2nd Quarter---LESSON PLAN 7 Week of October 20 to · PDF file*How does the author develop the...

2nd Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School) Week of October 20 to October 24, 2014

Monday (10/20/14) Tuesday (10/21/14) Wednesday (10/22/14) Thursday (10/23/14) Friday (10/24/14)

Standard(s) Teacher Planning Day 7.RL.1.3 (DOK 3) elements of a story 7.SL.2.4 (DOK 2) Present claims and findings

7.SL.2.4 (DOK 2) Present claims and findings 7.RL.1.3 (DOK 3) elements of a story

7.SL.2.4 (DOK 2) Present claims and findings 7.RL.1.3 (DOK 3) elements of a story

7.SL.2.4 (DOK 2) Present claims and findings 7. L.1.2 (DOK 2) conventions of standard English capitalization, punctuation, and spelling 7.RL.1.3 (DOK 3) elements of a story 7.RL.2.4 (DOK 3) figurative and connotative meanings; rhymes and repetitions of sounds 7. L.3.5 (DOK 3) figurative language, word relationships, and nuances in word meanings; connotations 7. W.1.2 (DOK 4) Write informative/explanatory texts

Learning Goal: Students will identify literary elements within text and analyze how elements interact and shape one another.

Students will identify literary elements within text and analyze how elements interact and shape one another.

Students will identify literary elements within text and analyze how elements interact and shape one another.

Students will identify literary elements within text and analyze how elements interact and shape one another. Students will be able to analyze figurative and connotative words and phrases to determine the impact of word choice on the story.

Essential Question 1. How do the story elements interact with one another in the text? 2. How does the author’s use of specific types of figurative language and connotations affect the meaning of a text? 3. How does alliteration affect the mood and tone of a text?

Objective(s): Students will analyze how certain parts of a story affect other parts, especially the theme.

Students will analyze how certain parts of a story affect other parts, especially the theme.

Students will analyze how certain parts of a story affect other parts, especially the ending.

Students will analyze: --How the interactions between the characters shape the texts. --What the impact of the characters’ personalities is on the resolution of the stories.

--What the impact of the characters’ personalities is on the theme of the stories. --How the characters’ word choices impact the story.

Bell work AR Reading AR Reading AR Reading AR Reading

Agenda/Activities In preparation analyzing “TheFox and the Crow,” “The Fox Outwits the Crow,” pages 1036-1038, and“Icarus and Daedalus”: Students take notes as we discuss plot. Students read “The Green Ribbon” and with a partner, plug in the story events on a plot diagram. As a class, we will discuss how certain parts of the story affect other parts, especially the ending. Students determine the theme of “The Green Ribbon.” As a class we will discuss symbolism, especially the symbol in “The Green Ribbon.” Students take notes as we discuss theme. Students take notes as we discuss symbols.

In preparation for analyzing “Icarus and Daedalus”: I read 2-5 paragraphs of “Icarus and Daedalus,”then the students read aloud to partner to finish.Using SpringBoard pg. 58, students determine the four themes of “Icarus and Daedalus.”

In preparation for analyzing “TheFox and the Crow,” “The Fox Outwits the Crow,” pages 1036-1038and“Icarus and Daedalus”:

After reading both, “TheFox and the Crow,” “The Fox Outwits the Crow,” pages 1036-1038: Students will write a one-paragraph constructed response in which they analyze the elements of fables and how those elements shape the outcomes of the stories. Students will provide 3-5 supporting details from the text to support their answer. Students will choose one of the questions below to create their paragraph: *How do the interactions between the characters shape the texts? Cite textual evidence. *What is the impact of the characters’ personalities on the resolution of the stories? Cite textual evidence. *What is the impact of the characters’ personalities on the theme of the stories? Cite textual evidence. * How do the fox’s word choices impact the story? Cite textual evidence.

Vocabulary Moral ThemePlot Symbolsuspense

Homework --AR Reading --Complete any unfinished You Do assignments.

--AR Reading --Complete any unfinished You Do assignments.



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Accommodations ESOL/ESE MODIFICATIONS: Multiple learning styles; Provide contextual support through models and demonstrations; Reinforce key ideas repeatedly; making use of contextual clues; multiple media; hands-on experiences; defining content area terms, thinking maps, classroom routines; use visuals and models, monitor students’ comprehension, give wait time, introduce new vocabulary, write directions on board; use document camera and projector with speakers when necessary. Accommodations: Extended time; test in small group; test in alternative setting; clarify assignments and directions; check for understanding; Inclusion Teacher assists

Materials Prentice Hall LITERATURE Unit 6-Introducing the Unit pp. 901-906 Write Source – pages 157-169 Pearson Hall LITERATURE Unit 6-Oral Traditions – TheFox and the Crow and The Fox Outwits the Crow pages 1036-1038 Pearson Hall LITERATURE Unit 6-Oral Traditions – Icarus and Daedalus pages 913-921

Depth of Knowledge Questions

LAFS.7.RL.1.3 (DOK 3) *How does __ (ex: setting) shape the __ (characters, plot, resolution)? *How might __ (ex: characters, plot) be different if __? What is the impact of __’s personality on the plot? Cite textual evidence. *How do the interactions between the characters shape the text? *How does the author the story elements to create __?

LAFS.7.RL.2.4 (DOK 3) *What is the meaning of __ in paragraph __? Which words help you understand the meaning of __? *What is the effect of using the word __ in paragraph __? *What is the impact of the repetition of the word __ ? *How does the use of the phrase __ shape the tone or meaning of the text? *Why might the author have used the rhyme scheme he/she does? *What connotations are made based on the author’s word choice?

2nd Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School) Week of October 27 to October 31, 2014

UNIT 3 Monday (10/27/14) Tuesday (10/28/14) Wednesday (10/29/14) Thursday (10/30/14) Friday (10/31/14)

Standard(s) LAFS.7.RL.1.2 Determine and analyze the theme of a text

LAFS.7.RL.1.2 Determine and analyze the theme of a text

7. W.1.3 Write narratives 7. L.2.3 precise language 7. L.3.6 grade-appropriate words and phrases 7.SL.1.1 collaborative discussions LAFS.7.RL.1.2 Determine and analyze the theme of a text



Learning Goal: Students will identify supporting details an author uses to develop theme and central ideas and analyze its development throughout the text.

Students will identify supporting details an author uses to develop theme and central ideas and analyze its development throughout the text.




Essential Question 1. How can the supporting details of the text help analyze theme development? 1. How do the story elements interact with one another in the text? 2. How does the author’s use of specific types of figurative language and connotations affect the meaning of a text? 3. How does alliteration affect the mood and tone of a text?

Objective(s): Students will identify elements of a narrative. Students will determine the theme of “Papa’s Parrot” and analyze its development over the course of the text.

Students will determine the theme of “Papa’s Parrot” and analyze its development over the course of the text. Students will organize and plan personal narratives.

Students will write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Students will write a constructed response in which they analyze the theme and its development throughout the text.



Bell work Locate narrative elements in chunks of “Let’s Roll the Videotape”

Caught Ya-Grammar and Vocabulary

Locate narrative elements in chunks of “Let’s Roll the Videotape”


Locate narrative elements in chunks of “Let’s Roll the Videotape”

Agenda/Activities Introduce and discuss narrative elements Students take notes listing narrative elements using Write Source pg. 98 and 130

Introduce and discuss SpringBoard narrative rubric Students finish partner reading “Papa’s Parrot” while recording narrative elements

Review narrative elements and rubrics Discuss instructions for group drafting of narratives Group 1 narrators—bring planning sheet

Groups 1 and 2 switch roles and complete process like yesterday. Group 2 begins drafting personal narratives

Model read and discuss “Let’s Roll the Videotape” (SpringBoard Writing Workshop booklet) Class discussion of their current draft

I model read 1-3 paragraphs of “Papa’s Parrot” to show students how to find narrative elements Prentice Hall LITERATURE pgs. 26-30 Students partner read “Papa’s Parrot” while recording narrative elements

Read and discuss personal narrative on pgs. 99-100 in Write Source. Students organize and plan their own personal narratives.

Group 2 listening partner—bring narrative elements list/rubric Group 1-spends 2 ½ minutes telling their personal narrative Group 2-listens Group 2-spends 1 ½ minutes asking questions about narrative Group 1-takes notes Group 1 moves down one person and process repeats. Group 1 begins drafting personal narratives Group 2 begins constructed response

Group 1 begins constructed response

Students discuss their personal narratives with partner using rubrics Students continue writing constructed response.

Vocabulary Narrative elements reflection

mutely dialogue jocose






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Materials Prentice Hall LITERATURE pgs. 26-30 “Papa’s Parrot” Write Source – pages 98-134 SpringBoard


LAFS.7.RL.1.2 (DOK 3) *How does the author develop the theme over the course of the text? *What specific instances/events/details in the text strengthen the author’s central idea/theme? *How does the author connect to the theme(s) of ___? *Summarize the text objectively

LAFS.7.RL.2.5 (DOK 2) *What does this section/chapter/scene convey? How does the structure of this section/chapter/scene help the author convey __? *Why might the author have ordered events in this way? *Why did the author include __ in this chapter/scene? What is the author trying to convey?

2nd Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School) Week of November 3 to November 7, 2014


Standard(s) LAFS.7.RL.1.2 Determine and analyze the theme of a text

LAFS.7.RL.1.2 Determine and analyze the theme of a text





Essential Questions: 1. How can the supporting details of the text help analyze theme development?

Higher Order Questions:

LAFS.7.RL.1.2 (DOK 3) *How does the author develop the theme over the course of the text? *What specific instances/events/details in the text strengthen the author’s central idea/theme? *How does the author connect to the theme(s) of ___? *Summarize the text objectively LAFS.7.RL.2.5 (DOK 2) *What does this section/chapter/scene convey? How does the structure of this section/chapter/scene help the author convey __? *Why might the author have ordered events in this way? *Why did the author include __ in this chapter/scene? What is the author trying to convey?

Objective(s): Students will identify elements of a narrative


Students will identify elements of a narrative

Students will identify elements of a narrative


Bell work Silent Sustained reading with Ticket Out


Introduction to sound devices and poetic structure


Agenda/Activities I do: Review the elements of the narrative essay We Do: Discuss rubric and requirements for the essay You Do: Edit personal narratives using rubrics and revise with a peer

I do: Review the elements of the narrative essay We Do: Discuss rubric and requirements for the essay You Do: Edit personal narratives using rubrics and revise with a peer

I do: Introduce Robert Frost and “The Road Not Taken” We Do: Discuss poetry You Do: Annotate for poetic devices

I do: Review “Road Not Taken” We Do: Discuss how the structure and figurative language impact meaning. You Do: Write a coherent written piece

I do: Introduce “The Highway Man” We Do: Discuss how the structure and figurative language impact meaning. You Do: Take notes to text code

Vocabulary Analyze, central idea, development, objective, summarize, summary, text, theme, Figurative language, simile, metaphor, idiom, Plot, exposition, rising action, setting, climax, falling action, resolution, character, tone, mood

Analyze, central idea, development, objective, summarize, summary, text, theme, Figurative language, simile, metaphor, idiom, Plot, exposition, rising action, setting, climax, falling action, resolution, character, tone, mood

Analyze, central idea, development, objective, summarize, summary, text, theme, Plot, exposition, rising action, setting, climax, falling action, resolution, character, tone, mood








Accommodations ESOL/ESE MODIFICATIONS: Multiple learning styles; Provide contextual support through models and demonstrations; Reinforce key ideas repeatedly; making use of contextual clues; multiple media; hands-on experiences; defining content area terms, thinking maps, classroom routines; use visuals and models, monitor students’ comprehension, give wait time, introduce new vocabulary, write directions on board; use document camera and projector with speakers when necessary. Accommodations: Extended time; test in small group; test in alternative setting; clarify assignments and directions; check for understanding; Inclusion Teacher assistance



Standard(s) RL.1.2 Poem’s theme and main idea RL.2.5 Evaluate the poem’s structure and sound devices RL.1.3 poem “The Highway Man” 7. W.1.3 Write narratives

Student/ Teacher Holiday Veterans’ Day

RL.1.2 Poem’s theme and main idea RL.2.5 Evaluate the poem’s structure and sound devices RL.1.3 poem “The Highway Man”

RL.1.2 Poem’s theme and main idea RL.2.5 Evaluate the poems’ structure and sound devices RL.1.3 poem “The Road Not Taken” and “The Highway Man” 7. W.1.3 Write objective summary

RL.1.2 Poem’s theme and main idea RL.2.5 Evaluate the poems’ structure and sound devices RL.1.3 poem “The Road Not Taken” and “The Highway Man” 7. W.1.3 Write objective summary


Essential Questions: 1. How can the supporting details of the text help analyze theme development?



Objective(s): Students will identify elements of a narrative poem to discuss how the structure and figurative language impact the poems’ meanings

Students will identify elements of a narrative poem to discuss how the structure and figurative language impact the poems’ meanings, and they will identify the similarities and differences within the two poems

Students will write an objective summary in which they compare poetic devices and their effects on at least two poems’ meanings. Discuss how the structure and figurative language impact meaning. Provide 3-5 supporting details from the text to support the answer.

Students will continue to write an objective summary in which they compare poetic devices and their effects on at least two poems’ meanings. Discuss how the structure and figurative language impact meaning. Provide 3-5 supporting details from the text to support the answer.

Bell Work Silent Sustained reading with Ticket Out

Introduction to compare and contrast


Silent Sustained Reading with ticket Out

Agenda/Activities I do: Introduce “The Highway Man” play audio We Do: Discuss how the structure and figurative language impact meaning. You Do: Take notes to text code using check-off list

Student/ Teacher Holiday Veterans’ Day

We Do: Continue to discuss how the structure and figurative language impact meaning. You Do: Continue to take notes to text code and complete double bubble map comparing and contrasting “The Road Not Taken” and “The Highway Man”

I Do: Introduce compare and contrast essay format We Do: Discuss the similarities and differences in “The Road Not Taken” and “The Highway Man” You Do: Write an objective summary in which you compare poetic devices and their effects on at least two poems’ meanings. Discuss how the structure and figurative language impact meaning. Provide 3-5 supporting details from the text to support your answer.

We Do: Revisit the rubric You Do: Continue to write objective summary And brainstorm on techniques for transforming narrative essay into narrative poem

Vocabulary Analyze, central idea, development, objective, summarize, summary, text, theme, Figurative language, simile, metaphor, idiom, Plot, exposition, rising action, setting, climax, falling action, resolution, character, tone, mood

Analyze, central idea, development, objective, summarize, summary, text, theme, Figurative language, simile, metaphor, idiom, Plot, exposition, rising action, setting, climax, falling action, resolution, character, tone, mood









Accommodations ESOL/ESE MODIFICATIONS: Multiple learning styles; Provide contextual support through models and demonstrations; Reinforce key ideas repeatedly; making use of contextual clues; multiple media; hands-on experiences; defining content area terms, thinking maps, classroom routines; use visuals and models, monitor students’ comprehension, give wait time, introduce new vocabulary, write directions on board; use document camera and projector with speakers when necessary. Accommodations: Extended time; test in small group; test in alternative setting; clarify assignments and directions; check for understanding; Inclusion Teacher assistance



Standard(s) RL.1.2 Poem’s theme and main idea RL.2.5 Evaluate the poem’s structure and sound devices 7. W.1.3 Write narratives

RL.1.2 Poem’s theme and main idea RL.2.5 Evaluate the poem’s structure and sound devices 7. W.1.3 Write narratives

LAFS.7RI.2.5 LAFS,7RI.2.4

LAFS.7W.1.2 LAFS.7W.1.2 7.SL.1.2


Students will be able to explain how authors develop ideas by analyzing how text structure affects the main idea. Students will be able to analyze figurative, connotative, and technical words and phrases to determine the impact of word choice on the text.

Essential Questions: How can the supporting details of the text help analyze theme development? 1. How can the use of figurative, connotative, and technical meanings help me understand the meaning of the text? 2. How does word choice impact tone and mood of the text? 3. How does the organization of the text contribute to the overall development of the ideas?



Objective(s): Students will write a narrative poem in which they include poetic devices to convey meaning

Students will write a narrative poem in which they include poetic devices to convey meaning

Students will be able to explain how authors develop ideas by analyzing how text structure affects the main idea. Students will be able to analyze figurative, connotative, and technical words and phrases to determine the impact of word choice on the text.

Bell Work Silent Sustained reading with Ticket Out and Prove It


Silent Sustained reading with Ticket Out and Prove It


Silent Sustained Reading with ticket Out and Prove It

Agenda/Activities I Do: Model narrative poem We Do: Review the narrative elements You Do: Determine parts of the narrative to keep to begin writing the narrative poem Students use laptops in library to draft their narrative poems.

We Do: Discuss narrative elements and poetic devices You Do: Write narrative poem

I Do: Introduce Unit 4 We Do: Discuss text structure and informative writing You Do: Read “U.S. Attorney General criticizes Stand-your-Ground Laws as Senseless” and begin to text code for figurative, connotative, and technical words

I Do: Introduce the Literature Circle format We Do: Discuss each role and model the requirements for each product You Do: Read “U.S. Attorney General criticizes Stand-your-Ground Laws as Senseless” and begin literature circle assignment per role

We Do: Review literature circle role and requirements You Do: Students will be in groups and each member will discuss their discussion questions and product

Vocabulary Analyze, central idea, development, objective, summarize, summary, text, theme, Plot, exposition, rising action, setting, climax, falling action, resolution, character, tone, mood


Text structure, central idea, details, figurative meaning, connotative meaning, technical words, tone, mood, analogies, allusions, informative/ explanatory texts, transitions








Accommodations 504 Accommodations: 3rd and 6th Extended time for class and standardized testing; 4th Additional time on test and test in small group 4th On standardized tests, read test questions and give flexible preferred seating 4th test in alternative setting and extended time not to exceed one day 6th Refocus to task ESE Accommodations: 1st Extended time for 24 hours for assignments, repeat and clarify, and ensure understanding of directions, Read directions aloud and check for understanding, provide visual and verbal cues, check for comprehension of read material, provide copy of notes, Preferential setting, Allow student to read aloud to self 2nd in addition to accommodations listed for 1st also test directions read aloud and clarified and leave class for assistance, read allowable test questions, prompt to stay on task, provide preferential seating, JS allow breaks and fluid, and warm clothing 3rd Extended time for class and standardized testing; test in alternative setting, leave class for assistance, frequent breaks 4th test with familiar person, leave class for assistance, student demonstrates understanding of directions

2nd Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School) Week of December 1 to December 5, 2014

Unit 4 Monday (12/1/14) Tuesday (12/2/14) Wednesday (12/3/14) Thursday (12/4/14) Friday (12/5/14)

Standard(s) LAFS.7RI.2.5 (DOK2) Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

LAFS.7.L.1.1 (DOK2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.7.L.3.4 (DOK2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based choosing flexibly from a range of strategies.

LAFS.7RI.2.5 (DOK2) Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

LAFS.7.L.1.1 (DOK2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.7.L.3.4 (DOK2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based choosing flexibly from a range of strategies.

LAFS.7W.1.2 (DOK 4) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Learning Goal: Students will be able to explain how authors develop ideas by analyzing how text structure affects the main idea.

Essential Question How does the organization of the text contribute to the overall development of the ideas?

Objective(s): Students will determine the text structure of different paragraphs.

students will mark the words/phrases that gave away the text structure of the paragraphs.

students will label the parts of the text, coming up with appropriate headings for the introduction, body paragraphs, and conclusion.

Students will analyze a nonfiction text by answering critical thinking questions.

Students will determine and describe the roles of the paragraphs and particular sentences in a nonfiction text

Bell work Take notes on 6 types of text structure, including, purpose and key words.

Caught Ya AR Reading Caught Ya AR Reading

Agenda/Activities Introduce 6 types of text structure. Students will determine the text structure of five different paragraphs. With partners, students will determine the text structure of paragraphs.

With partners, students will determine the text structure of paragraphs. With partner, students will mark the words/phrases that gave away the text structure of the paragraphs.

After reading “All Together Now,” students will label the parts of the text, coming up with appropriate headings for the introduction, body paragraphs, and conclusion.

Students will answer the critical thinking questions on page 496 for “All Together Now.”

Students will analyze the text structure by determining and describing the roles of the paragraphs and particular sentences in “All Together Now.”

Vocabulary malevolent coerced






Ticket Out Which type of text structure do you see most often in your life?

Which type of text structure did you find the most difficult to identify? Why?

List the vocabulary from “All Together Now” that you struggled with.

Why did the author structure “All Together Now” the way she did?

What might be another way the author could have structured “All Together Now?”


Materials Prentice Hall Literature All Together Now pages 493-496 Newsela.com–U.S. Attorney General criticizes stand-your-ground laws as senseless. Lexile 1150, 7/18/2013


LAFS.7RI.2.5 (DOK2) *How do the following sections/paragraph __ develop the author’s main idea? *How does the author structure the text to support and develop his/her main ideas? *What particular sentences/paragraphs/chapters contribute to and develop the main ideas? *Is the structure of the sentences/paragraph/section effective? Use examples to support your analysis.


Unit 4: Text Structure / Informative Writing


Standard(s) LAFS.7RI.2.5 LAFS.7RI.2.5 LAFS.7RI.2.5 LAFS.7RI.2.4

LAFS.7RI.2.5 LAFS.7RI.2.4 LAFS.7RI.1.1 7W1.2

LAFS.7RI.2.5 LAFS.7RI.2.4 LAFS.7RI.1.1

Learning Goal: Students will be able to explain how authors develop ideas by analyzing how text structure affects the main idea. Students will be able to analyze figurative, connotative, and technical words and phrases to determine the impact of word choice on the text.

Essential Questions: 1. How can the use of figurative, connotative, and technical meanings help me understand the meaning of the text? 2. How does word choice impact tone and mood of the text? 3. How does the organization of the text contribute to the overall development of the ideas?


LAFS.7RI.2.5 (DOK2) *How do the following sections/paragraph __ develop the author’s main idea? *How does the author structure the text to support and develop his/her main ideas? *What particular sentences/paragraphs/chapters contribute to and develop the main ideas? *Is the structure of the sentences/paragraph/section effective? Use examples to support your analysis. LAFS.7RI.2.4 (DOK2) *What is the meaning of __ in paragraph __? Which words help you understand the meaning of __? *Which definition of __ is used in __? *What is the impact of the word __ in paragraph __? How does it shape the tone? *Why did the author use the word __? *What specific word choice does the author use that contributes to the overall tone?

Objective(s): Students will analyze the structure an author uses to organize text and determine how the major sections of text contribute to or develop the main idea

Students will analyze the structure an author uses to organize text and determine how the major sections of text contribute to or develop the main idea

Students will analyze the structure an author uses to organize text and determine how the major sections of text contribute to or develop the main idea Students will determine the meaning of words and phrases as they are used in text, including figurative, connotative, and technical meanings

Students will analyze the structure an author uses to organize text and determine how the major sections of text contribute to or develop the main idea Students will determine the meaning of words and phrases as they are used in text, including figurative, connotative, and technical meanings

Students will analyze the structure an author uses to organize text and analyze how sentences contribute to the main idea Students will determine the meaning of words and phrases as they are used in text, including figurative, connotative, and technical meanings

Bell Work Silent Sustained reading with Ticket Out and Prove It


Silent Sustained reading with Ticket Out and Prove It


Silent Sustained Reading with ticket Out and Prove It

Agenda/Activities We Do: Review text structures and discuss the text structure for “All Together Now” You Do: Find the evidence in the text that supports the text structure by identifying the key words Continue Critical Thinking Questions p. 496 Complete Reading Skill: Classifying fact and Opinion Complete Literary Analysis: Determining the persuasive technique and most convincing argument

I Do: Pose questions about text structures We Do: Review text structures You Do: Analyze the text’s structure by determining and describing the role of sentences and paragraphs in the text (determine why that sentence and paragraph is included in the article) Students will be grouped and given 3 paragraphs to discuss. After the paragraphs are given, students will choose a sentence a specific sentence of importance

Introduce RACE by using article, “All Together Now” by Barbara Jordan I Do: Model how to turn the following question into a statement: How does the text structure help support the author’s main point that people need to come together to create a tolerant society? Breakdown the paragraph into RACE We Do: Create the Race paragraph

Students will complete the following steps in preparation for RACE paragraph answering the question How does the text structure help support the author’s main point about how Harry McAlpin struggled to break down racial barriers in 1944 and gain success? : students will read through the article and highlight any struggles that McAlpin faced and any successes that McAlpin achieved Students come together in groups and write down successes and struggles on chart paper and Discuss the text structure that the author uses to highlight the struggles and successes of McAlpin

I DO: Review over RACE strategy You Do: students will answer the question How does the text structure help support the author’s main point about how Harry McAlpin struggled to break down racial barriers in 1944 and gain success?

Vocabulary Text structure, central idea, details, figurative meaning, connotative meaning, technical words, tone, mood, analogies, allusions, informative/ explanatory texts, transitions










Accommodations 504 Accommodations: 3rd and 6th Extended time for class and standardized testing; 4th Additional time on test and test in small group 4th On standardized tests, read test questions and give flexible preferred seating 4th test in alternative setting and extended time not to exceed one day 6th Refocus to task ESE Accommodations: 1st Extended time for 24 hours for assignments, repeat and clarify, and ensure understanding of directions, Read directions aloud and check for understanding, provide visual and verbal cues, check for comprehension of read material, provide copy of notes, Preferential setting, Allow student to read aloud to self 2nd in addition to accommodations listed for 1st also test directions read aloud and clarified and leave class for assistance, read allowable test questions, prompt to stay on task, provide preferential seating, JS allow breaks and fluid, and warm clothing

3rd Extended time for class and standardized testing; test in alternative setting, leave class for assistance, frequent breaks 4th test with familiar person, leave class for assistance, student demonstrates understanding of directions



Standard(s) Center #1 LAFS.K12.R.3.9 Center #2 LAFS.7.W.1.3 d. Center # 3 LAFS.7.L.1.1 AND LAFS.7.L.3.6 Center # 4 LAFS.7.L.1.1 b. Center #5 7.SL.1.1 Center # 6 7.RL/RI.1.1

Center #1 LAFS.K12.R.3.9 Center #2 LAFS.7.W.1.3 d. Center # 3 LAFS.7.L.1.1 AND LAFS.7.L.3.6 Center # 4 LAFS.7.L.1.1 b. Center #5 7.SL.1.1 Center # 6 7.RL/RI.1.1

Center #1 LAFS.K12.R.3.9 Center #2 LAFS.7.W.1.3 d. Center # 3 LAFS.7.L.1.1 AND LAFS.7.L.3.6 Center # 4 LAFS.7.L.1.1 b. Center #5 7.SL.1.1 Center # 6 7.RL/RI.1.1

W.1.2 W.1.2

Learning Goal: Center # 1--Students will analyze how two or more texts address similar topics in order to build knowledge and to compare the authors' opinions. Center #2-- Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Center #3--Students will demonstrate command of the conventions of standard English grammar and usage when writing and students will Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression Center #4--Students will combine sentences to create simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas Center #5-- Students will engage effectively in a collaborative discussion with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Center # 6--Students will cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Essential Questions: 1. Why is it important to understand similarities and differences across texts? 2. How can using precise words and phrases, relevant descriptive details, and sensory language enhance writing? 3. Why is it important for me to know and follow the rules of standard English grammar when I write or speak? 4. Why is important to have a variety of sentences in my writing?


LAFS.7RI.2.5 (DOK2) *How do the following sections/paragraph __ develop the author’s main idea? *How does the author structure the text to support and develop his/her main ideas? *What particular sentences/paragraphs/chapters contribute to and develop the main ideas? *Is the structure of the sentences/paragraph/section effective? Use examples to support your analysis. LAFS.7RI.2.4 (DOK2) *What is the meaning of __ in paragraph __? Which words help you understand the meaning of __? *Which definition of __ is used in __? *What is the impact of the word __ in paragraph __? How does it shape the tone?

*Why did the author use the word __? *What specific word choice does the author use that contributes to the overall tone?

Objective(s): Center # 1--By completing the assignment, students will demonstrate how two or more texts address similar topics in order to build knowledge and to compare the authors' opinions. Center #2-- By completing the assignment, students will demonstrate use of precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Center #3----By completing the assignment, students will demonstrate command of the conventions of standard English grammar and usage when writing and students will acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Center #4--By completing the assignment, the students will demonstrate the ability to combine sentences to create compound, complex, and

Center # 1--By completing the assignment, students will demonstrate how two or more texts address similar topics in order to build knowledge and to compare the authors' opinions. Center #2-- By completing the assignment, students will demonstrate use of precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Center #3----By completing the assignment, students will demonstrate command of the conventions of standard English grammar and usage when writing and students will acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Center #4--By completing the assignment, the students will demonstrate the ability to combine sentences to create compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Center # 1--By completing the assignment, students will demonstrate how two or more texts address similar topics in order to build knowledge and to compare the authors' opinions. Center #2-- By completing the assignment, students will demonstrate use of precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Center #3----By completing the assignment, students will demonstrate command of the conventions of standard English grammar and usage when writing and students will acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Center #4--By completing the assignment, the students will demonstrate the ability to combine sentences to create compound, complex, and compound-complex sentences to signal differing relationships among ideas. Center #5-- By completing the

Students will finish activity from Center #6 by using the RACE strategy to answer the following question: How does each author feel about sugary drinks having labels?

Students will continue finishing sugary drinks RACE paragraph. Students will finish their RACE paragraph from Friday, December 12th, answering the following question: How does the text structure help support the author’s main point about how Harry McAlpin struggled to break down racial barriers in 1944 and gain success?

compound-complex sentences to signal differing relationships among ideas. Center #5-- By completing the assignment, the students will demonstrate the ability to engage effectively in a collaborative discussion with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Center # 6--By completing the assignment, the students will demonstrate the ability to cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Center #5-- By completing the assignment, the students will demonstrate the ability to engage effectively in a collaborative discussion with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Center # 6--By completing the assignment, the students will demonstrate the ability to cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

assignment, the students will demonstrate the ability to engage effectively in a collaborative discussion with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Center # 6--By completing the assignment, the students will demonstrate the ability to cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Bell Work Prepare for collaborative assignment

Prepare for collaborative assignment

Prepare for collaborative assignment


Agenda/Activities Students will be in centers Students will be in centers

Students will be in centers MLK Essay MLK Essay Peer Review






Homework Prepare for centers Prepare for centers Prepare for centers --AR Reading

--AR Reading

Accommodations 504 Accommodations: 3rd and 6th Extended time for class and standardized testing; 4th Additional time on test and test in small group 4th On standardized tests, read test questions and give flexible preferred seating 4th test in alternative setting and extended time not to exceed one day 6th Refocus to task ESE Accommodations: 1st Extended time for 24 hours for assignments, repeat and clarify, and ensure understanding of directions, Read directions aloud and check for understanding, provide visual and verbal cues, check for comprehension of read material, provide copy of notes, Preferential setting, Allow student to read aloud to self

2nd in addition to accommodations listed for 1st also test directions read aloud and clarified and leave class for assistance, read allowable test questions, prompt to stay on task, provide preferential seating, JS allow breaks and fluid, and warm clothing 3rd Extended time for class and standardized testing; test in alternative setting, leave class for assistance, frequent breaks 4th test with familiar person, leave class for assistance, student demonstrates understanding of directions

2nd Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School) Week of January 5 to January 9, 2015


Standard(s) 7.RI.1.1 W.1.2 7.L.1.1

7.RI.1.1 W.1.2 7.L.3.4 7.L.1.1

7.RI.1.1 W.1.2 7.L.1.1

7.RI.1.1 W.1.2 7.L.3.4 7.L.1.1

7.RI.1.1 W.1.2 7.L.1.1

Learning Goal: Students will cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Essential Questions: How can I provide proof of what I have learned from different kinds of texts? How can I use information to express and idea?


What evidence can you find to support ... ? What evidence would you cite to defend the actions of ...?

Objective(s): By completing the assignment, the students will demonstrate the ability to cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

By completing the assignment, the students will demonstrate the ability to cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text




Bell Work Read over your graded RACE paragraph, so that you do not make the same mistakes on your next one. On the back of your paper, write down at least two things you are going to improve on for your next RACE paragraph.


Read over your graded RACE paragraph, so that you do not make the same mistakes on your next one. On the back of your paper, write down at least two things you are going to improve on for your next RACE paragraph.


Make a list of the revisions you made to your RACE paragraphs.

Agenda/Activities Students will finish activity from Center #6 by using the RACE strategy to answer the following question: How does each author feel about sugary drinks having labels? Cite at least two pieces of evidence supporting each author’s opinion.

Students will work on their RACE paragraph from Friday, December 12th, answering the following question: How does the text structure help support the author’s main point about how Harry McAlpin struggled to break down racial barriers in 1944

Students will work on their RACE paragraphs for the MLK essay, answering the following question: How did Barbara Jordan and Harry McAlpin help to create fairness, equality, and opportunity for all people? Cite at least two

Students will revise their previously-written RACE paragraphs.

Students will revise their previously-written RACE paragraphs.

Students will work on their RACE paragraph from Friday, December 12th, answering the following question: How does the text structure help support the author’s main point about how Harry McAlpin struggled to break down racial barriers in 1944 and gain success? Cite at least two pieces of evidence showing his successes and two pieces of evidence showing his struggles.

and gain success? Cite at least two pieces of evidence showing his successes and two pieces of evidence showing his struggles.

pieces of evidence in each paragraph.






Homework --AR Reading

--AR Reading

--AR Reading

--AR Reading

--AR Reading

Accommodations 504 Accommodations: 3rd and 6th Extended time for class and standardized testing; 4th Additional time on test and test in small group 4th On standardized tests, read test questions and give flexible preferred seating 4th test in alternative setting and extended time not to exceed one day 6th Refocus to task ESE Accommodations: 1st Extended time for 24 hours for assignments, repeat and clarify, and ensure understanding of directions, Read directions aloud and check for understanding, provide visual and verbal cues, check for comprehension of read material, provide copy of notes, Preferential setting, Allow student to read aloud to self 2nd in addition to accommodations listed for 1st also test directions read aloud and clarified and leave class for assistance, read allowable test questions, prompt to stay on task, provide preferential seating, JS allow breaks and fluid, and warm clothing 3rd Extended time for class and standardized testing; test in alternative setting, leave class for assistance, frequent breaks 4th test with familiar person, leave class for assistance, student demonstrates understanding of directions

2nd Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School) Week of January 12 to January 16, 2015


Standard(s) 7.RI.1.1 W.1.2 7.L.1.1

All first and second quarter standards.



Teacher Planning Day

Learning Goal: Students will cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Essential Questions: How can I provide proof of what I have learned from different kinds of texts? How can I use information to express and idea?


What evidence can you find to support ... ? What evidence would you cite to defend the actions of ...?

Objective(s): By completing the assignment, the students will demonstrate the ability to cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

By completing the exam, the students will demonstrate the ability to meet the seventh-grade standards for the first semester.



Bell Work Read over your graded RACE paragraphs, so that you do not make the same mistakes on your next one.

Check the yellow list of assignments to make sure you have turned in all nine of them.



Agenda/Activities Students will finish activity from Center #6 by using the RACE strategy to answer the following question: How does each author feel about sugary drinks having labels? Cite at least two pieces of evidence supporting each author’s opinion. Students will work on their RACE paragraph from Friday, December 12th,

Students will work on their RACE paragraph from Friday, December 12th, answering the following question: How does the text structure help support the author’s main point about how Harry McAlpin struggled to break down racial barriers in 1944 and gain success? Cite at least two pieces of evidence showing his successes and

answering the following question: How does the text structure help support the author’s main point about how Harry McAlpin struggled to break down racial barriers in 1944 and gain success? Cite at least two pieces of evidence showing his successes and two pieces of evidence showing his struggles. Students will work on their RACE paragraphs for the MLK essay, answering the following question: How did Barbara Jordan and Harry McAlpin help to create fairness, equality, and opportunity for all people? Cite at least two pieces of evidence in each paragraph. Students who earned a failing grade on their previously-written RACE paragraphs will revise them.

two pieces of evidence showing his struggles.


All from 1st semester All from 1st semester All from 1st semester

Homework --AR Reading

--AR Reading

--AR Reading

--AR Reading

--AR Reading

Accommodations 504 Accommodations: 3rd and 6th Extended time for class and standardized testing; 4th Additional time on test and test in small group 4th On standardized tests, read test questions and give flexible preferred seating 4th test in alternative setting and extended time not to exceed one day 6th Refocus to task ESE Accommodations: 1st Extended time for 24 hours for assignments, repeat and clarify, and ensure understanding of directions, Read directions aloud and check for understanding, provide visual and verbal cues, check for comprehension of read material, provide copy of notes, Preferential setting, Allow student to read aloud to self

2nd in addition to accommodations listed for 1st also test directions read aloud and clarified and leave class for assistance, read allowable test questions, prompt to stay on task, provide preferential seating, JS allow breaks and fluid, and warm clothing 3rd Extended time for class and standardized testing; test in alternative setting, leave class for assistance, frequent breaks 4th test with familiar person, leave class for assistance, student demonstrates understanding of directions

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