Q2W4, November 7 – 11
STUDENTS, IF YOU MISSED CLASS WHEN WE READ THE TELEPLAY, PLEASE READ THE APPRPRIATE ACT(S) BELOW TO STAY ON TRACK.
Evidence-Tracker Student Copy
Monsters on Maple-Act One
Monsters on Maple-ACT two
|Unit of Instruction||The Monsters are Due on Maple Street|
Analyze the impact of setting on character development and plot in a literary text.
Integrate academic vocabulary appropriate to grade level in speaking and writing.
Apply knowledge of context clues, figurative language, word relationships, reference
materials, and/or background knowledge to determine connotative and denotative
meaning of words and phrases, appropriate to grade level. (ELA.7.V.1.3)
|Learning Targets and Learning Criteria|
Students will use a graphic organizer evidence tracker to keep track of evidence as you prepare
for the response to literature writing.
Students will determine a theme or central idea of a text and analyze its development
over the course of the text; provide an objective summary of the text.
Students will analyze how particular elements of a story or drama interact (e.g., how
setting shapes the characters or plot)
- Bellringer (Act 1 questions)
- Read “The Monsters are Due on Maple Street” Act 2 (Scenes 1 and 2)
- Fill in Text Evidence Trackers. Evidence-Tracker Student Copy
- DEAR TIME (20 minutes)
- TCT (Topics, Conflicts, and Themes) Handout and TCT Pyramid Organizer – this will help students to consider the story’s topics, conflicts, and themes
- Drive-in Theater – View the Twilight Zone episode, “The Monsters are Due on Maple Street”
- Finish and missing/incomplete ELA work
- Vocabulary Review Games
- The Monsters are Due on Maple Street vocabulary
- Argument writing terms vocabulary (to prepare for our upcoming writing unit)
- Organizations skills
- Vocabulary activity (choice board)