· Web viewStudents will identify supporting details an author uses to develop theme and central ideas ... and life saving skills). Speaking ... PH “Walking for

Unit 1: Informative writing/Key details in text Lesson Title: Duration of Lesson (days): Date:

Standards: (Can be more than one) LAFS.7.RI.1.2 (DOK2), LAFS.7.RI.1.3 (DOK3), 7W.1.2 (DOK4), 7.SL.1.2 (DOK2), 7.SL.2.4 (DOK2), 7.L.1.1.(DOK2), 7.L.3.6 (DOK1)

Learning Goal: (Overarching goal, based on the standard(s) listed above and is worded in a way that students can comprehend what is expected.)

Students will identify supporting details an author uses to develop theme and central ideas and analyze its development throughout the text. Student will be able to analyze interactions between individuals, events, and ideas within the text and complete an objective summary of the text.

Essential Questions: 1. How do I effectively recognize supporting details within the text? 2. How can supporting details support the development of central ideas throughout the text? 3. How do analyzing the theme and central ideas deepen understanding of the text? 4. How do we cite information from various texts?

Learning Scale: (Stages that students move through in mastering the Learning Goal. Please highlight where on the scale the class should be at the end of the lesson)4 - The student will:• Analyze the development of a theme or central idea over the course of a grade-appropriate text (RL.7.2; RI.7.2) with-in two or more grade appropriate texts.

3 - The student will:• Analyze the development of a theme or central idea over the course of a grade-appropriate text (RL.7.2; RI.7.2),• Provide an objective summary of a grade-appropriate text (RL.7.2; RI.7.2)

2 – The student will perform basic processes, such as:• Determine a theme or central idea of a grade-appropriate text (RL.7.2; RI.7.2) • Summarize a grade-appropriate text using a teacher-provided graphic organizer.

1 – The student will recognize or recall specific vocabulary, such as: • Analyze, central idea, development, objective, summarize, summary, text, theme.

UNIT 1 PLANCARVER MIDDLE SCHOOL · M. Jones/Candell · 7th Grade Language Arts

WEEKLY FOUNDATIONS

Instructional Strategies:Marzano Element Instructional Strategy/Activity Monitoring/Formative Assessment Resources

Unit Assessment / Performance Task (Culminating Performance Task)After reading and drafting short responses to the text, engage in a collaborative discussion to analyze each mini unit (walking, familial relationships, and life saving skills). Speaking and Listening 4 Point Rubric (pg.120) AND Read and annotate More True Stories of Scouts in Action and Afghan Scouts. Identify moments when scouts risked their lives to save someone else and life lessons taught in scout programs. Write a 3-4 paragraph extended response in which you analyze the risks and benefits of saving someone’s life and how scout skills can translate into life skills. Provide 3-5 supporting details from the texts to support your answer. Extended Response Rubric (pg.22) OR Students choose one mini unit to write an informational essay using supporting details from the texts, personal experience, and Write Source pp. 7-16 (Writing Process). Students should use constructed response and objective summary tasks as prewriting.

CATEGORY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAYBell Ringer

Discuss vocabulary bell ringers that will be

beginning next week.

A review question about class

procedure/rules

A review question about class

procedure/rules

What are my goals for LA this year?

How do we take Cornell notes?

Daily Objectives School wide information, buss information, classroom rules and procedures, and ice-breakers.

School wide information, bus information, classroom rules and procedures, and ice-breakers.

Textbook check out and short introductory paragraph “What do I want my teacher to know about me”

Unit Rollout: Understand the unit assessment, discuss the rubric and take questions. Begin annotation

Review annotation, begin Cornell note taking

DQ Level / Activities

REFERENCESDQ 2–Introducing New KnowledgeDQ 3–Deepening or PracticingDQ 4 – Generating and Testing Hypothesis

DQ LEVELS (CHECK)( ) DQ 2( ) DQ 3( ) DQ 4

RELATED ACTIVITIESI DO

WE DO

YOU DO

DQ Levels (check)( ) DQ 2( ) DQ 3( ) DQ 4

Related ActivitiesI DO

WE DO

YOU DO

DQ Levels (check)( ) DQ 2( ) DQ 3( ) DQ 4

Related ActivitiesI DO

WE DO

YOU DO

DQ Levels (check)( x ) DQ 2( x ) DQ 3( ) DQ 4

Related ActivitiesI DO:Roll out unit, show evaluation procedure, teach annotation skills

WE DO:Take notes, ask questions, practice annotation

YOU DO: With a partner, annotate a reading from the workbook.

DQ Levels (check)(x ) DQ 2( x ) DQ 3( ) DQ 4

Related ActivitiesI DO: Continue annotation, move into teaching Cornell note taking

WE DO: Practice annotation and Cornell note taking.

YOU DO

M. Jones/Candell · Lesson Plans · August 18-22, 2014

Exit StrategiesDiscuss Exit procedures

What is the most difficult part of

annotation?

Why is it important to take Cornell notes and

annotate text?

Week 2

CATEGORY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAYBell Ringer Week one Greek/Latin

Root Word List: mob, mot, mov = moveDefine: demote, remove, promotion, mobilize, locomotion, motivate

Pages 80/81 Reading Kit:Find Theme

Week one Greek/Latin Root Word List: mob, mot, mov = moveUse in a sentence: demote, remove, promotion, mobilize, locomotion, motivate

Pages 80/81 Reading Kit:Find Theme

Week one Greek/Latin Root Word List: mob, mot, mov = moveQUIZ on 6 terms (5 questions)

Daily Objectives Students will understand “Theme”, “Supporting Detail”, and other vocabulary needed to complete Unit 1

Students will attempt to read, analyze, and annotate text to find theme and supporting detail.






Supporting detail, objective summary, theme

DQ LEVELS (CHECK)(x ) DQ 2( x) DQ 3( ) DQ 4

RELATED ACTIVITIESI DO: Teach/review academic language (vocabulary) needed to understand and complete our unit goal. Teacher directed practice on annotation (Six Toed Cats)

WE DO:Practice annotation from workbook, Use circle map

YOU DOFollow teacher direction

DQ Levels (check)( ) DQ 2( x ) DQ 3( ) DQ 4

Related ActivitiesI DO:Direct students to find a partner, read given text, analyze the reading while annotating to find theme with 3 supporting details(Page 5 Reality Central)WE DO: Find partner, read, annotate and discuss finings. Use circle map

YOU DO:Work with partner, read, annotate and discuss finings


Related ActivitiesI DO:Direct students to find a partner, read given text, analyze the reading while annotating to find theme with 3 supporting details(Page 5 Reality Central)

WE DO: Find partner, read, annotate and discuss finings. Use circle map

YOU DO:Work with partner, read,


Related ActivitiesI DO:Direct students to find a partner, read given text, analyze the reading while annotating to find theme with 3 supporting details(Page 9-11, Reality Central)




Related ActivitiesI DO:Direct students that they will be working alone, read given text analyze the reading while annotating to find theme with 3 supporting detailsPage 133, The Penny Problem, Quiz grade Use circle mapWE DO: Read text, annotate and list your theme with the 3 or more supporting details you have found.

M. Jones/Candell · Lesson Plans · August 25-29, 2014

Library for Candellannotate and discuss finings

Library for Jones

annotate and discuss finings

Library for Jones

YOU DO:Read text, annotate and list your theme with the 3 or more supporting details you have found.

Exit Strategies Which term today was easiest/most difficult

to understand?

How comfortable would I be to do the activity

alone?


alone?

How did your answers match your partner’s?

I believe my ability level would be? 1-4 rank

CATEGORY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAYBell Ringer Labor Day Week one Greek/Latin

Root Word List: grade=stepDefine: aggressive, upgrade, degrade, progress, gradually, centigrade,

DOL: Week one Greek/Latin Root Word List: grade=step Use in a sentence: aggressive, upgrade, degrade, progress, gradually, centigrade,

Week one Greek/Latin Root Word List: mob, mot, mov = moveQUIZ on 6 terms (5 questions)

Daily ObjectivesStudents will attempt to read, analyze, and annotate text to find theme and supporting detail.








Related ActivitiesI DO:Direct students to find a partner, read given text, analyze the reading while annotating to find theme with 5 supporting details, AND write a 1 paragraph summaryWork Book “ The Heron and the Hummingbird” Page 45

WE DO: Find partner, read, annotate and discuss finings. Use circle map to find details and write 1 paragraph Objective Summary.



Related ActivitiesI DO:Direct students to find a partner, read given text, analyze the reading while annotating to find theme with 5 supporting details, AND write a 1 paragraph summary45Reality Central “ Either Too Young or Too Old” P. 69

WE DO: Find partner, read, annotate and discuss finings. Use circle map to find details and write 1 paragraph Objective Summary.



Related ActivitiesI DO:Direct students to find a partner, read given text, analyze the reading while annotating to find theme with 5 supporting details(Page 5 Reality Central)


YOU DO:Work with partner, read, annotate and discuss findings


Related ActivitiesI DO:Direct students that they will be working alone, read given text analyze the reading while annotating to find theme with 5 supporting detailsPage 133, The Penny Problem, Quiz grade Use circle mapWE DO: Read text, annotate and list your theme with the 3 or more supporting details you have found.

YOU DO:Read text, annotate and list your theme with the 3 or more supporting details you have

M. Jones/Candell/Williams · Lesson Plans · Sept. 1-5, 2014

annotate and discuss findings annotate and discuss findings found.

Exit Strategies How comfortable would I be to do the activity

alone?


alone?

How did your answers match your partner’s?

I believe my ability level would be? 1-4 rank

Week 4


Greek/Latin Root Word List: pos= to place or putDefine: compose, depose, expose, imposition, post, proposal

Grammar exercise: write while making corrections to 2 sentences

Greek/Latin Root Word List: pos= to place or put Use in a sentence: compose, depose, expose, imposition, post, proposal


Greek/Latin Root Word List: pos= to place or putQUIZ on 6 terms (5 questions)

Daily Objectives Students will read, analyze, and annotate text to find theme and supporting detail to be then used in an objective paragraph

Students will read, analyze, and annotate text to find theme and supporting detail to be then used in an objective paragraph








Related ActivitiesI DO:Direct students to analyze the reading to find the theme with 5 supporting details, AND write a 1 paragraph summary. Text used is: Reality Central “ Either Too Young or Too Old” P. 69-71

WE DO: Find partner, read, annotate and discuss finings.

YOU DO:Read and annotate. Use circle


Related ActivitiesI DO:Direct students to analyze the reading to find the theme with 5 supporting details, AND write a 1 paragraph summary. Text used is: Reality Central “ The Word on Bullies” pages 21-23




Related ActivitiesI DO:Direct students to analyze the reading to find the theme with 5 supporting details, AND write a 1 paragraph summary. Text used is :Reality Central “In the Grip of Graffiti” pages 13-15




Related ActivitiesI DO:Direct students to analyze the reading to find the theme with 5 supporting details, AND write a 1 paragraph summary. Text used is: Reality Central “ Athletes as Role Models”, pages 41-43



DQ Levels (check)( ) DQ 2( ) DQ 3( x ) DQ 4

Related ActivitiesI DO: 2nd Unit AssessmentDirect students to analyze the reading to find the theme with 5 supporting details, AND write a 1 paragraph objective summary. Page 9/10 All in One workbook “Preserving the Cracker Horse”

WE DO: Listen to directions, ask questions take quiz and test



map to find theme and details. Write 1 paragraph Objective Summary.





Exit Strategies What part of this activity am I having the greatest

problem with?

What part of this activity am I having the greatest

problem with?


alone?

How comfortable would I be to do the activity alone?

I believe my ability level today is? 1-4 rank


Greek/Latin Root Word List: sed, sid, sess= to sit; settleDefine: assessor, residence, sedative, session, president, sedan


Greek/Latin Root Word List: sed, sid, sess= to sit; settleUse in a sentence: assessor, residence, sedative, session, president, sedan


Greek/Latin Root Word List: sed, sid, sess= to sit; settleQUIZ on 6 terms (5 questions)

Daily Objectives Students will complete a double bubble map with citations of information from two texts with similar themes.

Students will complete a double bubble map with citations of information from two texts with similar themes.








Related ActivitiesI DO:Direct students to analyze the reading of two texts to find the theme with 5 supporting details, AND create a bubble map for each. Texts used are: PH “Walking for Pleasure” p. 365 and “Couch Potato”

WE DO: Find partner, read, annotate and create bubble map for each text.

YOU DO:Combine ideas from both bubble maps into one double bubble map. Properly cite textual evidence.


Related ActivitiesI DO:Direct students to analyze the reading of two texts to find the theme with 5 supporting details, AND create a bubble map for each. Texts used are: PH “Walking for Pleasure” p. 365 and “Couch Potato”




Related ActivitiesI DO:Direct students to analyze the reading of two texts to find the theme with 5 supporting details, AND create a bubble map for each. Texts used are: “Goodbye Big Drinks” and “Cupcake Cops”




Related ActivitiesI DO:Direct students to analyze the reading of two texts to find the theme with 5 supporting details, AND create a bubble map for each. Texts used are: “Goodbye Big Drinks” and “Cupcake Cops”



DQ Levels (check)( ) DQ 2( ) DQ 3( x ) DQ 4

Related ActivitiesI DO: 3rd Unit AssessmentDirect students to analyze the reading of two texts to find the theme with 5 supporting details, AND create a bubble map for each. Texts used are: “Kindness of Kin” and “China wants grown children to care for elderly”

WE DO: Listen to directions, ask questions take quiz and test

YOU DO:Combine ideas from both bubble maps into one double bubble map. Write in structured format. Properly cite textual evidence.

Exit StrategiesWhat is the most difficult step in today’s process?

What is the most difficult step in today’s process?


alone?

How comfortable would I be to do the activity alone?

I believe my ability level today is? 1-4 rank

Week 5

Unit One Learning Scale

Learning Scale: (Stages that students move through in mastering the Learning Goal.)4 - The student will:• Analyze the development of a theme or central idea over the course of a grade-appropriate text (RL.7.2; RI.7.2) with-in two or more grade appropriate texts. 3 - The student will:• Analyze the development of a theme or central idea over the course of a grade-appropriate text (RL.7.2; RI.7.2),• Provide an objective summary of a grade-appropriate text (RL.7.2; RI.7.2)2 – The student will perform basic processes, such as:• Determine a theme or central idea of a grade-appropriate text (RL.7.2; RI.7.2) • Summarize a grade-appropriate text using a teacher-provided graphic organizer.1 – The student will recognize or recall specific vocabulary, such as: • Analyze, central idea, development, objective, summarize, summary,


text, theme.

Documents

· Web viewStudents will identify supporting details an author uses to develop theme and central ideas ... and life saving skills). Speaking ... PH “Walking for