Instructional Learning Plan 12/4-12/8

Weekly & Daily Procedures and Routines:

Monday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry– 12/4-What is the one gift you just have to have this Christmas? Details! Details! Details!
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Add capitalization and punctuation to the following sentence: it is very warm in our classroom today
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-subject, title, author’s purpose, reader’s purpose, genre
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. Lesson 11-Glops of Mustard 
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots) Analogies for Unit 7 Stems-mob/mot, tract, tends/tens/tent

Tuesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-12/5-Write a funny paragraph about a snowman sledding.
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify parts of speech in this week’s sentence: It is very warm in our classroom today.
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-antonym, synonym, verbs and past tense suffixes, base words
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. Lesson 11-Glops of Mustard 
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Students will complete practice test on Quizlet.

Wednesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-12/6-Ahhh-choo! Rudolph has a cold. Who will guide Santa’s sleigh Christmas night? Explain.
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify subject, predicate, and prepositional phrases
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-true/false statements, inferences, types of writing
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. 
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-I Have, Who Has Review

Thursday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-12/7-What are your favorite things about the Christmas season?
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify clauses, sentence purpose, and sentence type: It is very warm in our classroom today. 
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-Make a timeline of important events in the reading selection. 
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. 
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Around the World Review 

 

Friday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-12/8-What is it like Christmas morning at your house?
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Assessment of skills in this week’s sentence
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-Assessment of this week’s skills in this week’s reading passage
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Students will read the passage and answer comprehension questions using complete sentences. They are allowed to use the passage to answer the questions.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Test

Grammar Lessons

-Hard and Fast Rules for Using…

-Commas-notes, practice, Google Classroom Worksheet, NoRedInk.com practice; After sufficient practice, students will be assessed.

Students will review rules and examples for using the above mentioned grammar lesson, and complete a practice page in their Interactive Student Notebook. The teacher will review the practice page with the students before allowing them to complete the practice page on their own paper. Once students complete the practice page, the teacher and students will review the practice page together. Students will be assessed on the lesson after the practice is complete.

Instructional Plan for The Gift of the Magi 

  • Vocabulary: Students will interact and think critically about unfamiliar vocabulary in the story.  Students will define each vocabulary word on their Interactive Slides.
  • Figurative Language:
  • Plot Structure:
  • Theme Gifts
  • Merry Couples

Assessments:

  • Journal-graded monthly using a rubric (see “Documents” tab)
  • The teacher will check Daily Grammar and Reading Practice as progress monitoring to review before the day’s lesson.
  • Weekly Daily Grammar and Daily Reading Quiz- The students answer multiple-choice questions regarding the week’s Daily Grammar Practice and Daily Reading Practice.
  • Greek and Latin Roots-daily progress monitoring activities; quizzes every two weeks
  • Formative Assessment-after reading the fluency passage for several days, comprehension is assessed (1st, 4th, 5th blocks)
  • Formative Assessment-Guided Reading Questions identify comprehension and analysis of The Gift of the Magi 
  • Ticket Out the Door-Daily prompts about the lesson
  • Summative Assessment-Reading Journal Response Book, The Outsiders Project (completed at the completion of the novel), and final exam over the novel once completed

Assessment Uses:

The teacher will use journal checks to determine weaknesses in writing and use of conventions of Standard English.

The teacher will determine which students need remediation of the day’s Daily Grammar and Reading skills and address those appropriately in flexible groups.

The teacher will use the guided reading questions to determine which students need remediation of the novel’s comprehension.

The teacher will use comprehension of the fluency passages to determine which students need remediation in fluency and comprehension.

Differentiation:

Remediation of concepts through flexible ability groups during ELT

Book Project-Choice Board (see “7th Grade Reading Requirements” tab for directions, choice board, and rubric)

Journal Response Activities for Advanced Block as a culminating project, but to be completed at the completion of every other chapter.  Students will complete this in addition to the flip book using Google Slides.

Flexible ability grouping based on STAR reading levels.  Students are grouped 1 high, 2 medium, and one low.  

Reassessments: Students who wish to reassess must do so within 5 days of feedback. Reassessments will take place during the block’s ELT.

Homework: Complete the next day’s Daily Grammar Practice and Daily Reading Practice-Quiz Friday; Book Project due the last day of the month; study stems

ELT:  Frontier Learning Projects

Instructional Learning Plan 11/13-12/1

Weekly & Daily Procedures and Routines:

Monday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry– 11/17-What taste are you grateful for? Why?  11/27-What tradition are you grateful for? Why?
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Add capitalization and punctuation to the following sentence: always write your name on your paper
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-subject, title, author’s purpose, reader’s purpose, genre
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. Lesson 10-Nothing Changes Mustard Jar
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots) Create interactive foldable for Unit 7 Stems-mob/mot, tract, tends/tens/tent

Tuesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-11/14-What abilities are you grateful for? Why? 11/28-What friend/family member are you grateful for? Why?
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify parts of speech in this week’s sentence: Always write your name on your paper.
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-antonym, synonym, verbs and past tense suffixes, base words
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English.  Lesson 10-Nothing Changes Mustard Jar
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Students will complete Unit 7A: Sentence Completion n

Wednesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-11/15-What holiday are you most grateful for? Why? 11/29-What song are you grateful for? Why?
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify subject, predicate, and prepositional phrases
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-true/false statements, inferences, types of writing
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. 
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Unit 7B: Yes or No?

Thursday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-11/16-What place are you grateful for? Why? 11/30-Describe Thanksgiving Day at your house.
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify clauses, sentence purpose, and sentence type: Always write your name on your paper.
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-Make a timeline of important events in the reading selection. 
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. 
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Unit 7C: Choose Two

 

Friday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-11/17-What holiday are you most grateful for? Why?  12/1-What do you think it’s like to be an elf?
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Assessment of skills in this week’s sentence
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-Assessment of this week’s skills in this week’s reading passage
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Students will read the passage and answer comprehension questions using complete sentences. They are allowed to use the passage to answer the questions.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Unit 7D: Analogies 

Grammar Lessons

-Hard and Fast Rules for Using…

-Commas-notes, practice, Google Classroom Worksheet, NoRedInk.com practice; After sufficient practice, students will be assessed.

-Apostrophes-practice, Google Classroom Worksheet, NoRedInk.com practice, After sufficient practice, students will be assessed.  

Students will review rules and examples for using the above mentioned grammar lesson, and complete a practice page in their Interactive Student Notebook. The teacher will review the practice page with the students before allowing them to complete the practice page on their own paper. Once students complete the practice page, the teacher and students will review the practice page together. Students will be assessed on the lesson after the practice is complete.

Instructional Plan for Unit 1: The Outsiders

  • The teacher will read the chapters orally to the class or play the audio version.
  • Students will work on their flip book throughout the novel.  The flip book will be a created in Google Slides.  The teacher and students will review answers and discuss lessons in the flip book.
  • The students will be assessed on multiple choice quizzes over each chapter of the book.
  • The students will view the movie and compare and contrast the novel and movie using a Venn Diagram. 

Assessments:

  • Journal-graded monthly using a rubric (see “Documents” tab)
  • The teacher will check Daily Grammar and Reading Practice as progress monitoring to review before the day’s lesson.
  • Weekly Daily Grammar and Daily Reading Quiz- The students answer multiple-choice questions regarding the week’s Daily Grammar Practice and Daily Reading Practice.
  • Greek and Latin Roots-daily progress monitoring activities; quizzes every two weeks
  • Formative Assessment-after reading the fluency passage for several days, comprehension is assessed (1st, 4th, 5th blocks)
  • Formative Assessment-Guided Reading Questions identify comprehension and analysis of the novel-The Outsiders
  • Ticket Out the Door-Daily prompts about the lesson
  • Summative Assessment-Reading Journal Response Book, The Outsiders Project (completed at the completion of the novel), and final exam over the novel once completed

Assessment Uses:

The teacher will use journal checks to determine weaknesses in writing and use of conventions of Standard English.

The teacher will determine which students need remediation of the day’s Daily Grammar and Reading skills and address those appropriately in flexible groups.

The teacher will use the guided reading questions to determine which students need remediation of the novel’s comprehension.

The teacher will use comprehension of the fluency passages to determine which students need remediation in fluency and comprehension.

Differentiation:

Remediation of concepts through flexible ability groups during ELT

Book Project-Choice Board (see “7th Grade Reading Requirements” tab for directions, choice board, and rubric)

The Outsider Flip Book in Google Slides which includes Guided Reading Questions (short answer), Extended Reading Questions (analysis and constructed response), characterization, vocabulary, theme, and plot of the novel in flexible ability groups.

Journal Response Activities for Advanced Block as a culminating project, but to be completed at the completion of every other chapter.  Students will complete this in addition to the flip book using Google Slides.

Flexible ability grouping based on STAR reading levels.  Students are grouped 1 high, 2 medium, and one low.  

Reassessments: Students who wish to reassess must do so within 5 days of feedback. Reassessments will take place during the block’s ELT.

Homework: Complete the next day’s Daily Grammar Practice and Daily Reading Practice-Quiz Friday; Book Project due the last day of the month; study stems

ELT:  Frontier Learning Projects

Instructional Learning Plan 11/6-11/10

Weekly & Daily Procedures and Routines:

Monday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry– 11/6-What color are you grateful for?  Why?
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Add capitalization and punctuation to the following sentence: Will you accept my apology
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-subject, title, author’s purpose, reader’s purpose, genre
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. Lesson 9-The Mustard Jar
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots) Unit 6C: Choose Two

Tuesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-11/7-What food are you grateful for?  Why?
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify parts of speech in this week’s sentence: Will you accept my apology?
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-antonym, synonym, verbs and past tense suffixes, base words
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English.  Lesson 9-The Mustard Jar
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Students will complete Unit 6D: Analogies

Wednesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-11/8-What sound are you grateful for?  Why?
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify subject, predicate, and prepositional phrases
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-true/false statements, inferences, types of writing
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. 
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Students will play Quizlet Live!

Thursday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-11/9-What in nature are you grateful for?  Why?
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify clauses, sentence purpose, and sentence type: Will you accept my apology?
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-Make a timeline of important events in the reading selection. 
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. 
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-I Have, Who Has?

 

Friday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-11/10-What memory are you grateful for?  Why?
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Assessment of skills in this week’s sentence
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-Assessment of this week’s skills in this week’s reading passage
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Students will read the passage and answer comprehension questions using complete sentences. They are allowed to use the passage to answer the questions.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Unit 6 Test 

 

Grammar Lessons

-Hard and Fast Rules for Using…

-Commas-notes, practice, Google Classroom Worksheet, NoRedInk.com practice; After sufficient practice, students will be assessed.

Students will review rules and examples for using the above mentioned grammar lesson, and complete a practice page in their Interactive Student Notebook. The teacher will review the practice page with the students before allowing them to complete the practice page on their own paper. Once students complete the practice page, the teacher and students will review the practice page together. Students will be assessed on the lesson after the practice is complete.

Instructional Plan for Unit 1: The Outsiders

  • The teacher will read the chapters orally to the class or play the audio version.
  • Students will work on their flip book throughout the novel.  The flip book will be a created in Google Slides.  The teacher and students will review answers and discuss lessons in the flip book.
  • The students will be assessed on multiple choice quizzes over each chapter of the book.

Assessments:

  • Journal-graded monthly using a rubric (see “Documents” tab)
  • The teacher will check Daily Grammar and Reading Practice as progress monitoring to review before the day’s lesson.
  • Weekly Daily Grammar and Daily Reading Quiz- The students answer multiple-choice questions regarding the week’s Daily Grammar Practice and Daily Reading Practice.
  • Greek and Latin Roots-daily progress monitoring activities; quizzes every two weeks
  • Formative Assessment-after reading the fluency passage for several days, comprehension is assessed (1st, 4th, 5th blocks)
  • Formative Assessment-Guided Reading Questions identify comprehension and analysis of the novel-The Outsiders
  • Ticket Out the Door-Daily prompts about the lesson
  • Summative Assessment-Reading Journal Response Book, The Outsiders Project (completed at the completion of the novel), and final exam over the novel once completed

Assessment Uses:

The teacher will use journal checks to determine weaknesses in writing and use of conventions of Standard English.

The teacher will determine which students need remediation of the day’s Daily Grammar and Reading skills and address those appropriately in flexible groups.

The teacher will use the guided reading questions to determine which students need remediation of the novel’s comprehension.

The teacher will use comprehension of the fluency passages to determine which students need remediation in fluency and comprehension.

Differentiation:

Remediation of concepts through flexible ability groups during ELT

Book Project-Choice Board (see “7th Grade Reading Requirements” tab for directions, choice board, and rubric)

The Outsider Flip Book in Google Slides which includes Guided Reading Questions (short answer), Extended Reading Questions (analysis and constructed response), characterization, vocabulary, theme, and plot of the novel in flexible ability groups.

Journal Response Activities for Advanced Block as a culminating project, but to be completed at the completion of every other chapter.  Students will complete this in addition to the flip book using Google Slides.

Flexible ability grouping based on STAR reading levels.  Students are grouped 1 high, 2 medium, and one low.  

Reassessments: Students who wish to reassess must do so within 5 days of feedback. Reassessments will take place during the block’s ELT.

Homework: Complete the next day’s Daily Grammar Practice and Daily Reading Practice-Quiz Friday; Book Project due the last day of the month; study stems

ELT:  Frontier Learning Projects

Instructional Learning Plan 10/30-11/3

Weekly & Daily Procedures and Routines:

Monday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry– 10/30-Write a sentence about a DOG using no letters of the alphabet that appear before the letter “m”.
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Add capitalization and punctuation to the following sentence: Is Maria your best friend?
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-subject, title, author’s purpose, reader’s purpose, genre
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. Lesson 7-What Will Bert Do?
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots) Unit 6A: Sentence Completion-Students use a word bank to complete sentences.

Tuesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-10/31-I was counting all my candy when all of a sudden…
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify parts of speech in this week’s sentence: Is Maria your best friend?
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-antonym, synonym, verbs and past tense suffixes, base words
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English.  Lesson 7 What Will Bert Do?
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Choose Two-Students will choose two words that best define or explain the stem word.

Wednesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-11/1
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify subject, predicate, and prepositional phrases
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-true/false statements, inferences, types of writing
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. 
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Students will complete Yes or No? statements on Google Classroom.

Thursday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-11/2
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify clauses, sentence purpose, and sentence type: Is Maria your best friend?
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-Make a timeline of important events in the reading selection. 
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. 
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Quizlet Live!

 

Friday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-11/3
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Assessment of skills in this week’s sentence
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-Assessment of this week’s skills in this week’s reading passage
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Students will read the passage and answer comprehension questions using complete sentences. They are allowed to use the passage to answer the questions.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Unit 6D: Analogies-students complete analogies using the stem words. 

 

Grammar Lessons

-Hard and Fast Rules for Using…

-Apostrophes-notes, practice, Google Classroom Worksheet, NoRedInk.com practice; After sufficient practice, students will be assessed. Test Wednesday 

-Commas-notes, practice, Google Classroom Worksheet, NoRedInk.com practice; After sufficient practice, students will be assessed.

Students will review rules and examples for using the above mentioned grammar lesson, and complete a practice page in their Interactive Student Notebook. The teacher will review the practice page with the students before allowing them to complete the practice page on their own paper. Once students complete the practice page, the teacher and students will review the practice page together. Students will be assessed on the lesson after the practice is complete.

Instructional Plan for Unit 1: The Outsiders

  • The teacher will read the chapters orally to the class or play the audio version.
  • Students will work on their flip book throughout the novel.  The flip book will be a created in Google Slides.  The teacher and students will review answers and discuss lessons in the flip book.
  • The students will be assessed on multiple choice quizzes over each chapter of the book.

Assessments:

  • Journal-graded monthly using a rubric (see “Documents” tab)
  • The teacher will check Daily Grammar and Reading Practice as progress monitoring to review before the day’s lesson.
  • Weekly Daily Grammar and Daily Reading Quiz- The students answer multiple-choice questions regarding the week’s Daily Grammar Practice and Daily Reading Practice.
  • Greek and Latin Roots-daily progress monitoring activities; quizzes every two weeks
  • Formative Assessment-after reading the fluency passage for several days, comprehension is assessed (1st, 4th, 5th blocks)
  • Formative Assessment-Guided Reading Questions identify comprehension and analysis of the novel-The Outsiders
  • Ticket Out the Door-Daily prompts about the lesson
  • Summative Assessment-Reading Journal Response Book, The Outsiders Project (completed at the completion of the novel), and final exam over the novel once completed

Assessment Uses:

The teacher will use journal checks to determine weaknesses in writing and use of conventions of Standard English.

The teacher will determine which students need remediation of the day’s Daily Grammar and Reading skills and address those appropriately in flexible groups.

The teacher will use the guided reading questions to determine which students need remediation of the novel’s comprehension.

The teacher will use comprehension of the fluency passages to determine which students need remediation in fluency and comprehension.

Differentiation:

Remediation of concepts through flexible ability groups during ELT

Book Project-Choice Board (see “7th Grade Reading Requirements” tab for directions, choice board, and rubric)

The Outsider Flip Book in Google Slides which includes Guided Reading Questions (short answer), Extended Reading Questions (analysis and constructed response), characterization, vocabulary, theme, and plot of the novel in flexible ability groups.

Journal Response Activities for Advanced Block as a culminating project, but to be completed at the completion of every other chapter.  Students will complete this in addition to the flip book using Google Slides.

Flexible ability grouping based on STAR reading levels.  Students are grouped 1 high, 2 medium, and one low.  

Reassessments: Students who wish to reassess must do so within 5 days of feedback. Reassessments will take place during the block’s ELT.

Homework: Complete the next day’s Daily Grammar Practice and Daily Reading Practice-Quiz Friday; Book Project due the last day of the month; study stems

ELT:  Frontier Learning Projects

Instructional Plan 10/23-10/27

Weekly & Daily Procedures and Routines:

Monday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry– 10/23-There is smoke. Where is it coming from? You investigate and are surprised by what you find. Describe what you discover.
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Add capitalization and punctuation to the following sentence: Sally sells seashells by the seashore.
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-subject, title, author’s purpose, reader’s purpose, genre
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. Lesson 7-What Will Bert Do?
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots) Unit 5A: Sentence Completion-Students use a word bank to complete sentences.

Tuesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-10/24-Write a paragraph using the following words: cheerios, dishwashing liquid, computer mouse, clothes dryer, and bicycle tire.
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify parts of speech in this week’s sentence: Sally sells seashells by the seashore. 
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-antonym, synonym, verbs and past tense suffixes, base words
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English.  Lesson 7 What Will Bert Do?
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Choose Two-Students will choose two words that best define or explain the stem word.

Wednesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-10/25-Write about yesterday form the perspective of an everyday object or item. For example, a salt shaker, a book bag, a flag pole, a swing set, a license plate.
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify subject, predicate, and prepositional phrases
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-true/false statements, inferences, types of writing
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. 
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Students will complete Yes or No? statements on Google Classroom.

Thursday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-10/26-Pretend you are a jack-o-lantern on your front porch. Describe Halloween night through your point of view.
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify clauses, sentence purpose, and sentence type: Sally sells seashells by the seashore.
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-Make a timeline of important events in the reading selection. 
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. 
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Quizlet Live!

 

Friday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-10/27-Write about a day you’d like to forget.
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Assessment of skills in this week’s sentence
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-Assessment of this week’s skills in this week’s reading passage
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Students will read the passage and answer comprehension questions using complete sentences. They are allowed to use the passage to answer the questions.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Unit 5D: Analogies-students complete analogies using the stem words. 

 

Grammar Lessons

-Hard and Fast Rules for Using…

-Apostrophes-notes, practice, Google Classroom Worksheet, NoRedInk.com practice; After sufficient practice, students will be assessed. Test Wednesday 

-Commas-notes, practice, Google Classroom Worksheet, NoRedInk.com practice; After sufficient practice, students will be assessed.

Students will review rules and examples for using the above mentioned grammar lesson, and complete a practice page in their Interactive Student Notebook. The teacher will review the practice page with the students before allowing them to complete the practice page on their own paper. Once students complete the practice page, the teacher and students will review the practice page together. Students will be assessed on the lesson after the practice is complete.

Instructional Plan for Unit 1: The Outsiders

  • The teacher will read the chapters orally to the class or play the audio version.
  • Students will work on their flip book throughout the novel.  The flip book will be a created in Google Slides.  The teacher and students will review answers and discuss lessons in the flip book.
  • The students will be assessed on multiple choice quizzes over each chapter of the book.

Assessments:

  • Journal-graded monthly using a rubric (see “Documents” tab)
  • The teacher will check Daily Grammar and Reading Practice as progress monitoring to review before the day’s lesson.
  • Weekly Daily Grammar and Daily Reading Quiz- The students answer multiple-choice questions regarding the week’s Daily Grammar Practice and Daily Reading Practice.
  • Greek and Latin Roots-daily progress monitoring activities; quizzes every two weeks
  • Formative Assessment-after reading the fluency passage for several days, comprehension is assessed (1st, 4th, 5th blocks)
  • Formative Assessment-Guided Reading Questions identify comprehension and analysis of the novel-The Outsiders
  • Ticket Out the Door-Daily prompts about the lesson
  • Summative Assessment-Reading Journal Response Book, The Outsiders Project (completed at the completion of the novel), and final exam over the novel once completed

Assessment Uses:

The teacher will use journal checks to determine weaknesses in writing and use of conventions of Standard English.

The teacher will determine which students need remediation of the day’s Daily Grammar and Reading skills and address those appropriately in flexible groups.

The teacher will use the guided reading questions to determine which students need remediation of the novel’s comprehension.

The teacher will use comprehension of the fluency passages to determine which students need remediation in fluency and comprehension.

Differentiation:

Remediation of concepts through flexible ability groups during ELT

Book Project-Choice Board (see “7th Grade Reading Requirements” tab for directions, choice board, and rubric)

The Outsider Flip Book in Google Slides which includes Guided Reading Questions (short answer), Extended Reading Questions (analysis and constructed response), characterization, vocabulary, theme, and plot of the novel in flexible ability groups.

Journal Response Activities for Advanced Block as a culminating project, but to be completed at the completion of every other chapter.  Students will complete this in addition to the flip book using Google Slides.

Flexible ability grouping based on STAR reading levels.  Students are grouped 1 high, 2 medium, and one low.  

Reassessments: Students who wish to reassess must do so within 5 days of feedback. Reassessments will take place during the block’s ELT.

Homework: Complete the next day’s Daily Grammar Practice and Daily Reading Practice-Quiz Friday; Book Project due the last day of the month; study stems

ELT:  Frontier Learning Projects

Instructional Plan 10/16-10/20

Weekly & Daily Procedures and Routines:

Monday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry– 10/16-What are the elements of a good story?
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Add capitalization and punctuation to the following sentence: Sally sells seashells by the seashore.
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-subject, title, author’s purpose, reader’s purpose, genre
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. Lesson 7-What Will Bert Do?
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots) Unit 5A: Sentence Completion-Students use a word bank to complete sentences.

Tuesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-10/17-What are you afraid of and why?
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify parts of speech in this week’s sentence: Sally sells seashells by the seashore. 
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-antonym, synonym, verbs and past tense suffixes, base words
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English.  Lesson 7 What Will Bert Do?
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Choose Two-Students will choose two words that best define or explain the stem word.

Wednesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-If I were the teacher, I would…
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify subject, predicate, and prepositional phrases
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-true/false statements, inferences, types of writing
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. 
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Students will complete Yes or No? statements on Google Classroom.

Thursday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-Create a more interesting version of this sentence: The dog barked.
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify clauses, sentence purpose, and sentence type: Sally sells seashells by the seashore.
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-Make a timeline of important events in the reading selection. 
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. 
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Quizlet Live!

 

Friday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-¡Create a sentence with words that begin with the letters in sentence, in order.  In other words, the first word in the sentence should begin with s, the second with e, the third with n, etc.
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Assessment of skills in this week’s sentence
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-Assessment of this week’s skills in this week’s reading passage
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Students will read the passage and answer comprehension questions using complete sentences. They are allowed to use the passage to answer the questions.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Unit 5D: Analogies-students complete analogies using the stem words. 

 

Grammar Lessons

-Hard and Fast Rules for Using…

-Apostrophes-notes, practice, Google Classroom Worksheet, NoRedInk.com practice; After sufficient practice, students will be assessed. 

-Commas-notes, practice, Google Classroom Worksheet, NoRedInk.com practice; After sufficient practice, students will be assessed.

Students will review rules and examples for using the above mentioned grammar lesson, and complete a practice page in their Interactive Student Notebook. The teacher will review the practice page with the students before allowing them to complete the practice page on their own paper. Once students complete the practice page, the teacher and students will review the practice page together. Students will be assessed on the lesson after the practice is complete.

Instructional Plan for Unit 1: The Outsiders

  • The teacher will read the chapters orally to the class or play the audio version.
  • Students will work on their flip book throughout the novel.  The flip book will be a created in Google Slides.  The teacher and students will review answers and discuss lessons in the flip book.
  • The students will be assessed on multiple choice quizzes over each chapter of the book.

Assessments:

  • Journal-graded monthly using a rubric (see “Documents” tab)
  • The teacher will check Daily Grammar and Reading Practice as progress monitoring to review before the day’s lesson.
  • Weekly Daily Grammar and Daily Reading Quiz- The students answer multiple-choice questions regarding the week’s Daily Grammar Practice and Daily Reading Practice.
  • Greek and Latin Roots-daily progress monitoring activities; quizzes every two weeks
  • Formative Assessment-after reading the fluency passage for several days, comprehension is assessed (1st, 4th, 5th blocks)
  • Formative Assessment-Guided Reading Questions identify comprehension and analysis of the novel-The Outsiders
  • Ticket Out the Door-Daily prompts about the lesson
  • Summative Assessment-Reading Journal Response Book, The Outsiders Project (completed at the completion of the novel), and final exam over the novel once completed

Assessment Uses:

The teacher will use journal checks to determine weaknesses in writing and use of conventions of Standard English.

The teacher will determine which students need remediation of the day’s Daily Grammar and Reading skills and address those appropriately in flexible groups.

The teacher will use the guided reading questions to determine which students need remediation of the novel’s comprehension.

The teacher will use comprehension of the fluency passages to determine which students need remediation in fluency and comprehension.

Differentiation:

Remediation of concepts through flexible ability groups during ELT

Book Project-Choice Board (see “7th Grade Reading Requirements” tab for directions, choice board, and rubric)

The Outsider Flip Book in Google Slides which includes Guided Reading Questions (short answer), Extended Reading Questions (analysis and constructed response), characterization, vocabulary, theme, and plot of the novel in flexible ability groups.

Journal Response Activities for Advanced Block as a culminating project, but to be completed at the completion of every other chapter.  Students will complete this in addition to the flip book using Google Slides.

Flexible ability grouping based on STAR reading levels.  Students are grouped 1 high, 2 medium, and one low.  

Reassessments: Students who wish to reassess must do so within 5 days of feedback. Reassessments will take place during the block’s ELT.

Homework: Complete the next day’s Daily Grammar Practice and Daily Reading Practice-Quiz Friday; Book Project due the last day of the month; study stems

ELT:  Frontier Learning Projects

Instructional Plan 10/12-10/13

Thursday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-How can knowing the historical and contemporary context of a novel enhance understanding? (Think first-What is context?)
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. 
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Create foldable for Unit 5 stems-scrib/script, dict, graph/gram

Friday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-Write a paragraph using one word from each unit’s stem list.
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. 
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Unit 5A: Sentence Completion 

 

Grammar Lessons

-Hard and Fast Rules for Using…

-Apostrophes

-Commas

Students will review rules and examples for using the above mentioned grammar lesson, and complete a practice page in their Interactive Student Notebook. The teacher will review the practice page with the students before allowing them to complete the practice page on their own paper. Once students complete the practice page, the teacher and students will review the practice page together. Students will be assessed on the lesson after the practice is complete.

Instructional Plan for Unit 1: The Outsiders

  • The teacher will read the chapters orally to the class or play the audio version.
  • Students will work on their Interactive Google Slides for The Outsiders which involves chapter vocabulary, thematic response, plot diagram, constructed response, literary terms, and guided reading questions.  The teacher and students will review answers and discuss lessons in the flip book.
  • The teacher will read chapters in The Outsiders orally to the class.
  • The students will be assessed on multiple choice quizzes over each chapter of the book.

Assessments:

  • Journal-graded monthly using a rubric (see “Documents” tab)
  • Formative Assessment-after reading the fluency passage for several days, comprehension is assessed (1st, 4th, 5th blocks)
  • Formative Assessment-Guided Reading Questions identify comprehension and analysis of the novel-The Outsiders
  • Exit Ticket-Daily prompts about the lesson
  • Summative Assessment-Reading Journal Response Book, The Outsiders Project (completed at the completion of the novel), and final exam over the novel once completed

Assessment Uses:

The teacher will use journal checks to determine weaknesses in writing and use of conventions of Standard English.

The teacher will determine which students need remediation of the day’s Daily Grammar and Reading skills and address those appropriately in flexible groups.

The teacher will use the guided reading questions to determine which students need remediation of the novel’s comprehension.

The teacher will use comprehension of the fluency passages to determine which students need remediation in fluency and comprehension.

Differentiation:

Remediation of concepts through flexible ability groups during ELT

Book Project-Choice Board (see “7th Grade Reading Requirements” tab for directions, choice board, and rubric)

The Outsider Flip Book in Google Slides which includes Guided Reading Questions (short answer), Extended Reading Questions (analysis and constructed response), characterization, vocabulary, theme, and plot of the novel in flexible ability groups.

Journal Response Activities for Advanced Block as a culminating project, but to be completed at the completion of every other chapter.  Students will complete this in addition to the flip book using Google Slides.

Flexible ability grouping based on STAR reading levels.  Students are grouped 1 high, 2 medium, and one low.  

Reassessments: Students who wish to reassess must do so within 5 days of feedback. Reassessments will take place during the block’s ELT.

Homework: Complete the next day’s Daily Grammar Practice and Daily Reading Practice-Quiz Friday; Book Project due the last day of the month; study stems

Instructional Plan 10/2-10/6

Weekly & Daily Procedures and Routines:

Monday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry– Write a paragraph using 5 words from this unit’s stem list.
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Add capitalization and punctuation to the following sentence: The dance was on Friday; it was fun.
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-subject, title, author’s purpose, reader’s purpose, genre
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. The fluency chart can be found on page 3 of the interactive notebook.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots) Choose Two-Students will choose two words that best define or explain the stem word.

Tuesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-Write a paragraph about a girl named Dot, but use no letters with dots (i, j)
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify parts of speech in this week’s sentence: The dance was on Friday; it was fun.
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-antonym, synonym, verbs and past tense suffixes, base words
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. The fluency chart can be found on page 3 of the interactive notebook.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Students will complete the analogies using the Greek and Latin stems.

Wednesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-Write a paragraph about a cat attacking, but don’t use the words hiss, scratch, or pounce.
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify subject, predicate, and prepositional phrases
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-true/false statements, inferences, types of writing
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. The fluency chart can be found on page 3 of the interactive notebook.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Students will play I Have, Who Has as review.

Thursday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-A bad dude in a cowboy hat is walking into a saloon in a bad Western movie.  He’s looking dangerous and mad.  Tell what happens, creating a happy ending.
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify clauses, sentence purpose, and sentence type: The dance was on Friday; it was fun.
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-Make a character web about the author of this selection.
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. The fluency chart can be found on page 3 of the interactive notebook.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Review stems.

 

Friday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-¡Create a sentence with words that begin with the letters in sentence, in order.  In other words, the first word in the sentence should begin with s, the second with e, the third with n, etc.
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Assessment of skills in this week’s sentence
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-Assessment of this week’s skills in this week’s reading passage
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Students will read the passage and answer comprehension questions using complete sentences. They are allowed to use the passage to answer the questions.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Assessment of Unit 4 stems.

 

Grammar Lessons

-Hard and Fast Rules for Using…

-Commas

Students will review rules and examples for using the above mentioned grammar lesson, and complete a practice page in their Interactive Student Notebook. The teacher will review the practice page with the students before allowing them to complete the practice page on their own paper. Once students complete the practice page, the teacher and students will review the practice page together. Students will be assessed on the lesson after the practice is complete.

 

 

Instructional Plan for Unit 1: The Outsiders

  • Introduce the 1960’s to the students by visually going over the ’60s era particularly emphasizing items from The Outsiders novel.

http://the60sofficialsite.com

  • Possible items to depict include the following:
  • Musical groups mentioned in the novel such as The Beatles, Elvis Presley, and Hank Williams, Sr.
  • Paul Newman
  • Map of US showing where Oklahoma and the city of Tulsa are
  • Hairstyles
  • Clothing styles, particularly jeans and madras
  • Drive-in movies
  • Cars of the ‘60s particularly trucks, Corvettes, Corvairs, and Mustangs
  • President Kennedy, President Johnson, President Nixon
  • Rodeo events such as Barrel Racing
  • Divide the class into two groups. Tell them that one group is called the Socs and the other group is called the Greasers
  • Use an area that has ample room to run and move around in.
  • Tell the students that one of the groups will have a slight advantage in each challenge but that the advantage won’t be so great that they are guaranteed to win. ( This advantage is given to the Socs to frustrate the Greaser group)
  • Possible relays include:

The Golf Ball Race (Socs have a bigger spoon)

Jump race (Socs have less jumps to jump)

Rolling Chair Race (Socs can use two feet, Greasers only use one foot)

  • Once the relays are over, have the students respond to the following questions:
    • How did the advantages or disadvantages make you feel?
    • What lessons can be learned about the real world through this activity?
    • Does having advantages in life always guarantee success?
  • Have students complete a brief survey on how they look at other people. Tell them that this is going to be filled out anonymously so to please put their true feelings down. Students will complete another one at the end of the unit and compare answers.
  • Introduce S.E. Hinton as the author of The Outsiders. Ask them if they think the author is male or female. Explain that the author was 16 when they wrote the novel and that it was based loosely on the author’s high school.
  • Once they learn that the author is a woman, ask them to contemplate why she uses her initials instead of her name. She does this because at the time she wrote the novel, gender biases were more profound she felt that the story would appeal to boys and that if they knew a girl had written the story, boys would not read the novel. The novel was published when she was 19.
  • As a warm-up activity, give the students a list of all of the slang vocabulary that is used in the novel. This is in the sub binder.
  • Have the students work in pairs or small groups to define the slang vocabulary. Once the groups are through, have them share with the class making corrections on words that they have misunderstood. (Slang vocabulary in novel: rumble, mugged, booze, breeze, cancer stick, slammer, fly, fuzz, heater, jumped, lift, lighting up, lone it, rank, rolled, tuff, weed, scrap,)
  • Discuss slang that is used in their everyday language and how it is generational.
  • Review connotation and denotation of words. Ask the students to look for examples of positive and negative connotations and to compare denotations with perceived definitions.
  • Characterization was very important to S.E. Hinton. The author said this about how she writes characters in her novels; “I’m a character writer. Some writers are plot writers….I have to begin with people. I always know my characters, exactly what they look like, their birthdays, what they like for breakfast. It doesn’t matter if these things appear in the book. I still have to know.”
  • The teacher will read the chapters orally to the class or play the audio version.
  • Students will work on their flip book throughout the novel.  The flip book will be a created in Google Slides.  The teacher and students will review answers and discuss lessons in the flip book.
  • The teacher will read chapters in The Outsiders orally to the class.
  • The students will be assessed on multiple choice quizzes over each chapter of the book.

Assessments:

  • Journal-graded monthly using a rubric (see “Documents” tab)
  • The teacher will check Daily Grammar and Reading Practice as progress monitoring to review before the day’s lesson.
  • Weekly Daily Grammar and Daily Reading Quiz- The students answer multiple-choice questions regarding the week’s Daily Grammar Practice and Daily Reading Practice.
  • Greek and Latin Roots-daily progress monitoring activities
  • Formative Assessment-after reading the fluency passage for several days, comprehension is assessed (1st, 4th, 5th blocks)
  • Formative Assessment-Guided Reading Questions identify comprehension and analysis of the novel-The Outsiders
  • Ticket Out the Door-Daily prompts about the lesson
  • Summative Assessment-Reading Journal Response Book, The Outsiders Project (completed at the completion of the novel), and final exam over the novel once completed

Assessment Uses:

The teacher will use journal checks to determine weaknesses in writing and use of conventions of Standard English.

The teacher will determine which students need remediation of the day’s Daily Grammar and Reading skills and address those appropriately in flexible groups.

The teacher will use the guided reading questions to determine which students need remediation of the novel’s comprehension.

The teacher will use comprehension of the fluency passages to determine which students need remediation in fluency and comprehension.

Differentiation:

Remediation of concepts through flexible ability groups during ELT

Book Project-Choice Board (see “7th Grade Reading Requirements” tab for directions, choice board, and rubric)

The Outsider Flip Book in Google Slides which includes Guided Reading Questions (short answer), Extended Reading Questions (analysis and constructed response), characterization, vocabulary, theme, and plot of the novel in flexible ability groups.

Journal Response Activities for Advanced Block as a culminating project, but to be completed at the completion of every other chapter.  Students will complete this in addition to the flip book using Google Slides.

Flexible ability grouping based on STAR reading levels.  Students are grouped 1 high, 2 medium, and one low.  

Reassessments: Students who wish to reassess must do so within 5 days of feedback. Reassessments will take place during the block’s ELT.

Homework: Complete the next day’s Daily Grammar Practice and Daily Reading Practice-Quiz Friday; Book Project due the last day of the month; study stems

Instructional Plan 9/18-9/30

Weekly & Daily Procedures and Routines:

Monday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-*found in Google Classroom
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Add capitalization and punctuation to the following sentence: Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-subject, title, author’s purpose, reader’s purpose, genre
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond demonstrating commands of conventions of Standard English.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots) Review stems for the week.

Tuesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-found in Google Classroom
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify parts of speech in this week’s sentence:
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-antonym, synonym, verbs and past tense suffixes, base words
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond demonstrating commands of conventions of Standard English.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Review stems.

 

Wednesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-*found in Google Classroom
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify subject, predicate, and prepositional phrases
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-true/false statements, inferences, types of writing
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond demonstrating commands of conventions of Standard English.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Review stems.

 

Thursday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry-*found in Google Classroom
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify clauses, sentence purpose, and sentence type:
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-understanding how the school is different
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 2nd, and 3rd blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. The fluency chart can be found on page 3 of the interactive notebook.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Review stems.

 

Friday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry– *found in Google Classroom
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Assessment of skills in this week’s sentence
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-Assessment of this week’s skills in this week’s reading passage
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 4th, and 5th blocks only)-Students will read the passage and answer comprehension questions using complete sentences. They are allowed to use the passage to answer the questions.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Assessment for Unit 3 Stems.

 

Grammar Lessons

-Hard and Fast Rules for Using…

-Capitalization

Students will review rules and examples for using the above mentioned grammar lesson, and complete a practice page in their Interactive Student Notebook. The teacher will review the practice page with the students before allowing them to complete the practice page on their own paper. Once students complete the practice page, the teacher and students will review the practice page together. Students will be assessed on the lesson after the practice is complete.

 

Reading Literature Lessons:

-Story Vocabulary-Students will complete the lesson for “Story Vocabulary” in their Interactive Student Notebook. The teacher will review the practice page with the students before allowing them to complete the practice page on their own paper. Once students complete the practice page, the teacher and students will review the practice page together. Students will be assessed on commas after the practice is complete.

 

Instructional Plan for Unit 1: The Outsiders

  • Introduce the 1960’s to the students by visually going over the ’60s era particularly emphasizing items from The Outsiders novel.

http://the60sofficialsite.com

  • Possible items to depict include the following:
  • Musical groups mentioned in the novel such as The Beatles, Elvis Presley, and Hank Williams, Sr.
  • Paul Newman
  • Map of US showing where Oklahoma and the city of Tulsa are
  • Hairstyles
  • Clothing styles, particularly jeans and madras
  • Drive-in movies
  • Cars of the ‘60s particularly trucks, Corvettes, Corvairs, and Mustangs
  • President Kennedy, President Johnson, President Nixon
  • Rodeo events such as Barrel Racing
  • Divide the class into two groups. Tell them that one group is called the Socs and the other group is called the Greasers
  • Use an area that has ample room to run and move around in.
  • Tell the students that one of the groups will have a slight advantage in each challenge but that the advantage won’t be so great that they are guaranteed to win. ( This advantage is given to the Socs to frustrate the Greaser group)
  • Possible relays include:

The Golf Ball Race (Socs have a bigger spoon)

Jump race (Socs have less jumps to jump)

Rolling Chair Race (Socs can use two feet, Greasers only use one foot)

  • Once the relays are over, have the students respond to the following questions:
    • How did the advantages or disadvantages make you feel?
    • What lessons can be learned about the real world through this activity?
    • Does having advantages in life always guarantee success?
  • Have students complete a brief survey on how they look at other people. Tell them that this is going to be filled out anonymously so to please put their true feelings down. Students will complete another one at the end of the unit and compare answers.
  • Introduce S.E. Hinton as the author of The Outsiders. Ask them if they think the author is male or female. Explain that the author was 16 when they wrote the novel and that it was based loosely on the author’s high school.
  • Once they learn that the author is a woman, ask them to contemplate why she uses her initials instead of her name. She does this because at the time she wrote the novel, gender biases were more profound she felt that the story would appeal to boys and that if they knew a girl had written the story, boys would not read the novel. The novel was published when she was 19.
  • As a warm-up activity, give the students a list of all of the slang vocabulary that is used in the novel. This is in the sub binder.
  • Have the students work in pairs or small groups to define the slang vocabulary. Once the groups are through, have them share with the class making corrections on words that they have misunderstood. (Slang vocabulary in novel: rumble, mugged, booze, breeze, cancer stick, slammer, fly, fuzz, heater, jumped, lift, lighting up, lone it, rank, rolled, tuff, weed, scrap,)
  • Discuss slang that is used in their everyday language and how it is generational.
  • Review connotation and denotation of words. Ask the students to look for examples of positive and negative connotations and to compare denotations with perceived definitions.
  • Characterization was very important to S.E. Hinton. The author said this about how she writes characters in her novels; “I’m a character writer. Some writers are plot writers….I have to begin with people. I always know my characters, exactly what they look like, their birthdays, what they like for breakfast. It doesn’t matter if these things appear in the book. I still have to know.”
  • The teacher will read the chapters orally to the class or play the audio version.
  • Students will work on their flip book throughout the novel. The teacher and students will review answers and discuss lessons in the flip book.
  • The teacher will read chapters in The Outsiders orally to the class.
  • Students will work on their flip book for the novel. The teacher and students will review answers and discuss lessons in the flip book.
  • The students will be assessed on multiple choice quizzes over each chapter of the book.

 

Assessments:

  • Journal-graded every 2 weeks using a rubric (see “Documents” tab)
  • The teacher will check Daily Grammar and Reading Practice as progress monitoring to review before the day’s lesson.
  • Weekly Daily Grammar and Daily Reading Quiz- The students answer multiple-choice questions regarding the week’s Daily Grammar Practice and Daily Reading Practice.
  • Greek and Latin Roots-daily progress monitoring activities
  • Formative Assessment-after reading the fluency passage for several days, comprehension is assessed (1st, 4th, and 5th blocks only)
  • Formative Assessment-Guided Reading Questions identify comprehension and analysis of the novel-The Outsiders
  • Ticket Out the Door-Daily prompts about the lesson
  • Summative Assessment-Reading Journal Response Book, The Outsiders Project (completed at the completion of the novel), and final exam over the novel once completed

Assessment Uses:

The teacher will use journal checks to determine weaknesses in writing and use of conventions of Standard English.

The teacher will determine which students need remediation of the day’s Daily Grammar and Reading skills and address those appropriately in flexible groups.

The teacher will use the guided reading questions to determine which students need remediation of the novel’s comprehension.

The teacher will use comprehension of the fluency passages to determine which students need remediation in fluency and comprehension.

 

Differentiation:

Remediation of concepts through flexible ability groups during ELT

Book Project-Choice Board (see “7th Grade Reading Requirements” tab for directions, choice board, and rubric)

The Outsider Flip Book which includes Guided Reading Questions (short answer), Extended Reading Questions (analysis and constructed response), characterization, vocabulary, theme, and plot of the novel in flexible ability groups in (1st, 4th, and 5th blocks only).

Journal Response Activities for Advanced Block as a culminating project, but to be completed at the completion of every other chapter.

Flexible ability grouping based on STAR reading levels

Reassessments: Students who wish to reassess must do so within 5 days of feedback. Reassessments will take place during the block’s ELT.

Homework: Complete the next day’s Daily Grammar Practice and Daily Reading Practice-Quiz Friday; Book Project & AR quiz (see due dates; study stems

Instructional Plan 9/5-9/8

Weekly & Daily Procedures and Routines:

Monday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry– 
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Add capitalization and punctuation to the following sentence: Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-subject, title, author’s purpose, reader’s purpose, genre
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 2nd, and 3rd blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. The fluency chart can be found on page 3 of the interactive notebook.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots) Review stems for the week.

Tuesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry (See Journal Entry Document for journal entries through October)
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify parts of speech in this week’s sentence:
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-antonym, synonym, verbs and past tense suffixes, base words
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 2nd, and 3rd blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. The fluency chart can be found on page 3 of the interactive notebook.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Review stems.

 

Wednesday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify subject, predicate, and prepositional phrases
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-true/false statements, inferences, types of writing
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 2nd, and 3rd blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. The fluency chart can be found on page 3 of the interactive notebook.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Review stems.

 

Thursday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry (See Journal Entry Document for journal entries through October)
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– identify clauses, sentence purpose, and sentence type:
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-understanding how the school is different
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 2nd, and 3rd blocks only)-Read text accurately, quickly, and with expression in flexible groups. Students will chart the progress of their last reading in their interactive notebooks, and the teacher will assess comprehension using a variety of multiple choice questions and short answer questions which student must respond to demonstrating commands of conventions of Standard English. The fluency chart can be found on page 3 of the interactive notebook.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Review stems.

 

Friday

  • Standard-ELAGSE7W10 (write routinely)-Journal Entry– (See Journal Entry Document for journal entries through October)
  • Standard-ELAGSE7L2 (conventions of Standard English)-Daily Grammar Practice– Assessment of skills in this week’s sentence
  • Standard-ELAGSERL10 (read and comprehend literature)-Daily Reading Practice-Assessment of this week’s skills in this week’s reading passage
  • Standard-ELAGSE7L3 (use knowledge of language when writing, speaking, reading, or listening) –Fluency (1st, 2nd, and 3rd blocks only)-Students will read the passage and answer comprehension questions using complete sentences. They are allowed to use the passage to answer the questions.
  • Standard-ELAGSE7L4b (use common Greek and Latin affixes and roots)-Review stems (assess stems every other Friday).

 

Grammar Lessons

-Hard and Fast Rules for Using…

-Capitalization

-Commas

-Quotation Marks

-Numbers

-Plural Nouns

-Commonly Confused Words

-Four Types of Sentences: Identify the four types of sentences and type of punctuation used with each

Students will review rules and examples for using the above mentioned grammar lesson, and complete a practice page in their Interactive Student Notebook. The teacher will review the practice page with the students before allowing them to complete the practice page on their own paper. Once students complete the practice page, the teacher and students will review the practice page together. Students will be assessed on the lesson after the practice is complete.

 

Reading Literature Lessons:

-Story Vocabulary-Students will complete the lesson for “Story Vocabulary” in their Interactive Student Notebook. The teacher will review the practice page with the students before allowing them to complete the practice page on their own paper. Once students complete the practice page, the teacher and students will review the practice page together. Students will be assessed on commas after the practice is complete.

-Elements of Plot and The Plot Pyramid: Introduce students to the structure of the plot diagram and the purpose of each of the elements of plot. Teach students through guided practice how to identify each of these plot elements in a story.

-Internal and External Conflict: Introduce student to the meaning of conflict and how to differentiate between internal and external conflicts.

-Four Types of Conflict

-Story Devices

-Character Traits

-Characterization: Introduce students to the way writers characterize their characters.

-Types of Characters: Introduce students to the following character types: protagonist, antagonist, flat, round, static, dynamic, minor, sympathetic.

-Theme: Introduce students to the meaning of theme and provide them with a few non-text examples before progressing on to finding the theme of a story or passage.

-Point of View

 

Instructional Plan for Unit 1: The Outsiders

  • Introduce the 1960’s to the students by visually going over the ’60s era particularly emphasizing items from The Outsiders novel.

http://the60sofficialsite.com

  • Possible items to depict include the following:
  • Musical groups mentioned in the novel such as The Beatles, Elvis Presley, and Hank Williams, Sr.
  • Paul Newman
  • Map of US showing where Oklahoma and the city of Tulsa are
  • Hairstyles
  • Clothing styles, particularly jeans and madras
  • Drive-in movies
  • Cars of the ‘60s particularly trucks, Corvettes, Corvairs, and Mustangs
  • President Kennedy, President Johnson, President Nixon
  • Rodeo events such as Barrel Racing
  • Divide the class into two groups. Tell them that one group is called the Socs and the other group is called the Greasers
  • Use an area that has ample room to run and move around in.
  • Tell the students that one of the groups will have a slight advantage in each challenge but that the advantage won’t be so great that they are guaranteed to win. ( This advantage is given to the Socs to frustrate the Greaser group)
  • Possible relays include:

The Golf Ball Race (Socs have a bigger spoon)

Jump race (Socs have less jumps to jump)

Rolling Chair Race (Socs can use two feet, Greasers only use one foot)

  • Once the relays are over, have the students respond to the following questions:
    • How did the advantages or disadvantages make you feel?
    • What lessons can be learned about the real world through this activity?
    • Does having advantages in life always guarantee success?
  • Have students complete a brief survey on how they look at other people. Tell them that this is going to be filled out anonymously so to please put their true feelings down. Students will complete another one at the end of the unit and compare answers.
  • Introduce S.E. Hinton as the author of The Outsiders. Ask them if they think the author is male or female. Explain that the author was 16 when they wrote the novel and that it was based loosely on the author’s high school.
  • Once they learn that the author is a woman, ask them to contemplate why she uses her initials instead of her name. She does this because at the time she wrote the novel, gender biases were more profound she felt that the story would appeal to boys and that if they knew a girl had written the story, boys would not read the novel. The novel was published when she was 19.
  • As a warm-up activity, give the students a list of all of the slang vocabulary that is used in the novel. This is in the sub binder.
  • Have the students work in pairs or small groups to define the slang vocabulary. Once the groups are through, have them share with the class making corrections on words that they have misunderstood. (Slang vocabulary in novel: rumble, mugged, booze, breeze, cancer stick, slammer, fly, fuzz, heater, jumped, lift, lighting up, lone it, rank, rolled, tuff, weed, scrap,)
  • Discuss slang that is used in their everyday language and how it is generational.
  • Review connotation and denotation of words. Ask the students to look for examples of positive and negative connotations and to compare denotations with perceived definitions.
  • Characterization was very important to S.E. Hinton. The author said this about how she writes characters in her novels; “I’m a character writer. Some writers are plot writers….I have to begin with people. I always know my characters, exactly what they look like, their birthdays, what they like for breakfast. It doesn’t matter if these things appear in the book. I still have to know.”
  • The teacher will read the chapters orally to the class or play the audio version.
  • Students will work on their flip book throughout the novel. The teacher and students will review answers and discuss lessons in the flip book.
  • The teacher will read chapters in The Outsiders orally to the class.
  • Students will work on their flip book for the novel. The teacher and students will review answers and discuss lessons in the flip book.
  • The students will be assessed on multiple choice quizzes over each chapter of the book.

 

Assessments:

  • Journal-graded every 2 weeks using a rubric (see “Documents” tab)
  • The teacher will check Daily Grammar and Reading Practice as progress monitoring to review before the day’s lesson.
  • Weekly Daily Grammar and Daily Reading Quiz- The students answer multiple-choice questions regarding the week’s Daily Grammar Practice and Daily Reading Practice.
  • Greek and Latin Roots-daily progress monitoring activities
  • Formative Assessment-after reading the fluency passage for several days, comprehension is assessed (1st-3rd block)
  • Formative Assessment-Guided Reading Questions identify comprehension and analysis of the novel-The Outsiders
  • Ticket Out the Door-Daily prompts about the lesson
  • Summative Assessment-Reading Journal Response Book, The Outsiders Project (completed at the completion of the novel), and final exam over the novel once completed

Assessment Uses:

The teacher will use journal checks to determine weaknesses in writing and use of conventions of Standard English.

The teacher will determine which students need remediation of the day’s Daily Grammar and Reading skills and address those appropriately in flexible groups.

The teacher will use the guided reading questions to determine which students need remediation of the novel’s comprehension.

The teacher will use comprehension of the fluency passages to determine which students need remediation in fluency and comprehension.

 

Differentiation:

Remediation of concepts through flexible ability groups during ELT

Book Project-Choice Board (see “7th Grade Reading Requirements” tab for directions, choice board, and rubric)

The Outsider Flip Book which includes Guided Reading Questions (short answer), Extended Reading Questions (analysis and constructed response), characterization, vocabulary, theme, and plot of the novel in flexible ability groups in 1st, 2nd, and 3rd blocks.

Journal Response Activities for Advanced Block as a culminating project, but to be completed at the completion of every other chapter.

Flexible ability grouping based on STAR reading levels

Reassessments: Students who wish to reassess must do so within 5 days of feedback. Reassessments will take place during the block’s ELT.

Homework: Complete the next day’s Daily Grammar Practice and Daily Reading Practice-Quiz Friday; Book Project & AR quiz (see due dates; study stems