September

 


https://prezi.com/ifk44o1uonwu/copy-of-two-kinds-by-amy-tan/

 

 

Week of September 23-27, 2019

Mrs. Norris Monday, September 23, 2019

Weekly Learning Target:


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

 

Unit 1.2 (10 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

Focus

W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a

narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal

shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to

capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Reinforce and/or support

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate

command of Language standards 1–3 up to and including grade 7 on page 52 [of the full ELA

Common Core State Standards document].)

L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie

but not He wore an old[,] green shirt).

b. Spell correctly.

L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating

wordiness and redundancy.*

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning

of a word (e.g., belligerent, bellicose, rebel).

L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Recur

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.

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

Teacher Activities: TW review story of the week: The Third Wish by Joan Aiken Pearson Book p. 68-79/make inferences, conflict, and resolution). TW review vocabulary words aloud and students will echo: verge, rash, dabbling, remote, presumptuous, and malicious. TW have students listen to story on CD and start on packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to complete packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram.

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

Student Activities: Bell work: EAGLE LESSON Week 6 E – Emotional Language (refer to power point). SW listen as teacher reviews story of the week: The Third Wish by Joan Aiken Pearson Book p. 68-79/make inferences, conflict, and resolution, SW will echo as teacher reviews over vocabulary: verge, rash, dabbling, remote, presumptuous, and malicious. SW listen to story on CD and start on packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram Bell work: EAGLE LESSON Week 6 E- Emotional Language (refer to power point).


RL7.1.2, 7.3, 7.6 RI 7.1, 7.5 W.7.10

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

“The Third Wish” PACKET due with TEST

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

Activity Chart created by student

 

REFLECTION/ RE-TEACH

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

 

Tuesday, September 24, 2019

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

Teacher Activities: TW review story of the week: The Third Wish by Joan Aiken Pearson Book p. 68-79/make inferences, conflict, and resolution). TW review vocabulary words aloud and students will echo: verge, rash, dabbling, remote, presumptuous, and malicious. TW have students listen to story on CD and start on packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to complete packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram.

 

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

Student Activities: Bell work: EAGLE LESSON Week 6 A – Annotation (refer to power point). SW listen as teacher reviews story of the week: The Third Wish by Joan Aiken Pearson Book p. 68-79/make inferences, conflict, and resolution, SW will echo as teacher reviews over vocabulary: verge, rash, dabbling, remote, presumptuous, and malicious. SW listen to story on CD and start on packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram Bell work:


RL7.1.2, 7.3, 7.6 RI 7.1, 7.5 W.7.10

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

 

 

 

 

Wednesday, September 25, 2019 PLC Early Release Day!

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

Teacher Activities: . TW have students review story and start on packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to complete packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram.

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 listen as teacher reviews story of the week: The Third Wish by Joan Aiken Pearson Book p. 68-79/make inferences, conflict, and resolution, SW will echo as teacher reviews over vocabulary: verge, rash, dabbling, remote, presumptuous, and malicious. SW listen to story on CD and start on packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram. FOR A GRADE.

.

 


RL7.1.2, 7.3, 7.6 RI 7.1, 7.5 W.7.10

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

“The Third Wish” PACKET due with TEST

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 26, 2019

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

Teacher Activities: TW have students review story and continue working on packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to complete packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram.

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

Student Activities: Bell work: EAGLE LESSON Week 6 L – Literary Devices (refer to power point). SW listen as teacher reviews story of the week: The Third Wish by Joan Aiken Pearson Book p. 68-79/make inferences, conflict, and resolution, SW will echo as teacher reviews over vocabulary: verge, rash, dabbling, remote, presumptuous, and malicious. SW continue working on packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram. FOR A GRADE.

.

 


RL7.1.2, 7.3, 7.6 RI 7.1, 7.5 W.7.10

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

“The Third Wish” PACKET due with TEST

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 27, 2019

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

Teacher Activities: TW take students to the computer lab to complete an online test over the short story “The Third Wish”. TW allow students to use remaining time to work on the online homework assignment.

 




Goal is for students to complete packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram.

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

Student Activities: Bell work: EAGLE LESSON Week 6 E- Essential Vocabulary (refer to power point). SW take an online assessment of “The Third Wish”

 


RL7.1.2, 7.3, 7.6 RI 7.1, 7.5 W.7.10

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

“The Third Wish” TEST

“The Third Wish” PACKET due with TEST

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.

 

 

 

 

 

 

 

Lesson Plans - Week of September 16-20, 2019

MRS. NORRIS - Monday, September 16, 2019

Weekly Learning Target:


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

 

Unit 1.2 (10 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

Focus

W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a

narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal

shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to

capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Reinforce and/or support

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate

command of Language standards 1–3 up to and including grade 7 on page 52 [of the full ELA

Common Core State Standards document].)

L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie

but not He wore an old[,] green shirt).

b. Spell correctly.

L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating

wordiness and redundancy.*

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning

of a word (e.g., belligerent, bellicose, rebel).

L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Recur

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.

 

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

Teacher Activities: TW review the concept of TONE, and show short film clips from 3 different movies that alter the TONE of the piece. TW have students identify the tone and the CHANGES in tone on group worksheets.


Goal is for students to identify and examine TONE in video clips, and associate appropriate words that describe the mood of each film clip and how it CHANGES.

 

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

Student Activities: Bell work: EAGLE LESSON Week 5 E- Emotional Language (refer to power point). SW listen as teacher reviews the concept of TONE, and watch short film clips from 3 different movies that alter the TONE of the piece. SW identify the tone and the CHANGES in tone on group worksheets HOMEWORK #4/ CONFLICT will be due Tuesday, September 17


RL7.6 L.7.1,6 W.7.3 a-b, 7

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

Tone Worksheets – finished in groups

 

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

Video clips from the movies Sleepless in Seattle; The Shining; and Willie Wonka

REFLECTION/ RE-TEACH

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

 

Tuesday, September 17, 2019

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

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

Pearson Book p. 46-67, making predictions, characters, and point of view, TW play story aloud to students. TW have students do Language Study p. 64 Vocabulary 1-5, Literary Analysis p. 65 questions 3-5, and Conventions p. 66 Personal and Possessive Pronouns Practice A: 1-3 and Practice B: 1-4. Last 5 minutes of class: Questions and Comments Wrap-Up Time.

 


Goal is for students to pass formative assessment over vocabulary, characterization, plot, story elements, and point of view 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 A- Annotation (refer to power point). SW listen as teacher introduces the story of the week: Two Kinds by Amy Tan. SW read the story along with the tape as it plays. HOMEWORK #4/ CONFLICT will be due Tuesday, September 19


RL7.6 L.7.1,6 W.7.3 a-b, 7

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

Student discussion/Student daily work

SW leave with a better understanding of characterization, plot, story elements, and point of view.

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

“Two Kinds” TEST

 

REFLECTION/ RE-TEACH

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

 

 

 

Wednesday, September 18, 2019 PLC Early Release Day!

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

Teacher Activities: TW review over test from short story Two Kinds by Amy Tan.TW review story of the week: /make inferences, conflict, and resolution. TW give 12 Square Story Analysis WS. (see handout). TW introduce vocabulary words aloud and students will echo and copy to keep in binder: verge, rash, dabbling, remote, presumptuous, and malicious. TW have students listen and follow along to story on CD. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to pass formative assessment over vocabulary, characterization, plot, story elements, and point of view 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 listen as teacher reviews over story of the week: Two Kinds by Amy Tan Pearson Book p.46-67 make inferences, conflict, and resolution, SW listen and echo as teacher reviews over vocabulary: verge, rash, dabbling, remote, presumptuous, and malicious. SW complete 12 Square Story Analysis WS. HOMEWORK #5/ HISTORICAL FICTION will be due Tuesday, September 25


RL7.1 L.7.1.4 b

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

12-Square Story Analysis WS

SW leave with a better understanding of making inferences, conflict, and resolution.

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

“Two Kinds” TEST

 

REFLECTION/ RE-TEACH

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

 

 

 

Thursday, September 19, 2019

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

Teacher Activities: TW review story of the week: Two Kinds by Amy Tan make inferences, conflict, and resolution, TW review vocabulary words aloud and students will echo: verge, rash, dabbling, remote, presumptuous, and malicious. TW emphasize characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram. TW allow students to review using MANIPULATIVES of story Questions and Answers in groups of 4. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to pass formative assessment over vocabulary, characterization, plot, story elements, and point of view 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 L- Literary Device (refer to power point). SW listen as teacher reviews story of the week: Two Kinds by Amy Tan. SW make inferences, conflict, and resolution, TW review vocabulary words aloud and students will echo: verge, rash, dabbling, remote, presumptuous, and malicious. SW review characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram. SW review using MANIPULATIVES of story Questions and Answers in groups of 4. HOMEWORK #5/ HISTORICAL FICTION will be due Tuesday, September 25

 

RL7.1 L.7.1.4 b

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

Student MANIPULATIVES of story

SW leave with a better understanding of making inferences, conflict, and resolution.

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

Student MANIPULATIVES

“Two Kinds” TEST

 

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 give students a formative assessment over characterization, plot, story elements, and point of view (see hand-out


Goal is for students to pass formative assessment over vocabulary, characterization, plot, story elements, and point of view 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 5 E- Essential Vocabulary (refer to power point). SW listen as teacher reviews story of the week: TWO kINDS by Amy Tan Book p. 46-67/make inferences, conflict, and resolution, SW will echo as teacher reviews over vocabulary: verge, rash, dabbling, remote, presumptuous, and malicious. SW take a formative assessment over characterization, plot, story elements, and point of view of the story, Two Kinds. HOMEWORK #5/ HISTORICAL FICTION will be due Tuesday, September 25

 

RL7.1 L.7.1.4 b

 

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

“Two Kinds” TEST

 

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

“Two Kinds” TEST

 

REFLECTION/ RE-TEACH

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

 

 

 

 



NORRIS 

Lesson Plans - Week of September 2 - 6, 2019

MRS. NORRIS Monday, September 2, 2019 No School Labor Day!

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:

 

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

Student Activities:

 

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

Student discussion/Student daily work

 

 

 

 

 

Tuesday, September 3, 2019

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

Teacher Activities: TW introduce story of the week: Rikki-tikki-tavi by Rudyard Kipling Pearson Book p.24-45 and making predictions and plot. TW introduce vocabulary words: revived, immensely, veranda, mourning, consolation, and cunningly. TW explain genre of the short story is fiction.TW have students write vocabulary words and definitions to be kept in note section of binder. TW have students listen and follow along to story. TW call on students to answer various questions about making predictions and plot as whole group.

Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to pass formative assessment over vocabulary, characterization, plot, and elements of a short story with an 80% or higher.

 

https://www.storynory.com/rikki-tikki-tavi-part-one

 

https://secure-hwcdn.libsyn.com/p/4/d/f/4df140e18a140738/rikkitikki.mp3?c_id=1306403&cs_id=1306403&expiration=1535132013&hwt=a21b8569506897c0aa92816ffe3197dc

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

Student Activities: Bell work: EAGLE LESSON Week 3 E- Emotional Language and A- Annotation (refer to power point). SW listen as teacher introduces story of the week: Rikki-tikki-tavi by Rudyard Kipling Pearson Book p.24-45 and making predictions and plot. SW listen as teacher introduces vocabulary words: revived, immensely, veranda, mourning, consolation, and cunningly. SW listen as teacher explains genre of the short story is fiction. SW write vocabulary words and definitions to be kept in note section of binder. SW listen and follow along to story. SW answer various questions about making predictions and plot as whole group as teacher asks.

Last 5 minutes of class: Questions and Comments Wrap-Up Time. RL7.3 L.7.2, 4 b, 6 W.7.2 d, e

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

Student discussion/Student daily work

SW leave with a better understanding of vocabulary, making inferences, and plot details from the story Rikki-tikki-tavi.

 

 

 

Wednesday, September 4, 2019 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 by Rudyard Kipling Pearson Book p.24-45 and making predictions and plot. TW review vocabulary words and have students echo: revived, immensely, veranda, mourning, consolation, and cunningly. TW review genre of the short story is fiction.TW have students listen and follow along to story. TW introduce a new game: musical chairs, copy the shape, and answer the questions. Please refer to the worksheet for questions.

Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to pass formative assessment over vocabulary, characterization, plot, and elements of a short story 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 3 G- Grammar (refer to power point).

SW listen as teacher reviews story of the week: Rikki-tikki-tavi by Rudyard Kipling Pearson Book p.24-45 and making predictions and plot. SW echo as teacher reviews vocabulary words: revived, immensely, veranda, mourning, consolation, and cunningly. SW listen as teacher reviews genre of the short story is fiction. SW listen and follow along to story. SW listen as teacher introduces a new game: musical chairs, copy the shape, and answer the questions. Please refer to the worksheet for questions. SW complete assigned questions. FOR A GRADE.

 


RL7.3 L.7.2, 4 b, 6 W.7.2 d, e

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

Student discussion/Student daily work

SW leave with a better understanding of vocabulary, making inferences, and plot details from the story Rikki-tikki-tavi and how to play the musical chair game.

 

 

 

Thursday, September 5, 2019

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

Teacher Activities: TW review story of the week: Rikki-tikki-tavi by Rudyard Kipling Pearson Book p.24-45 and making predictions and plot. TW review vocabulary words and have students echo: revived, immensely, veranda, mourning, consolation, and cunningly. TW review genre of the short story is fiction. TW model and work with students in Pearson Book on Language Study : Vocabulary p. 42, Conventions: common, proper, and possessive nouns p. 44 Practice A 1-4, Practice B 1-4, and Writing to Sources p. 45: Write an Informative Text that explains the interaction between a mongoose and two cobras.

Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to pass formative assessment over vocabulary, characterization, plot, and elements of a short story 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 3 L- Literary Device (refer to power point). SW listen and participate as teacher reviews story of the week: Rikki-tikki-tavi by Rudyard Kipling Pearson Book p.24-45 and making predictions and plot. SW echo vocabulary: revived, immensely, veranda, mourning, consolation, and cunningly. SW listen and participate as teacher reviews genre of the short story is fiction. SW listen and work as teacher models in Pearson Book on Language Study : Vocabulary p. 42, Conventions: common, proper, and possessive nouns p. 44 Practice A 1-4, Practice B 1-4, and Writing to Sources p. 45: Write an Informative Text that explains the interaction between a mongoose and two cobras.


RL7.3 L.7.2, 4 b, 6 W.7.2 d, e

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

Student discussion/Student daily work

SW leave with a better understanding of vocabulary, common, proper, and possessive nouns, and writing an informative text.

 

 

 

Friday, September 6, 2019

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

Teacher Activities: TW review story of the week: Rikki-tikki-tavi by Rudyard Kipling Pearson Book p.24-45 and making predictions and plot. TW review vocabulary words and have students echo: revived, immensely, veranda, mourning, consolation, and cunningly. TW review genre of the short story is fiction. TW give students a formative assessment over characterization, plot, and elements of a short story.


Goal is for students to pass formative assessment over vocabulary, characterization, plot, and elements of a short story 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 3 E-Essential Vocabulary (refer to power point). (TW grade Tuesday-Friday Bell work.) FOR A GRADE. SW take formative assessment over vocabulary, characterization, plot, and elements of a short story.


RL7.3 L.7.2, 4 b, 6 W.7.2 d, e

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

Student discussion/Student daily work.

SW leave with a better understanding of vocabulary, characterization, plot, and elements of a short story.

 

 

 

 



 

 

 


 

 

Week of September 25-29, 2017

Mrs. Norris Monday, September 25, 2017

Weekly Learning Target:


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

 

Unit 1.2 (10 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

Focus

W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a

narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal

shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to

capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Reinforce and/or support

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate

command of Language standards 1–3 up to and including grade 7 on page 52 [of the full ELA

Common Core State Standards document].)

L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie

but not He wore an old[,] green shirt).

b. Spell correctly.

L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating

wordiness and redundancy.*

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning

of a word (e.g., belligerent, bellicose, rebel).

L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Recur

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.

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

Teacher Activities: TW review story of the week: The Third Wish by Joan Aiken Pearson Book p. 68-79/make inferences, conflict, and resolution). TW review vocabulary words aloud and students will echo: verge, rash, dabbling, remote, presumptuous, and malicious. TW have students listen to story on CD and start on packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to complete packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram.

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

Student Activities: Bell work: EAGLE LESSON Week 6 E – Emotional Language (refer to power point). SW listen as teacher reviews story of the week: The Third Wish by Joan Aiken Pearson Book p. 68-79/make inferences, conflict, and resolution, SW will echo as teacher reviews over vocabulary: verge, rash, dabbling, remote, presumptuous, and malicious. SW listen to story on CD and start on packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram Bell work: EAGLE LESSON Week 6 E- Emotional Language (refer to power point).


RL7.1.2, 7.3, 7.6 RI 7.1, 7.5 W.7.10

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

“The Third Wish” PACKET due with TEST

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

Activity Chart created by student

 

REFLECTION/ RE-TEACH

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

 

No School! Tuesday, September 26, 2017

Parent/Teacher Conference day!!

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

Teacher Activities:

 

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

Student Activities:

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

 

 

 

 

Wednesday, September 27, 2017 PLC Early Release Day!

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

Teacher Activities: . TW have students review story and start on packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to complete packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram.

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 listen as teacher reviews story of the week: The Third Wish by Joan Aiken Pearson Book p. 68-79/make inferences, conflict, and resolution, SW will echo as teacher reviews over vocabulary: verge, rash, dabbling, remote, presumptuous, and malicious. SW listen to story on CD and start on packet for story The Third Wish by Joan Aiken: characterization: direct/indirect, literary questions, static or dynamic characters, and plot diagram. FOR A GRADE.

.

 


RL7.1.2, 7.3, 7.6 RI 7.1, 7.5 W.7.10

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

“The Third Wish” PACKET due with TEST

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.