Weekly Lesson Plans s6

Teacher: Everett Class: English Language Arts, Grade: 7 Week of: Jan 5- Jan 9 Weekly Lesson Plans DAY OBJECTIVE ACTIVITIES H.O.T. Questions Upon completion of this Monday 1. Journal Prompt: Write about what you did lesson, students will be over the break. Explain why it is important to able to… have breaks in life?  write, Formal assessment: 2. Vocabulary-Unit 11-Own the Word- draw a Own the word illustration with definition and term. express picture that represents the vocabulary term , assigned. discove r, record, develo p, reflect on ideas, and proble m solve.  write to inform, explain , describ e, report, and narrate.  incorpo rate new vocabu lary into to commu nicatio n process through written and oral commu nicatio n. Upon completion of this Tuesday 1. In your journal list as many prepositions that lesson, students will be you can in 5 minutes. able to… Informal assessment: students copied definitions and 2. Writer’s Choice-Prepositions-Exercise 1  recall viewed illustrations necessary to understand new Vocabulary Unit 11- Observe peer inform 3. vocabulary. ation vocabulary illustrations and definitions and learned copy the definitions down on vocabulary unit on terms handout. differe nt parts of speech through gramm ar activity .  use preposi tional phrases to elabora te written ideas.  learn and underst and new vocabu lary by viewin g peer drawin gs and copyin g definiti ons of new vocabu lary for next unit test. Upon completion of this Wednesday 1. Journal: Get with a partner and discuss at lesson students will be able least five things that good writers do when to… writing an essay. List them in your journal.  Check Informal assessment: 2. Build-a-prompt essay. Randomly choose a Build-a-prompt handout and planning in journal understa prompt and plan for essay writing. Connect nding of real world experiences to prompt ideas. Dig prepositi ons, deeper to attack the prompt at an angle that is prepositi not surface level. onal phrases and objects of sentence s.  Listen and speak actively and purposef ully.  understa nd major ideas and support evidenc e in spoken message s.  interpret speakers message s both verbal and nonverb al.  Listen to learn by taking notes, organizi ng, and summari zing spoken ideas.  proof read his/her own writing  generat e ideas by brainst orming Upon completion of this 1. Start drafting essay for the Build-a-prompt essay Thursday lesson students will be able generator. Student should use planning from previous to… lesson to develop and create an essay that serves Final copy of essay  Write multiple purposes including: -Learning to write about unfamiliar topics to -- Relate unfamiliar topics to life experiences express -Write an expository essay based on a personal , experience but still explain the topic at hand. discove r, record, develo p, reflect on ideas, and solve proble ms. Upon completion of this 1. Bell-Ringer: Study for 10 minutes Friday lesson, student will be able to… 2. Vocabulary Test Unit 11  demons Formative Assessment: Vocabulary Test trate underst anding of new vocabu lary English Language and Composition TEKS Chapter ___6-fiction ___11B-rhetorical 110.19.b ___6A-influence of plot development fallacies/hominem/exaggeration/stereotyping/categorical Vocabulary Development ___7-nonfiction/structural differences in autobiography/diary claims in persuasive texts ___2A-grade level academic words ___8-figurative language/sensory language Informational texts/procedural texts ___2B-context clues ___9-informational text/culture and history ___12A-multi-dimensional instructions to complete a ___2C-analogies Informational-text/expository texts task/solve problem/perform procedures ___2D-foreighn words ___10A-evalutate text for accuracy ___12B-explain the function of graphical components of a ___2E-references ___10B-distinguish factual claims/assertions/opinions text Reading Comprehension-Genre/Theme ___10C-organizational patterns Media Literacy ___3A-themes ___10D-logical connections between/within/across ___13A-explicit/implicit messages ___3B-conventions in myth (extended simile, quest, hero’s texts/textual evidence ___13B-visual and sound techniques journey) Informational text/persuasive text ___13C-media influences and informs audiences ___3C-analysis of time and place/influence ___11A-central argument/cause and effect/ ___13D-correct level of formality and tone ___4-Comprehension of text/poetry (importance of graphical analogy/authority Writing/writing process elements: capital letters, line length, word position) ___14A-plan first draft/audience/range of topics/strategies ___14B-develop drafts/organizational strategy (sequence of ___22A-brainstorm/consult others/topic/formulate major events/cause-effect/compare-contrast) research question ___14C-revise drafts ___22B-apply steps for obtaining and evaluating ___14D-edid drafts for grammar, mechanics, and spelling information/sources ___14E-revise final draft in response to feedback from peers Research/gathering sources and teacher/publish work for appropriate audiences ___23A-follow research plan to gather information from print Writing/literary texts to electronic sources ___15A-imanginative story ___23B-categorize information thematically Writing ___23C-record bibliographic information (author/title/page ___16-about own experiences number) Technology Writing/expository and procedural texts ___23D-paraphrasing/plagiarism/reliable sources ___17A-multi paragraph essay to convey information about Research/synthesizing information a topic ___24A-narrow or broad major research question ___17B-write a letter reflecting opinion/complaint/request ___24B-utilize elements demonstrating reliability/validity/ ___17C-write responses to literary or expository texts that (publication date/coverage/point of view) demonstrate writing skills for multi-paragraph Research/organizing and presenting ideas essays/evidence ___25A-draw conclusions ___17D-multimedia presentation with texts and ___25B-evidence and reasoning graphics/technology ___25C-presents findings in meaningful way Writing persuasive texts ___25D-follows accepted formats for integrating ___18A-clear thesis or position quotations/citations into written text to maintain flow of ideas ___18B-considers and responds to views of Listening/speaking others/anticipates and answers reader concerns and ___26A-listen to and interpret speaker’s purpose by counter-arguments explaining content/evaluate delivery/ask questions Instructional Strategies ___18C-evidence/logically organized/support author’s point ___26B-follow and give complex oral instructions to perform of view/differentiate between fact and opinion task/answer questions/solve problems Oral and written communication ___26C-draw conclusions about speaker’s message/verbal ___19A-identify, use, and understand parts of speech in communication (word choice/tone) nonverbal cues context of reading, writing, and speaking (posture/gesture/facial expressions) ___19B-complex sentences/main vs. subordinating clauses Listening and speaking/speaking ___19C-variety of complete sentences Oral and written ___27-students speak clearly and to the point, using the conventions conventions of language. ___20A-conventions of capitalization Listening and speaking/teamwork ___20B-punctuation ___28-students work productively as a team/participate in Oral and written conventions/spelling discussion/plan agendas/have clear goals/meet ___21-spell correctly, use various resources to check correct deadlines/vote on key issues spellings Modifications Research/research plan Materials