Teacher: Kelly Rozelle Subject: ELA Grade: 7 Dates: 11/28/16 -- 12/2/16

MONDAY / Lesson Title: “Lamb to the Slaughter” / Standards: L.7.4, L.7.5, W.7.4, W.7.10, L.7.1, L.7.2
Objectives:
·  Explore challenging vocabulary in Roald Dahl’s short story “Lamb to the Slaughter.”
Procedures:
·  Sacred Reading Time (SRT)
·  Reread excerpts from “Lamb to the Slaughter,” focusing on challenging vocabulary.
·  Working independently, students create a written response to one of three vocabulary journal prompts.
ü  Ideas must be focused and developed.
ü  Student must correctly use the vocabulary word in the response.
ü  Student must include a correctly written front branch sentence and a middle branch sentence.
·  Share the following quote by Roald Dahl:
All good books have to have a mixture of extremely nasty people—which are always fun—and some nice people. In every book or story there has to be somebody you can loathe. The fouler and more filthy a person is, the more fun it is to watch him getting scrunched.
·  Read aloud “The Bicycle and the Sweet Shop” and “The Great Mouse Plot” pages 33-37 from Roald Dahl’s autobiography Boy: Tales from Childhood.
Resources & Materials: / Assessments: Participation and Vocabulary Journals
Comments:
TUESDAY / Lesson Title: “Lamb to the Slaughter” / Standards: L.7.4, L.7.5, W.7.4, W.7.10, L.7.1, L.7.2
Objectives:
·  Explore challenging vocabulary in Roald Dahl’s short story “Lamb to the Slaughter.”
Procedures:
·  SRT
·  Reread excerpts from “Lamb to the Slaughter,” focusing on challenging vocabulary.
·  Working independently, students create a written response to one of three vocabulary journal prompts.
ü  Ideas must be focused and developed.
ü  Student must correctly use the vocabulary word in the response.
ü  Student must include a sentence that correctly utilizes a semicolon.
·  Share the following quote by Roald Dahl:
Any good story must start with a strong plot that gathers momentum all the way to the end. My main preoccupation when I am writing a story is a constant unholy terror of boring the reader. Consequently, as I write my stories I always try to create situations that will cause my reader to:
1. Laugh (actual loud belly laughs)
2. Squirm
3. Become enthralled
4. Become TENSE and EXCITED and say, “Read on! Please Read on! Don’t stop!”
·  Read aloud “Mr. Coombes” pages 38-42 from Roald Dahl’s autobiography Boy: Tales from Childhood.
Resources & Materials: / Assessments: Participation and Vocabulary Journals
Comments:
WEDNESDAY / Lesson Title: “Lamb to the Slaughter” / Standards: RL.7.1, RL.7.3, SL.7.1
Objectives:
·  Interpret and evaluate the impact of ironies in a text.
Procedures:
·  SRT
·  Students work in groups to complete a chart on irony in “Lamb to the Slaughter.”
·  Discuss whole-class.
Resources & Materials: / Assessments: Participation and Irony Chart
Comments:
THURSDAY / Lesson Title: “Lamb to the Slaughter” / Standards: L.7.4, RL.7.1, RL.7.2, RL.7.3, RL.7.6
Objectives:
·  Interpret and evaluate the impact of ironies in a text.
·  Understand an author’s use of time and sequence through the use of foreshadowing.
·  Explain how the choice of a narrator affects the tone and mood of a story.
Procedures:
·  SRT
·  Vocabulary Review--Play Taboo
·  “Lamb to the Slaughter” Vocabulary and Critical Reading Tests
Resources & Materials: / Assessments: Participation and Tests
Comments:
FRIDAY / Lesson Title: “Lamb to the Slaughter” / Standards: RL.7.7
Objectives:
·  Compare and contrast a written text with the film version.
Procedures:
·  SRT
·  Watch Alfred Hitchcock Presents: Lamb to the Slaughter. Compare and contrast the text and the film.
·  Return and discuss “Lamb to the Slaughter” Critical Reading Test.
Resources & Materials: / Assessments: Participation
Comments: