Grade 7 - Short Story Unit

Grade 7 ELA: PS3 Planning
First Unit Plan

First Week of Lessons
Year Long Plan
Sayde Evahnenko
University of Lethbridge PS3 Intern, Sayde Evahnenko
Table of Contents
Overview: 2
Stage 1 Desired Results 3
Established Goals GLO(s): 4
Understandings: 4
Essential Questions: 4
Students will be able to (SLOs): 5
Stage 2 Assessment Evidence 5
Quizzes, Tests, Assignments 6
Performance Tasks, Projects 6
Unit Overview 7
Unit Specifics
10
Mini Lesson examples 254
First Week Lessons 287
Year Long Plan 342
1
Unit Plan, ELA 7: Short Stories &

Paragraph Writing
Approximate Timeline: Wednesday September 13- Wednesday October 25
September 5- 13 will be introductions, and an autobiography assignment. I will

read a select passage from Malalas autobiography as an example and have
them write their own to see where they are all at with writing and to get to
know them. This will be summative.
Following the autobiography assignment we will start this unit.

This will be 6 weeks which is approx 42 blocks, each are 40 minutes. Some days
we will have two blocks of ELA, other days just one, but in one week of school
there are seven blocks total. This unit has plans for 35 blocks to leave room for
catch up and review, PD days, and general flexibility for extra time and
extension of assignments based on the students needs.
Overview:
Each week there are approximately seven 40 minute lessons. Some days have
two 40 minute blocks, some days have one. This unit is broken into 40 minute
blocks to allow for scheduling flexibility, rather than planning some 40 minute
lessons and some 80 minute lessons. Some classes will begin with a 15 minute
mini-lesson going over short story elements. As we go we will build on each
one more but this allows for focus on individual elements while not having
long lectures that could become dry and lose students attention. The mini
lesson will provide them with a concise explanation of each element and a
review sheet for their notes. There will be short review activities (essentially
low stakes quizzes (s)) reviewing these elements to check for understanding.
There will then be a summative assignment where they read a short piece on
their own and fill out a graphic organizer to show their analysis abilities. They
will also submit three well developed paragraphs to show their writing
progression and prepare them for their final assignment. Their final
assignment will be constructing their own short story using the writing skills
we learn. All of these will be added to a classroom portfolio. In their portfolio
2
will be their journals and assignments so the teacher who comes in after me
has a clear outline of what we did and where each student is at.
Topics for mini-lessons:

Theme
Plot
Metaphor/Simile
Flashbacks and Foreshadowing
Symbols
Point of View
Tenses
Conflict
Editing
3
Stage 1 Desired Results
Established Goals GLO(s):
GLOs 1-5
1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.
2. Students will listen, speak, read, write, view and represent to comprehend and respond personally and
critically to oral, print and other media texts.
3. Students will listen, speak, read, write, view and represent to manage ideas and information.
4. Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.
5. Students will listen, speak, read, write, view and represent to respect, support and collaborate with
others.
Understandings: Essential Questions:

Students will understand that
What are the main elements that make a short
I can identify the 5 main elements of plot structure. story?
I can identify the three modes of narration. What are the benefits are of peer editing and
collaboration?
I can define foreshadowing, and give an example of
foreshadowing from the stories we looked at. How do I respond creatively to text?
I can define mood and its influence on a story. How do I know if I understand what I am reading?
I can edit my work and revise my work. What is a well developed paragraph? How do I write
a well developed paragraph?
I can collaborate with peers to give and receive
constructive feedback in an appropriate way.
I can work independently on short creative writing

pieces.
I can write a well developed paragraph.
I can respond to literature in analytic, comprehensive,

and creative ways.
4
Prior understandings Students will be able to (SLOs):

1.1 Discover and Explore
Basic sentence structure such as: ending sentences with 1.2 Clarify and Extend
punctuation, which punctuation to use, starting 2.1 Use Strategies and Cues
sentences with capitals, etc. 2.2 Respond to Texts
2.3 Understand Forms, Elements and
Techniques
Developing reading comprehension abilities.
2.4 Create Original Text
3.1 Plan and Focus
Ability to work independently and in a group. 3.2 Select and Process
3.3 Organize, Record and Evaluate
3.4 Share and Review
4.1 Enhance and Improve
4.2 Attend to Conventions
4.3 Present and Share
5.1 Respect Others and Strengthen
Community
Where does this lead? 5.2 Work within a Group
To develop abilities to work independently and in a

group.
To promote active readership.
Building more developed writing abilities include

academic and creative writing.
Making connections to compare and contrast different

forms of media.
Develop the ability to interpret and respond to media.
To consider ones interests and develop and change taste

and preference to a variety of mediums.
To compare themselves and others to characters they

read about.
The ability to oneself into the shoes of a character and

predict how they would feel and/or act in their
circumstances.
Stage 2 Assessment Evidence

Pre-Assessment
5
Autobiography assignment: will show students writing abilities and their level of self understanding. Through
discussing the autobiography I will be able to formatively assess their oral and auditory abilities as well see
how they interact and discuss with peers.
Quizzes, Tests, Assignments Performance Tasks, Projects
Unit test: comprehension and mini-lesson Writing their own short story.
topics.
Paragraph writing with and without the
Comprehension quizzes. writing frames.
Tandem short stories. Autobiography assignment.
Individual short stories. Tandem short stories.
Writing frames and paragraphs. Short stories.
Other Evidence (observations, work samples, dialogues) Student self-assessment
Journal reflections. Journal reflections.
Observations. Editing writing assignments. Editing checklists.
Discussions. Portfolio comments.
Mind maps- individual and as a class
6
Unit Overview
Week Texts Activities Assessments Resources SLOs
1 Pixar shorts, Pre reading, Having Sightlines 7 1.1, 1.2, 2.1, 2.2,
The Knife by during students fill in 3.1, 3.2, 3.3,
Sarah Ellis, reading, and plot diagrams. https://x78251 4.3, 5.1, 5.2
journal kcpll2l2t9e46k
paragraph
writing. f96a-
writing, and Discussion.
pre-reading of wpengine.netd
Crumple and
story The shoot. Flashback vs na-
Revenge of the foreshadowing ssl.com/wp-
Bloodthirsty Jigsaw notes. lists. content/uploa
Giant by C.J. ds/2013/08/Ho
Hamburger w-to-Play-
Taylor. Journal
paragraph Crumple-
writing. reflections.
CBC lecture: Shoot.pdf.
The Truth
about Stories https://www.te
acherspayteac
hers.com/Free
Download/FRE
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PARAGRAPH-
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https://www.y
outube.com/w
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2 The Revenge Start working Class mind Writing 1.1, 1.2, 2.1, 2.2,
of the on writing map. Frames by Jean 2.3, 3.4, 5.1, 5.2
7
Bloodthirsty frames Pottle

Giant,C.J. booklet. Discussion. (teacher
Taylor, resources for
Making charts walking
Create a myth.
to keep as students
notes. through
Paragraph due paragraph
for marks. Journal writing).
reflections.
Sightlines 7.
3 The Dinner Writing frames Class mind Writing 1.1, 1.2, 2.1, 2.2,
Party, Mona and paragraph map. Frames by Jean 2.3, 3.1, 3.2,
Gardner, planning/map Pottle 3.3, 5.1, 5.2
ping. Discussion. (teacher
When
resources for
Television Ate
Debate about Debate. walking
My Best television students
Friend, Linda benefits and Journal through
Ellerebee, drawbacks. reflections. paragraph
writing).
Sightlines 7.
4 When Creative Discuss Sightlines 7.

Television Ate Paragraph sensory
My Best writing. language. https://www.te
Friend by acherspayteac
Linda Tandem Short Brainstorming. hers.com/Prod
Ellerebee Stories. uct/Tandem-
Go over Writing-
Starting short adjectives and Short-Story-
story writing. adverbs. Give Activity-
students lists 463741
of better words
they can use in https://www.te
their stories. acherspayteac
hers.com/Prod
Talk about uct/Writing-
drafting and Short-Stories-
organizing. using-Six-
Give resources Traits-as-a-
to help Guide-616090.
students better
plan their
stories.
Begin
brainstorming
what the short
story theyre
writing will be
8
on. Prepare
them to start
formulating
and organizing
their story.
5 Final Using drafting 1.1 , 1.2, 2.1, 2.2

Assignment, and , 2.3, 2.4, 3.1,
writing a short organization 3.2, 3.3, 3.4,
story. 4.1, 4.2, 4.3,
templates
5.1, 5.2
from the
previous class
plan your
short story. I
will be going
around the
room to talk to
each student
about their
idea and
asking
questions to
help students
clarify and
deepen their
stories.
Exam
Prep/unit
review using
centre based
activities to
help them
brush up on
the material.
Exam will be
some
comprehensio
n questions
from the
stories, and
cover
definitions
from the mini-
lessons.
9
6 This week I 1.1 , 1.2, 2.1, 2.2

used to leave , 2.3, 2.4, 3.1,
for cushion 3.2, 3.3, 3.4,
4.1, 4.2, 4.3,
room as I
5.1, 5.2
suspect some
of these
activities will
take longer
than I
expected. This
allows one
extra class a
week to catch
up. If they
move along
quickly then
this can
provide extra
time to work
on final
assignment for
the unit. The
Unit test will
also be this
week.
Unit Specifics
Broken down into individual lesson activities
*Note: these are not lesson plans, rather a breakdown of the specific classes.
Lesson plans will be much more detailed.
Week : Pixar shorts, The Knife by Sarah Ellis, paragraph

writing, and pre-reading of story The Revenge of the
Bloodthirsty Giant by C.J. Taylor.
10
Lesson 1- Disney/Pixar Shorts & Plot Structure

Materials:
Activities: Introduce short stories starting by outlining plot structure. Show
this video: https://www.youtube.com/watch?v=WH5jlkK4aUI. Discuss ways in
which pixar films might be similar than short stories. Show and discuss short
film: Rileys First Date https://www.youtube.com/watch?v=RgnJ_IdmUaE . Show and
discuss short film Lava https://www.youtube.com/watch?v=XwYgcbGZ91A.
Have them fill in a plot diagram for their notes using one of the shorts as an
example. Have them share them with the class or in small groups. (f)
Outcomes: 1.1, 2.2, 2.3, 5.2
Evaluation: Having students fill in plot diagrams.
Lesson 2- The Knife, by Sarah Ellis
Materials: Flashback vs foreshadowing activity from TPT. Do in stations and

then have each group report to class (jigsaw).
https://www.teacherspayteachers.com/Product/Flashback-and-
Foreshadowing-Classroom-Stations-348763
11
Activities:
Mini- lesson on Flashbacks and Foreshadowing.
Pre reading activity. In pods talk about an item that was important to you as a
kid. Why was it important? Did you keep it? Did you give it away? Do you
generally hold onto things, why or why not? (F.)
Outcomes: 1.1, 1.2, 2.1, 2.3, 3.3, 5.1, 5.2
Evaluation: Observing pre-reading discussion.
Materials: Booklets, poster paper, board markers,

Activities:
Read story to students
During-reading jigsaw activity. Have booklets for each student to keep as

notes. Each group will do one activity from the booklet on poster paper.
1. Record similarities and differences (venn diagram) between the
the description of the seal and the description of the boy who
returns the knife.
2. Plot the events of the story in chronological order on a timeline.
3. Make a list of the flashbacks and the foreshadowing in the story.
Do a gallery walk and use the posters to help you fill in your booklet. This
information will help them with the comprehension questions next class (next
class will be discussing analysis and comprehension).
Outcomes: 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 4.3, 5.1, 5.2
Evaluation: Observe the during-reading activities to check for students

understanding of the story (f).
12
Materials: Journals, comprehension worksheets, paper for crumple and shoot,

recycling bin.
Activities:
Discuss Comprehension questions from Pg 14 sight lines. Have groups play

crumple and shoot using the comprehension questions.
https://x78251kcpll2l2t9e46kf96a-wpengine.netdna-ssl.com/wp-
content/uploads/2013/08/How-to-Play-Crumple-Shoot.pdf.
Write in their journals using one of the creative options from Pg 15 sight lines
as a topic.
Outcomes: 1.1, 2.1, 2.2, 2.3, 3.1, 3.4, 4.3
Evaluation: Read through students journal responses and provide formative

feedback (f).
Lesson 5- Paragraph writing
https://www.teacherspayteachers.com/FreeDownload/FREE-PARAGRAPH-
WRITING-GRAPHIC-ORGANIZER-HAMBURGER-METHOD-545508
Activities: mini-lesson on Point of View.
Look at the hamburger metaphor for paragraph writing.
Write a short paragraph in their journals based on a prompt in all 3 points of

view. Use my own point of view creative writing assignment from college as an
example.
Outcomes: 1.1, 2.1, 2.3, 2.4, 3.1
Evaluation: Read through and leave formative feedback.
Lesson 6- Paragraph writing, Pre-reading The Revenge of the Bloodthirsty

Giant, C.J. Taylor
Activities:
13
Finish up first paragraph writing activity. Start pre reading activities for next
story.
Discuss legends. https://www.youtube.com/watch?v=HSHVXtJJwHQ .
Discuss the role of legends and stories for FNMI people: legends used to
preserve their history in an oral way. Would be used to recall important events.
They would use legends to describe landscapes for directions. Stories hold a lot
of power to FNMI people, still to this day.
Begin listening to one of the CBC lectures The Truth About Stories by
Thomas King: https://www.youtube.com/watch?v=daw7cGjrORE . Pause as we
go to explain difficult concepts or words. Have them make notes about ways in
which this oral story is different from other written or oral stories weve heard.
Outcomes: 1.1, 1.2, 2.3, 5.1, 5.2

Evaluation: F
Lesson 7-Pre-reading The Revenge of the Bloodthirsty Giant, C.J. Taylor
Materials: Journals
Activities:
Finish listening to CBC clip.
Discuss the truth about stories is thats all we are, what could this mean?
What is the significance of the story about the turtles back changing yet
remaining the same? What does this all say about the importance of stories in
FNMI culture? What are ways in which this oral story is different from other
written or oral stories weve heard?
Write in their journals about how a story they heard impacted them.
Outcomes: 1.1, 1.2, 2.2, 2.3, 3.2, 5.1, 5.2
Evaluation: Formative journal and discussion.
14
Week 2/6: The Revenge of the Bloodthirsty Giant, C.J. Taylor,

using writing Frames
Lesson 8-
Activities:
Ask how giants have been portrayed in stories they know. Record answers on
the board. Take a picture to discuss after reading and see the ways in which this
giant is similar or different to the one in the story.
Have the students read the story out loud in small groups to work on oral
reading skills.
Have them make a problem-solution-outcome chart from pg 76 of sightlines

teaching guide and make one as a group while reading.
Formative chart. (Still hand in?).
Outcomes: 1.1, 1.2, 5.1, 5.2
Evaluation: Formative.
Lesson 9-
Activities:
Finish reading story and making charts. Go through charts as a class. Discuss
fear and have students decide on their own if they thought the chief was afraid
or not. Have them make a statement saying what they believe and write a
hamburger paragraph sharing evidence from the story to support their
statement in their journals (essay prep and paragraph practise).
Outcomes: 1.1, 1.2, 2.1, 2.2, 4.3, 5.1, 5.2
Lesson 10-
15
Activities:
Comprehension questions as a matching game in small groups. Create a class

developed myth that includes local landscape and animals.
Discuss comprehension questions.
Have students create a myth in their journals to explain something about

nature or an animal. (Ie, frogs have webbed feet to help them swim, you could
write a myth about how they came to get their webbed feet. They could tell a
story to explain the coulees or mountains.)
Outcomes: 1.1, 1.2, 2.1, 2.2, 2.3, 3.4, 5.1, 5.2
Lesson 11- Writing Frames

Materials: Writing frames book by Jean Pottle
Activities:
Start working on writing frames booklet. Booklets will include a few of the first
quarter frames to set up students in their paragraph writing. Students who
need more supports can keep using frames, while the other students will
eventually move on to make a visual map to prep them for their paragraphs, to
being able to write paragraphs without a frame or map.
Go through each page and explain what they should be doing and how this is
preparing them to write strong paragraphs.
Outcomes: 1.1, 2.4, 4.1, 4.2
Lesson 12- 1.1, 2.4, 3.3, 4.1, 4.2
Activities:
16
Mini-lesson on Editing.
Finish first set of frames.
Work on basics of editing using the paragraphs they wrote in their frame
booklets. Talk about how to buff up paragraphs and get their ideas.
Rewrite the paragraphs after editing them.
Objectives:
Evaluation:
Lesson 13-
Activities:
Mini-lesson on metaphors and similes.
Keep working on editing the paragraphs. They will have to hand in one of them
at the end of next class for marks.
Outcomes: 1.1, 2.4, 3.3, 4.1, 4.2

Evaluation:
Lesson 14-
Finish the paragraph that is for marks and hand it in.

Outcomes: 1.1, 2.4, 3.3, 4.1, 4.2
Week 3/6: The Dinner Party, Mona Gardner, When Television

Ate My Best Friend, Linda Ellerebee,
Lesson 15- What is a stereotype? The Dinner Party, Mona Gardner
17
Mini lesson on types of irony. Have students create role play situations to teach
each type of irony.
Make a mind map on the board as a class about stereotypes and share common
stereotypes in our culture.
Have students write in their journals about either a time they experienced
stereotyping or irony.
Outcomes: 1.1, 1.2, 3.4, 4.1, 4.3, 5.1, 5.2

Evaluation: Formative
Lesson 16- The Dinner Party by Mona Gardner, writing frames, Debate,
Materials:
Activities:
Read the story in small groups. Have them create a chart to fill in info on
setting, characters, point of view, moments of irony (compare what the
characters say vs what they do), moments of suspense.
Start comprehension questions. Divide into 4 groups and have them do the
comprehension questions from page 41 of sightlines.
Outcomes: 1.1, 1.2, 2.1, 2.2, 2.3, 3.3, 5.1, 5.2

Evaluation: F
Lesson 17- The Dinner Party, Mona Gardner. Writing frames continued.
18
Have students answer the analysis questions from 41 of sightlines in their

small groups and discuss.
Hand out the next set of writing frames that show students how to map
and plan a paragraph before writing it. Have them start the next set. One of
these will be handed in in two classes for marks. (Note, students who need
more support can continue to use frames.)
Outcomes: 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 5.1, 5.2
Evaluation: Formative practice (will end up summative)
Lesson 18- Writing frames continued.
Have students continue the next set of frames using maps to plan paragraphs.
One of these will be handed in in after the next class for marks. (Note, students
who need more support can continue to use frames.)
Outcomes: 1.1, 2.4, 3.3, 4.1, 4.2

Lesson 19- Writing frames continued.
Have students continue the next set of frames using maps to plan paragraphs.
Focus on making improvements to add descriptive words and edit their
paragraphs. Swap with a peer and use a peer editing checklist. This will be
handed in NEXT CLASS. (Note, students who need more support can continue
to use frames.)
Objectives: 1.1, 2.4, 3.3, 4.1, 4.2

Lesson 20- Debate prep (pre reading activity for When Television Ate My
Best Friend, Linda Ellerebee)
19
Mini-lesson on types of conflict. Man vs man/self/nature/society.
Pre reading for story.

Prepare for a debate on if technology has helped our country for the better or
worse. Divide the class and have one have plan to argue it has helped for the
better and the other for the worse. Next class will be the debate. They have this
class to prepare arguments. Remember to plan to counter argue the other
teams points. Try to predict somethings they might argue and have a rebuttal.
Lesson 21- Debate and Journalling (pre reading activity for When Television
Ate My Best Friend, Linda Ellerebee)
Debate
Journal your actual opinion (does not have to align with what you actually
argued) and why.
Evaluation: Low-stakes summative marks for participation in the debate.
Week 4/6: When Television Ate My Best Friend by Linda

Ellerebee, Creative Paragraph writing, Tandem Short Stories,
Starting short story writing
Lesson 22- When Television Ate My Best Friend, Linda Ellerebee
Mini-lesson on symbols
Read story
20
Discuss literal and figurative uses of the word ate in terms of television
eating the narrators best friend.
Lesson 23- When Television Ate My Best Friend by Linda Ellerebee
Have groups make posters about what the story is saying about television.
Have each group appoint someone to stand up and share their poster.
Have them journal:

- Was your perspective on television has been influenced by reading this
story, why or why not?
- Was your understanding of the story developed by hearing how your
peers understood the story, why or why not?
Lesson 24- Creative Paragraph
Write a creative paragraph of 5 or more sentences. Use the paragraph writing

techniques we have learned so far. (Students who need assistance will use
frames, other students will be expected to plan and write complete sentences
on their own.)
This lesson may be expanded into two classes if extra time is needed for
editing.
Lesson 25- Tandem Short Stories
21
Materials: https://www.teacherspayteachers.com/Product/Tandem-Writing-
Short-Story-Activity-463741
Activities:
Mini-lesson on past, present, and future tense. Remind students that they
need to keep their writing in the same tense. This will apply to essay writing as
well.
Writing short stories- what makes a short story likeable or interesting? What
do we need to have in our short stories? Make a map on the board.
Do tandem short story for practice using resource from TPT.
Lesson 26- Tandem Short Stories
Finish tandem short story.

Present tandem short stories.
Lesson 27- Starting Short Story Writing
Materials:
Activities:
Start preparing for summative short story. Introduce the 6 traits of writing
from TPT package (https://www.teacherspayteachers.com/Product/Writing-
Short-Stories-using-Six-Traits-as-a-Guide-616090).
Discuss sensory language:

1. What does it smell like? a. It isnt the dirt that the witch is smelling. It is
you. The smell that drives a witch mad actually comes right out of your own
skin. It comes oozing out of your skin in waves, and these waves, stinkwaves
22
the witches call them, go floating through the air and hit the witch right smack
in her nostrils. They send her reeling. -from The Witches by Roald Dahl
2. What does it look like? a. We arose in the dark, hours before sunrise, when
there was barely a smudge of indigo along the eastern sky and the rest of the
horizon was still pure pitch. -from The Evolution of Calpurnia Tate by
Jacqueline Kelly
3. What does it feel like? a. Parvanas belly had that ache it got when she
didnt feed it. It was a mixture of pain and emptiness. Her head felt empty, too,
and she felt dull and stupid. -from Parvanas Journey by Deborah Ellis
4. What does it taste like? a. The Queen let another drop fall from her bottle
onto the snow, and instantly there appeared a round box, tied with green silk
ribbon, which, when opened, turned out to contain several pounds of the best
Turkish Delight. Each piece was sweet and light to the very center and Edmund
had never tasted anything more delicious. -from The Lion, the Witch, and the
Wardrobe by C.S. Lewis
5. What does it sound like? a. It is curiously silent, too, with blank white
dawns and glaring noons, and sunsets smeared with too much color. Often at
night there is lightning, but it quivers all alone. -from Tuck Everlasting by
Natalie Babbitt
Lesson 28- Brainstorming
Go over adjectives and adverbs. Give students lists of better words they can use
in their stories.
Talk about drafting and organizing. Give resources to help students better plan
their stories.
Begin brainstorming what the short story theyre writing will be on. Be
prepared to start formulating and organizing your story tomorrow.
23
Week 5/6: Drafting, Writing, Editing, and Wrapping It All Up!
Lesson 29- Drafting
Using drafting and organization templates from the previous class plan your
short story. I will be going around the room to talk to each student about their
idea and asking questions to help students clarify and deepen their stories.
Lesson 30- 34 Writing!
Lesson 30: Start final assignment. The rest of the classes are work periods.
Lesson 33: Remind about revision and hand out editing checklists.
Lesson 34: last work period
Lesson 35- Wrapping it all up!
Assignment Due.
Exam Prep/unit review using centre based activities to help them brush up on
the material. Exam will be some comprehension questions from the stories,
and cover definitions from the mini-lessons.
Unit Test: Test understanding of the stories we read and the mini-lesson
topics.
24
Week 6/6: Cushion Week
For the last week I have left as cushion room as I suspect these activities will
take longer than I planned for. This allows one extra class for each week
planned to catch up. If they move along quickly then this can provide extra
time to work on final assignment for the unit. The Unit test will also be this
week.
Mini Lesson examples:

Note: the example times are just to give a guideline for how long the activities
will take as I dont have my exact schedule yet.
Lesson Plan: Mini lesson, Setting
Outcomes:
1. 2.2 Respond to Texts:

C. Appreciate the artistry of texts
discuss how techniques, such as
word choice, balance, camera
angles, line and framing,
communicate meaning and
enhance effects in oral, print and
other media texts
identify ways that characters can
be developed, and discuss how
character, plot and setting are
interconnected and mutually
supportive
identify and discuss how word
choice and order, figurative
language, plot, setting and
character work together to create mood and tone
2. 3.4 Share and Review:
Share ideas and information
Materials:
Classroom white board: draw out the anchor chart to the right
Mini White Boards- One for each table group
25
30 Copies of paragraph
Smartboard to have Poes paragraph on screen
Presentation:
1. Before class have the anchor chart written out on the board and have
copies of paragraphs on desks.
2. Do attendance while they are coming in
3. At 844 have Edgar Allen Poe House of Usher opening paragraph on the
smartboard. Read the first sentence as the hook to bring in their
attention!
4. 844-846 Discuss Poe with students. Talk about the cliche dark and
stormy night and how Poe invented this; he is the Father of gothic
genre of short stories. Poes stories all use setting to hook in the reader
and add suspense to his narratives. Poe is my favorite writer in terms of
the setting he establishes in his stories as he is very illustrative and
provides precise detail that gives you context for the story. The house
itself is carefully crafted to heighten the mood and atmosphere of the
story, like the creepy tapestries and furnishings inside. - Use this same
paragraph to discuss mood and tone with them next class?
5. 846-850 Go through what makes a setting on a board by having students
who volunteer read out the anchor chart.
6. 850-855 Read Poes paragraph to the class and discuss the setting of this
story with them.
7. 855-900 Give them 5 minutes in their groups to make a similar anchor
chart (place, time, environment) on their white boards as a group based
on the books they are studying for their literature circles. Go around and
discuss with them as they work.
8. Hand out white boards after explaining.
9. 900-905 Have them all share about the setting of their novels to the
class.
10. 905 Ask each group what they are working on this class for their lit
circles. Make sure they all know what they are doing and then let them
loose to work on their projects.
Evaluation:
Discussion after reading the paragraph- F
Walking around while they write on their boards- F
Presenting their setting on the white boards- F
Checking to see if they know what they should be working on- F
26
Lesson Plan: Mini lesson, Plot
Outcomes:
1. 2.2 Respond to Texts:

C. Appreciate the artistry of texts
discuss how techniques, such as word choice, balance, camera
angles, line and framing, communicate meaning and enhance
effects in oral, print and other media texts
identify ways that characters can be developed, and discuss how
character, plot and setting are interconnected and mutually
supportive
identify and discuss how word choice and order, figurative
language, plot, setting and character work together to create mood
and tone
2. 3.4 Share and Review:
Share ideas and information
Materials:
Smartboard
Youtube clip: https://www.youtube.com/watch?v=WH5jlkK4aUI
3
0
Plot
wor
kshe
etrs
Pres
enta
tion:
11. B
efor
e
class
have
27
the plot diagram written out on the board and have copies of worksheets
on desks
12. Do attendance while they are coming in before announcements
13. 844-846 Hook: Video on plot that recaps the important details
14. 846-850 Go through plot on the board with the students to see if they
can apply what was on the video .
15. 850-900 Give them 5 minutes in their groups to fill in their plot sheets.
Go around and discuss with them as they work.
16. 900-905 Have them all share about the plot structure of their novels to
the class.
17. 905 Ask each group what they are working on this class for their lit
circles. Make sure they all know what they are doing and then let them
loose to work on their projects.
Evaluation:
Discussion after watching the video- F
Walking around while they work on the sheets - F
Presenting their plot- F
Checking to see if they know what they should be working on- F
First Week Lessons: Grade 7 English
Week 1: September 5- September 8
Five 40 Minute blocks
Lesson Plan: September 5, Block 1
Outcomes:
Introduce myself
Make positive first impressions
Get to know students
Materials:
A powerpoint introducing myself

A beachball with questions on it like: what is your favourite subject in
28
school, why?, What hobbies or sports do you do, what is your

favourite TV show, why?
Presentation:
1. Go through Powerpoint introducing myself and take questions about

myself (15 minutes). Rule: I wont tell them my age until the last day of
class.
2. Stand in a circle around the room. Have students pass around the beach
ball. When caught students must read out the first question they see and
then answer the question before passing it to the next person. If they hit
someone in the face or knock something over the game will be all done
and we can start going over the expectations early. Everyone needs to
have turns so you have to pass to someone who hasnt had a turn each
time. Students who havent had a turn will keep their hands up and put
them behind their back once they have caught a ball. We will play until
everyone has gone twice. (15 students, approx 20 minutes)
3. For the last five minutes I will discuss what we will be doing the next
block today and wish them a good next class.
Evaluation:
F- See how students interact together and what questions they ask about me
Outcomes:
Set up expectations
Prepare students for upcoming activities
Materials:
Teacher Page
A powerpoint outlining expectations and outlining the structure of the
houses and house points.
Letters to go home
Presentation:
1. Go through powerpoint and discuss expectations I have for students.
29
This will cover: cell phone and electronic use, time management, how to
treat each other, repercussions, and the house system. (30 minutes).
a. Before discussing the house system ask how many students are
Harry Potter fans.
b. Show this clip from Harry Potter:
https://www.youtube.com/watch?v=xQZFWA2KDbw
c. Explain that I will randomly be grouping students into houses.
During their classes with me they will be able to gain and lose
points for their house. We will make a list of what earns them
points and what loses points on the board. I will take a picture of
the list and we will use that like a contract. At the end of each unit
with me the team with the most points will get a donut and the
chance to drop one mark from their report card. (In order to drop a
mark they will need to have everything handed in.)
2. Walk the students through the teacher page
3. Go through mini-unit on Autobiography with syllabus and answer any

pressing questions. Since it is a short unit the houses will be able to collect
points for this unit but not redeem them! (10 minutes)
4. Go over major materials needed: portfolio binder to store assignments, and

journal for reflections. (4 Minutes).
5. Thank them for the great class and wish them on their way! Hand out letters
to go home on the way out the door. (1 Minute)
Evaluation:
F- See how students interact together and what questions they ask about me
Outcomes:
Introduce Autobiography assignment
30
Materials:
Autobiography powerpoint (plan to get through half of the powerpoint

this class)
https://docs.google.com/presentation/d/11XxTetP1SSBXIFJpOLHQ6tgvUEsrNR
AOKsakUkphN5U/edit?usp=sharing
Presentation:
1. Have houses written on board and the seating plan on the screen
2. Go through slides 1-8 with the class.

a. Slide 1: take notes on board for what the students think an
autobiography is (5 minutes)
b. Slide 2: discuss the difference between biography and
autobiography and compare to notes on the board (5 minutes)
c. Slides 3-5: Have students volunteer to read slides 3-5 outlining a
brief history of autobiographies (5 minutes)
d. Slide 6: See if students can identify Malala and see what they know
about her (5 minutes)
e. Slide 7: Have a student volunteer to read the excerpt from her
biography (2 minutes)
f. Slide 8: Have students listen to the excerpt from her
autobiography (3 minutes)
g. Discuss what they noticed was different between the two samples.
Try to get them to say her autobiography had more personal
emotion of the events rather than overviewing them. The
autobiography is often more passionate and detailed as it is a
recollection of the experiences from the person who physically
experienced them. (5 minutes)
h. Ask students why writing autobiography may be hard. Why might
it be emotional? Could writing an autobiography make someone
vulnerable? What could someone be afraid of (criticism, offending
family or friends who are in the book, etc)? (5-7 minutes)
3. Wrap up by saying that next class we will be discussing how they are going to
write their own autobiography and why it matters.
31
Evaluation:
F- Discussion responses and questions asked
Outcomes:

Prepare students about the assignment
Materials:
Autobiography powerpoint (plan to get through the second half of the

powerpoint this class)
https://docs.google.com/presentation/d/11XxTetP1SSBXIFJpOLHQ6tgvUEsrNR
AOKsakUkphN5U/edit?usp=sharing
Presentation:
1. Go through slides 9-15

a. Slide 9: telling your autobiography is telling your story and
reflecting on the moments that make you who you are. Why might
this be therapeutic? Why might this be beneficial in other ways? (5
minutes)
b. Slide 10: Thomas King, my favourite writer, is famous for saying:
The truth about stories is that thats all we are...Take [this] story, for
instance. Its yours. Do with it what you will. Tell it to friends. Turn it into a
television movie. Forget it. But dont say in the years to come that you would
have lived your life differently if only you had heard this story. Youve heard it
now. What do you think King is saying about the power of stories in saying
that it is all we are? How can we be stories? Are we more than our stories? Write
for ten minutes in your journal arguing what you think he means and if you
agree or disagree with his statement. Give students 10 minutes to free write.
Ask 2 students to share what they think and leave room for other students to
comment. (20 minutes).
32
c. Discuss how stories have the power to change how people see
something. Writing an autobiography shares your story and can
influence how you see yourself and how others see you. (3 minutes)
d. Slides 11-15: Go through the process of writing an
autobiography. Show them my personal timeline and comment on why
some of these events shaped me.
e. Take questions
2. Wrap up by telling that next class they will get the assignment details and
rubric and begin working on their own piece.
Evaluation:
F- Discussion responses, questions asked, journal entries
Outcomes:

Prepare students about the assignment
Materials:
Handout with assignment details

Planning sheets
Rubric
Presentation:
1. Go through assignment details and rubric. Take any questions. (15

minutes).
2. Walk them through various planning sheets to help them begin outlining
their own autobiographies. (5 minutes).
3. Reinforce due date.
4. Let them work the rest of the period. (20 minutes).
5. Meet with students who need differentiation while the others begin
planning to sort out an alternative project where they use pictures and
33
write 1-2 sentences explaining each picture.
Evaluation:
F- Discussion responses, questions asked, observing their planning.
Year Long Plan- Grade 7 English
Topics Dates Major Materials & Evaluation &

Outcomes and Resources Assessment
Activities
Septembe General Malala Summative:
Introductions r- Learning Yousazais Autobiograph
October Outcomes 1-5 autobiography y assignment,
Autobiograph 25 paragraphs,
y Writing their Sightlines 7 and short story
own the teacher guide analysis
Short Stories autobiography assignment,
and . Disney/pixar tandem short
Paragraph short films story, short
Writing Studying story writing
short stories Teachers pay assignment,
and creating teachers online unit exam.
their own resources
piece. Formative:
Writing Checklists,
Developing Frames by Jean observation,
paragraph Pottle writing
writing frames
abilities that booklet,
will prepare drafts of
them for the summative
essay writing assignments,
unit. discussions,
34
journals.
Essay Writing (late) General Worksheets Summative:

October Learning developed by One final
Visual 25- Outcomes 1-5 Ingrid Hoveling essay, visual
Literacy Decembe (my PS2 TA) essay, and
r Breaking unit exam.
essay writing Teachers pay
into parts and teachers online Formative:
spending resources drafts of
appropriate summative,
amount of Time for writing observations,
time on each online resources discussion,
part. Final journals,
assignment Essay maps from checklists.
will be writing read, write,
an essay. To think online
break this up resources
we will do fun
visual literacy Visual essay
activities and examples from
discuss how to Christa
be visually Henderson (my
literate and high school ELA
why it matters teacher)
in this digital
age. They will
create a visual
essay and a
written essay
by the end of
the unit.
35
Poetry January- General Teaching Summative:

March Learning Matters online Poetry
Figurative Outcomes 1-5 resources: analysis,
Language http://www.teac figurative
Study a hingmatters.org/ language
Letter variety of files/poetryunit. chart, unit
Writing types of poem. pdf exam, a
formal letter
Create a Sightlines 7 and to modern
chapbook of the teaching day
poetry with a guide politician.
glossary that
identifies the Lady Blue Formative:
figurative Publishing, how drafts of
language used to make a summative,
in the poems. chapbook observations,
Have poems https://www.lad discussion,
be peer edited. ybluepublishing. journals,
com/single- checklists
Write a letter post/how-to-
to a politician make-a-simple-
or world chapbook
leader asking
for change in Poems from Rapi
an area you Kaur, RH Fowler,
are passionate Sherman Alexie
about or (FNMI),
thanking Elizabeth Bishop,
them for and other
doing work in contemporary
an area you popular poets.
are passionate
about. Include Poets.org,
a lesson prior poetryfoundatio
to this on n.com,
research and poetsandwriters.
identifying com
reliable
sources.
36
Novel Study March - General The Outsiders, Summative:

April Learning SE Hinton Essay on
Movie vs Text Outcomes 1-5 novel,
The Outsiders comparison
Read The the movie assignment
Outsiders between film
Teachers pay and text,
Write in teachers online make their
journals resources : own
throughout https://www.teac soundtrack
about herspayteachers. for The
different com/Product/TH Outsiders,
themes from E-OUTSIDERS- unit exam
the novel: Unit-Novel-
alienation, Study-SE- Formative:
class issues, Hinton- checklists,
how these Literature- drafts of
issues still Guide-389161 summative,
persist today, observations,
ect. https://www.teac discussion,
herspayteachers. journals,
Make a com/Product/TH discussions
soundtrack E-OUTSIDERS- connecting
for the movie NOVEL-STUDY- contemporar
and annotate LITERATURE- y outsiders
each song to GUIDE-FLIP- (refugees,
explain where BOOK-1367165 race,
in the movie bullying, etc).
they would https://www.teac
use this song herspayteachers.
and how it com/Product/Th
relates to the e-OUTSIDERS-
themes in the Test-Whole-
novel. Novel-Test-
with-Common-
Watch the Core-Stems-
movie The 1394714
Outsiders.
Compare the
movie and
book.
37
Film Study April- General The four basic Summative:

June Learning types of speech: assignment
Types of Outcomes 1-5 http://www.ismc identifying
Speech kenzie.com/4- parts of film
Study the basic-types-of- (cinematogra
Public elements of speeches/ phy, lighting,
Speaking film. music, etc
Study.com, types how all these
Go through of speech video: elements
the types of http://study.com enhance
speech and /academy/lesson plot), write a
create small /types-of- speech on a
skits speeches- contemporar
explaining informative- y world issue
them. persuasive-and- or from the
special- perspective of
Prepare a occasion.html a
speech to contemporar
share with the Watch a variety y world
class. of TedTalks as leader, unit
examples of exam.
public speaking,
including this Formative:
one: drafts of
https://www.ted. summative,
com/talks/chris observations,
_anderson_teds checklists,
_secret_to_grea discussion,
t_public_speaki checklists,
ng journals
Review June General Kahoot.com Summative:

Learning Final Exam,
Exam Outcomes 1-5 Jeoparty labs to portfolio
Preparation make a review reflection
All game assignment
assignments https://jeopardyl
and tests from abs.com/ Formative:
the year checklists,
should be kept Crumple and observations,
in your Shoot discussions,
38
portfolio and journals.

be marked
with a sticky
note to
identify if the
assignment
uses reading,
writing,
viewing,
representing,
or listening
skills. There
should also be
a reflection in
the portfolio
highlighting
the biggest
things they
learned and
how this year
may have
changed their
Autobiograp
hy.
Prep and write

a final exam
that reviews
the main
topics from
the year.
39

Grade 7 - Short Story Unit

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Grade 7 ELA: PS3 Planning

First Unit Plan

Students will be able to (SLOs): 5

Stage 2 Assessment Evidence 5

Quizzes, Tests, Assignments 6

Performance Tasks, Projects 6

First Week Lessons 287

Year Long Plan 342

Unit Plan, ELA 7: Short Stories &

September 5- 13 will be introductions, and an autobiography assignment. I will

Following the autobiography assignment we will start this unit.

Topics for mini-lessons:

Stage 1 Desired Results

Established Goals GLO(s):

Understandings: Essential Questions:

I can work independently on short creative writing

I can write a well developed paragraph.

I can respond to literature in analytic, comprehensive,

Prior understandings Students will be able to (SLOs):

To develop abilities to work independently and in a

To promote active readership.

Building more developed writing abilities include

Making connections to compare and contrast different

Develop the ability to interpret and respond to media.

To consider ones interests and develop and change taste

To compare themselves and others to characters they

The ability to oneself into the shoes of a character and

Stage 2 Assessment Evidence

Quizzes, Tests, Assignments Performance Tasks, Projects

Tandem short stories. Autobiography assignment.

Individual short stories. Tandem short stories.

Writing frames and paragraphs. Short stories.

Other Evidence (observations, work samples, dialogues) Student self-assessment

Journal reflections. Journal reflections.

Observations. Editing writing assignments. Editing checklists.

Discussions. Portfolio comments.

Mind maps- individual and as a class

Week Texts Activities Assessments Resources SLOs

Bloodthirsty frames Pottle

4 When Creative Discuss Sightlines 7.

5 Final Using drafting 1.1 , 1.2, 2.1, 2.2

6 This week I 1.1 , 1.2, 2.1, 2.2

Week : Pixar shorts, The Knife by Sarah Ellis, paragraph

Lesson 1- Disney/Pixar Shorts & Plot Structure

Outcomes: 1.1, 2.2, 2.3, 5.2

Evaluation: Having students fill in plot diagrams.

Lesson 2- The Knife, by Sarah Ellis

Materials: Flashback vs foreshadowing activity from TPT. Do in stations and

Mini- lesson on Flashbacks and Foreshadowing.

Outcomes: 1.1, 1.2, 2.1, 2.3, 3.3, 5.1, 5.2

Evaluation: Observing pre-reading discussion.

Lesson 3- The Knife, by Sarah Ellis

Materials: Booklets, poster paper, board markers,

Read story to students

During-reading jigsaw activity. Have booklets for each student to keep as

Evaluation: Observe the during-reading activities to check for students

Lesson 4- The Knife, by Sarah Ellis

Materials: Journals, comprehension worksheets, paper for crumple and shoot,

Discuss Comprehension questions from Pg 14 sight lines. Have groups play

Outcomes: 1.1, 2.1, 2.2, 2.3, 3.1, 3.4, 4.3

Evaluation: Read through students journal responses and provide formative

Lesson 5- Paragraph writing

Write a short paragraph in their journals based on a prompt in all 3 points of