September

NORRIS 

Mrs. Norris - Lesson Plans - Week of September 17-21, 2018

Monday, September 17, 2018

Weekly Learning Target:


(What will students know & be able to do as a result of this lesson?)

 

Unit 1.1 (20 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

Focus

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.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Reinforce and/or support

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color,

or camera focus and angles in a film)

W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

b. Apply grade 7 Reading standards to literary nonfiction (e.g. “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”).

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Recur

None at this time

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW finish story of the week: Rikki-tikki-tavi

Pearson Book p. 26-42, Discuss characters, and point of view, and allow students to finish group  Indirect Characterization POSTERS. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to pass formative assessment over characterization, story elements, point of view, and plot on Wednesday with an 80% or higher.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell work: EAGLE LESSON Week 4 E- Emotional Language (refer to power point). SW complete a PLOT CHART for the story “R-T-T”, finding textual evidence to support their claims.

Pearson Book p. 26-42

HOMEWORK #4/ P.O.V & Conflict will be due Tuesday, September 18


RL7.6 L.7.1,6 W.7.3 a-b, 7

Assessment (Have students met the learning target? What does success look like?)

PLOT CHART

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, New Literary Terms:literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character.

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

 

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

Tuesday, September 18, 2018

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW finish story of the week: Rikki-tikki-tavi

Pearson Book p. 26-42, Discuss characters, and point of view, and pass out PLOT CHART project for students. Students will outline the events on a plot chart of the story Rikki-tikki and find TEXTUAL EVIDENCE to prove their events. pass out Coat of Arms project for students. Students will illustrate characteristics of Rikki-tikki and find TEXTUAL EVIDENCE to prove their characterizaztion. Last 5 minutes of class: Questions and Comments Wrap-Up Timee.


Goal is for students to have a better understanding for reading for information about the characterization.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell work: EAGLE LESSON Week 4 A- Annotation (refer to power point). SW characterization of R-T-T with a Coat of Arms project, finding textual evidence to support their claims. HOMEWORK #4/ P.O.V & Conflict will be due Tuesday, September 18


RI.7.3

Assessment (Have students met the learning target? What does success look like?)

Coat of Arms Project with TEXTAL EVIDENCE

PLOT CHART

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, New Literary Terms: literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character.

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

 

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

 

 

Wednesday, September 19, 2018 PLC Early Release Day!

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW review story of the week: Rikki-tikki-tavi..  TW  pass out Coat of Arms project for students. Students will illustrate characteristics of Rikki-tikki and find TEXTUAL EVIDENCE to prove their characterizaztionHave students complete their two worksheets on the PLOT CHART and the “Coat of Arms” WS for the story “R-T-T”.

Pearson Book p. 26-42


Goal is for students to pass formative assessment over characterization, story elements, point of view, and plot today with an 80% or higher.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell work: EAGLE LESSON Week 4 G- Grammar (refer to power point).

SW complete PLOT CHART and the Coat of Arms Project for “R-T-T”. FOR A GRADE.

HOMEWORK #5/ HISTORICAL FICTION will be due Tuesday, September 25



RL7.6 L.7.1,6 W.7.3 a-b, 7

Assessment (Have students met the learning target? What does success look like?)

Coat of Arms Project with TEXTAL EVIDENCE

PLOT CHART WS

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, New Literary Terms: literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character.

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

 

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

Thursday, September 20 2018

Weekly Learning Target:


(What will students know & be able to do as a result of this lesson?)

 

Unit 1.1 (20 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

Focus

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.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Reinforce and/or support

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color,

or camera focus and angles in a film)

W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

b. Apply grade 7 Reading standards to literary nonfiction (e.g. “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”).

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Recur

None at this time

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities         TW review story of the week: Rikki-tikki-tavi..  TW  pass out Coat of Arms project for students. Students will illustrate characteristics of Rikki-tikki and find TEXTUAL EVIDENCE to prove their characterizaztionHave students complete their two worksheets on the PLOT CHART and the “Coat of Arms” WS for the story “R-T-T”.

Goal is for students to pass formative assessment over characterization, story elements, point of view, and plot on Friday with an 80% or higher.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities:

HOMEWORK #5/ HISTORICAL FICTION will be due Tuesday, September 25


RL7.6 L.7.1,6 W.7.3 a-b, 7

Assessment (Have students met the learning target? What does success look like?)

Coat of Arms Project with TEXTAL EVIDENCE

PLOT CHART WS


Computer assessment for “Rikki-tikki-tavi”

 

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, New Literary Terms: literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character.

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

 

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

Friday, September 21, 2018

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW introduce story of the week: Two Kinds by Amy Tan

Pearson Book p. 46-67, introduce making predictions, characters, and point of view, and show students’ power point to story (characters/setting/plot/story elements) https://prezi.com/ifk44o1uonwu/copy-of-two-kinds-by-amy-tan/.TW have students listen and follow along to story on cd TW introduce vocabulary words aloud and students will echo. TW have students copy vocabulary from anchor chart: reproach, conspired, devastated, nonchalantly, expectations, and sentimental to be kept in binder. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to have a better understanding for reading for information about the fortune cookie and answering questions to an informational text.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell work: EAGLE LESSON Week 4 A- Annotation (refer to power point). SW listen as teacher explains that today is National Fortune Cookie Day. SW receive a reading handout about fortune cookies. SW listen as teacher reads handout to students and then break students into groups to answer reading for information questions (see handout). SW make a character chart for the following characters in the story Two Kinds by Amy Tan: Jing-mei, her mother, Auntie Lindo and Waverly Jong.

HOMEWORK #5/ HISTORICAL FICTION will be due Tuesday, September 25

RI.7.3

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

SW leave with a better understanding of what it means to read for information in an informational text about fortune cookies.

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, New Literary Terms: literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character.

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

 

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

Mrs. Norris - Lesson Plans - Week of September 10-13, 2018

Monday, September 10, 2018

Weekly Learning Target:


(What will students know & be able to do as a result of this lesson?)

 

Unit 1.1 (20 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

Focus

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.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Reinforce and/or support

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color,

or camera focus and angles in a film)

W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

b. Apply grade 7 Reading standards to literary nonfiction (e.g. “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”).

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Recur

None at this time

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW finish story of the week: Rikki-tikki-tavi

Pearson Book p. 26-42, Discuss characters, and point of view, and pass out PLOT CHART project for students. Students will outline the events on a plot chart of the story Rikki-tikki and find TEXTUAL EVIDENCE to prove their events. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to pass formative assessment over characterization, story elements, point of view, and plot on Wednesday with an 80% or higher.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell work: EAGLE LESSON Week 4 E- Emotional Language (refer to power point). SW complete a PLOT CHART for the story “R-T-T”, finding textual evidence to support their claims.

Pearson Book p. 26-42

HOMEWORK #3/ AUTHOR’S PURPOSE will be due Tuesday, September 11


RL7.6 L.7.1,6 W.7.3 a-b, 7

Assessment (Have students met the learning target? What does success look like?)

PLOT CHART

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, New Literary Terms:literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character.

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

 

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

Tuesday, September 11, 2018

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW finish story of the week: Rikki-tikki-tavi

Pearson Book p. 26-42, Discuss characters, and point of view, and pass out Coat of Arms project for students. Students will illustrate characteristics of Rikki-tikki and find TEXTUAL EVIDENCE to prove their characterizaztion. Last 5 minutes of class: Questions and Comments Wrap-Up Timee.


Goal is for students to have a better understanding for reading for information about the characterization.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell work: EAGLE LESSON Week 4 A- Annotation (refer to power point). SW characterization of R-T-T with a Coat of Arms project, finding textual evidence to support their claims. HOMEWORK #3/ AUTHOR’S PURPOSE will be due Tuesday, September 11


RI.7.3

Assessment (Have students met the learning target? What does success look like?)

Coat of Arms Project with TEXTAL EVIDENCE

PLOT CHART

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, New Literary Terms: literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character.

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

Fortune Cookie Article

Fortune Cookie Questions

 

“Two Kinds” TEST

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.