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Lesson: # 112 Monday, February 23, 2015
Grade: English 7
Title: Percy Jackson
Due Dates: Tuesday, February 24, 2015-quiz over Chapters 13 & 14
Desired Outcome:
Students will read Chapters 13 and 14 of The Lightning Thief in class.
5 minutes - Practice Prior Skills (Warm-up)
Answer the following: Many people have phobias. Fear of heights is one of the most common. Are you afraid of high places, or do you know anyone who is? What about other phobias – do you have any?
Classroom Instruction (35 minutes):
Guided Practice:
Read Chapters 13 & 14 in class. Look for specific examples of the meaning of certain connotations in the text.
Independent Practice:
1. Finish reading Chapters 13 & 14 at home.
2. Be prepared for a reading comprehension quiz over Chapters 13 and 14 tomorrow on junoed.com
3. Write a paragraph (3-5 sentences) summary over chapter 13 and chapter 14 and turn it in tomorrow.
Lesson: # 108 Tuesday, February 17, 2015
Grade: English 7
Title: Percy Jackson
Due Dates: Turn in today’s assignment first thing tomorrow.
Desired Outcome:
Students will demonstrate understanding of Chapters 13 and 14 with a formative assessment.
Students will review vocabulary words from Chapters 13 and 14.
Students will summarize Chapters 13 and 14.
Procedures:
Open In Prayer
Practice Prior Skills (Warm-up)
No warm-up. Log on to junoed.com and take the reading comprehension quiz for Chapters 13 and 14.
Classroom Instruction:
Introduce the three vocabulary words from Chapters 13 and 14.
Barter: exchange (goods or services) for other goods or services without using money.
“Percy, you can’t barter with Hades.” (from the text)
Shoehorn: force into an inadequate space.
“We got shoehorned into the car with this big fat lady and her dog...” (from the text)
Trundle: move slowly and heavily, typically in a noisy or uneven way.
“The train trundled west as darkness fell...” (from the text)
Lightning Thief Trading Cards
Using the attached handout as an example, have students each create one trading card for a character in The Lightning Thief – a monster, human or god. You may wish the vary the guidelines. If you decide to give each card a point value, students can even use the cards to play a game (such as war or battle).
Lightning Thief trading cards
On a piece of paper or cardboard, make a trading card for a character from The Lightning Thief. This could be a god, half-blood or monster. You can draw a picture of your character or use clipart. You may have to use your imagination if you are doing a picture of Percy, Annabeth, or the other campers.
Decide what information you will put on your card. Besides the character’s name, you should have a brief description and any special powers that character has. You might even want to assign an attack value and defense value to your card so you can play games with your friends!
Some possible characters for cards: Percy, Annabeth, Grover, Clarisse, Luke, Chiron, Poseidon, Zeus, Hades, Medusa, Minotaur, Furies, Chimera, Echidna, Hellhound, Athena, Hermes.
Lesson: # 114 Wednesday, February 25, 2015
Grade: English 7
Title: In-Text Citations and Works Cited
Due Date: Thursday, February 26, 2015 - Example of Works Cited and In-Text Citations are due.
Desired Outcome:
Students will create an in-text citation and a Works Cited page that is in MLA format.
10 minutes: Warm-up
Diagram the following:
I saw it next to his seat during the winter solstice council meeting.”
Riordan, Rick (2009-05-02). The Lightning Thief (Percy Jackson and the Olympians Book 1) (p. 215). Disney. Kindle Edition.
Review Words of the Week at mrscaple.com
5 Minutes: Classroom Instruction
Review MLA by answering the following questions:
What is meant by in-text citations?
What is the bibliography page called in MLA?
30 Minutes: Independent Practice
1. Using MLA format, create a Works Cited page by using two possible sources for your essay.
2. Write one direct quote from one of the sources, demonstrating MLA in-text citation.
3. Write on paraphrase (information in your own words) sentence from one of the sources, demonstrating MLA format.
5 Minutes - Closing: Reflection
What do you understand more clearly about MLA?
What is it? When is it used?
Homework for independent study
Finish sample Works Cited page and two practice in-text citations. They are due Wednesday, February 25, 2014.
Lesson: # 115 Thursday, February 26, 2015
Grade: English 7
Title: Informative Writing/Thesis Statement
Due Dates: Submit Thesis Statement for approval on Friday, February, 27, 2015.
Word of the Week Quiz on Friday, February 27, 2015.
Desired Outcome: Students will define and apply writing a thesis statement.
5 Minutes: Warm-up
Define the following:
flounce -
unequivocal -
exasperate -
choleric -
opine -
15 Minutes: Classroom Instruction
Go to mrscaple.com / resources / Writing / Thesis Statements
20 Minutes: Guided Practice
10 Minutes - Students are to get into their cooperative learning groups and follow instructions on slides to create an umbrella and write a thesis statement.
10 Minutes - Each group will share their thesis statement with the class.
5 Minutes - Closing
What is meant by creating an umbrella?
What should a thesis statement contain?
What is something new that you learned?
Lesson: # 116 Friday, February 27, 2015
Grade: English 7
Title: Informative Writing/Thesis Statement
Due Dates: Submit Thesis Statement for approval by Wednesday, March , 4, 2015.
Word of the Week Quiz Today
Desired Outcome: Students will define and apply writing a thesis statement.
0 Minutes: No Warm-up
15 Minutes - Formative Assessment
Word of the Week Quiz
30 Minutes: Independent Practice
20 minutes
Students will write the thesis statement for their essay.
10 minutes
Students will present their thesis statements to their cooperative learning groups to have it evaluated using the following questions.
Does the thesis state the subject, main point, and three reasons?