Middle

Childhood Education
Weekly Lesson Plan Overview

Name: Bekah Bline
Subject/Grade: 7th Grade ELA
Challenge for this week:
My challenge for this week is to do more with direct comprehension of the text and
vocabulary in addition to the deeper and critical thinking activities that I would normally do with a novel. When I was doing The Watsons
Go to Birmingham; 1963, I was too excited to get to all the historical and deep intellectual connections that I often did not spend enough
time on the vocabulary and direct comprehension of the text. I think my students suffered because of that, and did not get enough out of
the text literally. To improve on this, I am going to introduce a routine of vocabulary analysis and questioning from the text in the first
half of the lesson. I hope this will help students read the text with purpose and make them more successful when moving into the higher
order thinking analysis of the novel! I am so excited to start this book I think my students are going to love it!

Date Lesson Topic Learning Objectives Assessment Instructional Strategies Questions to ask
DURING Lesson (Provide bulleted list during lesson
(connect to LO) with name of strategy) (include Blooms
levels)
1. City of Ember- 1. RL.7.2 Students 1. LO1 Assignment 1. As students enter the 1. What
3/6/17 The Instructions will be able to Day- Book room: Have dark consequences
Introduction understand the introduction instrumental music might there be if
major themes 2. LO1- playing and the lights off everyone was
they will Anticipatory to simulate the feeling of assigned a job at
encounter in City discussion a post-apocalyptic random in our
of Ember. underground city. society?
https://www.youtube.co 2. How would you
m/ feel if your
watch?v=dZWGH0ougJI future was
I will be wearing a cape decided by a
and holding a lantern to drawing?
greet students at the 3. What benefits
door and telling them to might there be
find their seats. to deciding
2. Introduction to the peoples careers
novel: Assignment Day. this way?
 3. Students will draw from 4. Why do you
a hat one by one and think the
receive a classroom builders do not
job to complete for the want anyone to
day. Some will be leave the city for
easy/good jobs like 200 years?
classroom monitor 5. What do you
and teacher assistant think the
but others will be bad instructions
like floor cleaner and will be? What
caboose (last one out will they instruct
of the room). people to do?
4. Discussion of how it felt
to receive a job at
random, and what our
society would be like if
this is how our futures
would be decided.
5. Read The Instructions
(introduction to the
novel)
6. Anticipatory discussion
of the introduction to
the novel based on
predictions and
observations from the
introduction.
7. (If time permits) To
capture student interest:
Watch book trailer.
https://www.youtube.co
m/
watch?v=kkSFsbv6eUg
2. City of Ember- 1. RL.7.4 Students 1. LO1 Vocabulary 1. Vocabulary Opener: 1. Why do you
3/7/17 Assignment Day will be able to Opener students will take 6 predict that the
 Chapter 1 analyze 2. LO2 Chapter words introduced in the lights flicker or
vocabulary used summary and chapter, fill in the go out in the city
in the chapter. drawing blanks where words of Ember?
2. RL. 7.1 Students 3. LO3 Main should go, and then 2. On page 10, the
will be able to Character create 3 sentences of author said Lina
summarize main Mapping their own. Going to try had reached the
events from an handout to make an activity like point where the
excerpt of a larger this the routine for suspense was
story using text coming in during this giving her a
evidence to novel study. stomach ache.
support their 2. Read Assignment Day Why did Lina
answer. (chapter 1). feel this way?
3. RL.7.6 Students 3. Partially as a class and 3. Why was Lina so
will be able to partially individually: upset to get the
compare and Students will complete assignment of
contrast varying analysis questions over pipeworks
points of view the chapter on a laborer?
throughout a handout to assist is 4. What inference
novel. summarizing and can you make
analysis skills. Students about why Doon
will sequence orders of wants to be near
events taken from the the generator?
chapter (text evidence), 5. The mayor said
draw a picture that he would
visualizing the city as it remember Doon.
has been described so What do you
far, and then answer think he meant?
analysis questions (5). 6. Lina: What are
4. Students will receive 2 her
handouts: Lina and wants/needs?
Doon. Students will Where do you
begin analyzing the two see this
main characters. The represented in
book will follow both the chapter?
characters points of (text evidence).
 view, switching focus What is
back and forth between important to this
them. Students will be character? What
looking for initial do we know
observations about the about how she
characters: What are sees the world
their wants/needs? so far?
What is important to the 7. Doon: What are
character? What do we his
know about how they wants/needs?
see the world so far? Where do you
Make inferences about see this
what you think their represented in
character traits are the chapter?
going to be As well as (text evidence).
any physical What is
characteristics we know important to this
about them so far to get character? What
an image in our minds do we know
of them. about how he
sees the world
so far?

3. City of Ember- 1. RL.7.4 Students 1. LO1 Vocabulary 1. Vocabulary Opener: 1. Why do you
3/8/17 A message to the Mayor will be able to Opener students will take 6 think the people
Chapter 2 analyze 2. LO2 Chapter words introduced in the of Ember rarely
vocabulary used summary and chapter, fill in the threw things
in the chapter. analysis blanks where words away?
2. RL. 7.1 Students 3. LO3 Double should go, and rank the 2. Why did Lina
will be able to Entry Journal- vocabulary words in and Doon end
summarize main Varying order. their friendship?
events from an perspectives- 2. Read A message to the 3. Why did Lina
excerpt of a larger First Day on the mayor (Chapter 2). venture on the
story using text Job handout 3. Partially as a class and roof when she
evidence to 4. LO3 Whole class partially individually: knew it wasnt
 support their Journal Students will complete a allowed? What
answer. discussions free-write summary of does this tell us
3. RL.7.6 Students the chapter and then about her as a
will be able to complete analysis character?
compare and questions over the 4. Predict: Do you
contrast varying chapter on a handout to think the rest of
points of view assist is summarizing, the world

throughout a prediction, and analysis beyond Ember is
novel. skills. (5). dark? Explain
4. Individually: Students why you think it
will complete a double is or isnt.
entry journal. On one 5. The mayor
side, they will write decided not to
from Doons punish Lina only
perspective. On the after he got her
other side, they will message. Why
write from Linas do you think he
perspective. Students made that
will write to the topic decision?
statement First Day on 6. What emotions
the Job, and write was Lina feeling
about how each after she had
character felt about completed her
their first day of work first day as a
using text evidence to Messenger?
support their answers. 7. Based on Doons
5. Whole class: Students reaction to
will predict how the seeing Lina, how
differing emotions were his
regarding the first day emotions
might set up who the different than
character will be hers?
throughout the novel. 8. Why do you
think Doon and
Lina have such
 different
attitudes about
the work that
they are doing
when they both
got the job that
they wanted?

4. City of Ember 1. RL.7.4 Students 1. LO1 Vocabulary 1. Vocabulary Opener: 1. Who are the
3/9/17 Under Ember will be able to Opener students will take 6 characters in
Chapter 3 analyze 2. LO2 Chapter words introduced in the this chapter and
vocabulary used summary and chapter, fill in the how do they
in the chapter. analysis blanks where words interact with one
2. RL. 7.1 Students 3. LO3 Potted should go, and then another?
will be able to Plant drawing determine one synonym 2. What is the
summarize main and for each of the words. setting during
events from an diagramming 2. Read Under Ember most of Chapter
excerpt of a larger (Chapter 3). 3?
story using text 3. Partially as a class and 3. What is the plot
evidence to partially individually: of chapter 3?
support their Students will complete How does it
answer. (5) questions relate to the
3. RL.7.4 Students concerning story previous
will be able to elements found in the chapter?
analyze and make chapter and then 4. What is the
predictions based complete analysis problem in this
on symbolism questions over the chapter, and was
found throughout chapter on a handout to it solved?
the course of the assist is summarizing, 5. Doon asked the
novel. prediction, and analysis old man how the
skills. (4). generator
4. In chapter 3, Lina is worked, and he
given a small seed and a replied Who
pot to put it in. Clary knows? How do
gives her directions to you think Doon
 water it and watch it felt when he
grow. She says, It looks realized no one
like nothing, like a little knew how the
white stone, but inside generator
it theres life. Students worked?
will draw a picture of 6. Doons father
the bean plant said, The
(sprouted or not) and pipeworks is
diagram it based on your
what parts of life are assignment.
represented in the life What you get is
cycle of the plant. (Dark what you get.
seed in the dirt is What you do
ignorance/ childhood, with what you
you grow as you receive get is the point.
your job into a sprout, What do you
the government and think he meant?
your family waters you, 7. Why do you
and then you bloom and think Doon was
become a productive so desperate to
member of society, etc.) learn about the
5. Students will then generator?
discuss the meaning on 8. What do plants
the plant in terms of the mean for human
people of ember. survival?
9. What do you
think the plant
might represent
for the people of
Ember? What
about for their
future?
10. What is the
significance of
Clary being the
 one to give Lina
the seed? What
predictions can
you make about
Linas role in the
prosperity of
Ember based on
this?


5. City of Ember 1. RL.7.4 Students 1. LO1 Vocabulary 1. Vocabulary Opener: 1. What do you
3/10/17 Something Lost, Nothing will be able to Opener students will take 6 think the
Found analyze 2. LO2 Chapter words introduced in the seventh mayor
Chapter 4 vocabulary used summary and chapter, fill in the was describing
in the chapter. analysis blanks where words as he passed
2. RL. 7.1 Students 3. LO3 Blackout should go, and then away?
will be able to guided inquiry determine one antonym 2. Which of these
summarize main activity for each of the words. characters are
events from an 4. LO3 Blackout 2. Read Something Lost, you the most
excerpt of a larger simulation and Nothing Found like and why?
story using text discussion. (chapter 4). 3. Why do you
evidence to 3. Partially as a class and think the trash
support their partially individually: sifters were put
answer. Students will complete in place?
3. RL.7.9 Students (2) questions 4. Why are colored
will be able to concerning character pencils so rare
compare and traits and connecting to and expensive?
contrast fictional characters found in the 5. Lina got out the
and real world chapter and then colored pencils
accounts of the complete analysis when she got
same event, a questions over the home. The text
city-wide chapter on a handout to states that they
blackout. assist is summarizing, werent as
prediction, and analysis beautiful as they
skills. (5). had been. What
4. Students will watch the do you think that
first 3 minutes of means?
Blackout by PBS 6. What is a
American Experience. blackout?
https://www.youtube.c 7. How did the
om/ watch?v=aIaQ- people of New
emC9Pc. York feel during
*While watching, the blackout?
students will be taking 8. How did the
notes/answering reactions of
questions on their people and law
handout. enforcement
5. Students will participate change while the
in total darkness blackout was
simulation in pairs. In a occurring?
safe space, students will 9. How was the
be blindfolded and half reaction from
to perform certain tasks the people of
(pick up a pencil, take 3 Ember different
steps forward). from the people
6. Discussion: How did it of New York
feel to be in total during their
darkness and have to blackouts?
try to keep doing 10. How did it feel to
things? How do you be in total
think Lina felt while she darkness and
was trying to find Poppy have to try to
in total darkness? Use keep doing
text evidence to support things?
your answer. 11. How do you
think Lina felt
while she was
trying to find
Poppy in total
darkness?

Please write a short reflection (around 150 words) on your progress in relation to last weeks challenge.

Previous weeks challenge reflection:

Last week, my challenge was to incorporate different writing and editing strategies with my students to help them in their writing process.
The main way that I did this was by having students start their writing assignment in Google Docs and share it with me. Students got a
kick out of seeing me write on their paper and make comments in real time and send them chat messages while they were working in
class, but the success went deeper than that. I was able to see and talk to every student much quicker than I could have without this
technology, and it helped me give students specific and meaningful feedback more than once over the course of the same assessment. In
addition, it worked really well for students in alternative situations. I have 2 students who never speak out in class (one even has an IEP
for selective mutism) and they were sending me chat message questions frequently. This gave them a lower stakes way of interacting
with me that we have not had before. There was one student who was out on suspension too. Normally when students are suspended
they fall behind and do not complete the work they missed. However, this student was logged in during class time and I was answering
his questions and making comments along with the rest of his peers. He was able to turn in his work at the same time as everyone else
even though he was not in class that day. I even had a few students who kept working after class and I was able to communicate with
them about their work from home! It was really neat to see their thinking process as I was able to watch them type and see what revisions
they were making in the history feature of the software.