August

7th Grade Language Arts

Norris

  

Lesson Plans - Week of August 28- September 1, 2017

MRS. NORRIS Monday, August 28, 2017

Weekly Learning Target:


(What will students know & be able to do as a result of this lesson?)

 

Unit 1.1 (20 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

Focus

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Reinforce and/or support

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color,

or camera focus and angles in a film)

W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Recur

None at this time

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW introduce story of the week: The Treasure of Lemon Brown by Walter Dean Myers Pearson Book p. 9-16 and have students answer the six questions on the Anticipation Guide. TW show students power point introducing the story. TW have students listen and follow along to story on cd. TW show students video/statistics at www.endhomelessness.org. TW introduce vocabulary words aloud and students will echo. TW have students copy vocabulary from anchor chart: impromptu, ajar, tentatively, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, and pun to be kept in binder.Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to pass formative assessment over vocabulary, literary analysis, character traits, and plot on Friday with an 80% or higher.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell work: EAGLE LESSON Week 2 E- Emotional Language (refer to power point) INB Activities: Plot Diagram. SW watch and listen as teacher models the expectations for the week with story: The Treasure of Lemon Brown by Walter Dean Myers Pearson Book p. 9-16 and answer the six questions on the Anticipation Guide. SW watch power point introducing the story. SW listen and follow along to story on cd. SW listen as teacher explains homework assignment due on Friday, September 2, 2016: “Supporting the Homeless” Each student will bring one non-perishable food item to be donated to Manna Outreach OR write a letter letting Manna Outreach know how much you appreciate what they do for our community. SW view video/statistics at www.endhomelessness.org. SW echo vocabulary words in unison after teacher. SW copy vocabulary from anchor chart: impromptu, ajar, tentatively, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, and pun (to be kept in INB.)


RL7.1, RL.7.2,RL7.3, RL.7.6 W.7.2,W.7.9

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

 

 

Tuesday, August 29, 2017

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW review story of the week: The Treasure of Lemon Brown by Walter Dean Myers Pearson Book p. 9-16. TW review and have students echo: impromptu, ajar, tentatively, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, and pun. TW call on random students to read story aloud. TW will pair up students to complete Literary Analysis Questions #’s 1-7 p. 17 to assist with comprehension.

Last 5 minutes of class: Questions and Comments Wrap-Up Time. Goal is for students to pass formative assessment over vocabulary, literary analysis, character traits, and plot on Friday with an 80% or higher.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell work: EAGLE LESSON Week 2 A- Annotation (refer to power point) INB Activities: Plot Diagram. SW listen and answer questions as teacher reviews over story of the week: The Treasure of Lemon Brown by Walter Dean Myers Pearson Book p. 9-16. SW read story aloud as called on by teacher. SW be paired up to complete Literary Analysis Questions #’s 1-7 p. 17 to assist with comprehension. FOR A GRADE.


RL7.1, RL.7.2,RL7.3, RL.7.6 W.7.2,W.7.9

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

 

 

 

Wednesday, August 30, 2017 PLC Early Release Day!

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW monitor students’ in a writing activity: Continuation of the story. TW have students continue after the last paragraph of the story: Greg pushed the button over the bell marked Ridle, thought of the lecture he knew his father would give him, and smiled. TW explain to students that they have to continue with the same story line, point of view, and characters. Last 5 minutes of class: Questions and Comments Wrap-Up Time. Goal is for students to pass formative assessment over vocabulary, literary analysis, character traits, and plot on Friday with an 80% or higher.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell work: EAGLE LESSON Week 2 G- Grammar (refer to power point) INB Activities: Plot Diagram. SW complete writing activity: Continuation of the story. SW continue after the last paragraph of the story: Greg pushed the button over the bell marked Ridle, thought of the lecture he knew his father would give him, and smiled. SW have to continue with the same story line, point of view, and characters.FOR A GRADE.


RL7.1, RL.7.2,RL7.3, RL.7.6 W.7.2,W.7.9

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

 

 

 

Thursday, August 31, 2017

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW review story of the week: The Treasure of Lemon Brown by Walter Dean Myers Pearson Book p. 9-16. TW review and have students echo: impromptu, ajar, tentatively, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, and pun. TW will put students in groups: Group 1 will answer questions 1-3 (please see questions on WS), Group 2 will answer questions 4-6. Group 3 will answer question 7-8. Group 4 will answer questions 9-10. TW give students 15 minutes to complete the questions. TW then have students break up into different groups (rotation) and each student will facilitate as a leader in assisting others in the group to the questions they have not answered.

Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to pass formative assessment over vocabulary, literary analysis, character traits, and plot on Friday with an 80% or higher.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell work: EAGLE LESSON Week 2 L- Literary Device (refer to power point) INB Activities: Plot Diagram. SW be put in groups of four. Group 1 will answer questions 1-3 (please see questions on WS), Group 2 will answer questions 4-6. Group 3 will answer question 7-8. Group 4 will answer questions 9-10. SW have 15 minutes to complete the questions. TW then have students break up into different groups (rotation) and each student will facilitate as a leader in assisting others in the group to the questions they have not answered. FOR A GRADE.


RL7.1, RL.7.2,RL7.3, RL.7.6 W.7.2,W.7.9

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

 

 

 

Friday, September 1, 2017

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW review story of the week: The Treasure of Lemon Brown by Walter Dean Myers Pearson Book p. 9-16. TW review and have students echo: impromptu, ajar, tentatively, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, and pun. TW give formative assessment over vocabulary, literary analysis, character traits, and plot.


Goal is for students to pass formative assessment over vocabulary, literary analysis, character traits, and plot on Friday with an 80% or higher.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell work: EAGLE LESSON Week 2 E- Essential Vocabulary (refer to power point) INB Activities: Plot Diagram. (TW grade Monday-Friday Bell work.) FOR A GRADE. SW take formative assessment over vocabulary, literary analysis, character traits, and plot. FOR A GRADE. Homework assignment due TODAY, Friday, September 2, 2016: “Supporting the Homeless” Each student will bring one non-perishable food item to be donated to Manna Outreach OR write a letter letting Manna Outreach know how much you appreciate what they do for our community. FOR A GRADE


RL7.1, RL.7.2,RL7.3, RL.7.6 W.7.2,W.7.9

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work.

 

 

 

 

 


Week of August 14 - 18, 2017

 

Monday 8/14

Objective

(Student will…)

No School. Teacher Workday.

Teacher Activities

 

Student Activities

 

Assessment/Evaluation (Have students met the learning target? What does success look like?)

 

Academic Vocabulary

 

Modifications (SPED; ELL)

 

Additional Resources

 

REFLECTION/ RE-TEACH

 

 

Tuesday 8/15

Objective

(Student will…)

No School. Teacher Workday.

Teacher Activities

 

Student Activities

 

Assessment/Evaluation (Have students met the learning target? What does success look like?)

 

Academic Vocabulary

 

Additional Resources

 

Modifications (SPED; ELL)

 

REFLECTION/ RE-TEACH

 

 

Wednesday 8/16)

Objective

(Student will…)

Become familiar with expectations, procedures and classroom rules.

Teacher Activities

Go over all classroom expectations and procedures ie: rules, turning in papers, working in groups, emergency codes.

 

Student Activities

Students will take notes on rules and procedures, etc.

Assessment/Evaluation (Have students met the learning target? What does success look like?)


Academic Vocabulary


Additional Resources


Modifications (SPED; ELL)


REFLECTION/ RE-TEACH



Thursday 8/17

Objective

(Student will…)

Create classroom Social Contracts; explore the concept of self, choosing 5 features about yourself that could be turned into an “app” that describes you.

Teacher Activities

Using Think-Pair-Share elicit responses to the question – “What goals do I want to accomplish this year.” Create a working folder on which students indicate cell phone “apps” they create which describe their individual personalities or goals (5 total).


Student Activities

Create a working folder on which students indicate cell phone “apps” they create which describe their individual personalities or goals (5 total).

Assessment/Evaluation (Have students met the learning target? What does success look like?)

Working Folders

Academic Vocabulary


Additional Resources


Modifications (SPED; ELL)


REFLECTION/ RE-TEACH



Friday 8/19

Objective

(Student will…)

Explore the concept of self, choosing 5 features about yourself that could be turned into an “app” that describes you.

Teacher Activities

Finish working folders and remind students about beginning EAGLE Lessons on Monday.

Student Activities

Finish working folders.


Assessment/Evaluation (Have students met the learning target? What does success look like?)

Working folders

Academic Vocabulary


Additional Resources


Modifications (SPED; ELL)


REFLECTION/ RE-TEACH


 

   

 


Weekly Learning Target:

(What will students know & be able to do as a result of this lesson?)

 

Unit 1.1 (20 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

Focus

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Reinforce and/or support

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color,

or camera focus and angles in a film)

W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Recur

None at this time

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW introduce story of the week: The Treasure of Lemon Brown by Walter Dean Myers Pearson Book p. 9-16 and have students answer the six questions on the Anticipation Guide. TW show students power point introducing the story. TW have students listen and follow along to story on cd. TW explain to students’ homework assignment due on Friday, September 2, 2016: “Supporting the Homeless” Each student will bring one non-perishble food item to be donated to Manna Outreach OR write a letter letting Manna Outreach know how much you appreciate what they do for our community. TW show students video/statistics at www.endhomelessness.org. TW introduce vocabulary words aloud and students will echo. TW have students copy vocabulary from anchor chart: impromptu, ajar, tentatively, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, and pun to be kept in binder. Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for students to pass formative assessment over vocabulary, literary analysis, character traits, and plot on Friday with an 80% or higher.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell work: EAGLE LESSON Week 2 E- Emotional Language (refer to power point).SW watch and listen as teacher models the expectations for the week with story: The Treasure of Lemon Brown by Walter Dean Myers Pearson Book p. 9-16 and answer the six questions on the Anticipation Guide. SW watch power point introducing the story. SW listen and follow along to story on cd. SW listen as teacher explains homework assignment due on Friday, September 2, 2016: “Supporting the Homeless” Each student will bring one non-perishable food item to be donated to Manna Outreach OR write a letter letting Manna Outreach know how much you appreciate what they do for our community. SW view video/statistics at www.endhomelessness.org. SW echo vocabulary words in unison after teacher. SW copy vocabulary from anchor chart: impromptu, ajar, tentatively, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, and pun (to be kept in binder.)

RL7.1, RL.7.2,RL7.3, RL.7.6 W.7.2,W.7.9

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

 

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

Seventh Grade by Gary Soto (PH purple literature book)

 

 

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

Tuesday, August 30, 2016

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW review story of the week: The Treasure of Lemon Brown by Walter Dean Myers Pearson Book p. 9-16. TW review and have students echo: impromptu, ajar, tentatively, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, and pun. TW call on random students to read story aloud. TW will pair up students to complete Literary Analysis Questions #’s 1-7 p. 17 to assist with comprehension.

Last 5 minutes of class: Questions and Comments Wrap-Up Time. Goal is for students to pass formative assessment over vocabulary, literary analysis, character traits, and plot on Friday with an 80% or higher.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell work: EAGLE LESSON Week 2 A- Annotation (refer to power point). SW listen and answer questions as teacher reviews over story of the week: The Treasure of Lemon Brown by Walter Dean Myers Pearson Book p. 9-16. SW read story aloud as called on by teacher. SW be paired up to complete Literary Analysis Questions #’s 1-7 p. 17 to assist with comprehension. FOR A GRADE.

RL7.1, RL.7.2,RL7.3, RL.7.6 W.7.2,W.7.9

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

Seventh Grade by Gary Soto (PH purple literature book)

 

 

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

 

 

Wednesday, August 31, 2016 PLC Early Release Day!

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW monitor students’ in a writing activity: Continuation of the story. TW have students continue after the last paragraph of the story: Greg pushed the button over the bell marked Ridle, thought of the lecture he knew his father would give him, and smiled. TW explain to students that they have to continue with the same story line, point of view, and characters. Last 5 minutes of class: Questions and Comments Wrap-Up Time. Goal is for students to pass formative assessment over vocabulary, literary analysis, character traits, and plot on Friday with an 80% or higher.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell work: EAGLE LESSON Week 2 G- Grammar (refer to power point). SW complete writing activity: Continuation of the story. SW continue after the last paragraph of the story: Greg pushed the button over the bell marked Ridle, thought of the lecture he knew his father would give him, and smiled. SW have to continue with the same story line, point of view, and characters FOR A GRADE.

RL7.1, RL.7.2,RL7.3, RL.7.6 W.7.2,W.7.9

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

Seventh Grade by Gary Soto (PH purple literature book)

 

 

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

 

 

Thursday, September 1, 2016

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW review story of the week: The Treasure of Lemon Brown by Walter Dean Myers Pearson Book p. 9-16. TW review and have students echo: impromptu, ajar, tentatively, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, and pun. TW will put students in groups: Group 1 will answer questions 1-3 (please see questions on WS), Group 2 will answer questions 4-6. Group 3 will answer question 7-8. Group 4 will answer questions 9-10. TW give students 15 minutes to complete the questions. TW then have students break up into different groups (rotation) and each student will facilitate as a leader in assisting others in the group to the questions they have not answered.

Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for students to pass formative assessment over vocabulary, literary analysis, character traits, and plot on Friday with an 80% or higher.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell work: EAGLE LESSON Week 2 L- Literary Device (refer to power point). SW be put in groups of four. Group 1 will answer questions 1-3 (please see questions on WS), Group 2 will answer questions 4-6. Group 3 will answer question 7-8. Group 4 will answer questions 9-10. SW have 15 minutes to complete the questions. TW then have students break up into different groups (rotation) and each student will facilitate as a leader in assisting others in the group to the questions they have not answered. FOR A GRADE.

RL7.1, RL.7.2,RL7.3, RL.7.6 W.7.2,W.7.9

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

Seventh Grade by Gary Soto (PH purple literature book)

 

 

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

 

 

Friday, September 2, 2016

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW review story of the week: The Treasure of Lemon Brown by Walter Dean Myers Pearson Book p. 9-16. TW review and have students echo: impromptu, ajar, tentatively, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, and pun. TW give formative assessment over vocabulary, literary analysis, character traits, and plot.

Goal is for students to pass formative assessment over vocabulary, literary analysis, character traits, and plot on Friday with an 80% or higher.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell work: EAGLE LESSON Week 2 E- Essential Vocabulary (refer to power point). (TW grade Monday-Friday Bell work.) FOR A GRADE. SW take formative assessment over vocabulary, literary analysis, character traits, and plot. FOR A GRADE. Homework assignment due TODAY, Friday, September 2, 2016: “Supporting the Homeless” Each student will bring one non-perishable food item to be donated to Manna Outreach OR write a letter letting Manna Outreach know how much you appreciate what they do for our community. FOR A GRADE

RL7.1, RL.7.2,RL7.3, RL.7.6 W.7.2,W.7.9

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work.

 

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

Seventh Grade by Gary Soto (PH purple literature book)

 

 

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

 

 

 

 

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