September

 

 

Lesson Plans - Week of September 18-22, 2017

MRS. NORRIS - Monday, September 18, 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 tocomprehension 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 the concept of TONE, and show short film clips from 3 different movies that alter the TONE of the piece. TW have students identify the tone and the CHANGES in tone on group worksheets.


Goal is for students to identify and examine TONE in video clips, and associate appropriate words that describe the mood of each film clip and how it CHANGES.

 

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

Student Activities: Bell work: EAGLE LESSON Week 5 E- Emotional Language (refer to power point). SW listen as teacher reviews the concept of TONE, and watch short film clips from 3 different movies that alter the TONE of the piece. SW identify the tone and the CHANGES in tone on group worksheets  HOMEWORK #4/ CONFLICT will be due Tuesday, September 19


RL7.6 L.7.1,6 W.7.3 a-b, 7

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

Tone Worksheets – finished in groups

 

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

Video clips from the movies Sleepless in Seattle; The Shining; and Willie Wonka

REFLECTION/ RE-TEACH

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

 

Tuesday, September 19, 2017

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

Teacher Activities: TW introduce the story of the week: Two Kinds by Amy Tan

Pearson Book p. 46-67, making predictions, characters, and point of view, TW play story aloud to students. TW have students do Language Study p. 64 Vocabulary 1-5, Literary Analysis p. 65 questions 3-5, and Conventions p. 66 Personal and Possessive Pronouns Practice A: 1-3 and Practice B: 1-4. Last 5 minutes of class: Questions and Comments Wrap-Up Time.

 


Goal is for students to pass formative assessment over vocabulary, characterization, plot, story elements, and point of view 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 4 A- Annotation (refer to power point). SW listen as teacher introduces the story of the week: Two Kinds by Amy Tan. SW read the story along with the tape as it plays. HOMEWORK #4/ CONFLICT will be due Tuesday, September 19


RL7.6 L.7.1,6 W.7.3 a-b, 7

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

Student discussion/Student daily work

SW leave with a better understanding of characterization, plot, story elements, and point of view.

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

“Two Kinds” TEST

 

REFLECTION/ RE-TEACH

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

 

 

 

Wednesday, September 20, 2017 PLC Early Release Day!

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

Teacher Activities: TW review over test from short story Two Kinds by Amy Tan.TW review story of the week: /make inferences, conflict, and resolution. TW give 12 Square Story Analysis WS. (see handout). TW introduce vocabulary words aloud and students will echo and copy to keep in binder: verge, rash, dabbling, remote, presumptuous, and malicious. TW have students listen and follow along to story on CD. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to pass formative assessment over vocabulary, characterization, plot, story elements, and point of view 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 4 G- Grammar (refer to power point).

SW listen as teacher reviews over story of the week: Two Kinds by Amy Tan Pearson Book p.46-67 make inferences, conflict, and resolution, SW listen and echo as teacher reviews over vocabulary: verge, rash, dabbling, remote, presumptuous, and malicious. SW complete 12 Square Story Analysis WS. HOMEWORK #5 / Historical Fiction will be due Tuesday, September 26


RL7.1 L.7.1.4 b

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

12-Square Story Analysis WS

SW leave with a better understanding of making inferences, conflict, and resolution.

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

“Two Kinds” TEST

 

REFLECTION/ RE-TEACH

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

 

 

 

Thursday, September 21, 2017

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

Teacher Activities: TW review story of the week: Two Kinds by Amy Tan make inferences, conflict, and resolution, TW review vocabulary words aloud and students will echo: verge, rash, dabbling, remote, presumptuous, and malicious. TW emphasize characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram. TW allow students to review using MANIPULATIVES of story Questions and Answers in groups of 4. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to pass formative assessment over vocabulary, characterization, plot, story elements, and point of view 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 4 L- Literary Device (refer to power point). SW listen as teacher reviews story of the week: Two Kinds by Amy Tan. SW make inferences, conflict, and resolution, TW review vocabulary words aloud and students will echo: verge, rash, dabbling, remote, presumptuous, and malicious. SW review characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram. SW review using MANIPULATIVES of story Questions and Answers in groups of 4. HOMEWORK #5 / Historical Fiction will be due Tuesday, September 26


RL7.1 L.7.1.4 b

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

Student MANIPULATIVES of story

SW leave with a better understanding of making inferences, conflict, and resolution.

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

Student MANIPULATIVES

“Two Kinds” TEST

 

REFLECTION/ RE-TEACH

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

 

 

 

Friday, September 22, 2017

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

Teacher Activities: . TW give students a formative assessment over characterization, plot, story elements, and point of view (see hand-out


Goal is for students to pass formative assessment over vocabulary, characterization, plot, story elements, and point of view 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 5 E- Essential Vocabulary (refer to power point). SW listen as teacher reviews story of the week: TWO kINDS by Amy Tan Book p. 46-67/make inferences, conflict, and resolution, SW will echo as teacher reviews over vocabulary: verge, rash, dabbling, remote, presumptuous, and malicious. SW take a formative assessment over characterization, plot, story elements, and point of view of the story, Two Kinds. HOMEWORK #5 / Historical Fiction will be due Tuesday, September 26


RL7.1 L.7.1.4 b

 

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

“Two Kinds” 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

“Two Kinds” TEST

 

REFLECTION/ RE-TEACH

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

 

 

 

 

 

NORRIS

 

 

Mrs. Norris - Lesson Plans - Week of September 11-15, 2017

Monday, September 11, 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 finish story of the week: Rikki-tikki-tavi

Pearson Book p. 26-42, Discuss characters, and point of view, and pass out PLOT CHART project for students. Students will outline the events on a plot chart of the story Rikki-tikki and find TEXTUAL EVIDENCE to prove their events. Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for students to pass formative assessment over characterization, story elements, point of view, and plot on Wednesday 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 4 E- Emotional Language (refer to power point). SW complete a PLOT CHART for the story “R-T-T”, finding textual evidence to support their claims.

Pearson Book p. 26-42

HOMEWORK #3/ AUTHOR’S PURPOSE will be due Tuesday, September 12

RL7.6 L.7.1,6 W.7.3 a-b, 7

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

PLOT CHART

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

 

REFLECTION/ RE-TEACH

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

 

Tuesday, September 12, 2017

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

Teacher Activities: TW finish story of the week: Rikki-tikki-tavi

Pearson Book p. 26-42, Discuss characters, and point of view, and pass out Coat of Arms project for students. Students will illustrate characteristics of Rikki-tikki and find TEXTUAL EVIDENCE to prove their characterizaztion. Last 5 minutes of class: Questions and Comments Wrap-Up Timee.

Goal is for students to have a better understanding for reading for information about the characterization.

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

Student Activities: Bell work: EAGLE LESSON Week 4 A- Annotation (refer to power point). SW characterization of R-T-T with a Coat of Arms project, finding textual evidence to support their claims. HOMEWORK #3/ AUTHOR’S PURPOSE will be due Tuesday, September 12

RI.7.3

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

Coat of Arms Project with TEXTAL EVIDENCE

PLOT CHART

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

Fortune Cookie Article

Fortune Cookie Questions

Mexican Independence Day Article

“Two Kinds” TEST

REFLECTION/ RE-TEACH

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

 

 

 

Wednesday, September 13, 2017 PLC Early Release Day!

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

Teacher Activities: TW review story of the week: Rikki-tikki-tavi. Have students complete their two worksheets on the PLOT CHART and the “Coat of Arms” WS for the story “R-T-T”.

Pearson Book p. 26-42

Goal is for students to pass formative assessment over characterization, story elements, point of view, and plot today 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 4 G- Grammar (refer to power point).

SW complete PLOT CHART and the Coat of Arms Project for “R-T-T”. FOR A GRADE.

HOMEWORK #4/ P.O.V/ CONFLICT will be due Tuesday, September 19

RL7.6 L.7.1,6 W.7.3 a-b, 7

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

Coat of Arms Project with TEXTAL EVIDENCE

PLOT CHART

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

Fortune Cookie Article

Fortune Cookie Questions

Mexican Independence Day Article

“Two Kinds” TEST

REFLECTION/ RE-TEACH

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

 

Thursday, September 14, 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.