Lesson Plans for Jones and Candell 7TH Grade Language Arts 3rd Quarter Week of February 24-28, 2014
Periods 1, 2, 4, 5, 6, / Monday / Greek/Latin Root Word List: log = word / Wednesday / Thursday / Friday /Bell Ringer & Vocabulary
LA 7. 3.3.2, 3.4.2, LA.7.2.1.7 / Word List: spond, spons, spous = promise, answer for, pledge
Write and define: Correspond, despondent, espouse, irresponsible, respond / Word List: spond, spons, spous = promise, answer for, pledge
Write and define: responsible, responsive, sponsor, spontaneous, spouse / Word List: spond, spons, spous = promise, answer for, pledge
Use in sentence: Correspond, despondent, espouse, irresponsible, respond / Word List: spond, spons, spous = promise, answer for, pledge Use in sentence: responsible, responsive, sponsor, spontaneous, spouse / Word List: spond, spons, spous = promise, answer for, pledge 15 question QUIZ on 10 terms
Essential Question / Why is it important to be able to analyze the author’s purpose and perspective? / Why is it important to be able to analyze the author’s purpose and perspective? / What are my goals? How will I work to reach them? / Why is it important to be able to analyze the author’s purpose and perspective? / Why is it important to be able to analyze the author’s purpose and perspective?
HOT Question / How do the author’s purpose and perspective affect the meaning of the literature? / How do the author’s purpose and perspective affect the meaning of the literature? / What am I doing that affects my grade? What skills do I need to succeed in class and on the FCAT? / What tools does the author use to persuade you in text? / Why it is important to understand the author’s purpose?
Measurable Objective / The student will analyze the author’s purpose (e.g., to persuade, inform, entertain, explain) and perspective in a variety of texts with 80% success
/ The student will analyze the author’s purpose (e.g., to persuade, inform, entertain, explain) and perspective in a variety of texts with 80% success
/ The student will analyze the author’s purpose (e.g., to persuade, inform, entertain, explain) and perspective in a variety of texts with 80% success / T The student will analyze the author’s purpose (e.g., to persuade, inform, entertain, explain) and perspective in a variety of texts with 80% success / The student will analyze the author’s purpose (e.g., to persuade, inform, entertain, explain) and perspective in a variety of texts with 80% success
Goal today / Students will be able to analyze and successfully interpret the author’s purpose and perspective at 80% when reading a 7th grade level selection / Students will be able to analyze and successfully interpret the author’s purpose and perspective at 80% when reading a 7th grade level selection / Students will be able to analyze and successfully interpret the author’s purpose and perspective at 80% when reading a 7th grade level selection / Students will be able to analyze and successfully interpret the author’s purpose and perspective at 80% when reading an 7th grade level selection / Students will be able to analyze and successfully interpret the author’s purpose and perspective at 90% when reading an 7th grade level selection
Today’s Agenda& Lesson: / I do: Review The Cay purpose and history, Give journal questions
We Do: begin reading
You do: Using information from text and past lessons, finish reading the story and create a tombstone with a memorial to Timothy / I do: Review Author’s purpose, instruct how to take mini
We Do: discuss author’s purpose read and attempt mini
You do: work on 9th grade mini assessment for Author’s Purpose, go over in class / I do: Review The Cay story history. Give essay question
We Do: ask questions
You do: Using information from text and past lessons, answer essay question with well written essay. (TEST GRADE)
DATA chats with notes for parents / I do: Review Author’s purpose, instruct how to take mini
We Do: discuss author’s purpose read and attempt mini
You do: work on 9th grade mini assessment for Author’s Purpose, go over in class / I do: Give vocabulary quiz, grade. Do Mini assessment on Author’s Purpose
We do: Take quiz, grade, and do mini
You Do: take vocabulary quiz, grade. Take mini on Author’s purpose
Comprehension Check/Summarizing Activity / Exit Ticket: Create a tombstone with a memorial to Timothy / Exit Ticket: score on mini / Sign data page and write essay: See Below / Exit Ticket: score on mini / Exit Ticket: score on mini
Homework / Study vocabulary / Study vocabulary / Study vocabulary and discuss current grade with parents/guardians / Study vocabulary / Study vocabulary
SSS Benchmark
ESE/ESOL/WICR Task Card (TC) / LA7.1.7.2 Author’s Purpose
ESOL/ESE accommodations & Daily WICR Strategies attached / LA7.1.7.2 Author’s Purpose
ESOL/ESE accommodations & Daily WICR Strategies attached / LA7.1.7.2 Author’s Purpose
ESOL/ESE accommodations & Daily WICR Strategies attached / LA7.1.7.2 Author’s Purpose
ESOL/ESE accommodations & Daily WICR Strategies attached / LA7.1.7.2 Author’s Purpose
ESOL/ESE accommodations & Daily WICR Strategies attached
Students will do have an adjusted schedule Tuesday due to a mock FCAT writes using Write Score.
Word List: spond, spons, spous =
promise, answer for, pledge
correspond (v) to be similar; coincides; goes with; to answer through writing
despondent (adj) without hope or promise; forlorn; hopeless
espouse (v) to pledge one’s loyalty to; to support
irresponsible (adj) not reliable; untrustworthy; not answering for one’s actions
respond (v) to answer; to make a reply
responsible (adj) reliable; worthy of trust; to answer for one’s actions
responsive (adj) answering; reacting
sponsor (v) to assume responsibility for someone else; to promise to pay for
someone’s expenses
spontaneous (adj) unplanned; happening without an external cause; no promise
of a plan
spouse (n) a marriage partner; a person who pledged marriage
Word List: spond, spons, spous =
promise, answer for, pledge
correspond (v) to be similar; coincides; goes with; to answer through writing
despondent (adj) without hope or promise; forlorn; hopeless
espouse (v) to pledge one’s loyalty to; to support
irresponsible (adj) not reliable; untrustworthy; not answering for one’s actions
respond (v) to answer; to make a reply
responsible (adj) reliable; worthy of trust; to answer for one’s actions
responsive (adj) answering; reacting
sponsor (v) to assume responsibility for someone else; to promise to pay for
someone’s expenses
spontaneous (adj) unplanned; happening without an external cause; no promise
of a plan
spouse (n) a marriage partner; a person who pledged marriage
WICR STRATEGY
~Writing Inquiry Collaboration Reading~
The AVID program is based on specific strategies that help students access rigorous high school and college preparatory curriculum. These strategies are Writing, Inquiry, Collaboration, and Reading. The WICR strategies are used every day in content area classes at Carver Middle School.
This week’s focus strategies are highlighted below
WritingWriting 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 the content
Writing-to-Learn
• summaries • lab reports
• letters • journals
• developed answers to questions
Process writing
• rough draft
• peer editing and revising
• final copy
• 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 on the right
• writing higher level questions
about the notes on the left
• 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.
Higher level questioning
in tutorials in AVID
elective classes
Socratic seminar
Philosophical chairs
Fishbowl discussions / ~Think Pair Share
~Refining Cornell notes
with a partner
~Sharing ideas with a
partner or in a group
~Jigsaw
~Carousel/Gallery Walk
~Problem solving in groups
~Projects in groups / Reading to Learn
Before reading activities
• vocabulary activities
• accessing prior knowledge
• previewing text features
• making predictions
During reading activities
• marking the text
• annotating the text
• reciprocal reading
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• Socratic seminar
• Philosophical chairs
• writing
• group projects
ESOL Strategies: Used as needed based on individual need
E1. Making use of contextual clues E2. Multiple media use
E3. Linguistic modifications E4. Individualized instruction
E5. Peer tutoring E6. Written and pictorial forms to teach
E7. Adjusting and/or shortening assignments E8. Hands- on activities
E9. Small group instruction E10. Cooperative learning groups
E11. Defining content area language or terms for students E12. Alternative assessments
E13. Reducing oral and written directions and information E14. Role-play
E15. Adapt text and materials to facilitate comprehension E16. Other strategies as needed…
ESE Accommodations for 7th grade Language Arts: Used daily on individual basis in accordance with IEP
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
Extended time on assignments =1 day Preferential seating
Written direction given Break directions into chunks