Teacher: B.

Brown
Subject (s): ELA 7-Resource
Date(s): October 10-14
Essential Question: Should we make a home in space?
NVACS/ Standard(s):
RI 7.5 - Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and
to the development of the ideas.
L 7.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
W 7.1 - Write arguments to support claims with clear reasons and relevant evidence
Language Objective (student-friendly): IWBAT read and analyze non-fiction text.
Standard 1-New Learning is Connected to Prior Learning and Experience
Warm-Up Question: This activity will build background knowledge.
Create a summary of what you plan to do this weekend.
Students will work independently to rank the vocabulary words on page 152 in the chart. Prior to ranking the words based on
familiarity (1=most familiar through 6=least familiar) read the words to the student to pronounce them and use them in a
sentence to provide an example. Remind students that they will return to these rankings and reevaluate their familiarity with
the words.
Indicator 1: Teacher activates all students initial understandings of new concepts and skills.
Indicator 4: Teacher provides all students opportunities to build on or challenge initial understandings.
Students will have the opportunity to challenge their initial understanding and prior knowledge of the vocabulary words.
Students will continue to build on their knowledge of the words throughout the reading of, Danger! This Mission to Mars
Could Bore You to Death!

Standard 2-Learning Tasks have High Cognitive Demand for Diverse Learners
DOK 2: Based on the previous two texts, Leaving Main Street and Dark They Were and Golden-Eyed, predict how long a
journey to Mars will take and when will humans start to live on the planet?
Students will read, identify details on the article Danger! This Mission to Mars Could Bore You to Death! and write down
questions that they have, as well as underlining words they do not know in small groups. The notes will show details
students feel are particularly important or worthy of analysis in their close read (second read). The teacher will read page

153-154 of the story and model which details should be highlighted, including writing down questions they have and
indicating words they do not know.
Upon the completion of the first read of "Danger! This Mission to Mars Could Bore You to Death!" students will independently
create brochures (Periods 5-6 chose to answer the questions on paper rather than create a brochure) that show an
understanding of the material read by answering questions in an engaging activity. The questions are as follows: Why are six
people living in a geodesic dome on the slopes of a volcano in Hawaii? According to scientists, what is one of the biggest
threats to a manned Mars mission? Write a brief summary of Danger! This Mission to Mars Could Bore You to Death!
Upon the completion of answering the questions, students will create a more in-depth summary because the summaries
listed above lacked the appropriate details necessary to be considered complete. I will re-teach the steps of writing a
summary based off a text to ensure students have support. Summaries will then be written in tiered instruction groups with
independent learners and then small groups with me for one on one guidance. The summaries will include a draft, evidence
of revision, editing and the final draft.
DOK 3: Students will make observations of facts in paragraph 7 that show the challenges with which astronauts are faced.
Why did the author include these facts? Students will show the connection of how the challenges astronauts faced during the
rigorous test connect to boredom in space. How do these facts help you to better understand the reason that chronic
boredom is especially problematic for a Mars mission?
Second Read:
Direct students to work with a small group to highlight sections of the text they found important during the first read. Students
are to support why the section is important through a class-wide discussion.
DOK 2: Page 159 in the textbook: Students will work together to interpret the text through stations: Create three stations with
the following questions listed on each station. 1. What is chronic boredom. 2. Why are scientists studying the effects of
chronic boredom? 3. Why is chronic boredom problematic? 4. Identify one transition word in paragraph 3 of the article.
Groups will rotate through the stations and come back together as a class to review the answers to check for accuracy.
Indicator 1:Tasks purposefully employ all students cognitive abilities and skills.
Indicator 2: Tasks place appropriate demands on each student. By interacting with and questioning the text on their
own, students will increase reading fluency as well as learn to support their own learning by looking up words they do not
know. Lower students will be monitored closely for signs of extreme struggle and guided if necessary.
Standard 3- Students Engage in Meaning-Making through Discourse and Other Strategies (Including 3+ high
level questions)

DOK 3: Upon the completion of the first read of Danger! This Mission to Mars Could Bore You to Death! students will work
together to cite evidence that describes animal behavior in the story and develop a logical argument that demonstrates the
connection between the animal behavior and astronaut behavior in space. Students will construct their arguments showing
the connection on white boards as a formative classroom assessment.
High Level QuestionsDOK 3: Interpret the authors purpose in listing the details in paragraph 4? Do the details effectively support the topic
sentence of the paragraph?
DOK 3: Mark facts in paragraph 7 that show the challenges with which astronauts are faced. Construct an argument on why
the author included these facts. Summarize how these facts help you to better understand the reason that chronic boredom
is especially problematic for a Mars mission?
DOK 3: Make observations on how effectively has the author introduced and supported ideas?
DOK 4: Draw conclusions on which details about the dangers of boredom were most convincing? Which were least
convincing?
DOK 3: Second Read: http://www.nasa.gov/audience/foreducators/stem-on-station/ditl_free_time
Students will work together to create a visual presentation through extended discourse on astronauts keeping busy in space
in an effort to not become chronically bored. Students will need to use logic and evidence to construct a presentation
showing a variety of activities that can combat boredom, Students will use evidence from the text, as well as research
evidence to clearly explain why their chosen activities will combat the boredom that astronauts will face on a mission to
Mars.
Presentations must have:
1. Two sources used to gather information, one print and digital source.
2. Facts, details, descriptions and examples from the sources will be used to prepare the presentation.
3. While presenting, students must maintain appropriate eye contact with the audience and speak clearly and at an
appropriate volume.
4. Two images supporting the information found in the above sources.
The presentations will need the following:
Title
Activities that astronauts can complete in space to combat boredom
Images
Poster must be coloreful and creative

Indicator 1: Teacher provides opportunities for extended, productive discourse between the teacher and students
and among students-Students will work together through extended discourse to cite evidence to support reasoning by
creating a poster presentation.

Standard 4-Students Engage in Metacognitive Activity to Increase Understanding of and Responsibility for Their
Own Learning
DOK 4: Students will analyze their understanding of the article. If students are unable to make a connection to the
vocabulary words in the article through the context clues, have them reread the article and consider an idea or concept that
might be new to them, such as geodesic domes, and research the idea to assist in understanding of the article.
DOK 1: Recall: identify details and transitions in the article; answer basic questions about the content of the article
DOK 2: Concept/Skill: mark the text for specific details, answer specific questions about vocabulary words, find other words
that use the prefix sub, identify and use action and linking verbs
DOK 3: Strategic Thinking: identify authors purpose and effect
DOK 4: Extended Thinking: evaluate authors effectiveness in presenting and supporting ideas
Closure: Students will explain how the lesson relates to the days objective by using specific examples.
Homework: Students will read chapters 8-11 in James and the Giant Peach and complete the double entry journal with
four entries, one per chapter.
Indicator 2: Teacher structures opportunities for self-monitored learning for all students. By completing the days
closure students will show students abilities to be reflective on their own learning based on the learning goals for the day.
Standard 5- Assessment is Integrated into Instruction
The end of the unit assessment is as follows: Performance Based Assessment: Assignment-Write an argument in which
you state and defend a claim in response to the following question: Should we spend valuable resources on space
exploration? Use credible evidence from the selections that you read and researched in this unit to support your claim.
Support your claim with logical reasoning and relevant evidence, organize your ideas effectively so that your argument is
easy to follow and use a formal tone.
Students will complete the argumentative essay answering the following question, "Is competition in an academic
environment productive?"
Second Read:
DOK 4. Formative assessment: Have students answer the following questions on white boards:
1. What might it feel like to have a chronic condition of being unable to remember things?
2. What sort of stimulus might a person sedek if he or she were sleepy?
3. What might happen if someone were subconsciously nervous about speaking in front of people?
4. What might it feel like to have an excruciatingly painful headache?

5. Why might many people find monotony in household chores?

6. What might happen to a ship in a catastrophic disaster at sea?
These questions all incorporate the vocabulary words from the article. Students will be required to use complete sentences
to answer the questions.
Indicator 1: Teacher plans on-going learning opportunities based on evidence of all students current learning status.
Students understanding of the article will be assessed by their responses to the question and their identifying of the claim
and three supporting details. If students are still struggling with claim and supporting details, it will be retaught either with the
whole class or a small group as needed.

Supplementary Materials: notebooks, My Perspectives books, James and the Giant Peach, iPads, paper, pencils, white
boards and markers.
Potential Modifications to Lesson: Modifications may be made on an individual basis according to the IEPs, 504 plan, or
because of unexpected situations that may arise.