Teacher(s): HemphillGrade/Subject:Seventh Grade Language Arts

Unit 4— Narrative Writing
Learning Goals:
  • Analyze how particular elements of a story or drama interact
  • Analyze the interactions between individuals, events and ideas in a text
  • Analyze how the structure of a text affects/develops meaning
/ Essential Questions:
1. How can I analyze how particular elements of a story or drama interact?
2. How can I analyze the interactions between individuals, events and ideas in a text?
3. How can I analyze how the structure of a text affects/develops meaning?
Week 5 / Monday, April 3rd / Rigor Level 1, 2, 3, & 4 / Tuesday, April 4th / Rigor Level 1, 2, 3, & 4 / Wednesday, April 5th / Rigor Level 1, 2, 3, & 4 / Thursday, April 6th / Rigor Level 1, 2, 3, & 4 / Friday, April 7th / Rigor Level 1, 2, 3, & 4
Daily Objective / Students will practice tools in online reading test. / Students will use revision strategies to revise their personal narratives. / Students will practice tools in online reading test. / Students will read a work of fiction and analyze and explain particular elements. / Students will read a work of fiction and analyze and explain particular elements.
BELL RINGER / Fsassessments.org practice online practice. / Have a sheet of notebook paper.
Have out your personal narrative. / Fsassessments.org practice online practice. / Have a sheet of notebook paper. / Have a sheet of notebook paper.
I DO: / 706 lab.
Go over instructions / Go over instructions / 706 lab
Go over instructions / “Among the Betrayed” Novel / Go over instructions
WE DO: / Discuss instructions / Discuss instructions / Discuss instructions / Discuss instructions / Discuss instructions
YOU DO: / Practice going through the online FSA practice / Revise narrative / Practice going through the online FSA practice / Read Among the Betrayed and complete journal entries. / Read Among the Betrayed and complete journal entries
Homework / Finish missing assignments. / Finish missing assignments. / Finish missing assignments. / Finish missing assignments. / Finish missing assignments
EXIT TICKET:
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have learned and what they still need / Higher level questioning in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Group Strategies
• Think Pair Share
• Sharing ideas with a partner or in a group
• Carousel/Gallery Walk
• Problem solving in groups
• Projects in groups / Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
  • Read directions for the student
  • Check for understanding
  • Allow to leave class for assistance
  • Extra time for exams
  • Daily agenda
/
  • Allow student time to step out to de-escalate
  • Testing in small groups
  • Use of a planner/binder for organization
  • English Language Dictionary
/
  • Extended time on assignments =1 day
  • Preferential seating
  • Written direction given
  • Break directions into chunks
/
  • Read Aloud to Students
  • Visual manipulatives
  • Cooperative Learning,
  • Vocabulary, Description, Introduction