COEPD LESSON PLAN TEMPLATE – Two Week NOVEL Lesson Plans

Team Teachers: Sarah Adams, Brittany Dotson, Katlyn Robinson

Content Area & Grade: Lesson Topic and Rationale: Length (timing) of Lesson:
Students will read and interact with Neil Gaiman’s young adult novel, “The Graveyard
ELA – 7th Book,” while simultaneously developing their understanding of thematic elements (i.e. 90 minutes
theme, setting, characterization, plot, etc.). This book allows them to not only develop
their understanding of the aforementioned literary elements, but also strengthen their
reading skills via in and out of class readings.

(Day One)

INSTRUCTIONAL OUTCOMES
WV Standard/s (daily):

ELA.7.2

Determine a theme or central idea of a literary text and analyze its development over the course of the text; provide an objective summary of the text.
Learning Objective/s (SWBATS):
 Students will be able to analyze how particular elements (i.e. theme, setting, characterization, etc.) of The Graveyard Book interact.
 Students will be able to collaboratively analyze the first chapter of The Graveyard Book to guide further reading.
Formative Assessment:
20 questions, notebook check
PREPARATION
Materials/Resources:
1. Pencil
2. Notebook
3. Copy of The Graveyard Book
4. Smartboard
5. Computer/access to YouTube
6. Sticky notes
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary
 Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time - Students will be welcomed into class and told to
Introduction find their assigned seat.
- To begin class, the teacher will show the cover of
Bellringer 8:00- The Graveyard Book by Neil Gaiman. “What do you think this book is To differentiate. students with
8:15 - The teacher will pass around sticky notes as about in one word?” visual impairments will be
students are thinking about a word to describe placed at the front of the room.
the book. Once each student is given a sticky Why did you choose the word that
note, the teacher will ask them to write the word you chose?
that they came up with and to put it on the wall.

Core Instruction Time

- To frame the novel, the teacher will show the
Framing the Novel 8:15- students the book trailer on YouTube.
8:17 (https://www.youtube.com/watch?v=P_UUVwTa
emk)
- For the main portion of class, the teacher will tell
Reading 8:17- students that they will be reading the first
9:00 chapter aloud using Popsicle Reading. Each
student will have their name on a popsicle stick.
Each popsicle stick will be in a cup, and each time
the teacher wants another student to read, they
will draw a new popsicle stick.
- After reading chapter one, students will choose a
9:00- partner. With their partner, they will come up
Think-Pair-Share 9:15 with 20 questions that they have about the rest
of the novel. Remind students that these
questions should pertain to the plot, theme, and
character development that will occur within the
novel!
“What are your thoughts about the
trailer?”
“Do you think the book will be
interesting? Why or why not?”
To differentiate. students with
visual impairments will be
placed at the front of the room.
To differentiate, if a student is
a slow reader and the teacher
draws their popsicle stick, then
the teacher will pick another
person.
To differentiate, the teacher
will pair a slower student with
a higher-level student.
 “What is one question that each of
9:15- - The teacher will walk around the room and check you have come up with about the
Notebook Check 9:20 on each student and the progress they have novel?”
made.

- After students have completed the 20 questions

with their partner in their notebooks, the teacher
will walk around the room and make sure each
student completed the questions. They will be
checked for points, but not taken up; students
should keep the documents in their notebook for
later use.

Closure Time

- To end class, the teacher will assign each student

a character for when they act out a scene from
chapter 2 in class tomorrow. The character that
they are assigned will be who they will play in the
scene. One character per student, if the numbers
9:20- even out. If not, students with smaller parts will
9:30 be given two. “What questions do you all have
about the homework?”
- To ensure that each student knows the character
they were assigned, the teacher will go around
the room and ask each student to tell her what
character they were given.

- For homework, the teacher will assign students

to read chapter 2 and while reading, they are to
highlight everything their assigned character says
and does.
Contingency Time - If there is extra time in class, the teacher will ask “Why do you question this particular
students to share two questions that they came aspect of the novel?”
up with when working with their partner. The
students will share these questions with the class. “What do you want to learn more
about when reading?”
 COEPD LESSON PLAN TEMPLATE – Two Week NOVEL Lesson Plans
Team Teachers: Sarah Adams, Brittany Dotson, Katlyn Robinson
Content Area & Grade: Lesson Topic and Rationale: Length (timing) of Lesson:

ELA – 7th Students will read and interact with Neil Gaiman’s young adult novel, “The Graveyard 90 minutes
Book,” while simultaneously developing their understanding of thematic elements (i.e.
theme, setting, characterization, plot, etc.). This book allows them to not only develop
their understanding of the aforementioned literary elements, but also strengthen their
reading skills via in and out of class readings.

(Day Two)
INSTRUCTIONAL OUTCOMES
WV Standard/s (daily):

ELA.7.30

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing ideas clearly.

 Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under discussion.
 Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
 Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion
back on topic as needed.
 Acknowledge new information expressed by others and, when warranted, modify former views.

Learning Objective/s (SWBATS):

 Students will be able to reflect on success if acting vs. reading
 Students will be able to collaboratively read within their paired groups.
Formative Assessment:
Notebook check, reflections
PREPARATION
Materials/Resources:
 1. Pencil
2. Notebook
3. Copy of The Graveyard Book
4. Smartboard
5. Computer
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

Introduction

Bellringer 8:00- - To begin class, the teacher will assign the
8:15 students to complete an abstract drawing of any
scene from chapter 2. This will ensure that they
actually read what they were assigned for
homework the previous night. This drawing is to
contain as much detail as possible.
“What are some scenes that you all
decided to draw?”
“Why did you draw this scene? Did it
connect with you on a personal
level?”

Core Instruction Time

- For the main portion of class, students will be
Acting scene from 8:15- acting out a scene from chapter 2. The students “What scenes would you all be the
Chapter 2 8:45 will act as the character that they were assigned most interested in acting out?”
yesterday in class.

“Who comprehended the story

Reflection 8:45- - After acting out a scene from chapter 2, students better when acting out a scene?
9:00 will reflect on acting out a scene vs. reading a What were the strengths we noticed
scene in their notebooks. while acting the scenes out? Were

- After reflecting in their notebooks, students will
9:00- pair up and begin reading chapter 3 with a
9:15 partner. The teacher will use the strategy “PALS,”
where they will carefully partner a strong student
with a weak student.
Notebook Check 9:15- - The teacher will walk around the room and
9:20 ensure that each student has completed the
reflection assignment in their notebook.
Closure Time
Exit Slip 9:20- - To end class, students the teacher will assign an
9:30 exit slip. On this slip, students are to answer the
following question: “What are the perks that Bod
has because he lives in the graveyard?”
(minimum of 2 sentences)
Homework - For homework, the teacher will assign double
entry journals for chapter 3. They are required to
complete five entries in their notebook.
things such as the plot and character
recognition easier to understand?”
“Who comprehended the story
better when reading a scene? Why?”
“What questions do you all still have
about chapter 2?”
“What questions do you all have
about the homework?”
“Is everyone clear on what double
entry journals are and what you are
supposed to do?”
To differentiate, the teacher
will use the PALS Strategy.
To differentiate, I will pull any
student that I suspect is
confused about the homework
aside after class to clarify that
they understand the
instructions.
Contingency Time - If there is extra time in class, the teacher and the
students will pick another scene from chapter 2
and act it out.
 COEPD LESSON PLAN TEMPLATE – Two Week NOVEL Lesson Plans
Team Teachers: Sarah Adams, Brittany Dotson, Katlyn Robinson
Content Area & Grade: Lesson Topic and Rationale: Length (timing) of Lesson:

ELA – 7th Students will read and interact with Neil Gaiman’s young adult novel, “The Graveyard 90 minutes
Book,” while simultaneously developing their understanding of thematic elements (i.e.
theme, setting, characterization, plot, etc.). This book allows them to not only develop
their understanding of the aforementioned literary elements, but also strengthen their
reading skills via in and out of class readings.

(Day Three)
INSTRUCTIONAL OUTCOMES
WV Standard/s (daily):

ELA.7.30

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and
issues, building on others’ ideas and expressing ideas clearly.

 Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.

 Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

 Pose questions that elicit elaboration, and respond to others’ questions and comments with relevant observations and ideas that bring the
discussion back on topic as needed.

 Acknowledge new information expressed by others and, when warranted, modify former views
Learning Objective/s (SWBATS):
 Students will be able to summarize chapter four of The Graveyard Book.
 Students will be able to respond to chapter four in a One Minute Paper.
Formative Assessment:
Summary
One Minute Paper
PREPARATION
Materials/Resources:
1. Pencil
2. Notebook
3. Copy of The Graveyard Book
4. Smartboard
5. Computer
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

Introduction “What did you all say was significant
- To begin class, the teacher will put the word about the word “abandon?”
“abandon” on the Smartboard. With this word,
Bellringer (Word Game) 8:00- students are to explain the significance that this “What does the word “abandon”
8:15 specific word has to chapter 3 in their notebook mean to you?”
(1 paragraph minimum).
“Who was abandoned in this story
and why were they abandoned?”
Class Discussion 8:15- - The teacher will then discuss with students about
8:25 what they wrote.
 Core Instruction Time

- For the main portion of class, students will be
Crazy Professor Reading 8:25- reading chapter 4 in class (Crazy Professor
8:50 Reading-
http://bays3rdgrade.weebly.com/uploads/4/2/5/
4/42542857/crazy_professor_reading_game.pdf )
“Who was the most dramatic out of
all of your classmates?” Students with reading
disabilities (i.e. dyslexia) will be
given a smaller portion to read.

- With “Crazy Professor Reading,” an example

would be a student reading slowly with a
dramatic tone of voice.

Gallagher Summary 8:50- - Next, students will complete a 3-2-1 chart

9:05 summary, writing three main events from the
reading, two things that stood out to them, and
one main plot point.

- Student will find a partner and discuss their

Pair and Discuss 9:05- summaries with one another.
9:15

Closure Time

9:15- - To end class, students will complete a One

9:30 Minute Paper. They will be required to write a
response reacting to Chapter 4 as a whole, as
well as any questions they still may have.
 - For homework, students will be assigned to pick a
word from Chapter 4 to use as a bell ringer for
tomorrow (Word Game).
Contingency Time - If there is extra time in class, I will assign another “What did you all dislike about
One Minute Paper. This time, students will have chapter 4? Why?”
to respond to what they disliked about chapter
four and what they would change. After “Is there anything you would change?
completion, we would discuss in class. Why or why not?”

“Would you keep everything the

same? Why or why not? “
 COEPD LESSON PLAN TEMPLATE – Two Week NOVEL Lesson Plans
Team Teachers: Sarah Adams, Brittany Dotson, Katlyn Robinson
Content Area & Grade: Lesson Topic and Rationale: Length (timing) of Lesson:
Teaching “The Graveyard Book” Chapter 5 through having them interacting with the
ELA – 7th scenes and events will allow for a more meaningful experience and reading. 90 minutes

(Day 4)
INSTRUCTIONAL OUTCOMES
WV Standard/s (daily):
ELA.7.30

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing ideas clearly.

 Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under discussion.
 Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
 Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion
back on topic as needed.
 Acknowledge new information expressed by others and, when warranted, modify former views

Learning Objective/s (SWBATS):

SWBAT interpret the story by creating a memorial statue
SWBAT illustrate a scene from Chapter 5
Formative Assessment:
Memorial Statue
Illustration of scene
PREPARATION
Materials/Resources:
1. Paper and pencil
2. Marker
3. Homework (Word)
4. Notebook
 5. YouTube Video (Dance to the Macabray) https://youtu.be/F9WEeDt_wC8
6. Post-it notes
7. Reading Dice
8. Popsicle sticks with students’ names
9. The Graveyard Book copy for each student
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time - 8:00-8:03- Using their word from homework, “How are the words that we
Introduction students will write the word on a post it note found similar?”
8:00- and put it on a designated spot on the wall.
8:10 “How are they different?”
- 8:03-8:10- Then, as a group, everyone will find
similarities and differences, and then everyone
will discuss.
Core Instruction Time - 8:10-8:12- The teacher will play the video “What is the Macabray?” During the video, those with
“Dancing the Macabray” (1:29) difficulty seeing will be moved
“Why is it important to the closer to the screen.
- 8:12-8:15- Then, everyone will all get up, and chapter and the story?” Reading- if the teacher notices
dance to the music after the video is done. that the student is a weak
“What did we just read?” reader or is not able to read
8:10- - 8:15-8:35- Reading Chapter 5 using the reading aloud, the teacher will pick
9:15 dice. The teacher will pull their name using “What character will you make a another name from the
popsicle sticks. Whoever’s name is pulled will statue for?” popsicle stick cup without
be given the dice which will determine how drawing attention to the fact
long they read. That person will read the “What will the quote say?” that it was replaced.
allotted time and then someone else will be Statue- aisles will be kept free
picked. This process will be repeated until the “What would the macabray look of clutter and people so that
chapter is done. like?” those with physical disabilities
can get around
 - 8:35-8:55- Students will be assigned the Making “How are you going to illustrate
a Memorial Statue assignment where they will the courtyard scene?”
pick a character from the book to make a
statue for with their bodies, as well as an
accompanying quote that can either be from
the book or of their own creation. They will be
assigned into small groups by counting off.
They will be given 5 minutes to plan and 2
minutes to create. Then each group will be
presenting their statue for judgement.

- 8:55-9:15- Students will be illustrating the

scene from Chapter 5 using the markers and
paper provided. They will then give a short
presentation in groups of half the class about
what their illustration means and why they
chose to do what they did.
Closure Time - 9:15-9:30- Metacognition closing. Students will “What did the class do?”
be asked what, why, and how the class did
9:15- what they did in class, as well as what they “Why did the class do it?
9:30 learned. “How did the class do it?”

- 9:30- Homework- Assigning homework in their “What did you learn?”

notebooks that will be turned in the next
morning. They will be defining the word “What is an interlude?”
“interlude” in their own words; encourage
them to look up the word but ensure that they
understand they are to define it in their own
words, using the found definition as guidance.
Contingency Time - If the YouTube video is not working, the song
can be played over the speakers using the
auxiliary cord connection.
 COEPD LESSON PLAN TEMPLATE – Two Week NOVEL Lesson Plans
Team Teachers: Sarah Adams, Brittany Dotson, Katlyn Robinson
Content Area & Grade: Lesson Topic and Rationale: Length (timing) of Lesson:

ELA – 7th Teaching “The Graveyard Book” Interlude through having the students think about the 90 minutes
word “Interlude” without prior knowledge provides them an opportunity for deep and
critical thinking. Also, using formative assessment to find out where students are with the
content and what they have read through Plickers, blobs, spectrums, and six-word
summaries allow the teacher to adapt lessons to meet the needs of the students.

(Day 5)

INSTRUCTIONAL OUTCOMES
WV Standard/s (daily):

ELA.7.3

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)

Learning Objective/s (SWBATS):

SWBAT recall knowledge of first half of The Graveyard Book
SWBAT form and state opinions on the novel

Formative Assessment:
Six-word summaries
Plickers
Spectrum
Blobs
PREPARATION
Materials/Resources:
1. Assigned Plickers printed out for each student
2. Notebooks
3. White board
 4. Post it notes
5. YouTube video https://youtu.be/8o0rqh7ycf0
6. The Graveyard Book copy for each student
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time - 8:00-8:15- Students will use their definition of an “How are your definitions
Introduction 8:00- interlude and comparing it to actual definition comparable to the actual
8:15 that is written on the white board. They will write definition?”
their definition on a post-it and put it next to the
actual definition on the board to compare the “How are the two different?”
two.
“How does the word “interlude”
apply to our novel?”
Core Instruction Time - 8:15-8:30- Spectrum game. Students will answer “Do you think that the book will Aisles and walking spaces will
8:15- a series of questions by measuring themselves on end with Bod dying?” be kept clear when doing the
9:15 a spectrum. spectrum so that physically
“Do you think that the book will disabled students can walk
- 8:30-8:50- Plickers quiz. Students will use their end with Bod leaving the about.
Plickers to answer quiz questions (this will not be graveyard?”
graded). They will be answering 10 questions to Students with hearing
assess reading comprehension of the first half of “Do you think the man Jack will impairments will be able to use
the book. come back?” subtitles.

- 8:50-8:56- Listening to the Interlude on youtube “Do you think Silas will leave?”
as students follow along in their book.
“Discussion- What do you think
- 8:56-9:15- Whole class discussion of the first half will happen next?”
and the interlude and where the book is headed
from here on out.
 “What have been the most
important events so far?Most
important characters?”

“How do you think it will end?”

Closure Time - Students will write a six word summary of the “How can you summarize the
9:15- Interlude in their notebook. Interlude in six words?”
9:30
“What is the most important
parts and aspects of this
section?”
Contingency Time - If the video does not work, the teacher can read
the story aloud to them as they follow along in
their book.
 COEPD LESSON PLAN TEMPLATE – Two Week NOVEL Lesson Plans
Team Teachers: Sarah Adams, Brittany Dotson, Katlyn Robinson
Content Area & Grade: Lesson Topic and Rationale: Length (timing) of Lesson:

ELA – 7th Allowing students to dive deeper into the text and its characters, as well as assessing their 90 minutes
ability to summarize, recall information, and analyze characters will allow for a
meaningful experience with the text. It will also allow the teacher to see where they are at
with these types of learning and assessment.

(Day 6)

INSTRUCTIONAL OUTCOMES
WV Standard/s (daily):

ELA.7.2

Determine a theme or central idea of a literary text and analyze its development over the course of the text; provide an objective summary of the text.

Learning Objective/s (SWBATS):

SWBAT determine the theme or central idea of The Graveyard Book
SWBAT summarize reading in one word
Formative Assessment:
Rewritten scene
Plickers
One-word summary
Notebook check
PREPARATION
Materials/Resources:
1. Plickers printed out for each student
2. Notebooks
3. Paper and pencil
4. The Graveyard Book copy for each student
5. Reading dice (attached on day 5)
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time - 8:00-8:15- Encyclopedia of an Ordinary Life from “What parts of their lives are
Introduction the perspectives of either Bod or Silas worth creating an entry for?”

- 8:00-8:15- While students are working, the “Have you done all the
teacher will go around and check the notebooks assignments thus far?”
for work assigned on previous days for a grade.

Core Instruction Time - 8:15-8:40- Students will read chapter 6 of The “How can you change the scene
Graveyard Book using the reading dice (Day 5). you chose and make it different?
Why would you make those
- 8:40-8:55- Students will rewrite a scene from specific changes?”
Chapter 6 from a different characters point of
view or write it as if it happened differently.

- 8:55-9:05- students will volunteer to read their

scene aloud, or at least give a brief summary of it
if that makes them more comfortable. These
scenes will be taken up after class and when
returned, put into their notebooks.

- 9:05-9:15- Plickers check up on Chapter 6 to

assess their reading comprehension
Closure Time - 9:15-9:30- Students will write a one-word “How can you summarize this
summary of Chapter 6 on post-it notes and place chapter using only one word?
them on the wall What character will you pick?”

- 9:30- Homework- Read Chapter 7 and find a

character, write it in their notebook.
Contingency Time - If no one volunteers to talk about their scene that -
they rewrote, students will be randomly picked
using popsicle sticks.
 COEPD LESSON PLAN TEMPLATE DAY SEVEN
Team Teachers:
Sarah Adams, Brittany Dotson, Katlyn Robinson
Content Area: Lesson Topic and Rationale: Characterization and Point of View in Length (timing) of Lesson:
Chapter Six of The Graveyard Book.
ELA- 7th By analyzing both the varying viewpoints in chapter six of The 90 minutes
Graveyard Book and taking a closer look at the characters and 8:00-9:30
their respective traits, students will be given the opportunity to
better understand both the novel as a whole and the underlying
plot that develops throughout, as well as become more familiar
with the characters. This can and will be used as a stepping stone
towards their final project wherein they retell a certain scene of
the story in comic form.
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.7.9
Analyze how an author develops and contrasts the points of view of different characters or narrators in a literary text.
Learning Objective(s):
- Students will be able to analyze how the author develops the point of view of different.
- Students will be able to describe their character and the correlating traits.
Formative Assessment:
- Body biographies/character charts: Students will complete a character chart for 6 characters from The Graveyard Book, including
things such as the character’s name, species, a quote from the reading, and a symbol to associate with the character.
- Snowball: Students will be given the opportunity to write down a question one question they had from the previous night’s reading.
Students will then wad up the piece of paper and proceed to have a snowball fight. Students will then pick up a random question and
read it aloud to the class one at a time. A discussion will happen regarding the question.
PREPARATION
Materials/Resources:
1. Body biography & character chart worksheet
2. Student copies of The Graveyard book
3. Half sheets of paper (for the snowball activity)
4. Pencils
5. Lined paper
6. Markers/colored pencils/crayons
 7. Student notebooks
8. 6 dice
9. The Roll-A-Die Discussion sheet
10. Student names on popsicle sticks and the correlating bucket
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Introduction Time
- Students will be welcomed into the class and
Welcome 8:00- given a half sheet of paper; they will be
8:02 instructed to take their seats.
“Who is going to read the
- Students will be instructed to write down one question they picked up The aisleways will be kept
8:02- question they had about the nights previous first?” free of objects and clear to
Bell Ringer 8:13 reading on their half sheet of paper. They will ensure students with
be given 8 minutes to complete this. Once all “Why do you think someone physical disabilities have
students complete this, they will be instructed had this question?” access.
to wad up their paper and have a snowball
fight. (Ensure that chaos does not ensue.) “How can we help our peers
better understand this part
Sharing - Students will then be instructed to pick up a of the story?”
& 8:13- random snowball. Students will then go around
Discussing 8:25 the room sharing the question on the piece of
paper they picked up. Hold a brief whole-group
discussion about each question to ensure
student understanding of the previous night’s
reading. While this is happening, the teacher
should pass out the character charts/body
biographies packet to students.
 Core Time
Instruction - Students will be instructed to throw away their
snowballs and return to their seats. The “How can I help you better
teacher will go over the packet with the understand what we are
Body 8:25- students, telling them to complete the chart doing with the character
Biographies/ 8:40 for 6 characters from The Graveyard Book, charts?”
Character including things such as the character’s name,
Charts species, a quote from the reading, and a
symbol to associate with the character. Once
students complete their character charts/body
biographies, they will be instructed to place
them in their notebooks.
- The instructor will then have students form six
Roll-A-Die 8:40- groups via counting off with numbers. In those “What things stood out to
Discussion 9:00 groups, students will be given one die and one you as a reader?”
copy of the Roll-A-Die Discussion instructions.
Within the group, students will roll the die one “Who is going to begin the
at a time and discuss the topic offered by the discussion?”
die. The instructor should drift around the
room and join groups, offering redirection,
clarification, and assistance as necessary.
- Students will then return to their original seats
Read Aloud 9:00- and take out their copies of The Graveyard “Does anyone want to read?
The 9:20 Book. They will participate in popsicle stick If no one volunteers, I will
Graveyard reading, wherein a student reads a section of start calling students
Book text when their name is pulled from the randomly.”
bucket. This should be done until Chapter 8 is
completed.
Closure Time

- Students will be placed in their groups for the Students with IEP’s for
final project via colored pencil grouping. and/or a definite need for
9:20- Students will blindly grab a colored pencil and a high-skilled peer mentor
Grouping 9:30 whatever color they grab is their group. The will be kept in a group
 teacher should ensure that there are no more with their peer mentor (or
than four of each color in the bucket, as to assigned one) for this
control group size. Each group will be assigned project, regardless of the
a chapter from the book. colored pencils.
Contingency Time - If students do not have enough time to
complete the in-class reading of Chapter eight
of The Graveyard Book, they will be instructed
to finish the reading at home and highlight
things that stand out to them/are something
they can add to their character chart.
Name_____________________________

Title _________________________________

Author _______________________________

__________________ ____________________ ____________________

___________________ _____________________ ____________________

 Ro ll & Cha t
Take tur ns r olling the die and talking about
the topic next to that number .

If y o u r o ll Cha t a b o ut …
a…
What was y our f avor ite
par t of the stor y and why ?

What is y our f avor ite illustr ation

and what does it show?
Pick 2 char acter s.
Compar e how they ar e alike
and dif f er ent.
What is the setting
of the book?
What happened at the end of
the stor y ?
Did y ou lear n any lessons
f r om the stor y ?
www.play f ul-in-pr imar y .com
 COEPD LESSON PLAN TEMPLATE DAY EIGHT
Team Teachers: Sarah Adams, Brittany Dotson, Katlyn Robinson
Content Area: Lesson Topic and Rationale: The Graveyard Book Overview Length (timing) of Lesson:
By taking a day to review the novel as a class, students will be 8:00 – 9:30
ELA- 7th given the opportunity to explore topics and better their
understanding of the novel and all of its parts, as well as be
exposed to differing viewpoints about the novel.
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.7.3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Learning Objective(s):
- Students will be able to explain their assigned chapters to their classmates.
- Students will be able to collaboratively work within their groups on their projects.
Formative Assessment:
Cocktail Party: Students will participate in a cocktail party wherein they share and chat about their assigned chapter from the book.
Whole-group Discussion: Students will participate in a teacher facilitate, whole-group discussion on the entirety of The Graveyard Book
PREPARATION
Materials/Resources:
1. Student copies of The Graveyard Book
2. Pencils
3. Lined sheets of paper
4. Construction paper
5. Markers/crayons/colored pencils
6. Tape
7. Timer
8. Final project assignment sheet
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Introduction Time
- Students will be instructed to return to their
project/chapter groups from the previous day.
Bell Ringer 8:00- They will be given a piece of construction “]=
8:15 paper and instructed to create a name for
their group, as well as make a banner for their
group. The banner should include their group
name, all members’ names, chapter, and “Everyone double check to
colors/doodles that represent their chapter. make sure that you have
Once time is up, students will be given a piece the materials you need.
of tape and instructed to stick the banner to Raise your hand and let me
the wall at the front of the room. know if you don’t.”
Core Time Students with speech
Instruction impairments will be given
- The teacher will lead a brief whole-group “What was your favorite the opportunity to discuss
Whole Group 8:15- discussion, allowing students to share their scene from the book?” quietly with a small group.
Discussion 8:35 thoughts on the books, their favorite sections,
and how they felt about the ending. “What was something that
stood out the you in the
Think-Time 8:35- - After the discussion, students will be given a novel?”
8:40 half-sheet of paper and told to briefly write
down a few notes about their chapter. Tell “What were some things
students that they should include things from that foreshadowed the end
their chapter that they think will help their of the novel?”
peers understand the chapter as a whole.
“Did you expect the ending
Cocktail Party 8:40- - Students will be given a few minutes to of the novel? Why or why
8:55 participate in a whole-group cocktail party not?”
wherein they move around the room sharing
things from their notes and discussing the “In what ways were you
book. Set a timer for 2 minutes at a time to happy, disappointed, or
ensure students actually mingle during this another emotion by the
activity. The teacher should also drift around ending?”
the room to offer redirection, guidance,
 clarification, and assistance wherever
necessary.
- Students will be instructed to form back into
their chapter/project groups. When seated,
Explaining The 8:55- the teacher will hand students each a copy of
Project 9:15 the final project assignment sheet. The
teacher will go over the guidelines,
requirements, and grading for the final project
before taking questions from students. The
teacher should spend time with the students
ensuring that they understand what to do and
how they should do it, as well as how it will be
evaluated.
- Students will be given the remainder of class
9:15- time to begin working on their project.
In-Class Work 9:25 Specifically, students should find the scene
from the novel that they plan to use for their
final project.
Closure Time - Students will be given a half sheet of paper “Do I have all of the slips?”
and be instructed to write down the scene
that they plan on using for their final project.
Ticket-Out- 9:25- This is their ticket out the door. On the paper,
The-Door 9:30 they must include their chapter, the page
number that their scene occurs on, and the
names of all group members. This will be
turned in to the teacher before students leave
the classroom.
Contingency Time - If students do not have a scene by the time
class is over, they will lose their privilege of
choosing and the instructor will give them a
choice of three to choose from the following
day.
 The Graveyard Book: A Comic Adaption

Coming to a Classroom Near You!

___________________________________________________________________________________________

Hello, Students (& Parents/Guardians!),

To finish off our unit on The Graveyard Book, we as a team will be participating in a group project dealing with The Graveyard Book, the book we
just finished reading and working through in class. For this project, students will be grouped with their peers into groups of three and creating a
retelling of a scene from the novel as a comic strip! Students will be assigned a scene from the novel and be given all resources to complete the
project. Students will also be given ample time in class to work and collaborate with their group.

Below is the overarching Learning Objective for this project, followed by the requirements:

Students will be able to work collaboratively within a small group of their peers and collectively analyze their assigned scene from The Graveyard
Book by retelling the scene in a three-paned comic format, as to deepen their understanding of the novel, its themes, and its characters.

Students will create a three-paned comic strip interpreting their assigned scene from The Graveyard Book using school-provided
Chromebooks storyboardthat.com.

i. Due: 4/3/19
ii. Point Value: 50
b. Students will be assessed using a rubric (see attached document) that looks at the final comic strip’s neatness, clarity,
correctness (see Point C), ability to work collaboratively within their group, and completion of the project. Students will be
individually assessed!
 c. Students should be aware that their overall understanding of the scene (such as what is literary within the text and how they
choose to depict it) will be taken into account when grading the scene.
Feel free to reach out to your teachers if you (or your parents/guardians) have any questions or concerns about the project! Remember, we are
here to help you learn!!

Stay Spooky,

Your Team 7B ELA Teachers: Miss Adams, Miss Robinson, & Miss Dotson
 “The Graveyard Book” Final Project Rubric
Student Name: ___________________ Assigned Chapter: ___________________
 COEPD LESSON PLAN TEMPLATE
Team Teachers: Brittany Dotson
Content Area: Lesson Topic and Rationale: The Graveyard Book final project Length (timing)
By giving students in-class time to work on their project, the teacher is given of Lesson:
ELA- 7th the opportunity to offer guidance, redirection, assistance, and clarification 8:00 – 9:30
when necessary. Also, by allowing students to work on the project in class, all
students are given equal access to resources.
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.7.3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

ELA.7.30
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics,
texts, and issues, building on others’ ideas and expressing ideas clearly.
- Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to
evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
- Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring
the discussion back on topic as needed.
- Acknowledge new information expressed by others and, when warranted, modify former views
Learning Objective(s):
- Students will be able to collaborate amongst their small groups and work effectively and efficiently.
- Students will be able to critically analyze their scene in order to translate it into comic format.
Formative Assessment:
- Teacher/Group Meeting: During class time, student will be given the chance to work within their groups on their final project. During
this time, the teacher will drift around the room and offer guidance, redirection, assistance, and clarification when necessary, as well
as do a check-in with the groups to check their progress.
PREPARATION
Materials/Resources:
1. Student copies of The Graveyard Book
2. Student Chromebooks
3. The website storyboardthat.com
4. Construction paper
 5. Colored pencils/markers/crayons
6. Pencils
7. Lined paper
8. Sticky notes
9. SMART Board
10. Group banners (made on day 8)
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Introduction Time
- Students will be welcomed into class and
8:00- given a sticky note as they enter. The “What are your goals for For students with physical
Bell Ringer 8:15 prompt will be written on the SMART today? How much do you need disabilities, a peer will be
board. The teacher will instruct students to to complete in order to finish delegated to stick up their
respond to the prompt on the SMART on time? Explain.” sticky note.
board on their sticky note. After
responding, they will be instructed to stick
their sticky note on their group banner that
they created.
Core Time
Instruction - Students will be given the remainder of
class time to work on their final project in “How do you feel about the
their groups. They will be given free access progress you have made thus
to all resources, as well as be given the far?”
opportunity to use construction paper and
In-Class 8:15- crayons/markers/colored pencils to sketch “What about the project do
Group Work 9:10 out a rough draft before using their you not understand?”
Chromebooks and storyboardthat.com to
complete their final draft.
 - During this time, the teacher will drift “What part of the project do
Teacher around the room and offer guidance, you feel most concerned
Check-ins redirection, assistance, and clarification about?”
when necessary, as well as do a check-in
with the groups to check their progress. “What part of the project do
you feel most confident
about?”

“What can I do to help you with

this project?”
Closure Time “What progress did you make
today on your projects?”
- Students will be instructed to each take out
9:10- a sheet of paper and 1. Write down the “How did you work with your
9:20 progress they made in today’s class and 2. groupmates?”
Reflect on how well their group worked
together. This will be turned in to the “Did all groupmates participate
teacher before students leave the class. in today’s work?”

Contingency Time - If students make comments about a

particular group member not participating
in the group work, the teacher should stage
an intervention and pull the offending
student aside to have a chat with them the
following day. The teacher should not
name names but ensure that the student
knows they as a teacher noticed their lack
of contribution.
 COEPD LESSON PLAN TEMPLATE – Two Week NOVEL Lesson Plans
Team Teachers: Sarah Adams, Brittany Dotson, Katlyn Robinson
Content Area & Grade: Lesson Topic and Rationale: Length (timing) of Lesson:

ELA- 7th Students will be allotted in class time in order to work in their groups for their projects so 90 minutes
that everyone has equal access to materials and resources as well as their classmates.

(Day 10)
INSTRUCTIONAL OUTCOMES
WV Standard/s (daily):

ELA.7.3

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

ELA.7.30

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing ideas clearly.

 Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under discussion.
 Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
 Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion
back on topic as needed.
 Acknowledge new information expressed by others and, when warranted, modify former view.

Learning Objective/s (SWBATS):

SWBAT collaborate amongst their small groups

SWBAT critically analyze their scene and translate that into image

Formative Assessment:
Final notebook check
Checking their storyboard
PREPARATION
Materials/Resources:
1. Technology (laptops or desktop computers)
2. Notebooks
3. The Graveyard Book copy for each student
4. Paper and pencil
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time - 8:00-8:15- Students will answer the question in “How do you plan on translating
Introduction 8:00- their notebooks your scene into image?”
8:15

Core Instruction Time - 8:15-9:15- Students will be working within their “How are you guys doing?
8:15- groups on the assigned project. The teacher will Do you have any questions?”
9:15 be available for assistance and to answer any
questions that the students have. “In what ways can I offer you
additional help?”
Closure Time - Students will be shown the trailer of The Jungle “Now that you have seen the
9:15- Book and the teacher will explain how the plots video, how are The Jungle Book
9:30 are similar and that Neil Gaimon used The Jungle and The Graveyard Book similar?
Book as inspiration for his novel. Different?”

Contingency Time - If they are not done with the project, allow for
more days to work on it.