September

 


 

 

Week of September 25-29, 2017

Mrs. Norris Monday, September 25, 2017

Weekly Learning Target:


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

 

Unit 1.2 (10 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

Focus

W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a

narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal

shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to

capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Reinforce and/or support

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate

command of Language standards 1–3 up to and including grade 7 on page 52 [of the full ELA

Common Core State Standards document].)

L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie

but not He wore an old[,] green shirt).

b. Spell correctly.

L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating

wordiness and redundancy.*

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning

of a word (e.g., belligerent, bellicose, rebel).

L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Recur

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.

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

Teacher Activities: TW review story of the week: The Third Wish by Joan Aiken Pearson Book p. 68-79/make inferences, conflict, and resolution). TW review vocabulary words aloud and students will echo: verge, rash, dabbling, remote, presumptuous, and malicious. TW have students listen to story on CD and start on packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to complete packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram.

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

Student Activities: Bell work: EAGLE LESSON Week 6 E – Emotional Language (refer to power point). SW listen as teacher reviews story of the week: The Third Wish by Joan Aiken Pearson Book p. 68-79/make inferences, conflict, and resolution, SW will echo as teacher reviews over vocabulary: verge, rash, dabbling, remote, presumptuous, and malicious. SW listen to story on CD and start on packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram Bell work: EAGLE LESSON Week 6 E- Emotional Language (refer to power point).


RL7.1.2, 7.3, 7.6 RI 7.1, 7.5 W.7.10

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

“The Third Wish” PACKET due with TEST

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, New Literary Terms: literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character.

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