Mrs. D. James-McCall Reading /English Seventh Teacher: Date: Subject: Grade:

Alabama COS: standards RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. RL7.4 Analyze the impact of rhymes and other repetitions of sounds on a specific stanza. RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL. 7.3Analyze how particular elements of a story interact 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. Language Art COS Standards L.7.1 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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: Poem, Form, Structure, Rhyme, Rhythm, Repetition, Alliteration, Stanza, and Lines PROCEDURAL CONTENT (application) Monday Tuesday Wednesday Thursday Friday Essential Do sports fans care too much? Why do we utilize the library? What is a poem? What are poetic devices and why are they What is imagery and figurative language? used when writing poetry? Question Objective(s) Students will be able toanalyze the impact of rhymes and Students will be able to read and Students will be able to analyze Students will be able to analyze how a Students will be able to analyze how a drama’s or other repetitions of sounds on a specific stanza Students comprehend literature in the grades 6-8 how a drama’s or poem’s form or drama’s or poem’s form or structure (e.g., poem’s form or structure (e.g., soliloquy, sonnet) will analyze how a drama’s or poem’s form or structure text complexity band proficiently as structure (e.g., soliloquy, sonnet) soliloquy, sonnet) contributes to its contributes to its meaning (e.g., soliloquy, sonnet) contributes to its meaning needed at the high end of the range. contributes to its meaning meaning Preview Students will listen to the selection “Casey at the Bat” Students will be able to enhance their Students will be able to analyze Students will be able to analyze poetic Students will be able to analyze imagery and (Before) (Pages 132-136). reading comprehension, fluency and the structure and form of a poem, devices. Students will be introduced to figurative language. (Chunking/Jot Notes) reading skills by reading. comprehend, and cite textual Rhyme, Rhythm, Repetition, (Graphic Organizer) evidence. &Alliteration. (Jot Notes) (Chunking) Instruction Students will be able to analyze, comprehend, and cite Students will check out/in library books. Students will analyze the various Students will analyze the poem “A word Students will analyze the poem “The Courage textual evidence. Students will answer various questions will be assessed on the information read. types of poems. (Turn & Talk) is dead” by Emily Dickerson That My Mother Had” by Edna St.Vincent (During) that will require them to cite textual evidence. (Close (AR Test) Students will copy their notes (Pag556).Students will analyze the poem Millay. Students will engage in a close read. Read) Students will identify various “Under the Back Porch” (Close Read) types of poems. (Classroom Talk) Students will complete Comprehension and Text Students will select an AR book of their Students will review the Students will engage in a close read. Students will review the assignment. Analysis questions after reading the selection choice. Students will check-out books assignments. Students will answer various questions Students will write a poem. (After) Students will review the assignments. based on their ZPD range. Students will choose one the that will require them to cite textual (Think-Pair-Share) Students will read their AR books. poems discussed and write an evidence. example of the poem chosen. Students will review the assignments. (Think-Pair-Share) Extension/ One-On-One Instructions, Assignment Reductions, Extra One-On-One Instructions, Assignment One-On-One Instructions, One-On-One Instructions, Assignment Classroom Observations, Questions & Answers, time to complete assignments and assessments, Reductions, Extra time to complete Assignment Reductions, Extra Reductions, Extra time to complete One-On-One Instructions, Assignment Refining Comprehension and Task Checks, Oral Answers, and assignments and assessments, time to complete assignments and assignments and assessments, Reductions, Extra time to complete assignments Peer Tutoring Classroom Observations, Questions & Comprehension and Task Checks, Oral assessments, Comprehension and Comprehension and Task Checks, Oral and assessments, Comprehension and Task Answers Answers, and Peer Tutoring, Classroom Task Checks, Oral Answers, and Answers, and Peer Tutoring Classroom Checks, Oral Answers, and Peer Tutoring Observations Peer Tutoring Classroom Observations, Questions & Answers Observations Homework Complete Accelerated Reader Book Read Accelerated Reader Book Poetry Exercise Poetry Exercise Complete Accelerated 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:______