HENDRICKS,WASHINGTON, DIPZINSKI ELA 7TH GRADE Lesson PlansWeek of SEPT. 16 - 20, 2013

Teacher Subject/Grade Date

For the Teacher / Four Essential Questions / Monday / Tuesday
Focus for the Week:
Literary Elements
situational irony
plot
theme
characterization
Allusion- See PPT
dynamic character
Reading Strategies:
making inferences / What do we want all our learners to learn?(display the EQ) / Standards :
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.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds
SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique. / Standards:
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.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds
SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique.
Essential Question(s):
How does the understanding of vocabulary increase our comprehension of text?
What is the message about life that this text teaches? What details support my idea? / Essential Question(s):
How does the understanding of vocabulary increase our comprehension of text?
Can People change from their old ways to a better life?
Weekly Vocabulary:
Latin/Greek Stems:
  1. flec/flex- to bend
  2. tract- to pull
  3. rupt-break
  4. dict/dic-to tell, to say
  5. aqua-water
assiduously / compulsory
eminent / retribution
unperceived / balk
elusive / rehabilitate
unobtrusively
unperceived / virtuous
phoenix / Do Now:
(AVID STRATEGY)
Lesson Opener: Quickwrite
Do you believe that a person who has demonstrated criminal behavior in the past can change permanently? If yes, what influences could be responsible for that change? If not explain why. / Do Now:
On page ____ in your Interactive Notebooks, write the following Vocabulary Words.
“A Retrieved Reformation” pg. 163
How will we know when each student has learned it?
(formative, interim and summative assessments)
What happens when a student doesn’t learn it?(interventions)
What happens when a student already knows it?
(enrichment) / AIM (Lesson Steps):
Finish “Thank You Ma’m”
Assessment: “Thank You M'am”
Introduce vocabulary words- See PPT

Mini Lesson: Literary Term Dynamic character / Allusion
Introduce: Retrieved Reformation by O Henry
Background information on O. Henry - Story influenced by O Henry's life.
Cornell Notes
O. Henry's "Jimmy Valentine" (clip) YouTube
What does Reformation mean? Write in INB Monday box
Introduce Latin/Greek Stems
What is the message about life that this text teaches? What details support my idea?
(Theme) / AIM (Lesson Steps):
Assessment: “Thank You M'am”
Before Reading: Anticipation Guide
Before Reading:
Preview the text - Look at the title, pictures, etc.
what do you think the story is about? How do you know? What do you know about the setting?
During Reading:
Active Reading: “A Retrieved Reformation”
Reading for Meaning Part 1
Materials:
Unit Test / Practice Quizzes/ vocabulary

Vocabulary

Vocabulary Paint Chips

Reading comprehension quiz

Print
Lesson Plans

LA LESSON PLAN - STUDY GUIDE QUESTIONS

Mini Lesson on plot

Flocabulary: Elements of a short story

AVID/AA Reminders: / Differentiated Instruction/Formative Assessment:
(AVID) Quickwrite
graphic organizer
Discussion / Socratic Seminar
Dialectical Journal (AVID)
Think-Pair-Share
Test on Thank You M'am / Differentiated Instruction/Formative Assessment:
(AVID) Quickwrite
graphic organizer
Discussion / Socratic Seminar
Dialectical Journal (AVID)
Think-Pair-Share
Teacher Reminders: / Homework:
Use vocabulary words from
“Thank You M'am” to write your own story related to someone influencing your life or someone you know. / Homework:
“A Retrieved Reformation”
Write a brief summary of your reading for Part 1 of the selection. Use the following vocabulary words in your summary: assiduously, virtuous, compulsory, rehabilitate, balk
Wednesday / Thursday / Friday
Standards:
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.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds
SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique. / Standards:
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.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds
SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique. / Standards:
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.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds
SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique.
Essential Question(s):
How can a person's decisions
and actions change his/her
life?
What characterization details does a reader need to accurately interpret a character in real life situations, and short stories or novels? / Essential Question(s):
How can a person's decisions
and actions change his/her
life?
Based on Jimmy's actions after being released from jail, is truth for everyone?
What characterization details does a reader need to accurately interpret a character in real life situations, and short stories or novels?
How are people shaped by their choices? / Essential Question(s):
Based on Jimmy's actions after being released from jail, is truth for everyone?
What characterization details does a reader need to accurately interpret a character in real life situations, and short stories or novels?
How are people shaped by their choices?
Do Now: Grammar DOL
Daily Language Practice / Do Now:
Daily Language Practice / Do Now:
Daily Language Practice
AIM (Lesson Steps):
USE VOCABULARY PAINT CHIPS (Model)
See page 166 Literature book
Mini Lesson: Literary Term Dynamic character / Allusion
During reading - chart notes of key information and quotes on journal
Students read - using dialectical journal (AVID)
Discussion: What contextual evidence do we have to support the allusion that Jimmy Valentine is like a mythical phoenix?
Compare and Contrast Jimmy Valentine to Ralph Spencer.
Closure: / AIM (Lesson Steps):
Computer Lab: Media Center
Website: Dictionary.com
Creating Vocabulary Flashcards (Computer Lab)
Vocabulary Review - PAINT CHIP REVIEW
Open Class
Use dialectical journal to analyze quotes from the text.
Mini Lesson: Literary Term Dynamic character / Allusion
Select examples of dynamic characterization and allusions from the text.
Student practice - Identify evidence using graphic org.
Discussion Questions - Prepare for Socratic Seminar.
What does Jimmy risks by saving Agatha? What would he have risked by not saving her?
In the second paragraph, the warden tells Jimmy, "You're not a bad fellow at heart." How can someone be good at heart but act in ways that do not reflect that goodness?
How did O Henry's back ground and beliefs influence his writing in this story? / AIM (Lesson Steps):
Computer Lab: Media Center
Website: Dictionary.com
Creating Vocabulary Flashcards (Computer Lab)
Vocabulary Review
Review story with study guide questions (See link under the MATERIALS SECTION OF THIS LESSON PLAN)
Open Class
Use dialectical journal to analyze quotes from the text.
Mini Lesson Irony(Situational & Verbal)
On chart paper groups illustrates an example of situational irony.
Student practice - Identify evidence using graphic org.
Discussion Questions - Prepare for Socratic Seminar.
What does Jimmy risks by saving Agatha? What would he have risked by not saving her?
In the second paragraph, the warden tells Jimmy, "You're not a bad fellow at heart." How can someone be good at heart but act in ways that do not reflect that goodness?
Why does Ben Price decide to let Jimmy go free? What made Ben change his mind about apprehending Jimmy?
How did O Henry's back ground and beliefs influence his writing in this story?
Differentiated Instruction/Formative Assessment:
dialectical journal
Cornell notes (AVID)
Paint chip vocabulary
Quick Write (AVID) / Differentiated Instruction/Formative Assessment:
dialectical journal
Cornell notes (AVID)
Paint chip vocabulary
Quick Write (AVID) / Differentiated Instruction/Formative Assessment:
dialectical journal
Cornell notes (AVID)
Paint chip vocabulary
Quick Write (AVID)
Homework:
“A Retrieved Reformation”
Continue to write your summary of our reading –Part 2. Use the following vocabulary words in Part 2 of your summary: eminent, retribution, elusive, unobtrusively, unperceived / Homework:
Vocabulary - Select three words from the list to create your own paint chip information for the word. / Homework:
Have a great weekend 

Use this lesson plan

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copy at library

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