Activating Learning Strategy: Cognitive Teaching Strategies s5

Mrs. D. James-McCall Reading /English Seventh Teacher: Date: Subject: Grade: Alabama COS Standards R.I.7.6 .Determine an author’s point of view in a text. RI 7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SL7.3 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.7.2 Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Language Art COS Standards L.4a Use context as a clue to determines the meaning of a word. L.6 Acquire and use accurately grade-appropriate general academic words. ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES:

Le Anticipation ct Word Splash ur Graphic Organizer/VLT Poem, Rhymes, etc. KWL Guide e

R Think-Pair- ea Possible Sentence di Pictograph Acronyms/Word Survey Share ng

Vocabulary M Concept Map od Diagram Other: ______First Word Overview el

Daily H Language an Practice ds Frayer Model (DLP)______- Mind Map/Visual Guide Word Map ______on Engagement Strategies: - Collaborative Group Work - Writing to Learn - Literacy Groups - Questioning Techniques - Scaffolding Text -Classroom Talk Other:______

Technology Integration: Smart board Document Camera IPADS Mac Books Computers Kindles Interactive Tablets Digital/ Video Camera

Clickers ACCESS Computer Program:______Other:______

This Week’s Vocabulary: Memoir, First-Person Point of View, Cause, Effect, Cohort, Conventional, Decoy, Forerunner, Hustle, Impasse, Predatory, and Puny PROCEDURAL CONTENT (application) Monday Tuesday Wednesday Thursday Friday Essential Do you need to survive? Why do we utilize the Why do we take Pre Assessments? Why do we take Pre Assessments? Why is writing important? library? Why do we engage in writing? Question Students will be able to determine an author’s point of view Students will be able to Students will be assessed on various Reading skills. Students will be assessed on various Students will be able to write in a text read and comprehend Reading skills. informative or explanatory texts to a Objective(s) literature in the grades 6-8 topic and convey ideas, concepts, and text complexity band information through the selection , proficiently as needed at organization, and analysis of content the high end of the range. Preview Students will engage in a text analysis: point of view in a Students will be able to Students will discuss the importance of assessments. Students will discuss the importance of Students will review the parts of an memoir and identify cause and effect. enhance their reading assessments. essay. Students will analyze their writing (Before) comprehension, fluency prompt. and reading skills by reading. Instruction Students will analyze the selection “Dirk the Protector” by Students will check out/in Students will be administered the District’s Pre Students will be administered the Students will brainstorm details for their Gary Paulsen. Students will answer various questions that library books. Assessment. District’s Pre Assessment. essay. will require them to cite textual evidence.(Close Read/Small Students will read and analyze various passages and Students will read and analyze various Students will write their Introduction and (During Group) Students will be assessed text formats. passages and text formats. 1st body paragraphs. on the information read. ) (AR Test)

Students will complete Comprehension and Text Analysis Students will select an Students will review the assessment. Students will review the assessment. Students will engage in peer editing. questions after reading the selection (Reading AR book of their choice. Students will submit their assessment. Students will submit their assessment. Students will rewrite their paragraphs. (After) Check).Students will review the assignments. Students will check-out Students will brainstorm details for their books based on their ZPD 2nd, 3rd,and Concluding paragraphs.. range. Students will read their AR books. Extension/ One-On-One Instructions, Assignment Reductions, Extra One-On-One Instructions, Classroom Observations Classroom Observations Classroom Observations, Questions & time to complete assignments and assessments, Assignment Reductions, Answers, One-On-One Instructions, Refining Comprehension and Task Checks, Oral Answers, and Peer Extra time to complete Assignment Reductions, Extra time to Tutoring Classroom Observations Questions & Answers assignments and complete assignments and assessments, assessments, Comprehension and Task Checks, Oral Comprehension and Task Answers, and Peer Tutoring Checks, Oral Answers, and Peer Tutoring, Classroom Observations Homework Complete Literature Exercise Read Accelerated Reader Read AR Book Read AR Book Complete Essay Book Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other:______Summarizing: 3-2-1 Ticket out the Door The Important Thing Cue Cards Teacher Questions Student Summary Other:______

Mrs. D. James-McCall Reading /English Teacher: Date: Subject: Grade: Alabama COS: standards RL.8.4 Analyze the impact of word choices on meaning and tone.RL8.6 Analyze how differences in the points of view of the characters and reader (e.g., created through the use of dramatic irony) create suspense. SL8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 8, topics, texts, and issues, building on others' ideas and expressing their own clearly. W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Language Art COS Standards L.8.39.c Consult general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its parts of speech L.8.39.d Verify the preliminary determination of the meaning of a word or phrase by checking the inferred meaning in context or in a dictionary. ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES:

Le Anticipation ct Word Splash ur Graphic Organizer/VLT Poem, Rhymes, etc. KWL Guide e

R Think-Pair- ea Possible Sentence di Pictograph Acronyms/Word Survey Share ng Vocabulary M Concept Map od Diagram Other: ______First Word Overview el

Technology Integration: Smart board Document Camera IPADS Mac Books Computers Kindles Interactive Tablets Digital/ Video Camera

Clickers ACCESS Computer Program:______Other:______

This Week’s Vocabulary: Suspense, Narrators, Reliability, Acute, Audacity, Conceive, Crevice, Derision, Hypocritical, Stealthily, Stifled, Vehemently, and Vex

PROCEDURAL CONTENT (application) Monday Tuesday Wednesday Thursday Friday Essential What makes you suspicious ? Why do we utilize Why do we take Pre Assessments? Why do we take Pre Assessments? Whom can you believe? the library? Why is writing important and why do we Question engage in writing? Objective(s) Students will be able to we analyze how a text makes Students will be able Students will be assessed on various Reading skills. Students will be assessed on various Students will be able to delineate and connections among and distinctions between individuals, to read and Reading skills. evaluate the argument and specific ideas, or events comprehend literature claims in a text, assessing whether the in the grades 6-8 text reasoning is sound and the evidence is complexity band relevant and sufficient. proficiently as needed at the high end of the range. Preview Students will read and analyze “The Tell-Tale Heart” by Students will be able Students will discuss the importance of assessments. Students will discuss the importance of Students will review the Elements of a Edgar Allen Poe (Pages 80-89) to enhance their assessments. Persuasive Text. Students will analyze (Before) (Anticipation Guide) reading an Argument. (KWL) comprehension, fluency and reading skills by reading. Instruction Students will analyze, comprehend, and cite textual Students will check Students will be administered the District’s Pre Students will be administered the Students will brainstorm details for their evidence from the story. Students will answer various out/in library books. Assessment. District’s Pre Assessment. essay. (During) questions that will require them to cite textual evidence. Students will read and analyze various passages and text Students will read and analyze various Students will write their Introduction and (Close Read) Students will be formats. passages and text formats. 1st body paragraphs. assessed on the information read. (AR Test)

Students will complete the Vocabulary in Context exercises. Students will select an Students will review the assessment. Students will review the assessment. Students will engage in peer editing. Students will review their findings with their partner. AR book of their Students will submit their assessment. Students will submit their assessment. Students will rewrite their paragraphs. (After) (Exit Slip) choice. Students will Students will brainstorm details for their check-out books based 2nd, 3rd,and Concluding paragraphs.. on their ZPD range. Students will read their AR books. Extension/ One-On-One Instructions, Assignment Reductions, Extra One-On-One Classroom Observations Classroom Observations Classroom Observations, Questions & time to complete assignments and assessments, Instructions, Answers, One-On-One Instructions, Refining Comprehension and Task Checks, Oral Answers, and Peer Assignment Assignment Reductions, Extra time to Tutoring Classroom Observations Reductions, Extra time complete assignments and assessments, to complete Comprehension and Task Checks, Oral assignments and Answers, and Peer Tutoring assessments, Comprehension and Task Checks, Oral Answers, and Peer Tutoring, Classroom Observations Homework Study Vocabulary Terms & Review Notes Read Accelerated Read AR Book Read AR Book Persuasive Writing Assignment Reader Book Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other:______

Summarizing: 3-2-1 Ticket out the Door The Important Thing Cue Cards Teacher Questions Student Summary Other:______