."
Then one of them gave a little cry.
"Margot!"
"What?"
"She's still in the closet where we locked her."
"Margot."
They stood as if someone had driven them, like so many stakes, into
the floor. They looked at each other and then looked away. They glanced
out at the world that was raining now and raining and raining steadily. They
could not meet each other's glances. Their faces were solemn and pale.
They looked at their hands and feet, their faces down.
"Margot.
One of the girls said, "Well . . .?"
No one moved.
"Go on," whispered the girl.

470E Model Lesson Plan 1 Format

They walked slowly down the hall in the sound of the cold rain. They
turned through the doorway to the room in the sound of the storm and
thunder, lightening on their faces, blue and terrible. They walked over to the
closest door slowly and stood by it.
Behind the closed door was only silence.
They unlocked the door, even more slowly, and let Margot out.
OVERALL QUESTIONS

What are your initial reactions to that?

Did Margot deserve that? Why or why not?
How could this experience shape the characters in the story?