1. E.L.A./Social Studies Mr. Cordova

2. Agenda - LESSON 1 Learning Activity Summarizer A – Theme
The teacher will present a prezi on theme. Identify the themes during the Prezi in a variety of formats (written story, pictures, video clip of the Lion King, audio clips).
Write your own short story (one paragraph or so) or draw your own picture. Pair off with a partner and identify the theme for the story or picture, giving verbal reasons why for your conclusions.
B – Collecting evidence to I.D. theme
Read the Scholarship Jacket.
Turn and talk to a partner about the evidence you have collected so far.
C – Annotating text
Annotate the Scholarship Jacket.
1s tell 2s
Summarizing Strategy
Create an Instagram post about how an author develops theme in their story.
Culminating Assignment
Use a Fishbone graphic organizer to track evidence from the story. Based on the evidence on your graphic organizer, what is the theme of “Scholarship Jacket?” Write at least 1 paragraph citing evidence from the story that supports your theme. (Use the RACER model).

3. Agenda - LESSON 2 Learning Activity Summarizer
A – Plot and Historical Thinking
Write your own definitions of the five elements of plot and five parts of historical thinking and create a picture or symbol to represent each word or part.
Share symbols with a partner and see if they can determine which word it represents.
B – Reviewing Plot Structure
Quickly review the terms on a plot diagram to include exposition, rising action, climax, falling action, resolution.
1s and 2s get to the point. Have partners point to portions on an unlabeled plot diagram and tell what that part of the diagram represents
C – Outlining Plot Structure
Complete a plot diagram of 2 of the 4 Cherokee Legends.
Stop and discuss the elements of plot with a partner.
D – Outlining Plot Structure
Read the Nacirema article and analyze using historical thinking questions.
1s tell 2s their answers to the historical thinking questions, citing evidence from the text. 2s agree or disagree and cite evidence from the text.
Summarizing Strategy
Quick write:
Why is it important to identify the elements of plot in a text?
Why is it important to think historically?
Culminating Assignment
Select a brief story such as Goldilocks and the Three Bears or a movie trailer. Students will identify the elements of plot from the story or movie.

4. Agenda - LESSON 3 Learning Activity Summarizer
A & B – Finding theme in a text
Read the story, The Lost Colony - Left Behind, and find the theme. Support your claim of the theme with at least three supporting sentences from the text.
Theme ball, like silent ball, but with Theme.
C – Thank you, Ma’am
Read “Thank you, Ma’am”
Determine the plot structure and theme of the story.
1s tell 2s how they think the exposition is connected to the theme, then 2s either agree or disagree, citing evidence to support their statement. Repeat for each part of plot.
Culminating Assignment
Two Paragraph writing assignment: (use plot diagram and fishbone)
Individually come up with a theme of “Thank you, Ma’am,” and textual evidence from each element of plot (exposition, rising action, climax, falling action, resolution), that supports their theme.
How is the theme related to the elements of plot? (How is the theme developed over the course of the story. Reference specific elements of plot, cite by directly quoting the text).

5. Agenda - LESSON 4 Learning Activity A - Objectivity Continuum
Take the following 6 statements, and place them on the above continuum.
-Of all the movies ever made, Black Panther is the greatest movie of all time.
-Black Panther introduces T'Challa as the rightful king of Wakanda.
-I enjoyed watching Black Panther.
-The combination of special effects and a riveting storyline makes Black Panther a special film.
-Black Panther actually considers the power of natural resources in Africa and foreign greed.
-Characters in Black Panther speak Xhosa, a very difficult South African language.
Answer the following questions:
1) Why did you put the statements on the continuum where you did?
2) What bias was apparent and what was missing?
B – Casey at the Bat
Read Casey at the Bat p. 650 in the ELA textbook.
The purpose for reading here is just to listen for bias and get the gist of the poem.
1) Write your own summary of Casey at the Bat.
2) Compare your summary to the two summaries in the Elements of Literature textbook, and then answer the following question.
3) Which summary is good and which is bad? Why (cite evidence to support your claim)?
C – Declaration of Independence
Read this excerpt from the Declaration of Independence and answer the questions on the excerpt.
Tell me at least three words from the excerpt that are subjectively biased.