7th Grade Weekly & Daily Lesson Plan Teacher: Grund September 14 - 2015 Social Studies: Qtr. 1 Week 7
Unit Theme: Buildup to the Civil War
Monday / Tuesday / Wednesday / Thursday / Friday
Materials / Copies, notebook, glue sticks, pen/pencil, color pencils, and scissors, / Copies, notebook, glue sticks, pen/pencil, color pencils, and scissors, / Copies, notebook, glue sticks, pen/pencil, color pencils, and scissors, / Copies, notebook, glue sticks, pen/pencil, color pencils, and scissors, / Copies, notebook, glue sticks, pen/pencil, color pencils, and scissors,
Bellwork / Set up your Cornell notes and copy the storm check questions / Set up your Cornell notes and copy the storm check questions. / Set up your Cornell notes and copy the storm check questions. / Set up your Cornell notes and copy the storm check questions. / Set up your Cornell notes and copy the storm check questions.
Explicit
Vocabulary
1.  draft
2.  bounty
3. entrenched
4. greenbacks / ELPS: (if applicable)
* Use words relevant to current reading and/or content areas – academic or domain specific words.
* Show pictures that represent the word. Use realia fi you have it. In partners, students predict through discussion the possible word that the picture represents. Partners speak in formal language using complete sentences.
* Give students the graphic organizer blank “Storm Vocabulary Acquisition”
*Teacher models the pronunciation of the word. Then, students practice saying (pronouncing) multiple times. Clap out syllables. Air write the word in syllables or phonemes. Teacher listens for correct pronunciation. Teacher gives corrective feedback.
* Teacher displays the dictionary definition. Teacher explains the word. All students read it out loud. In partners, students deduce the friendly definition using the dictionary definition, the explanations, and the picture. Teacher selects a suitable friendly definition.
* Students write the word in the rectangle at the top with the color that correlates to the part of speech. Partners determine the part of speech and origin.
* Teacher demonstrates a physical representation of the word at first. (The first two weeks, teacher provides the physical representation of the word. Students learn it. Later, in groups students discuss in compete sentences a possible physical representation.
* Teacher uses word in context (refers to positive, negative, neutral connotations) and provides examples/non- examples and explanations. Can use sentences right out of text. Post sentences in a highly visible place. The whole class reads the sentences out loud daily. In partners, students create examples/ non- examples in complete sentences.
* Check understanding – Teacher poses a sentence using the target word either correctly or incorrectly. Students use signals thumbs up/down. In partners, students must justify why it is right or wrong about the answer.
20-25 minutes / ELPS: (if applicable)
* Review picture word cards. As teacher displays the picture, students call out the vocabulary word. Give corrective feedback.
* Teacher demonstrates the physical representation of word. Students call out word.
* Students practice saying the word and the definition multiple times.
*Students sketch their own picture (homework or center).
* Students exchange their sketches with a partner. Students explain to a partner in complete sentences why their own sketch represents the word.
* Check for understanding – Teacher poses a sentence using the target word either correctly or incorrectly. Students use signals thumbs up/down. In partners, students must justify why the sentence is right or wrong.
* Partners discuss the word’s nuances (shades of meaning).
* Partners use the word in a complete sentence.
*See Word Forms section (next). Practice using prefixes and suffixes to change parts of speech and meanings. Use as whole class instruction. Use "I do, We do, You do.”
* Partners discuss the suffixes for tenses or conjugating. Partners discuss the new meaning of the word once the affix has been added. / ELPS: (if applicable)
* Review pictures. As teacher displays the pictures, students call out the vocabulary words. Students repeat the words.
* Review physical representations – students call out words. Partners practice saying the words and practice saying the definition to each other in complete sentences.
* Social Studies: Connect to cause, effect, problem, solution, compare(synonym), contrast(antonym)
Group play oral language game: “Vocabulary Challenge”. They will say the word, use it in a complete sentence, and then demonstrate the physical representation.
10-15 minutes / ELPS: (if applicable)
* Review picture word cards. As teacher displays the picture, students call out the vocabulary word. Give corrective feedback.
* Partners review physical representations and practice saying the word, stating the definition in a complete sentence and using the word in a complete sentence.
* Partners orally rehearse their sentences; then write a sentence. You designate which type of sentence, i.e., simple, Seven-Up+ Sentence, complex, compound, etc…
* Partners discuss to create and write an analogy. Elephant: ______; Ballerina: ______. Or, create a word array. / * Administer an assessment.
(List various forms of assessing vocabulary that you could use.)
Direct Instruction
Discovering our Past: A History of the United States Ch.16 Toward Civil War
Lesson Pg. 75-82 / AZS: S1-C6-P04, P05
AZCCRS: 7RH2, 7RH4, 7RH7, 7WHST4, 7WHST9
ELPS: : (Code) Offering and justifying opinions and ideas in response to questions and statements in academic discourse
Objective: I will be able to understand how the war affected lives in both battle and non battle areas. I will learn by reading listening, discussing, writing a summary and learning new vocabulary.
DOK Question:
Practical
•  Q1- How did the war create new opportunities for women in the workplace
Analyze
•  Q2- Why was it difficult to control and take care of prisoners
Research
•  Q3- How did the rich avoid the draft and military service.
Create/Essential Question
•  Q4 – How would you help wounded soldiers adjust to normal life / AZS: S1-C6-P04, P05
AZCCRS: 7RH2, 7RH4, 7RH7, 7WHST4, 7WHST9
ELPS: (Code) Offering and justifying opinions and ideas in response to questions and statements in academic discourse.
Objective: : I will be able to understand how the war affected lives in both battle and non battle areas. I will learn by reading listening, discussing, writing a summary and learning new vocabulary.
DOK Question:
Practical
•  Q1- How did the war create new opportunities for women in the workplace
•  ?
Analyze
•  Q2- Why was it difficult to control and take care of prisoners
Research
•  Q3- How did the rich avoid the draft and military service.
• 
Create/Essential Question
•  Q4- How would you help wounded soldiers adjust to normal life
•  / AZS: S1-C6-P04, P05
AZCCRS: 7RH2, 7RH4, 7WHST4, 7WHST9
ELPS: (Code) Offering and justifying opinions and ideas in response to questions and statements in academic discourse.
Objective: : I will be able to understand how the war affected lives in both battle and non battle areas. I will learn by reading listening, discussing, writing a summary and learning new vocabulary.
DOK Question:
Practical
•  Q1- How did the war create new opportunities for women in the workplace
Analyze
•  Q2- Why was it difficult to control and take care of prisoners?
Research
•  Q3- How did the rich avoid the draft and military service.
• 
• 
•  Create/Essential Question
•  Q4-. How would you help wounded soldiers adjust to normal life
•  / AZS: ,S1-C6-P04,P05
AZCCRS: 7RH2, 7RH4, 7WHST4, 7WHST9
ELPS: (Code) Offering and justifying opinions and ideas in response to questions and statements in academic discourse.
Objective: I will be able to understand how the war affected lives in both battle and non battle areas. I will learn by reading listening, discussing, writing a summary and learning new vocabulary.
DOK Question:
Practical
•  Q1- How did the war create new opportunities for women in the workplace
Analyze
•  Q2- Why was it difficult to control and take care of prisoners
• 
Reasearch
•  Q3 - How did the rich avoid the draft and military service.
•  Create/Essential Question
•  Q4- How would you help wounded soldiers adjust to normal life
•  / AZS:S1-C6-P04, P05
AZCCRS:
ELPS: (Code) Offering and justifying opinions and ideas in response to questions and statements in academic discourse.
Objective: I will be able to understand the effect of war on those who stayed home and were not fightingand will show my understanding by completing and EBSR.
EBSR
DOK Question:
Practical
•  Q1- How did the war create new opportunities for women in the workplace
• 
Analyze
•  Q2 Why was it difficult to control and take care of prisoners
Research
•  Q3- How did the rich avoid the draft and military service.
•  Create/Essential Question
•  Q4- How would you help wounded soldiers adjust to normal life
• 
• 
CSIC Basic/Intense / * Students read the text to themselves in a whispery voice and with a pencil in hand to circle unfamiliar words.
* Use “Active” reading strategies to read the text with the whole class. Read text at least twice.
* Incidental Vocabulary – Students tell teacher words they do not know. Teach charts one word at a time.
- Students say the word and clap out syllables,
-Teacher directs students to use “word analysis” skills such as context clues, etc.
-Teacher affirms meaning, sketches on chart paper, and students write in interactive notebook.
* Teacher asks DOK 1 & 2 questions to check for comprehension. Use Storm Check. / * Students read text again for different purposes. Use the CSIC, for example, 4 T’s, Main Idea, 4 E’s, etc. Use the CSIC chart as a guide.
*Uses CSIC procedures for discourse
*Use DOK 1 & 2 questions to check for comprehension. Use Storm Check CSIC INTENS.
*Follow procedures with “Response sheets”.
* Make sure all students experience all roles throughout the week by changing roles daily. / * Students read text again for different purposes. Use the CSIC, for example, 4 T’s, Main Idea, 4 E’s, etc. Use the CSIC chart as a guide.
*Uses CSIC procedures for discourse
* Use DOK 2 & 3 questions to check for comprehension. Use Storm Check.
*Follow procedures with “Response sheets.”
* Make sure all students experience all the roles throughout the week by changing roles daily. / Students read text again for different purposes. Use the CSIC, for example, 4 T’s, Main Idea, 4 E’s, etc. Use the CSIC chart as a guide.
*Uses CSIC procedures for discourse
* Use DOK 2 & 3 questions to check for comprehension. Use Storm Check.
*Follow procedures with “Response sheets.”
* Make sure all students experience all the roles throughout the week by changing roles daily. / * Students read text again for different purposes. Use the CSIC, for example, 4 T’s, Main Idea, 4 E’s, etc. Use the CSIC chart as a guide.
*Uses CSIC procedures for discourse
* Use DOK 2 & 3 questions to check for comprehension. Use Storm Check.
*Follow procedures with “Response sheets.”
* Make sure all students experience all the roles throughout the week by changing roles daily.
Repeated Reading / Teacher provides schema/built background.
1.  Give students a minute or two to read the passage on their own. Students read in a whispery voice so teacher can monitor decoding and pronunciation. This gives students the opportunity to decode on their own first.
2.  Teacher circulates to listen to specific students.
3.  Students read with larger meaningful phrases groups and preserved the author’s syntax, read with prosody (expressive interpretation)
4.  Students identify unfamiliar words. Teacher discusses words. Students repeat word and friendly definition. Add these to the comprehension word wall chart. Use synonyms.
5.  Teachers and students chorally read text in unison using active reading strategies.
6.  Teacher checked for correct pronunciation and provided corrective feedback.
7.  Students identified cognates.
Closure – Explain and discuss content and its connection to standards. Explain and elaborate on concepts. / Beginning: Read the correct version of the passage chorally and in unison two times using larger meaningful phrase groups and preserves the author’s syntax. Listen for correct pronunciation. Provide corrective feedback.
1.  New Instruction: Identify key concept and domain specific words. Discusses possible synonyms for words. Uses the “Storm Check”.
2.  Students identify the text features.
3.  Students identify the correct text structure, mind map or organizer.
4.  Question what the main idea is and what is not. Require evidence. Give corrective feedback.
5.  Closure: Teacher asks comprehension questions at a variety of cognitive levels (Bloom) from the “Comprehension Questions” list (consider using CSC).
Students written responses are entered on Storm Check. / (Error Analysis)
1.  Beginning: Read the correct passage chorally and in unison 2 times using larger meaningful phrase groups and preserving the author’s syntax. Used a variety of active reading strategies.
2.  New Instruction: Read the passage that contained content errors. Identify the errors and make corrections. Give corrective feedback.
3.  Closure: Ask comprehension questions at a variety of cognitive levels “Bloom” from the “Comprehension Questions” list.
Students written responses are entered on Storm Check. / (Cloze)
1.  Beginning: Read the original passage chorally and in unison 2 times using larger meaningful phrase groups and preserving the author’s syntax.
2.  Students read the passage filling in the missing words.
3.  New Instruction: Students generate 3 questions that lead to further inquiry (recorded on Storm Check)
4.  Closure: Ask comprehension questions at a variety of cognitive levels (Blooms) from the “Comprehension Questions” List.
Students written responses are entered on Storm Check. Give corrective feedback. / Assessment
1.  Chorally read the text in unison using active reading strategies.
Teacher administers a 4-5 content-based question quiz. Quiz contained a variety of questions (true/false, multiple choice, fill in the blank and/or short answer).
In-Class
Support
(PCR Practice) / Target Skill: S1C6PO1
Activity: SWBAT
Re-teach
Re-teach the students during small group or whole group the objective that they didn’t master during the benchmarks. / Target Skill: S1C6PO1
Activity: SWBAT
Re-teach
Re-teach the students during small group or whole group the objective that they didn’t master during the benchmarks. / Target Skill: S1C6PO1