Lesson: # 102 Monday, February 9, 2015
Grade: English 7
Title: Percy Jackson
Due Dates: Tuesday, February 10, 2015-quiz over Chapters 11 & 12
Desired Outcome:
Students will read Chapters 11 and 12 of The Lightning Thief in class.
5 minutes - Practice Prior Skills (Warm-up)
Answer the following: Describe a vivid dream you’ve had. If you honestly can’t remember any dreams, describe a dream you remember a friend or relative telling you about. Do you think dreams ever give important information?
Classroom Instruction (35 minutes):
Guided Practice:
Read Chapters 11 & 12 in class. Look for specific examples of the meaning of certain connotations in the text.
Independent Practice:
1. Finish reading Chapters 11 & 12 at home.
2. Be prepared for a reading comprehension quiz over Chapters 11 and 12 tomorrow on junoed.com
3. Write a paragraph (3-5 sentences) summary over chapter 11 and chapter 12 and turn it in tomorrow.
Lesson: # 103 Tuesday, February 10, 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 11 and 12 with a formative assessment.
Students will review vocabulary words from Chapters 11 and 12.
Students will summarize Chapters 11 and 12.
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 11 and 12.
Classroom Instruction:
Introduce the three vocabulary words from Chapters 11 and 12.
Emporium: a large retail store selling a wide variety of goods.
“Grover translate: ‘Aunty Em’s Garden Gnome Emporium’.” (from the text)
Mar: Impair the appearance of; disfigure.
“They are marred.” (from the text)
Chasm: a deep fissure in the earth, rock, or another surface.
“...compelled to walk forward to the very edge of the chasm.” (from the text)
Text message to Chiron. In an earlier chapter, Percy mentions that cell phones are a no-no for half-bloods because monsters can trace the signals. But what if Percy had no choice? Imagine Percy has to send a text message to Chiron about their situation as it stands at the end of Ch. 12. He wants Chiron to know what’s going on, but he has to keep it brief so the monsters don’t trace the call. A text message can only be 150 characters, maximum (including spaces and punctuation). Write the best message for Percy to send Chiron.
Guided Practice:
Text Message to Chiron.
Independent Practice:
Write your Text Message to Chiron.
Homework:
Finish your Text Message to Chiron.
Lesson: # 104 Wednesday, February 11, 2015
Grade: English 7
Title: Compare and Contrast
Due Dates:
Desired Outcome:
Students will analyze and evaluate how to compare and contrast information.
10 minutes: Warm-up
Review Linking Verb Test on junoed.com
Review Words of the Week at mrscaple.com
5 Minutes: Classroom Instruction
Comparison Contrast
When you show how two or more things are similar, you are comparing them.
When you show how two or more things are different, you are contrasting them.
This technique gives you a way to classify or judge the items you're analyzing.
By placing two (or more) items side by side, for example, you can see how they measure up against each other.
In writing, whenever an author is comparing and contrasting two or more items, he or she is doing it for a reason.
There's something the author wants to point out by putting these two items side by side for analysis.
This reason or point is the main idea, which is often stated in a topic sentence.
20 Minutes: Guided Practice:
Students read the passage below and then answer the following questions:
The Best of the Best
The Best of the Best Two of the best films ever made are Star Wars and Crouching Tiger, Hidden Dragon. I've seen both movies at least a dozen times. While I always will be a loyal Star Wars fan, I do have to say that Crouching Tiger is an even better film.
Both films feature warriors with special powers. In Star Wars, Luke Skywalker, a Jedi knight, has "the force"-a special energy that he can channel to help him overcome evil. Similarly, in Crouching Tiger, Li Mu Bai, Yu Shu Lien, and Jen all have special powers that they've developed through rigorous martial arts training. But the characters in Star Wars rely heavily on automatic weapons. The warriors in Crouching Tiger, in contrast, do all their fighting with old-fashioned weapons such as swords and the most old-fashioned weapon of all-their bodies. What they're able to do with their bodies is much more impressive than anything Luke Skywalker can do with his light saber.
More importantly, Crouching Tiger gives equal treatment to both sexes. In Star Wars, though Princess Leia can (and does) fight, she still relies mostly on the men to fight and save her. In Crouching Tiger, however, the female warriors are every bit as strong as the male warriors and do all the fighting on their own. Shu Lien, Jen, and another woman, Jade Fox, actually do most of the fighting in the movie and defeat many men throughout the film.
The best thing about Crouching Tiger, though, is the story of Jen. While Star Wars is a great story about good forces against evil forces, Crouching Tiger is a great story about a personal rebellion that all young people can relate to. Jen rebels against the society that is going to force her to marry. Who wants to be told whom to love? She rejects being forced into this relationship and runs off. She doesn't know how to handle her strength, though, and is so independent that she even rejects the chance to be Mu Bai's student. Under his guidance, Jen could have become an even greater warrior. But Jen is too independent, and she unintentionally helps to bring about Mu Bai's death and her own. Jen's story shows us that we have a right to determine the course of our lives, but that we also need the guidance of our elders.
Questions
1. What is the similarity discussed in paragraph 3?
2. What is the difference discussed in paragraph 3?
3. What is the similarity discussed in paragraph 4?
4. What is the difference discussed in paragraph 4?
5. What is the main idea of paragraph 4?
5 Minutes Closing: Reflection
What does it mean to compare?
What does it mean to contrast?
Why is it helpful or useful to compare and contrast?
Lesson: # 104 Thursday, February 12, 2015
Grade: English 7
Title: Assessment of Informative Text
Desired Outcome:
Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information using comparison and contrast
10 minutes: Warm-up
Daily Warm-up, page 140, Spelling Derived Words IV
Review Words of the Week at mrscaple.com
15 Minutes: Classroom Instruction
Comparison Contrast Review
When you show how two or more things are similar, you are comparing them.
When you show how two or more things are different, you are contrasting them.
This technique gives you a way to classify or judge the items you're analyzing.
By placing two (or more) items side by side, for example, you can see how they measure up against each other.
Organization:
The Point-by-Point Technique
The Point-by-Point Technique Comparison and contrast passages are usually organized one of two ways: the point-by-point or block technique. Take a look at the following paragraph, for example:
I'm the oldest of five kids. Yesterday, my youngest sister said she wished she was the oldest. Ha! Let me tell you, being the youngest is better any day. For one thing, the oldest has tons of responsibility. What about the youngest? None. My sis simply has to be there. She doesn't have to do chores, watch the other kids, or help make dinner. For another, the oldest has to "break in" the parents. Since I was the first, my parents had to learn how to be parents-and if they made mistakes, well, I was the one who suffered. Lucky Emily has parents who've already been through this four times. Unlike me, she has parents who are already "well trained." Notice how this paragraph first states the main idea-"being the youngest is better any day"-and then supports this idea point by point. That is, each time the writer makes a point about what it's like to be oldest, he counters with a point about what it's like to be youngest.
Thus, the structure is as follows: Topic sentence: youngest is better than oldest Characteristic one: responsibility (oldest, youngest) Characteristic two: parents' experience raising children (oldest, youngest) For each characteristic, the writer directly compares or contrasts A (oldest) and B (youngest). Then, the writer moves on to the next characteristic and compares or contrasts A and B again. A point-by-point passage, then, uses an AB, AB, AB structure.
The Block Technique
The block technique, on the other hand, discusses all the characteristics of A and then discusses all the characteristics of B. That's why it's called the block technique; we get a block of text about one item that's being compared and then get a block of text about the other item. Here's our previous example rewritten with the block comparison and contrast structure:
I'm the oldest of five kids. Yesterday, my youngest sister said she wished she was the oldest. Ha! Let me tell you, being the youngest is better any day. For one thing, the oldest has tons of responsibility. I always have to do chores, watch the other kids, and help make dinner. For another, the oldest has to "break in" the parents. Since I was the first, my parents had to learn how to be parents-and if they made mistakes, well, I was the one who suffered. What about the youngest? What kind of responsibility does my sister have? None. My sis simply has to be there. Lucky Emily also has parents who've already been through this four times. Unlike me, she has parents who are already "well trained." Here, we have an AA, BB structure-first both of the characteristics of being the oldest, then both of the characteristics of being the youngest.
20 Minutes: Cooperative Learning Groups
10 minutes to follow the instructions below:
10 minutes to allow groups to present.
5 Minutes - Closing: Reflection
What are the two methods for organizing a comparison and contrast essay? Explain.
Lesson: # 101 Friday, February 13, 2015
Grade: English 7
Title: Review Grammar and Words of the Week
Due Date:
Desired Outcome:
Students will review parts of a sentence and words of the week.
Classroom Instruction:
Students will compete in their cooperative learning groups. They will write their answers on the dry erase board or their iPad. Whoever gets the most points wins.