|7th Grade Lesson Plans|
|Short Story: "
Seventh Grade," by Gary Soto
Two Weeks (9/10 - 9/21/12)
Weeks 4 & 5
Area of interaction: Health and Social Issues
Essential Question: How do you make a good impression?
Unit Question: Who Am I?
Block Period Day 1
1. LA22.214.171.124 - The student will locate and analyze elements of plot.
2. LA.126.96.36.199 - The student will use new vocabulary words that is introduced and taught directly.
- The student will analyze plot development in"The Dinner Party" and "Seventh Grade"
- The student will use new vocabulary words to write sentences using the word's part of speech correctly.
- The student will try to write like the author.
(Students will write the part of speech and the definition for each word. Students will write sentences using each word correctly for Home Learning.)
Block Period Day 2
1. The student will understand cause and effect of trying to make a good impression.
2. The student will analyze Elements of Plot
Assessment at the End of the Unit:: Students will be able to write a 500 word essay to tie in this unit question with this short story, "Seventh Grade," by Gary Soto, as well as "Amigo Brothers," Names/Nombres" and the novel, "The Giver" with how the main characters of these stories might answer this question - Who Am I. In addition, they will be able to connect with several of these characters with how they would answer this same question.
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|McDougal Littell: Literature and MDPS Pacing Guide
Students will . . .
•explore the key idea of making a good impression
•identify stages of plot
•analyze plot development
•read a short story
•make connections to a story
•build vocabulary for reading and writing
•understand how to write dialoque with the proper punctuation
•use writing to create a short story with Elements of Plot and dialogue
|Block Period Day 3
LA.188.8.131.52 - The student will write a narrative with an engaging plot using dialogue to communicate conversation between characters.
Objective - The student will write and punctuate dialogue correctly in their short story.
1. Teacher will review how to write dialogue.
2. Students will selct a picture to represent their main character. (Teacher will provide a variety of pictures of people cut from magazines and stock photos.)
3. Advanced students will write a 500 to 1,000 word short story with elements of plot and dialogue correctly punctuated.
4. Regular students will write to tell what conflict or problem the main character (from picture selected) has to solve and explain how this character got in such a predicament or write a short story with plot.
5. All students will be given 4 to 5 days to complete their short stories, which they will start writing in class.
All students will take a pop quiz (open notebook) on Elements of Plot
| Block Period Day 4
File Folder Reflection
AOI: Approaches to Learning
Essential Question: What did I learn in Language Arts?
Benchmark - LA.184.108.40.206 - The student will engage in the writing process to communicate ideas and experiences.
Objective - The student will write legibly to explain what he/she has learned in Language Arts.
Agenda: The student will write at least 5 paragraphs to explain what he/she has learned in Language Arts.
Home Learning: Short Story due 9/20 and 9/21
|Siberia in winter.|
|Advanced Lesson Plan for 9/20 & 9/21
Review Vocabulary and Handout on Roots, Prefixes and Suffixes
|AOI: Approaches to Learning
Essential Question: How can I improve my Vocabulary Usage
LA.220.127.116.11 - The student will identify and understand the meaning of conceptually advanced prefixes, suffixes and root words.
Objective - The student will be able to improve his/her vocabulary usage by completing a Frayer Model Template on a given prefix,suffix Or root word.
|Agenda for Advanced Students:
1. Warm Up: Students will write and answer the Essential Question in their Language Arts notebook.
2. The teacher will give Advanced students a root word
3. He/She will use a dictionary to find a word that contains the root word.
3. All Students will complete a Frayer Model for the given word that contains a root word, prefix OR Suffix
4. Students will copy the definitions for the following Greek roots, prefixes or suffixes:
cent (hundred), tri (three), in (wthout, not), spic (to see, to look), rupt (burst, to break), cede (to yield, to go), ary (a place for), enn (years), extro (beyond, outside), carni (meat, flesh), magni (large,great), locu (to speak), bell (war), vor (to eat) and per (through, wrong, thoroughly)
Note: Once this assignment is completed students at each group will select the best story from their group to be read in class.
(Advanced) Home Learning Due 9/24 & 9/25/12
Advanced students will
1. Write the root word, prefix or suffix they were given
2. List two different words that either have the given root word, prefix or suffix
3. Write the part of speech (v. n. adj. or adv.) and the first definition given for these two words.
Agenda for Regular Students
1. Warm Up: Students will write and answer the Essential Question in their Language Arts notebook.
2. Students will copy from a power point presentation the definitions for prefixes, suffixes and root words.
3. Students will list as many words as they can for the following prefixes:
4. Students will be given a word for which they will complete a Frayer Model
Note: All Students need guidance and more practice completing a frayer model for a given word.
Alternative Lesson Plan for Period 2 (Data Chats)
Title: Writing A Complete Thought
Benchmark: FCAT Writing Rubric - Level 6 for Conventions
Objective: The student will be able to write complete sentences instead of fragments
1. Complete all grammar activities in Chapter 1 - "The Simplest Thought"
2. Write all answers on your own sheet of paper
3. Answers will be peer graded next class
4. Teacher will go over Baseline scores and problems missed with students in periods 2 and 1. (Note Data Chats have been completed for periods 4 and 6, and I still need to get the data for period 5)
|Lesson Plans for Week 6 (9/24 - 9/28)|
|The Legacy of the Vietnam War|
McDougal Littell Literature:
“The Collected Grief of a Nation”, “A Mother’s Words” & “Timeline: U.S. Involvement in Vietnam”, pp. 209-215
Time: 4 Days
Area of Interaction:
Human Ingenuity, Health and Social Education
What has the power to heal?
|After the loss of many lives and after seeing brutal war atrocities on television, Americans who had supported the Vietnam War - to stop the spread of Communism - began to change their attitudes about the war. Over 50,000 Americans were killed in the war.
|Benchmark for Block Day 1
LA.18.104.22.168 - The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details.
Content Focus - Main Idea (Stated or Implied) Relevant Details Conclusions/Inferences
Objective for Block Day 1
• The student will be able to summarize and synthesize information from a feature article, letter and timeline to explain what has the power to heal
|The Vietnam Veterans Memorial|
|"Lin's name first became familiar in 1981 when,as a 21-year-old senior architecture major at Yale, she won first prize in the contest to design a Vietnam Veterans Memorial for the northwest corner of the Mall in Washington, D.C. Rejecting the conventional heroics of military monuments, Lin's poignant, contemplative, apolitical design, with the almost unbearable sense of loss that it conveys, was a revelation. Simple, graceful, and abstract, the design specified two 247-foot-long walls of polished black granite, set below grade and connected at a 125-degree angle, on which the names of all the more than 58,000 American dead and missing from the war would be carved in letters a little over half an inch high and arranged chronologically, according to the year of death or disappearance."
(Stanford Presidential Lectures and Symposia in the Humaities and Arts: Text by Alex Ross, Stanford University (c)2002.)
|Maya Lin's Original Plan for the
Vietnam Veterans Memorial
|A Marine at Vietnam Veterans Memorial on July 4, 2002|
|Block Day 1 Agenda for Regular Students:
1. In your Language Arts Notebooks, Write the title: "The Legacy of the Vietnam War." Then, warm-Up: Write and answer the Essential Question: What has the power to heal?
2. Show Lesson Plan and Power Point presentation for the Vietnam Veterans Memorial.
3. Students will write a PARAGRAPH to answer the following question: How does the Vietnam Veterans Memorial help to heal those who lost loved ones in the Vietnam War?
3. Students will read along as they listen to the audio for “The Collected Grief of a Nation,” by Judith Weinraub and “A Mother’s Words,” by Eleanor Wimbish.
4. After teacher modeling, students will paraphrase paragraph 3 in the article by weinraub.
6. With the teacher's help, students will answer question D on page 211.
7. Students will answer questions 1 through 4 on 215 and complete a Drawing Conclusions graphic organizer.
|Block Day 1 Agenda for Advanced Students:
1. Warm-Up: On a sheet of paper to turn in, put the correct heading and write the title: "The Legacy of the Vietnam War." Then, write and answer the Essential Question: What has the power to heal?
2. Analyze the visual on page 203 by answering the questions presented in the margin
3. Show Lesson Plan and Power Point presentation for the Vietnam Veterans Memorial.
4. Students will read along as they listen to the audio for “The Collected Grief of a Nation,” by Judith Weinraub and “A Mother’s Words,” by Eleanor Wimbish.
5. Working in a group, students will agree how to BEST paraphrase the first 8 paragraphs in the article by Weinraub, and then, write it down. (Share with class)
6. Students will answer questionD on page 211.
6. Answer questions 1 through 4 on page 215 and complete the writing assignment in "Reading for Information: Draw Conclusions." (Teacher will continue Data Chats)
7. Peer Grade
|Lesson Plan Continued|