/ Lesson Plans
Dr. Calabrese
7th grade English Language Arts
Week 13: November 11-17-11-21, 2014
MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
Standard(s) /
  • LAFS.7.RI.1.2 (DOK 2 and 3)
  • LAFS.7SL.2.4 (DOK 2)
LAFS.7.RL.1.3
LAFS.7.RL.2.4(DOK 2)
LAFS .7. L.1.2(DOK 2 and 3)
LAFS .7. L.3.5
LAFS .RI.25(DOK 2 and 3) text structure /
  • LAFS.7.RI.1.2 (DOK 2 and 3)
  • LAFS.7.RL.3(DOK 2 and 3)
  • LAFS.7.RI.1.2 (DOK 2 and 3)
  • LAFS.7RL.5(DOK # 3and 4)
  • LAFS .RI.24 (DOK # 1,2, and 3) context clues connotative
/
  • LAFS.7.RI.1.2 (DOK 2 and 3)
  • LAFS.7.RL.3(DOK 2 and 3)
  • LAFS.7.RI.1.2 (DOK 2 and 3)
  • LAFS.7RL.5(DOK# 3and 4)
  • LAFS .RI.24(DOK # 1,2,and 3) context clues connotative
/
  • LAFS.7.RI.1.2 (DOK 2)
  • LAFS.7.SL.1.2 (DOK 3)
  • LAFS.7.SL.2.4 (DOK 2)
  • LAFS.7.SL.1.1 {DOK # 1,2,and 3) grammar
/
  • LAFS.7.RI.1.2 (DOK 2)
  • LAFS.7.SL.1.2 (DOK 3)
  • LAFS.7.SL.2.4 (DOK 2)
  • LAFS.7.SL.1.1 {DOK # 1,2, and 3)
  • LAFS.7.SL.34 context clues

Learning Goal: / Determine a theme or central idea of a poem and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. / Determine a theme or central idea of a poem and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. /
  1. Students will determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
  2. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
  3. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 6 and content, choosing flexibly from a range of strategies.

Essential Question / Determine a theme or central idea of a poem and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. / Determine a theme or central idea of a poem and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. /
  1. How do the story elements interact with one another in the text?
  2. Why it important for me to know and follow the rules of Standard English grammar and usage when I write or speak?
  3. How do I know which strategy to use to make meaning of words and phrases I don’t recognize or know?

Objective(s): / Students should be able to:
  1. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of ideas.
  2. Write a poem
/ Students should be able to:
Write a poem / Students should be able to:
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. / Students should be able to:
  1. Students will analyze how particular elements of a poem interact.
  2. Write a poem
/ Students should be able to:
  1. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 6 and content, choosing flexibly from a range of strategies.

Bell work / Giggles in the Middle page 225
#21 /
  1. AR Reading
“Adjectives” Schoolhouse Rock / Giggles in the Middle page 225
#21 /
  1. AR Reading
  2. “Adjectives” Schoolhouse Rock
/ Giggles in the Middle page 225#22
Agenda/Activities / I Do: Introduce “The Road not Taken”
We Do: Oral reading to recognize the poetic elements contributing to the theme and central ideas.
You Do:Students will produce writing with clear and coherent:
  1. Idea development
  2. Coherent organization
  3. Clear and coherent style
/
  1. I Do:I Re-introduce Venn Diagram(Double Bubble)
  2. We Do: Start Venn diagram (Double Bubble) for “The Highwayman” and “the Road not Taken” to recognize the poetic elements contributing to the theme and central ideas.
  3. You Do: Students will produce writing with clear and coherent:
  1. Idea development
  2. Coherent organization
  3. Clear and coherent style
  1. Begin Objective Summary including supporting Details
  1. Introduction to Literary Circle (Select Article)
  1. Oral reading to recognize the poetic elements contributing to the theme and central ideas.
/ You Do:Students will continue producing and writing an objective summary and a constructed response with clear and coherent:
  1. Idea development
  2. Coherent organization
  3. Clear and coherent style
/
  1. I Do: I Re-introduce Brainstorming
  2. We Do: Revisit Narrative
  3. You Do: Students will begin Brainstorming with clear and coherent ideas:

Vocabulary /
  1. torrent
  2. bound
/
  1. torrent
  2. bound
/
  1. torrent
  2. bound
/
  1. Vocab. Quiz

Homework / Complete all unfinished work. / Complete all missing work / Complete all missing work / Complete all missing work
Ticket Out / Reflection Log / Reflection Log / Write a narrative poem / Write a narrative poem
Accommodations / Extended time to complete assignments, testing in separate room, test adjustments, copies of notes, preferential seat, as prescribed in IEP, ESOL, or 504. Assignments are checked constantly during class for comprehension, review, and understanding. Visual aids and voice enhancement used in class.
One- on- one lesson and extra help are available to students after school, by appointment