Tled 432 Language Arts Sampler

Overview
Monday This lesson will use the novel Walk Two Moons by Sharon
Creech to help students consider and broaden their
knowledge about journeys. After the opening using their
Literature Focus Unit Language Arts Journals and completing an Anticipation
Guide, they will be introduced to new vocabulary and
Dorothy Fannin exposed to uses of figurative language, such as simile,
metaphor, and personification. The students will view a
PowerPoint presentation with the new vocabulary and
examples of figurative language. They will work in small
groups to discuss and share examples and meanings/uses
of figurative language and to expand their knowledge
about the vocabulary.
Purpose
The purposes of this lesson are to broaden the students’
perceptions of the concept of journeys, to enrich their
vocabularies, and to enlighten them about figurative
language.
SOL
6.1 The student will use effective oral communication
skills in a variety of settings.
a) Listen actively and speak using appropriate
discussion rules with awareness of verbal and
nonverbal cues.
b) Participate in collaborative discussions with
partners building on others’ ideas.
Materials Resources
 Anticipation  Walk Two Moons by Sharon Creech
Guides  Smart Board (for music and PowerPoint presentation)
 Language Arts  YouTube video Willie Nelson, On the Road Again
Journals https://www.youtube.com/watch?v=dBN86y30Ufc&list=RDQ
 Pencils MFlDskkHoC64&start_radio=1
 USA Roadmaps  YouTube video John Denver, Take Me Home, Country Roads
 Vocabulary/Figu https://www.youtube.com/watch?v=1vrEljMfXYo&list=RDQM
rative Language FlDskkHoC64&index=2
PowerPoint  YouTube video Lynyrd Skynyrd, Sweet Home Alabama
https://www.youtube.com/watch?v=9Cyokaj3BJU
Strategy
Students will use an Anticipation Guide to elicit background information and preview the novel.
They will participate in small group discussions and make predictions.
Vocabulary
1. Peculiar/peculiarity
2. Tottery
3. Ornery
4. Diabolic
5. Primly
6. Lunacy/lunatic
7. Elderly
8. Heartily
9. Omnipotent
10. Dignified
11. Respectable
12. Defiance
13. Astounding
14. Defensive
15. Ruination
16. Gallantly
17. Dismantled
18. Diabolic
19. Divulge
20. Muesli
21. Primly
22. The Badlands
23. The Black Hills
24. Mournfully
Opening/Hook
As students arrive in the classroom, they will notice maps of the United States hung around the
room. The teacher will also showcase a plaque on the wall that states, “The Joy Is In The
Journey.” A USA roadmap will be located on each student’s desk. After students have been
seated and given an opportunity to look at the maps, they will be asked to take out their
Language Arts Journals for a Quick Write. The theme of “Journeys” will be introduced to the
students, and they will be asked to listen to some traveling music and to respond to how the
music and the prospect of a journey make them feel.
 Willie Nelson, On the Road Again
https://www.youtube.com/watch?v=dBN86y30Ufc&list=RDQMFlDskkHoC64&start_radi
o=1
 John Denver, Take Me Home, Country Roads
https://www.youtube.com/watch?v=1vrEljMfXYo&list=RDQMFlDskkHoC64&index=2
 Lynyrd Skynyrd, Sweet Home Alabama
https://www.youtube.com/watch?v=9Cyokaj3BJU
Vignette
1. Distribute and explain that students will complete Anticipation Guide to formatively
assess and elicit background knowledge.
2. Introduce students to the novel, looking at the cover, author, layout, illustrations, etc.
3. Present Vocabulary/Figurative Language Power Point presentation.
4. Split students into heterogenous small groups for discussion. Instruct them to consider
predictions they may make based on the Anticipation Guides, novel preview, and Power
Point presentation.
5. Move around the room and make formative assessment notes for each student on
individual note cards. Scaffold background knowledge of journeys and clarify any
questions of vocabulary words or figurative language students may be discussing.
6. Have students return to their seats and take out their Language Arts Journals. Instruct
them to use the next several minutes to write about their predictions, ideas, and
questions.
Assessment
Anticipation Guide - will formatively assess students’ prior/background knowledge.
Small group discussion – notes made for each student for formative assessment and
observations on student interactions.
Differentiation
Copies of Walk Two Moons will be given to students in both English and their native languages.
Vocabulary word lists/figurative language examples will be distributed during the Power Point
with English and non-English equivalents. Vocabulary words will use sentences, visual graphics,
and examples that are culturally relevant and increase ELL students’ background knowledge if
needed.
Overview
Monday The students will be introduced to leveled books through a

brief preview of each book allowing for student
predictions. This lesson will expand each student’s
Literature Circles vocabulary through group discussion and research of
meanings and definitions of words from books on three
different levels.
Purpose
Literature Circles will expand the student’s knowledge base
with books appropriate for each student’s reading level.
These leveled reading books are connected to the featured
book through the theme of journeys. The students will
explore the ideas that journeys sometimes, but not always,
entail travel. Journeys can also be a time of growth and
transformation of an individual from within.
SOLs
6.4 The student will read and determine the meanings of
unfamiliar words and phrases within authentic texts.
b) Use roots, affixes, synonyms, and antonyms to
expand vocabulary.
c) Use context and sentence structure to determine
meanings and differentiate among multiple meanings
of words.
e) Use word-reference materials.
f) Extend general and cross-curricular vocabulary
through listening, reading, and writing.
Materials Resources
1. When You Reach Me Vocabulary 1. When You Reach Me by Rebecca Stead
2. The Giver Vocabulary (level 5)
3. The Outsiders Vocabulary 2. The Giver by Lois Lowry (level 6)
4. Pencils 3. The Outsiders by S.E. Hinton (level 7)
5. Language Arts Journals
6. When You Reach Me Anticipation
Guide
7. The Giver Anticipation Guide
8. The Outsiders Anticipation Guide
Strategies
The students will make predictions based on previewing and using an anticipation guide. They
will participate in an interactive group activity to be introduced to new vocabulary words.
Literature Circles will be based on student’s reading level.
Vocabulary
When You Reach Me – Rebecca Stead (level 5)

1. Obstruct
2. Omen
3. Fundamental
4. Nasal
5. Repulsive
6. Prosecutor
7. Swivel
8. Hitch
9. Nonexistent
10. Linoleum
11. Hexagon
12. Prolong
13. Pending
14. Pathetic
15. Plaque
16. Equivalent
17. Oblivious
18. Crud
19. Epilepsy
20. Plea
The Giver – Lois Lowry (level 6)

1. Intrigue
2. Jeer
3. Palpable
4. Distraught
5. Wheedle
6. Complicated
7. Sift
8. Defiant
9. Resolve
10. Sympathetic
11. Capacity
12. Overwhelming
13. Soothe
14. Apprehensive
15. Reassured
16. Chastisement
17. Self-conscious
18. Petulant
19. Remorse
20. Bewilderment
21. Mystified
22. Reflective
23. Serene
24. Chortle
The Outsiders – S.E. Hinton (level 7)

1. Consider
2. Conscious
3. Suffocate
4. Sympathetic
5. Acquire
6. Unfathomable
7. Suspicious
8. Savvy
9. Appeal
10. Incredulous
11. Sophisticated
12. Aloofness
13. Elite
14. Tension
15. Stagger
16. Smoldering
17. Clutch
18. Apprehensive
19. Defiance
20. Gingerly
21. Sheepish
22. Premonition
Vignette
1. Separate students into three groups according to their designated reading levels. Instruct
them to bring their pencils and Language Arts Journals when they join their groups.
2. Have students preview their books by examining the cover/jacket, title page, and chapter
headings.
3. Have students complete Anticipation Guides.
4. Instruct students to discuss predictions with their group and record their predictions in
their Language Arts Journals.
5. During this activity complete informal assessment by moving around the room and making
notes on a notecard with each student’s name. Use scaffolding as needed. Assess
background knowledge and enhance as needed.
6. After a designated time is allowed for previewing, explain to students that we will now
discover some important vocabulary from our books. Give students copies of vocabulary
lists from their respective books. Explain instructions to the students. Students will first
have group discussions about vocabulary, placing a checkmark on the Monday column by
words that they know and a question mark by the words that they do not know.
7. During these leveled-group discussions, circle the room and scaffold knowledge of
unknown vocabulary words. Share correct pronunciation and use each word in a sentence.
Assessment
Previewing-and-Prediction Group Activity - Informal formative assessment will occur during the
student previewing-and-predicting group activity by making notes for each student. The
teacher will use the group time to assess the student’s ability to communicate with their peers
and to work well within a diverse group. The teacher will also assess the student’s background
knowledge based on their predictions, providing scaffolding as needed. Language Arts Journals
will be used as formative assessment.
Anticipation Guide - Formative assessment will occur during student discussion of and
completion of the Anticipation Guides. Communication skills, participation, and ability to work
in a group will also be assessed.
Vocabulary Discussion Group Activity - Formative assessment will occur as the teacher moves to
each group and scaffolds vocabulary knowledge as needed.
Differentiation
Background knowledge will be built during the previewing activity as needed. The lesson will
be differentiated for English Language Learners (ELLs) by having the Vocabulary word lists
written in English and translated into the student’s native language. After the initial
introduction of the vocabulary and group discussions are completed, ELLs will receive a copy of
all vocabulary words with definitions in their native languages.
Overview:
Monday This lesson will introduce a weeklong persuasive letter

writing assignment. Students will specify an intended
audience and purpose. Students will work on the
Writing Workshop prewriting phase of the writing process by choosing their
intended audience and defining their purpose. They will
use several strategies to begin the writing process of
prewriting.
Purpose
The purpose of this workshop is to allow students to enrich
their writing skills and to incorporate the theme of journeys
into a writing. Incorporating the theme into their writing
will allow them to show their understanding of the theme,
as well as their writing skills.
Standards of Learning:
6.7 The student will write in a variety of forms to include
narrative, expository, persuasive, and reflective with an
emphasis on narrative and reflective writing.
a) Engage in writing as a recursive process.
b) Choose audience and purpose.
c) Use a variety of prewriting strategies to generate
and organize ideas.
Materials: Resources:
 Prewriting Organizer  Smart Board/projector
 Pencils
 Language Arts Notebooks
 Writing Prompt
 Letter Format Guide
 Persuasive Letter Rubric
Strategies:
Students will choose their audience and purpose from several writing prompts. They will
brainstorm ideas to define their intended purpose. They will use a graphic organizer to begin
the prewriting phase of the writing process.
Vocabulary:
2. Tottery
3. Ornery
4. Diabolic
5. Primly
6. Lunacy/lunatic
7. Elderly
8. Heartily
9. Omnipotent
10. Dignified
11. Respectable
12. Defiance
13. Astounding
14. Defensive
15. Ruination
16. Gallantly
17. Dismantled
18. Diabolic
19. Divulge
20. Muesli
21. Primly
22. The Badlands
23. The Black Hills
24. Mournfully
Vignette:
1. Begin a discussion to assess background knowledge by reminding students of the theme
of Journeys. Have students partner with the student beside them and discuss
several journeys they have been on or would like to go on in order to brainstorm
about journeys.
2. After five minutes of paired discussion, have each pair of students share some of their
experiences of taking journeys. Assess background knowledge during the discussion,
scaffolding ideas for journeys such as trips to the zoo, a relative’s home, or the
grocery store if students have not had other journey experiences. Remind students
of the possibility that not all journeys require travel; they can be within a person.
3. Distribute and discuss Persuasive Letter Rubric. Remind students they are to use their
Rubrics during the week as they work on their writing assignment.
4. Next, instruct students to take out their Language Arts Notebooks. Have the Writing
Prompt projected on the Smart Board and introduce students to their options for
writing a persuasive letter. Their intended purpose will be to persuade the recipient
of the letter to go on a journey, or to take them on a journey. Instruct the students
to consider the options and brainstorm ideas by making notes in their Language Arts
Notebooks while thinking of their experiences with journeys.
5. Project the Letter Format Guide on the Smart Board, and model and discuss the format
of a letter with students. (This will be a reminder and extension, as students will
have had prior experience with letter writing.) Assess background knowledge of the
letter writing skills during this portion, re-teaching or scaffolding if necessary.
6. After discussion of the Format Guide, instruct students to copy the Format graphic into
their Language Arts Notebooks to refer to as they write their letters.
7. Project the vocabulary words on the Smart Board. Inform students that they must use
four or more vocabulary words in their letters.
8. Distribute the Prewriting Organizer to students and separate them into heterogenous
groups of three based on Language Arts skills/abilities. Instruct students to work in
their groups to complete Prewriting Organizers, one per student. This will allow
them to share ideas for finalizing their intended audience and purpose, including the
location of the journey which they will persuade their audience to take or to take
with them. Encourage students to assist their group members with details and
examples which they can use in their letters, as well as ideas for using the
vocabulary words. This time will be used for informal formative assessment by
walking around the room and making notes of individual students on notecards for
each student. Scaffold if needed.
9. Have the students place their completed Prewriting Organizers along with their
Persuasive Letter Rubrics in their Language Arts Notebooks.
Assessment:
Class Discussion – Formative assessment of background knowledge will occur during class
discussions.
Language Arts Notebooks – Formative assessment will occur as students brainstorm ideas
for meeting the prompts. Notes will be made for each student on their individual notecards
after the Format Guide is copied into the Notebooks.
Prewriting Organizers – Formative assessment of the collection and organization of
thoughts based on the writing prompts will be made from the Prewriting Organizers.
Differentiation:
Copies of all materials will be distributed in students first languages including: Prewriting
Organizer, Writing Prompt, Letter Format Guide and Persuasive Letter Rubrics. Students will
have access to vocabulary lists in both English and their first language. ELLs will be placed in the
heterogenous groups which will best allow for peer modeling. The teacher will give individual
assistance to ELLs throughout the lesson as needed.
Overview
Monday This Thematic Unit will be used to allow students the

opportunity to highlight the knowledge they have gained
throughout the week on the theme of Journeys. They will
Thematic Unit be assigned a RAFT activity which includes 5 project
options. The students will present their RAFT projects on
Friday to summarize and conclude the weekly thematic
lesson.
Purpose
The Thematic Unit will give students options for expressing
the knowledge and understanding that they gain on the
theme of “journeys.” The choices of the RAFT projects will
allow for differentiation, accommodating different learning
styles, strengths, and preferences.
SOLs
English Language Arts
6.2. The student will create multimodal presentations that
effectively communicate ideas.
a) Use effective verbal and nonverbal communication
skills to deliver multimodal presentations.
b) Use language and vocabulary appropriate to
audience, topic, and purpose.
d) Paraphrase and summarize key ideas of a
presentation.

and organize ideas.
d) Organize writing to fit mode or topic.
j) Select vocabulary and information to enhance the
central idea, tone, and voice.
l) Revise writing for clarity of content including
specific vocabulary and information.
6.8 The student will self- and peer-edit writing for

capitalization, punctuation, spelling, sentence structure,
paragraphing, and Standard English.
a) Use subject-verb agreement with intervening

phrases and clauses.
b) Use pronoun-antecedent agreement to include
indefinite pronouns.
c) Maintain consistent verb tense across paragraphs.
d) Eliminate double negatives.
e) Use quotation marks with dialogue.
f) Choose adverbs to describe verbs, adjectives, and
other adverbs.
g) Use correct spelling for frequently used words.
h) Use subordinating and coordinating conjunctions.
Visual Communication and Production

6.3 The student will communicate personal ideas,
experiences, and narratives through the creation of works
of art, using a variety of media.
Materials Resources
 RAFT Handout  Walk Two Moons by Sharon Creech
 RAFT Rubric  Computers
 Pencils  Printers
 Construction Paper  Internet access
 Printer paper
 Stapler
 Scissors
 Markers
 Poster board
 Walk Two Moons Vocabulary List
 Language Arts Journals
Strategies
Students will use organizing, elaborating, and monitoring while going through the process of
product creation.
Students will use RAFT to create multimedia projects. The RAFT will allow for differentiation
based on multiple intelligences.
Vocabulary
2. Tottery
3. Ornery
4. Diabolic
5. Primly
6. Lunacy/lunatic
7. Elderly
8. Heartily
9. Omnipotent
10. Dignified
11. Respectable
12. Defiance
13. Astounding
14. Defensive
15. Ruination
16. Gallantly
17. Dismantled
18. Diabolic
19. Divulge
20. Muesli
21. Primly
22. The Badlands
23. The Black Hills
24. Mournfully
Vignette
1. Project the RAFT Handout on the Smart Board. Explain to the students that they will
complete a project of their choice to display what they have learned about our theme of
Journeys.
2. Inform students that they will present their projects to the class on Friday and that Projects
will be published on the school website. Additionally, those that choose to create a
children’s picture book will share their books with our school’s second and third grade
classes.
3. Read and explain each of the RAFT choices to the students. Instruct them that they are to
choose one project, which will be completed throughout the week using the writing
process (prewriting, drafting, revising, editing, and publishing).
4. Distribute RAFT Handouts and RAFT Rubrics, advising students to make sure to consult their
rubrics as they choose their projects, as well as daily while they go through the process of
creating their projects.
5. Review rubric with students, explaining that all students must use two examples of
figurative language and three vocabulary words.
6. Allow students five minutes to consider their learning preferences and to brainstorm ideas
for their RAFT.
7. Have them circle their choice on the RAFT Handout and make initial notes on project ideas
in their Language Arts Journals.
Assessment
Students’ Language Arts Journals will be formatively assessed as they brainstorm ideas for their
RAFT projects. Scaffolding will be used for ideas for student projects if any students are
struggling with their ideas or choices.
Differentiation
Students will continue to have access to vocabulary and figurative language examples in their
first languages/English. Students will have choices with visual components such as maps and
timelines.
Overview
Tuesday This lesson will focus on figurative language and its uses
throughout the literature selection. After participating in a
guided imagery exercise, the students will preview the
Literature Focus Unit vocabulary and figurative language that will found in the
day’s reading. They will share their predictions from
Monday, and then listen to the first portion of the text
being read. Students will do a double-entry journal writing
on figurative language and/or vocabulary from the day.
Purpose
language.
SOLs
of words.
d) Identify and analyze the construction and impact of
figurative language.
through speaking, listening, reading, and writing.
Materials Resources
 Language Arts Journals  Walk Two Moons by Sharon Creech
 Pencils  SmartBoard
 Computers
 Internet access
 YouTube video
https://youtu.be/TS06oKHNF1A.
 Vocabulary website for Walk Two Moons
https://www.vocabulary.com/lists/315515
Strategies
A Guided Imagery will be used to enhance students’ ability to visualize.
They will create a Double-Entry Journal writing.
Vocabulary
2. Tottery
3. Ornery
4. Diabolic
5. Primly
6. Lunacy/lunatic
Opening/Hook
Explain to the students that we are going to do a Guided Imagery exercise and that after we
listen, they will draw a response to what they have heard. Have students close their eyes and
use the Smart Board to play Falling Snowflakes - Worry Free – Drifting Clouds Meditation from
https://youtu.be/TS06oKHNF1A. Have students open their eyes and take out their Language
Arts Journals. Instruct them to draw their representations of the journey that they took in their
imaginations while they listened to the guided imagery.
Vignette
1. Review the vocabulary for the day’s selection of reading by pulling up “Walk Two
Moons” Vocabulary on https://www.vocabulary.com/lists/315515. Discuss each word
(the site gives the definition and the sentence in which it is used in the book).
2. Review the figurative language types (simile, metaphor, and personification) which they
are working on.
3. Have students take out their Language Arts Journals. Ask students to volunteer to share
some of the predictions they wrote in their journals on Monday.
4. Read pages 1-22 (Chapters 1-4) aloud to students.
5. Project examples of figurative language and the vocabulary found in today’s reading on
the Smart Board. Have students do a double-entry journal on three vocabulary words
and one use of figurative language from the day’s reading. They will write the
vocabulary word/figurative language in the left column and draw a sketch, write a
description, or use the words or phrases in a sentence in the right column.
Assessment
Responses (drawings) of guided imagery exercise will be used to formatively assess students’
expanding ideas of journeys.
Double-entry journal entries will be used to formatively assess students’ understandings of
vocabulary and figurative language.
Differentiation
The lesson will be differentiated for English Language Learners (ELLs) by having a Double-Entry
Journal entry model completed for the students to use as a guide. The example will be written
in English and the student’s native language. The lesson is also differentiated for students as
they use artistic representations to express their visualizations, as well as with the opportunity
to draw a sketch as their response in the double-entry journal activity.
Overview
Tuesday This lesson will allow each student to see the new
vocabulary words and uses of figurative language in
context while they read different literature based on
Literature Circles reading levels. They will apply their knowledge of simile
and metaphor with an activity.
Purpose
with books appropriate for each student’s reading level.
These leveled reading books are connected to the featured
book through the theme of Journeys. The students will
gain further understanding of vocabulary and figurative
language while creating an online project.
SOLs
expand vocabulary.
of words.
Materials Resources
 Language Arts Journal  When You Reach Me by Rebecca Stead (level 5)
 Pencil  The Giver by Lois Lowry (level 6)
 The Outsiders by S.E. Hinton (level 7)
 Computers
 Internet access
 Google images
 Microsoft word
 When You Reach Me vocabulary list from
 The Giver vocabulary list
https://www.vocabulary.com/lists/search?query=th
e+giver
 The Outsiders vocabulary list
Strategy
Literature Circles- The students will be grouped with students at the same reading level and
ability to allow for differentiation.
Collaboration – The students will participate in a group project by fulfilling group roles to
research vocabulary and figurative language.
Vocabulary
1. When You Reach Me
1. Obstruct
2. Omen
3. Fundamental
4. Nasal
5. Repulsive
2. The Giver
1. Intrigue
2. Jeer
3. Palpable
4. Distraught
5. Wheedle
6. Complicated
3. The Outsiders
1. Consider
2. Conscious
3. Suffocate
4. Sympathetic
5. Acquire
Vignette
1. Instruct students that we will begin Literature Circles where they will each have an
opportunity to explore a new novel within a smaller group. They will first have an
opportunity to preview their novels and then complete an Anticipation Guide.
2. Explain that they will work on a project during the next few days to showcase the new
vocabulary they will encounter. Describe Group Roles as follows:
 Word Master – access the website and find definitions. Copy and paste
definitions into a Microsoft Word document.
 Image Master – find a photo on google images to fit the definition and copy and
paste the image into the Microsoft Word document.
3. Make sure students know that group roles will be rotated each day and each student
will have an opportunity to be Master. Assign group roles for the day.
4. Have all students write definitions on their Vocabulary lists as the word master finds the
definitions.
5. Direct students to look for examples of figurative language in their daily reading. Have
them bring their Language Arts Journals and a pencil and make note of the page number
and the first few words when they hear an example of figurative language.
6. Break students into leveled groups and rotate as follows, directing The Outsiders and
The Givers to begin reading:
When You Reach Me
a) Review the vocabulary words and use each word in a sentence.
b) Begin reading the selection aloud. Pause and point out uses of figurative language.
Have students take up reading aloud, calling on individual students to take a turn,
making sure each student has an opportunity to read. Scaffold reading as needed.
The group will read pages 1-24.
c) Direct students to go to the computer to begin their vocabulary project, reminding
them of group roles and summarizing the project directions.
The Outsiders
d) Join in on the student’s reading. Pause and point out uses of figurative language. The
group will read pages 1-36, and each individual student will be asked to read a section
aloud.
e) Direct students to go to the computer to begin their vocabulary project, reminding
The Giver
f) Join in on the student’s reading. Pause and point out uses of figurative language. The
aloud.
g) Direct students to go to the computer to begin their vocabulary project, reminding
Assessment
Literature Circle Groups- The teacher will formatively assess the student’s reading fluency and
understanding of the concept of figurative language.
Differentiation
The ELL students will be given extra time to read the text prior to Guided Reading Groups. ELLs
will receive a copy of all vocabulary words with definitions in their native languages.
Overview:
Tuesday This lesson will continue persuasive letter writing

assignment. Students will work on the drafting phase of
the writing process by independently composing their first
Writing Workshop drafts.
Purpose
into a writing. Incorporating the theme into their writing
will allow them to show their understanding of the theme,
as well as their writing skills.
Standards of Learning:
Materials Resources
 Prewriting Organizer  Smart Board projector
 Pencils
 Writing Prompt
Strategy
Independent Work- The students will work independently to draft the persuasive letter.
Vocabulary:
2. Tottery
3. Ornery
4. Diabolic
5. Primly
6. Lunacy/lunatic
7. Elderly
8. Heartily
9. Omnipotent
10. Dignified
11. Respectable
12. Defiance
13. Astounding
14. Defensive
15. Ruination
16. Gallantly
17. Dismantled
18. Diabolic
19. Divulge
20. Muesli
21. Primly
22. The Badlands
23. The Black Hills
24. Mournfully
Vignette
1. Have students take out their Language Arts Journals, Prewriting Organizers, and Rubrics.
2. Have vocabulary words projected on the Smart Board. Remind students they are to use
at least 4 vocabulary words in their letters.
3. Instruct them to use their Prewriting Organizers to independently write a first draft of
their persuasive letters.
4. Remind students to refer to their rubrics.
5. Move around the room to assist students and scaffold as needed.
Assessment
Formative Assessment- The teacher will circle through the classroom evaluating each student’s
ability to create a rough draft of a persuasive letter, scaffolding as needed.
Differentiation:
have access to vocabulary lists in both English and their first language. The teacher will give
individual assistance to ELLs throughout the lesson as needed.
Overview
Tuesday This Thematic Unit will be used to allow students the

throughout the week on the theme of Journeys. They will
Thematic Unit be assigned a RAFT activity which includes 5 project
options. They will create a rough draft of their RAFT
project.
Purpose
The Thematic Unit will give students options for expressing
the knowledge and understanding that they gain on the
theme of Journeys. The choices of the RAFT projects will
allow for differentiation, accommodating different learning
styles, strengths, and preferences.
SOLs

and organize ideas.
Materials Resources
 Printer paper
 Stapler
 Scissors
 Markers
 Poster board
 Walk Two Moons Vocabulary List
Strategies
product creation.
Vocabulary
2. Tottery
3. Ornery
4. Diabolic
5. Primly
6. Lunacy/lunatic
7. Elderly
8. Heartily
9. Omnipotent
10. Dignified
11. Respectable
12. Defiance
13. Astounding
14. Defensive
15. Ruination
16. Gallantly
17. Dismantled
18. Diabolic
19. Divulge
20. Muesli
21. Primly
22. The Badlands
23. The Black Hills
24. Mournfully
Vignette
1. Project vocabulary words on the Smart Board projector.
2. Instruct students to take out their RAFT Handouts and Rubrics. Have them take out the
supplies which are appropriate for their choice of product, i.e. construction paper,
notebook paper, pencils, colored pencils, etc.
3. Advise students who will be working on computers that they are to take their Handouts
and Rubrics to their work station.
4. Have students review their choices for the RAFT and read over their prewriting notes.
5. Tell students they are to now create their rough drafts of their RAFT projects.
Assessment
Formative Assessment- The teacher will circle through the classroom evaluating each student
and providing suggestions and ideas where needed. The teacher will assess the students’
knowledge on the theme and assignment by formatively evaluating their individual drafts.
Differentiation
ELL students will be provided a copy of the vocabulary words in their first languages. All
supplemental materials (RAFT Handouts and Rubrics) will be provided in students’ first
languages. Students will have opportunities to select a format which will use visual arts as a
means of differentiation.
Overview
Wednesday This lesson will focus on figurative language and its
uses throughout the literature selection. After
Literature Focus Unit participating in a scavenger hunt, the students will
have small group discussions of the vocabulary and
figurative language that will be found in the day’s
reading. The teacher will read Chapters 5-8, and
students will write a response in their Language
Arts Journals.
Purpose
The purposes of this lesson are to broaden the
students’ perceptions of the concept of journeys,
to enrich their vocabularies, and to enlighten them
about figurative language.
SOLs
6.4 The student will read and determine the
meanings of unfamiliar words and phrases within
authentic texts.
c) Use context and sentence structure to
determine meanings and differentiate among
multiple meanings of words.
d) Identify and analyze the construction and
impact of figurative language.
f) Extend general and cross-curricular
vocabulary through speaking, listening, reading,
and writing.
Materials Resources
1. Language Arts Journals 1. Walk Two Moons by Sharon Creech
2. Pencils
3. Vocabulary and Guided Imagery
Scavenger Hunt items
Strategies
The students will participate in small group discussions about the vocabulary and figurative
language of the day.
They will use Language Arts Journals to write responses based on the day’s reading.
Vocabulary
1. Elderly
2. Heartily
3. Omnipotent
4. Dignified
5. Respectable
6. Defiance
Opening/Hook
Explain to students that they will be participating in a class scavenger hunt to find items from
the reading for the day. Project the first clue to the scavenger hunt on the Smart Board. Have
students move around the room to find the vocabulary and figurative language uses from the
day’s reading, which will be hidden in the room in advance. Each item will have clues leading to
the next item. The last item will display a message that the class have all been awarded status
as Master Detectives for expertise at clue following and finding.
Vignette
1. After students have finished finding all the vocabulary and figurative language clues
from the scavenger hunt, have them break into heterogenous small groups for
discussion.
2. Project the vocabulary and figurative language examples onto the board. Instruct
groups to discuss each word and figurative language use and come up with a new
sentence or example for each one.
3. Have the students select a group representative for each example to be prepared to
share with the class after the day’s reading.
4. Read pages 22-42 (Chapters 5-8).
5. Call on each group representative to share sentences and examples of
vocabulary/figurative language from the day.
6. Ask students to think about how the author’s use of language in the vocabulary and
figurative language word choice evokes feeling. Have them write a response for five
minutes in their Language Arts Journals.
Assessment
Small group discussion – walk around the room during small group discussion and make
formative assessment of students’ discussions.
Group discussion – use classroom discussion of representatives’ examples as formative
assessment.
Language Arts Journals – use as formative assessment of students’ understandings of
mood/tone.
Differentiation
Scavenger hunt items will be in both English and students’ first languages. English language
learners will be allowed to write their emotional responses in their Language Arts Journals in
their first language.
Overview
Wednesday This lesson will allow each student to see the new vocabulary
words and uses of figurative language in context while they
Literature Circles read different literature based on reading levels. They will
apply their knowledge of simile and metaphor with an activity.
Purpose
with books appropriate for each student’s reading level. These
leveled reading books are connected to the featured book
through the theme of Journeys. The students will gain further
understanding of vocabulary and figurative language while
creating an online project.
SOLs
b) Use roots, affixes, synonyms, and antonyms to expand
vocabulary.
meanings and differentiate among multiple meanings of
words.
f) Extend general and cross-curricular vocabulary through
listening, reading, and writing.
Materials Resources
 Computers
 Internet access
 Google images
 Microsoft word
https://www.vocabulary.com/lists/search?query=the+
giver
Strategy
1. Literature Circles- The students will be grouped with students at the same reading level and
2. Collaboration – The students will participate in a group project by fulfilling group roles to
Vocabulary
1. Prosecutor
2. Swivel
3. Hitch
4. Nonexistent
5. Linoleum
5. The Giver
1. Sift
2. Defiant
3. Resolve
4. Sympathetic
5. Capacity
6. Overwhelming
6. The Outsiders
1. Unfathomable
2. Suspicious
3. Savvy
4. Appeal
5. Incredulous
Vignette
1. Instruct students that we will begin Literature Circles.
2. Assign group roles for the day.
When You Reach Me

b) Begin reading the selection aloud. Pause and point out uses of figurative
language. Have students take up reading aloud, calling on individual students to take a
turn, making sure each student has an opportunity to read. Scaffold reading as needed.
The group will read pages 25-42.
c) Direct students to go to the computer to work on their vocabulary project,
reminding them of group roles and summarizing the project directions.
The Outsiders
a) Join in on the student’s reading. Pause and point out uses of figurative language.
The group will read pages 37-67, and each individual student will be asked to read a
section aloud.
b) Direct students to go to the computer to work on their vocabulary project,
The Giver
a) Join in on the student’s reading. Pause and point out uses of figurative language.
The group will read pages 25-50, and each individual student will be asked to read a
section aloud.
b) Direct students to go to the computer to work on their vocabulary project,
Assessment
Differentiation
Overview
Wednesday The students will work on revising their letters based on
feedback from their peer. The students will share their
Writing Workshop work with a buddy to receive an outsider’s perspective
and suggestions. They will then make revisions based on
feedback.
Purpose
The purpose is for the students to focus on revising their
writing by regrouping information and replacing words or
phrases with more efficient language. The students will
learn to work together to revise a piece of work through
the peer review.
SOL
6.7 The student will write for a variety of purposes: to
Describe, to inform, to entertain, to explain, and to
Persuade.
h) Revise for clarity of content using specific
vocabulary and information.
Materials Resources
 Pencils
 Writing Prompt
 Persuasive letter rough draft
Strategy
Collaborative Work: Pairs of students will peer review each other’s drafts with the Three-Two-
One Method. The students will list three things they like, two things they learned, and one thing
they need.
Independent Work: The students will work independently to revise their story. The students will
use their peer’s comments in this process.
Vocabulary
2. Tottery
3. Ornery
4. Diabolic
5. Primly
6. Lunacy/lunatic
7. Elderly
8. Heartily
9. Omnipotent
10. Dignified
11. Respectable
12. Defiance
13. Astounding
14. Defensive
15. Ruination
16. Gallantly
17. Dismantled
18. Diabolic
19. Divulge
20. Muesli
21. Primly
22. The Badlands
23. The Black Hills
24. Mournfully
Vignette
1. Advise students that we are going to continue to work on their persuasive letters by
working with a partner to complete the revising process of writing.
2. Remind them to use their Organizers, vocabulary words, and rough drafts.
3. Advise students to use the Three-Two-One Method and their Persuasive Letter Organizers
to choose three things they like about their peer’s work, two things they learned, and one
thing they need to correct. Project this process onto the Smart Board and go over each
point with the students.
4. Have them look for uses of vocabulary words and figurative language.
5. Have students use their peer’s feedback to revise their work.
Assessment
Formative Assessment- The teacher will circle through the classroom and will assess the
student’s ability to read and critique a peer’s letter. The teacher will evaluate each student’s
recognition of grammatical mistakes in a writing piece.
Differentiation:
heterogenous pairs which will best allow for peer modeling and support. The teacher will give
individual assistance to ELLs throughout the lesson as needed.
Overview
Wednesday This Thematic Unit will be used to allow students the
Thematic Unit throughout the week on the theme of Journeys. They
will be working on a RAFT activity which includes 5
project options. They will work with a partner to review
and revise their RAFT project.
Purpose
The Thematic Unit will give students options for
expressing the knowledge and understanding that they
gain on the theme of journeys. The choices of the RAFT
projects will allow for differentiation, accommodating
different learning styles, strengths, and preferences.
SOLs

and organize ideas.
Materials Resources
 Printer paper
 Stapler
 Scissors
 Markers
 Poster board
Strategies
product creation.
Students will use Three-Two-One Method to do peer reviews for revision.
Vocabulary
2. Tottery
3. Ornery
4. Diabolic
5. Primly
6. Lunacy/lunatic
7. Elderly
8. Heartily
9. Omnipotent
10. Dignified
11. Respectable
12. Defiance
13. Astounding
14. Defensive
15. Ruination
16. Gallantly
17. Dismantled
18. Diabolic
19. Divulge
20. Muesli
21. Primly
22. The Badlands
23. The Black Hills
24. Mournfully
Vignette
1. Have students take out their materials for their RAFT projects, including the Handout,
Rubric, and any materials specific to their product, such as paper, pencils, etc.
2. Remind students to refer to their rubrics and to use vocabulary and figurative language in
their projects.
3. Project vocabulary on Smart Board.
4. Explain to students that they will use the Three-Two-One Method to revise their work.
5. Pair each student with a partner to complete the revision process.
6. Have students work on revising their work based on the feedback from their peers.
Assessment
Formative Assessment- The teacher will circle through the classroom evaluating the students
progress and providing suggestions. The teacher will assess the student’s ability to complete a
peer review and to revise their draft project.
In addition, the teacher will assess the students’ applications of Figurative Language in their
projects.
Differentiation
The lesson will be differentiated for ELLs by allowing the students to work with a partner who
has chosen the same role on the RAFT. In addition, the teacher will work with any ELL student
who needs scaffolding to revise their work. Exemplars of former students’ work will be
provided to ELLs.
Overview
Thursday This lesson will focus on figurative language and its uses
throughout the literature selection. It will introduce
the students to imagery and mood/tone. After
Literature Focus Unit watching YouTube videos of Neil Armstrong walking on
the moon and the trailer for Transformers Dark of the
Moon, students will create an open mind portrait using
the vocabulary and figurative language of the day. They
will listen to the reading selection of the day and
participate in a grand discussion about figurative
language, mood, and tone.
Purpose
The purposes of this lesson are to broaden the
students’ perceptions of the concept of journeys, to
enrich their vocabularies, to enlighten them about
figurative language, and to introduce them to the
author’s use of mood and tone.
SOLs
6.4 The student will read and determine the meanings
of unfamiliar words and phrases within authentic texts.
d) Identify and analyze the construction and
impact of figurative language.
e) Describe how word choice and imagery
contribute to the meaning of a text.
Materials Resources
 Pencils  Smart Board
 Computers
 Internet access
 Moon Landing
o https://youtu.be/cwZb2mqId0A
 Transformers Dark of the Moon trailer
o https://youtu.be/3H8bnKdf654
Strategies
The students will create Open Mind Portraits to expand their uses of imagery and practice using
vocabulary and figurative language.
They will participate in a Grand Discussion about the author’s uses of figurative language and
vocabulary to set the mood and tone of the work.
Vocabulary
1. Astounding
2. Defensive
3. Ruination
4. Gallantly
5. Dismantled
6. Diabolic
Opening/Hook
Inform students that we will be enlarging our ideas about journeys today. Begin with showing
the students the YouTube video of Neil Armstrong walking on the moon
https://youtu.be/cwZb2mqId0A. Next, show the students the trailer to the movie,
“Transformers Dark of the Moon” https://youtu.be/3H8bnKdf654. Project vocabulary and
figurative language of the day on the Smart Board. Have students take out their Language Arts
Journals and draw an Open Mind Portrait. Tell them they may choose to draw Neil Armstrong
or an alien who has traveled to Earth. Instruct them to use as many of their vocabulary words
and figurative language examples in sentences in their Open Mind Portraits.
Vignette
1. Ask for students to volunteer how they used vocabulary and figurative language in their
Open Mind Portraits.
2. Teach a mini lesson on tone and mood. Relate the way that the author uses language to
create imagery and sets the tone and mood for the novel.
3. Have a class discussion on tone, mood, and imagery while assessing student understanding
and scaffolding, as needed.
5. Have a Grand Discussion with the students based on the following questions:
How does the author’s use of vocabulary and figurative language set the mood and tone of
this book? What other things does she do to set the mood and tone for the book?
Assessment
Open Mind Portraits – used to formatively assess student understanding of vocabulary and
Grand discussion – used to formatively assess student understanding of tone and mood.
Differentiation
English language learners will be given examples of an Open Mind Portrait in their native
language.
Overview
Thursday This lesson will allow each student to see the new
vocabulary words and uses of figurative language in
context while they read different literature based on
Literature Circles reading levels. They will apply their knowledge of
simile and metaphor with an activity.
Purpose
Literature Circles will expand the student’s knowledge
base with books appropriate for each student’s
reading level. These leveled reading books are
connected to the featured book through the theme of
Journeys. The students will gain further understanding
of vocabulary and figurative language while creating
an online project.
SOLs
6.4 The student will read and determine the meanings
of unfamiliar words and phrases within authentic
texts.
expand vocabulary.
Materials Resources
 Computers
 Internet access
 Google images
 Microsoft word
https://www.vocabulary.com/lists/search?quer
y=the+giver
Strategy
Vocabulary
2. Hexagon
3. Prolong
4. Pending
5. Pathetic
6. Plaque
2. The Giver
1. Soothe
2. Apprehensive
3. Reassured
4. Chastisement
5. Self-conscious
6. Petulant
3. The Outsiders
1. Sophisticated
2. Aloofness
3. Elite
4. Tension
5. Stagger
6. Smoldering
Vignette
2. Explain that they will work on their project. Assign group roles for the day.
When You Reach Me

b) Begin reading the selection aloud. Pause and point out uses of figurative language. Have
students take up reading aloud, calling on individual students to take a turn, making sure
each student has an opportunity to read. Scaffold reading as needed. The group will
read pages 43-63.
c) Direct students to go to the computer to work on their vocabulary project, reminding
The Outsiders
a) Join in on the student’s reading. Pause and point out uses of figurative language. The
aloud.
b) Direct students to go to the computer to work on their vocabulary project, reminding
The Giver
aloud.
b) Direct students to go to the computer to work on their vocabulary project, reminding
Assessment
Differentiation
Overview
Thursday The students will work on editing their letters based on

feedback from their peer. The students will share their
work with a partner to receive an outsider’s perspective
Writing Workshop and suggestions. They will then edit their work based
on feedback.
Purpose
The purpose is for the students to focus on editing their
writing by checking for conventional and grammatical
errors. The students will learn to work together to edit
a piece of work through the peer review process.
SOL
capitalization, punctuation, spelling, sentence
structure, paragraphing, and Standard English.
a) Use subject-verb agreement with intervening

phrases and clauses.
b) Use pronoun-antecedent agreement to include

indefinite pronouns.
c) Maintain consistent verb tense across

paragraphs.
d) Eliminate double negatives.
e) Use quotation marks with dialogue.
f) Choose adverbs to describe verbs, adjectives,

and other adverbs.
h) Use subordinating and coordinating

conjunctions.
Materials: Resources
 Pencils
 Writing Prompt
 Revised persuasive letter
Strategies
Collaboration for Peer Editing – Students will work together to edit writing.
Teacher-Student Conferencing - The teacher will meet with each student to review the
student’s letter and to assist with the editing process.
Vocabulary
2. Tottery
3. Ornery
4. Diabolic
5. Primly
6. Lunacy/lunatic
7. Elderly
8. Heartily
9. Omnipotent
10. Dignified
11. Respectable
12. Defiance
13. Astounding
14. Defensive
15. Ruination
16. Gallantly
17. Dismantled
18. Diabolic
19. Divulge
20. Muesli
21. Primly
22. The Badlands
23. The Black Hills
24. Mournfully
Vignette
1. Advise students that we are going to continue to work on their persuasive letters by
working with a partner to complete the editing process of writing.
2. Remind them to use their Organizers, vocabulary words, and revised drafts.
3. Advise students to use the Three-Two-One Method to choose three things they like about
their peer’s grammar and spelling, two things they learned, and one thing they need to
correct.
4. Meet with each student individually to conference to assist with the editing process.
5. Have students use their peer’s feedback to edit their work.
Assessment
Formative Assessment- The teacher will circle through the classroom and will assess the
student’s ability to read and critique a peer’s letter. The teacher will evaluate each student’s
recognition of grammatical mistakes in a writing piece.
Differentiation:
Overview
Thursday The students will continue working on their RAFT project.

They will work with a partner to use the Three-Two-One
Method to edit their draft project and begin putting it in
Thematic Unit final (publishing) format. The students will work with a
partner and the teacher on the editing process.
Purpose
The purpose of the thematic unit is to allow for
differentiation of the learning by allowing the students
choice on project forms and audience. The editing process
will help the students learn to correct grammar,
capitalization, spelling, punctuation, sentence structure,
and paragraphing in the draft to create an accurate
project.
SOL
capitalization, punctuation, spelling, sentence structure,
paragraphing, and Standard English.
Materials Resources
 Printer paper  Smart Board
 Stapler
 Scissors
 Markers
 Poster board
Strategies
Students will use organizing, elaborating, and monitoring while going through the process of product
creation.
Students will use RAFT to create multimedia projects. The RAFT will allow for differentiation based
on multiple intelligences.
Vocabulary
2. Tottery
3. Ornery
4. Diabolic
5. Primly
6. Lunacy/lunatic
7. Elderly
8. Heartily
9. Omnipotent
10. Dignified
11. Respectable
12. Defiance
13. Astounding
14. Defensive
15. Ruination
16. Gallantly
17. Dismantled
18. Diabolic
19. Divulge
20. Muesli
21. Primly
22. The Badlands
23. The Black Hills
24. Mournfully
Vignette
1. Advise students to take out their revised versions of their RAFT projects.
2. Explain that they will again use the Three-Two-One Method to partner with a classmate
for the editing process.
3. Project the vocabulary words onto the Smart Board.
4. Remind students to use their rubrics and to make sure to use vocabulary words and
figurative language in their work.
5. Conference with each student for editing suggestions.
6. Have students use peer and teacher suggestions to edit their work and prepare it for
publishing.
Assessment
Teacher Conferencing will be used to assess and assist by scaffolding students in the editing
process.
Differentiation
All supplemental materials will be provided in the students’ first language. Exemplars of former
students’ work will be provided. Teacher conferences will be used to assist students
individually with their work.
Overview
Friday This lesson will enlighten students to different types of

journeys, expanding on the knowledge they have gained
throughout the week. It will introduce additional figurative
Literature Focus Unit language and pinpoint its uses throughout the literature
selection. After watching YouTube videos of the travel
scene from “The Time Machine,” students will discuss
different types of journeys, including personal growth and
passage of time. They will close the lesson by re-visiting the
Anticipation Guide and reflecting on learning.
Purpose
language.
SOLs
words.
d) Identify and analyze the construction and impact of
Materials Resources
 Pencils  Smart Board
 Anticipation Guides  Computers
 Figurative  Internet access
Language/Personification  YouTube video “The Time Machine” – time
Handout travel scene
 Connections Handout o https://youtu.be/j4RVmSYhMmQ
Strategies
Small group discussion will be used to expand on student ideas of types of journeys.
They will participate in a grand discussion on journeys as a class.
They will use Language Arts Journals to reflect on their learning.
Vocabulary
1. Divulge
2. Muesli
3. Primly
4. The Badlands
5. The Black Hills
6. Mournfully
Opening/Hook:
Explain to students that we will continue to expand our knowledge about journeys today by
thinking of different types of journeys besides road trips. Show them the YouTube video of the
travel scene from “The Time Machine.” Divide the class into heterogenous small groups to
discuss how a journey can be made through time. Project on the Smart Board: Do you have to
travel to go on a journey? Are there other ways that you can think of to make a journey?
Vignette
1. Have students return to their seats and have a Grand Discussion about the topic of
journeys. Make sure to discuss personal growth and the passage of time as ways to make a
journey.
2. Project the vocabulary and figurative language of the day on the Smart Board. Discuss the
vocabulary and figurative language, asking for student volunteers to use each one in a
sentence.
4. Instruct students to re-visit their Anticipation Guides and complete the column for Friday to
close the lesson and to reflect on their learning.
5. During this lesson, should any students need remediation or extension, use Figurative
Language/Personification Handout and/or Connections Handout. If time permits, the
Connections Handout can be shared and discussed as a whole group activity.
Assessment
Small group discussion - will be used to formatively assess student ideas of types of journeys.
Classroom Grand Discussion – will be used to formatively assess student ideas of types of
journeys.
Language Arts Journals – will be used to assess comprehension.
Differentiation
Students will be placed in small groups with peers who can model and assist ELLs. The teacher
will scaffold and assist ELLs as needed.
Overview
Friday This lesson will allow each student to see the new vocabulary
words and uses of figurative language in context while they read
different literature based on reading levels. They will apply their
Literature Circles knowledge of simile and metaphor with an activity. They will
close the lesson by re-visiting their Anticipation Guides to reflect
on their learning.
Purpose
Literature Circles will expand the student’s knowledge base with
books appropriate for each student’s reading level. These leveled
reading books are connected to the featured book through the
theme of Journeys. The students will gain further understanding
of vocabulary and figurative language while creating an online
project.
SOLs
b) Use roots, affixes, synonyms, and antonyms to expand
vocabulary.
words.
f) Extend general and cross-curricular vocabulary through
listening, reading, and writing.
Materials Resources
 Anticipation Guides  The Outsiders by S.E. Hinton (level 7)
 Computers
 Internet access
 Google images
 Microsoft word
https://www.vocabulary.com/lists/search?query=the+
giver
Strategies
Vocabulary
1. Equivalent
2. Oblivious
3. Crud
4. Epilepsy
5. Plea
2. The Giver
1. Remorse
2. Bewilderment
3. Mystified
4. Reflective
5. Serene
6. Chortle
3. The Outsiders
1. Clutch
2. Apprehensive
3. Defiance
4. Gingerly
5. Sheepish
6. Premonition
Vignette
2. Assign group roles for the day and explain that they will wrap up their projects today.
them bring their Language Arts Journals and a pencil and make note of the page
number and the first few words when they hear an example of figurative language.
When You Reach Me
b) Begin reading the selection aloud. Pause and point out uses of figurative language.
Have students take up reading aloud, calling on individual students to take a turn,
making sure each student has an opportunity to read. Scaffold reading as needed. The
group will read pages 64-75.
c) Direct students to go to the computer to complete their vocabulary project, reminding
them of group roles and summarizing the project directions. Have them email their
project to teacher main email for assessment.
d) Have students complete Anticipation Guides by filling in the Friday column in closure to
reflect on the lesson.
The Outsiders
group will read pages 100-130, and each individual student will be asked to read a
section aloud.
b) Direct students to go to the computer to complete their vocabulary project, reminding
c) Have students complete Anticipation Guides by filling in the Friday column in closure to
The Giver
aloud.
a) Direct students to go to the computer to complete their vocabulary project, reminding
b) Have students complete Anticipation Guides by filling in the Friday column in closure to
Assessment
Vocabulary Project – The Microsoft word vocabulary projects will be used as summative
assessment of students’ understanding of vocabulary.
Differentiation
Overview:
Friday This lesson will conclude a weeklong persuasive letter

writing assignment. Students will create their final work
after completing the rough draft, revising, and editing
Writing Workshop drafts of their work. Students will have the opportunity to
print their letters so that they may deliver them to their
recipients.
Purpose
into an authentic work. Incorporating the theme into their
writing will allow them to show their understanding of the
theme, as well as their writing skills.
SOLs
f) Establish a central idea incorporating evidence and
maintaining an organized structure.
g) Compose a thesis statement for expository and
persuasive writing.
h) Write multi-paragraph compositions with elaboration
and unity.
i) Use transition words and phrases.
Materials: Resources
 Prewriting Organizer  Walk Two Moons by Sharon Creech
 Pencils  Computers
 Language Arts Notebooks  Printers
 Writing Prompt  Internet access
Strategy
Use of technology – students will use computers and Microsoft word to publish their letters.
Independent Work- The students will work independently to publish their persuasive letters.
Vocabulary
2. Tottery
3. Ornery
4. Diabolic
5. Primly
6. Lunacy/lunatic
7. Elderly
8. Heartily
9. Omnipotent
10. Dignified
11. Respectable
12. Defiance
13. Astounding
14. Defensive
15. Ruination
16. Gallantly
17. Dismantled
18. Diabolic
19. Divulge
20. Muesli
21. Primly
22. The Badlands
23. The Black Hills
24. Mournfully
Vignette
1. Have students take out their Language Arts Journals, Prewriting Organizer, Pencils, Writing
Prompt, Letter Format Guide, and Persuasive Letter Rubric.
2. Instruct students to write their final copies of their persuasive letters. Students may
choose whether to hand write or word process their final copies.
3. Have students who used word processing print copies.
4. Choose volunteers to share their letters with the class as closing.
5. Take up final products for assessment.
6. *Return a copy of each letter along with an envelope to the students on Monday so that
they may give the letters to their intended recipients.
Assessment
The final persuasive letters will be used as summative assessment.
Students who have chosen to use technology will be formatively assessed on their uses of
technology, with scaffolding as needed.
Differentiation:
Overview
Friday The students will publish and present their RAFT project to
the audience pre-chosen with the format. The students will
be given an allotted amount of time to complete the
Thematic Unit publication, and then the teacher will escort the students
to the different audiences. The students will present their
final products.
Purpose
The Thematic Unit allows for differentiation based on
ability levels, interests, and skills. It allows for all students
to fully express learning in different formats, with different
purposes and audiences. The assignment will be an
authentic experience as students present their projects to
the intended audiences.
SOLs
6.2. The student will create multimodal presentations that
effectively communicate ideas.
a) Use effective verbal and nonverbal communication
skills to deliver multimodal presentations.
b) Use language and vocabulary appropriate to
audience, topic, and purpose.
d) Paraphrase and summarize key ideas of a
presentation.
Materials Resources
 Printer paper
 Stapler
 Scissors
 Markers
 Poster board
Strategies
product creation.
Vocabulary
2. Tottery
3. Ornery
4. Diabolic
5. Primly
6. Lunacy/lunatic
7. Elderly
8. Heartily
9. Omnipotent
10. Dignified
11. Respectable
12. Defiance
13. Astounding
14. Defensive
15. Ruination
16. Gallantly
17. Dismantled
18. Diabolic
19. Divulge
20. Muesli
21. Primly
22. The Badlands
23. The Black Hills
24. Mournfully
Vignette
1. Advise students that today we will publish and present our final RAFT Projects to their
intended audiences.
2. Have students take out all needed supplies for publishing their products, such as paper,
pencil, etc. Have students who are finishing work on computers go to the work stations.
3. Walk around the room and assist students as they publish their final copies, scaffolding
as needed.
4. Allow students to present their final products to their classmates and/or fellow
students.
5. Make sure that students have published their works to the school and/or class websites.
Assessment
Formative assessment will occur as the students work on their final publications while walking
around the classroom and scaffolding as needed.
Using the rubric, the RAFT projects and presentations will be used for summative assessment.
Differentiation
English Language Learners will be given extra time to complete the assignment, if needed. They
will be assisted individually and will have access to exemplars from former students. The
activity is differentiated in allowing for different expressions of ideas, such as using visual
imagery.

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Overview

Monday The students will be introduced to leveled books through a

When You Reach Me – Rebecca Stead (level 5)

The Giver – Lois Lowry (level 6)

The Outsiders – S.E. Hinton (level 7)

Monday This lesson will introduce a weeklong persuasive letter

Monday This Thematic Unit will be used to allow students the

a) Engage in writing as a recursive process.

6.8 The student will self- and peer-edit writing for

a) Use subject-verb agreement with intervening

Visual Communication and Production

Tuesday This lesson will continue persuasive letter writing

Tuesday This Thematic Unit will be used to allow students the

a) Engage in writing as a recursive process.

When You Reach Me

a) Engage in writing as a recursive process.

When You Reach Me

Thursday The students will work on editing their letters based on

a) Use subject-verb agreement with intervening

b) Use pronoun-antecedent agreement to include

c) Maintain consistent verb tense across

d) Eliminate double negatives.

e) Use quotation marks with dialogue.

f) Choose adverbs to describe verbs, adjectives,

g) Use correct spelling for frequently used words.

h) Use subordinating and coordinating

Thursday The students will continue working on their RAFT project.

g) Use correct spelling for frequently used words.

Friday This lesson will enlighten students to different types of

Friday This lesson will conclude a weeklong persuasive letter

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