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