“Teaching for IMPACT” Template

Week of (1-4-16) 7th

Use this page to guide your lessonplanning as you apply the “Teaching forIMPACT” model.

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Identification of Goals:Standards/Objectives

Monday / Tuesday / Wednesday / Thursday / Friday
7-RL.8.1 Analyze how setting shapes the characters and/or plot and how particular elements of narrative or drama interact; determine the impact of contextual influences on setting, plot, and characters.
7-RL.11.1 Analyze how an author develops and contrasts point of view to impact content, meaning, and style.
7-RL.11.2 Students are expected to build upon and continue applying previous learning. Grade 3 Compare and contrast the reader’s point of view to that of the narrator or character.
7-RI.9.2 Students are expected to build upon and continue applying previous learning. Grade 6 Determine or clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes.
7-RI.11.2 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. / 7-RL.8.1 Analyze how setting shapes the characters and/or plot and how particular elements of narrative or drama interact; determine the impact of contextual influences on setting, plot, and characters.
7-RL.11.1 Analyze how an author develops and contrasts point of view to impact content, meaning, and style.
7-RL.11.2 Students are expected to build upon and continue applying previous learning. Grade 3 Compare and contrast the reader’s point of view to that of the narrator or character.
7-RI.9.2 Students are expected to build upon and continue applying previous learning. Grade 6 Determine or clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes.
7-RI.11.2 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. / 7-RL.8.1 Analyze how setting shapes the characters and/or plot and how particular elements of narrative or drama interact; determine the impact of contextual influences on setting, plot, and characters.
7-RL.11.1 Analyze how an author develops and contrasts point of view to impact content, meaning, and style.
7-RL.11.2 Students are expected to build upon and continue applying previous learning. Grade 3 Compare and contrast the reader’s point of view to that of the narrator or character.
7-RI.9.2 Students are expected to build upon and continue applying previous learning. Grade 6 Determine or clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes.
7-RI.11.2 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. / 7-RL.8.1 Analyze how setting shapes the characters and/or plot and how particular elements of narrative or drama interact; determine the impact of contextual influences on setting, plot, and characters.
7-RL.11.1 Analyze how an author develops and contrasts point of view to impact content, meaning, and style.
7-RL.11.2 Students are expected to build upon and continue applying previous learning. Grade 3 Compare and contrast the reader’s point of view to that of the narrator or character.
7-RI.9.2 Students are expected to build upon and continue applying previous learning. Grade 6 Determine or clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes.
7-RI.11.2 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. / 7-RL.8.1 Analyze how setting shapes the characters and/or plot and how particular elements of narrative or drama interact; determine the impact of contextual influences on setting, plot, and characters.
7-RL.11.1 Analyze how an author develops and contrasts point of view to impact content, meaning, and style.
7-RL.11.2 Students are expected to build upon and continue applying previous learning. Grade 3 Compare and contrast the reader’s point of view to that of the narrator or character.
7-RI.9.2 Students are expected to build upon and continue applying previous learning. Grade 6 Determine or clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes.
7-RI.11.2 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

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Mapping the Essentials:How do I establish curricular PRIORITIES?

Enduring Understanding

  • Not Responsible For (Additional Training Needed)

Essential Questions

Monday / Tuesday / Wednesday / Thursday / Friday
What questions gave me trouble on the Pre-Test? / What questions gave me trouble on the Pre-Test? / What questions gave me trouble on the Pre-Test? / How do elements of the story interact? / How does setting shape the character and plot

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Planning for Assessment:What is the EVIDENCE of understanding?

Types of Evidence(e.g., diagnostic, formative, and summative assessments such as performance tasks, academic prompts, quizzes/tests, informal checks for understanding, student self-assessments and reflections)

Monday / Tuesday / Wednesday / Thursday / Friday
Unit 3 Pre-Test / Unit 3 Pre-Test / Unit 3 Pre-Test / Read and comprehend a selection, / Read and comprehend a selection,

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Activities for Learning:HOW do I teach for understanding?

[See below to consider strategies for differentiation and monitoring for understanding as you plan.]

Sequence of Learning Experiences and Methods of Instruction

Monday / Tuesday / Wednesday / Thursday / Friday
Lesson Set:
Stems 18-19
Skill Development:
Test expectations
Guided practice:
Assistance with Unit 3 pre-test
Independent
practice:
Pre-Test
Closure:
Essential question / Lesson Set:
Grammar-Run-ons
Skill Development:
Test expectations
Guided practice:
Assistance with Unit 3 pre-test
Independent
practice:
Pre-Test
Closure:
Essential question / Lesson Set:
Comprehension-Dragons
Skill Development:
Test expectations
Guided practice:
Assistance with Unit 3 pre-test
Independent
practice:
Pre-Test
Closure:
Essential question / Lesson Set:
Vocabulary 5-1/2
Skill Development:
Discussion of text
Guided practice:
Text analysis
Independent
practice:
Text analysis
Closure:
Essential question / Lesson Set:
Journal
Skill Development:
Discussion of text
Guided practice:
Text analysis
Independent
practice:
Text analysis
Closure:
Essential question

Resources and Materials(for students and teacher)

Comprehension-Dragons

Vocabulary packet 5

Pre-Test 3

Stems 18-19

Collections Text

Computer Lab

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Consideration of Diversity:How do I address LEARNER DIFFERENCES?

Strategies for Differentiation to be Implemented
•Learning Styles- writing, texts, note taking and discussions.

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Teaching for Understanding:How do I ensure that students REALLY understand?

Participation in classroom discussion

Essential questions

Alternate assignments if needed

Writing

©S. C. Simmons, 2005 (revised 2014)

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