7th Grade Lesson Plans
7th Grade
6th Grade
8th Grade
8th Grade
Page 2
1.  Instructional Focus:  Cause and Effect -- FCAT (LA.E.2.2.1)
A.  Cause and effect in relationships can happen in either of two ways.  The cause may be stated before the effect or the effect may precede the cause.  Students will determine which is stated first -- Cause/Effect or Effect/Cause -- by completing a handout, "Flip-Flop,"
copying the statements and then writing the C-E or E-C answers on THEIR OWN PAPER.
(From:  The BASICNot Boring Middle Grades Language Arts Book. 2000. Nashville: Incentive Publications, Inc.), 27.
B.  While studens read "The Richer, the Poorer," they will explain the causes and the effects of each sister's lifestyle and way of being.  
Note: Because of Library Scheduling for
Activating Previous Knowledge and Mini-Research on
India and Egypt, 
the respective Novel Units on
Homeless Bird (Gifted) and
The Goldent Goblet (Advanced) will begin next week.
2.  Instructional Focus:  Compare and Contrast -- FCAT (LA.A.2.2.7)
A.  Students have been working on a Compare and Contrast Chart for the prose and verse versions of the "Ant and Grasshopper" fable. All students will complete this chart.  There is one on the board they may use.
B.  Students will read "The Richer, the Poorer," short story by Dorothy West (Note: Period 6 has done so already.)  Afterwards, students will complete a Compare and Contrast Chart on Ant and Grasshopper (prose version) and "The Richer, the Poorer."
3.  Timeline Benchmark:  Analysis of Literature
A.  In completing their charts, students will be analyzing elements of literature.
B.  Students will answer the questions on 321 and the quiding question.
Areas of Interaction
1.  ATL: Analyzing Literature for        *  cause/effect and
*  compare/contrast
2.  Health and Social Services:
Guiding Question: How is it best to live one's life?
3.  Homo Faber: Fables, Cartoon Strip
(for Gifted)

Home Learning:
1.  October 4th --:  Last Day to turn in "The Grasshopper and the Ant" fable with illustration.
2.  October 6th --  Last Day to turn in your fable for one of the morals given on Oct.1st and 2nd.as classwork.
3.  Due Oct. 4th & 5th -- Students will identify Elements of a Story by following the directions given on a handout "Story Building.."  Students will write on the handout.
.
(From:  The BASICNot Boring Middle Grades Language Arts Book. (2000). Nashville: Incentive Publications, Inc.), 23.
4.  To Be Given in the Future --  For Gifted Only - Assignment from the handout, "Beastly Jargon."
(
From: Forte, Imogene and Schurr, Sandra. (1996). 180 ICEBREAKERS to Strengthen Critical Thinking and Problem-Solving Skills.  Nashville: Incentive Publications, Inc. 14.)
Summary of Lesson Plans for October
Lesson Plans for 10/24 and 10/25
I.  Guiding Question:  Some critics did not find Milne's whimsical outlook amusing.  What might some of the reasons why critics might have disapproved of whimsical plays for adults?  Do you think that whimsical plays should be for adults?  why or why not?
A.  Who was Milne?
B.  What does whimsical mean?
II.  Instructional Focus:  Cause/Effect
A.  Read (244)
B.  Read "The Ugly Duckling" aloud (245-266)
C.  Answer all questions on page 261
Text:  Prentice Hall Literature.(Silver Edition).  (1991)Englewood Cliffs: Prentice Hall, 244-261.
I.  The Richer, the Poorer, by Dorothy West
      A.  Instructional Focus:  Compare and Contrast with the fable, Ant and Grasshopper  FCAT A.2.2.7
      B.  Instructional Focus:  Cause/Effect -- Looking at Character Traits and Character Motives  LA.E.2.2.1
II. 
Rikki-tikki-tavi, by Rudyard Kipling
      A.  Instructional Focus:  Cause/Effect LA.E.2.2.1 AND the student identifies the events that advance the plot.  LA.E.1.3.2
      B.  Instructional focus: Compare and Contrast points of view FCAT A2.2.7
      C.  The student understands and identifies personification LA.E.1.3.3
 
   D.  Home Learning::  Writing Assignment - Different Perspectives (136) McDougal Litell
III. 
The Origin of Fire, the Nez Perce myth retold by Ella E. Clark, Junior Great Books Shared Inquiry Lesson
      A.  Proposed question for discussion:  I need help in understanding what happened to the boy in this myth.  To help me, you must support your answer with a quoted passage from the story.

IV.  
The Crush, by Gary Soto.  Sustained Silent Reading (Advanced Students)
      A.  FCAT Reading Practice:  Benchmarks Covered:
           1.  Point of View LA.A.2.3.1
           2.  Context Clues LA.A.1.3.2
           3.  Cause and Effect LA.E.2.2.1
           4.  Analyzes Text LA.A.1.3.2
IV.
Dirk, The Protector, by Gary Paulsen.  Sustained Silent Reading (GiftedStudents)
      A.  FCAT Reading Practice:  Benchmarks Covered:
           1.  Analyzes Text LA.A.1.3.2 
           2.  Context Clues LA.A.1.3.2
           3.  Identifies Relevant details  LA.A.2.3.1
           4.  Draws Conclusions LA.A.1.3.2
V.  
The Queen Who Would Be King, Archimedes at the Baths, Healer from Athens (Interdisciplinary readings)
           1.  Compare and Contrast
           2.  Words and Phrases:  Technical Terms, Multiple Meanings, Context Clues, Root Words
           3.  Genre
           4.  Character
           5.  Setting
           6.  Plot: Climax, Conflict, and Theme
           7.  Draw Conclusions
           8.  Follow Directions
           9.  Reading/Math Problems:  Basic Operations, Estimation, Percentages
            
All students must write an essay in class for the 2007 Patriot's Pen Essay Contest sponsored by the Veterans of Foreign Wars of the United States (VFW).
According to the student entry form, the Grand Prize is a $10,000 U.S. Savings Bond. The theme for this year's Patriotic Essay Writing Contest is: Why I Am an American Patriot.  Students are to write a 300 to 400 word essay.  Those students who write excellent essays will be given entry forms to complete and will need to type up their essay following the rules and guidelines given to them for this contest.  They must turn in their completed essay with no grammatical errors or misspelled words, along with their filled out entry form, to me so that I can give it to Principal, Ms. Davis.  The top 43 national winners will each receive a $1,000 U.S. savings bond.  The national winner not only receives a $10,000 U.S. Savings Bond but will also win an all-expense paid trip to Washington D.C. for the winner and a parent or guardian.

Some of our students write extremely well.  I believe one of our students could be a national winner. 
Click on the VFW Logo to learn more about the Patriot's Pen Essay Contest, and to get an entry form.
This assignment is mandatory. 
It counts as 2 grades. All students must write this essay or get a zero weighted as two grades. 
This essay must be five or more paragraphs long, (but no more than 400 words). 
Those students who decide to only write one paragraph will get an "F." 
Instructional Focus:  Cause and Effect
(15 Min.)  Workbook:  Cusick, Pat. Connections: 7th Grade Edition. 2006. Logan: Perfection Learning, 18-19.
( 5 Min) Peer Grade
Instructional Focus:  Compare and Contrast
1.  READ
Dark They Were and Golden-Eyed, by Rad Bradbury
2.  VIEW
The Long Years, by Ray Bradbury
3.  Activities:
     A.  How would you have acted in John Hathaway's shoes?
     B.  Compare
Dark They Were and Golden-Eyed and The Long Years
         
1.  Main Characters:  How are John hathaway and Mr. Bittering similar? Different?
           2.  Setting:  Compare/contrast the Martian setting in
Dark They Were and Golden-Eyed and The Long Years.
               
In which story does the setting play a more significant role?
     C.  Write a "Journal Entry" about life on Mars.
Note:  Because of the DYY-IT Assembly on October 1st, 6th period will need to complete this lesson.
SCROLL DOWN TO SEE  LESSONS
7th Grade Lesson Plans for November 5th & 6th
First Quarter FCAT Reading Assessment
All students must take this test.
Afterwards, students are to answer the Guiding Question for
Homeless Bird, by Gloria Whelan.
Guiding Question:  How do we know which is more important -- responsibility to yourself, to your family or to the society in which you live?  Write at least two pages to answer this question.  Make sure you support your statements with examples or anecdotes.
Home learning Due: 11/7 (4 & 6) and 11/8 (3)
Students are to complete a KWL Handout on India
Lesson Plans for October 5th - 9th
7th Grade

Note:  Scroll down to see the rest of this week's lesson plans
Skate along this grading period with good grades by always
turning in your Home Learning and doing the best job you can!
7th Grade - 10/5 & 10/9:  Read pages  R72 and R73.  Do 1-10 on page. R73 - "Making Subjects and Verbs Agree."   Make sure you write out the sentences using the correct form of the verb. Also, take notes on any important rules about subject and verb agreement that is given.  It will be on your next open-notebook quiz.  Keep your notes in your notebook.  Turn in your ten sentences.  (LA.D.1.3.3.1
Home Learning Due 10/9 & 10/10
USE YOUR TAKE-HOME TEXT
Instructional Focus:  Cause & Effect
(LA.E.2.2.1)
FCAT Writing+
Words to Spell Correctly:
There - place, at that point, then; in that respect. 
There is used in sentence constrction where the real subject follows the verb - There is little time - Little time is there.
Their - shows ownership or possession of two or more  people
They're = they are  (LA.B.1.3.3)
ALL STUDENTS MAY GET EXTRA CREDIT BY:
Click on the boy reading a book
and take two FCAT practice tests.

Print up your answers from the on-line test.
Do this First: Cause and effect in relationships can happen in either of two ways.  The cause may be stated before the effect or the effect may precede the cause.  Students will determine which is stated first -- Cause/Effect or Effect/Cause -- by completing a handout, "Flip-Flop," copying the statements and then writing the C-E or E-C answers on THEIR OWN PAPER.

(From:  The BASICNot Boring Middle Grades Language Arts Book. 2000. Nashville: Incentive Publications, Inc.), 27.
ANALYZING LITERATURE - TIMELINE BENCHMARKS:
(LA.E.1.3.1; LA.E.1.3.2; LA.E.1.3.3)
1.  Students must copy the definitions from their textbook, using the Glossary of Literary and Reading Terms starting on page R120 in the back of the book AND, OR, pages 15 through 19 in McDougal Littell's The Language of Literature for the following literary terms:  (FCAT LA.A.1.3.2)
1.  FICTION
2.  SHORT STORY
3.  NOVEL
4.  PLOT
5.  CONFLICT
6.  EXPOSITION
7.  RISING ACTION
8.  FALLING ACTION
9.  CHARACTERS
10. MAIN CHARACTER
11. MINOR CHARACTER
12. SETTING
13. THEME
2.  Students read Seventh Grade, by Gary Soto. 
3.  Students answer all of the questions on page 26.
4.  Students do the vocabulary assignment on page 27.
5.  Students write a friendly letter following the directions on page 27.
6.  Students complete the writing exercise on page 28.
DIRECTIONS:  STUDENTS MUST DO ALL OF THE WORK AND TURN IT IN!
IT IS WORTH 4 GRADES.
THE  LITERARY TERMS AND THE QUESTIONS FROM PAGES 15-28
WILL BE ON THE OPEN-NOTEBOOK QUIZ
ALL QUESTIONS MUST BE WRITTEN.
MAKE SURE YOU ANSWER YOUR QUESTIONS CORRECTLY.
DO NOT WASTE TIME!
Click on the books to choose literature to read
and books on-line
Lesson Plans for 7th Graders - October 10th - 15th
Since some students did not turn-in their fable on "The Grasshopper and the Ant," and many who did do so, only copied over Aesop's fable, "Ant and Grasshopper," word for word or told the exact fable with the same moral in their own words.  Some students wrote a different fable, but their moral did not go with the fable they wrote -- thus, the fable did not make sense.

If you were one of the students who did this assignment correctly, I have given you an extra-credit A; however, you too will have to write another  fable and make it better.   Some scenarios to consider:
*  Grasshopper sings so well, he makes it to American Idol where he/she wins and makes more money than Ant ever knew existed.
*  The following summer,  there is no Grasshopper playing music and Ant realizes how sad it sounds without music, and misses the lovely songs Grasshopper used to make. 
*  Ant and Grasshopper appreciate what each other does to contribute to their environment, society, or habitat and work together.
*  A television reporter learns how Ant had refused to let Grasshopper have a single grain of corn or enjoy any warmth when it was so bitterly cold.
*  During a bitter snow storm, Ant realizes how nice it would be to hear Grasshopper's music inside her home.



DIRECTIONS:  FIRST, STAY IN YOUR SEAT.  DO NOT TALK AND DISTURB STUDENTS AROUND YOU. DO NOT USE THE COMPUTERS.  BATHROOM PRIVILEGE IS FOR EMERGENCY ONLY AND YOU MUST SIGN THE "RECEIVED BATHROOM PRIVELEGE" PAPER BEFORE LEAVING THE CLASS.

ALL HANDOUTS ARE CLASS SETS AND MUST BE COLLECTED BEFORE CLASS IS OVER.

USE YOUR OWN PAPER AND PENCIL OR PEN.  IF YOU MAKE A MISTAKE, CROSS IT OUT AND CONTINUE WRITING ON THE SAME PAPER.  (YOU NEED TO BE ENVIRONMENTALLY CONCERNED AND NOT WASTE TREES, WHICH WE NEED TO BREATHE.)

READ EVERYTHING THOROUGHLY.  FOLLOW THE DIRECTIONS THAT ARE GIVEN TO YOU.  IF, AT FIRST, YOU DO NOT UNDERSTAND, THEN READ THE DIRECTIONS OVER AGAIN MORE CAREFULLY. I HAVE FAITH IN YOU. I KNOW YOU HAVE THE ABILITY TO UNDERSTAND THE DIRECTIONS YOU READ, AND THAT YOU KNOW HOW TO DO YOUR BEST.

MAKE SURE YOU TURN IN ALL WORK.  IT IS WORTH 4 GRADES TOTAL. 
Do This Second:  All students must write another fable: The Grasshopper and the Ant, even if you did so correctly to begin with.  Make sure your fable matches the moral and that the grasshopper is "the good character" in your fable.  If you don't finish writing this fable, you must do so for homelearning and turn it in the next class
Do This First:  Instructional Focus:  Cause and Effect
Lesson from:  Clark, Ella E., "The Origin of Fire,"  Prentice Hall Literature: Silver-Second Edition.  (1991). Englewood Cliffs: Prentice Hall, 626-629.  These  books are on the table.
You must write the questions and the answers.  (LA.E.2.2.1)
2. Quietly read page 626 and do the assignments on this page.
*  Take notes on who the Nez Perce are.
*  Add to your notesabout myth, this explanation of myth.
*  Do the Writing assignment to answer the questions presented in "Writing."  Make sure you write out all of the questions and completely answer them.
*  Add the vocabulary words on this page to your Vocabulary Section in your notebook. 
1. Quietly Read "The Origin of Fire," by Ella E. Clark, on pages 626 and 627.  Then answer the "Critical Thinking and Reading - Understanding Cause and Effect" questions on page 629  Make sure you write the questions and the answers.
3.  Now, complete all of the questions in "Thinking About the Literature," 1-8.  Make sure you write out all of the questions and answer each question correctly.
4. Answer all of the questions in "Analyzing Literature," 1-5.  Make sure you write out all of the questions and answer each question completely.
Click on the Nez Perce child, to read other native American myths and legends
Lesson Plans for 7th Grade Students - October 12th - 15th
Due October 17th
Lesson Plans for November 7th - 9th
Lesson Plans for October 11th and 12th
Reader's Theater:  The Other Cinderella Story, by Cara Bafile 1.  After the FCAT review, students will perform this short play, acting out the different parts.
Note:  FCAT 1st Quarterly Test was given on 11/5 and 11/6
and make-ups on 11/7 and 11/8
1.  After the test is completed, students will peer grade this test in class.
2.  REVIEW: 
*  On 11/7 through 11/9, students will read the selections, from the test booklet, aloud.
*  A Student Panel (Those students who made "A's" on this test) will go over the answers with their classmates.
HOME LEARNING DUE 11/15TH & 11/16TH
Write a modern legend, fable, myth or folktale.
*  It needs to be 2 to 3 pages long.
*  Written in blue or black ink.
*  Single spaced.
* If typed, 12 point type
Legend - real hero, actual event
Fable - teaches a lesson
Myth - about the world, natural phenomenon
Folktales - entertainment
  *  trickster tales
  *  fairy tales
  *  tall tales
Lesson Plans for the Week of November 12th
Instructional Focus: REFERENCE AND RESEARCH
FCAT Timeline:  AUTHOR'S PURPOSE
FCAT Interdisciplinary Practice -- Locating Information and Using Map Skills
The Story of Silk

FCAT WRITING +
11/13th and 14th - Students will write an essay in 45 minutes as required by FCAT
on the following prompt:
Over 1 Millsion children are homeless in the U.S.  They are hungry, anxious and exposed to violence.  Many are shifted from shelter to shelter and fall behind in school.  What do you think should be done to solve this problem?
Areas of Interaction:  Health and Social Education
Learner's Profile:  Caring
11/15th -16th:  Story Telling Festival
Using Story Telling Techniques, as seen in the Video "McDougal Littell Presents Literature in Performance:  Brother Coyote and Brother Cricket, a version of David and Goliath from the American Southwest," retold and performed by Tim Tingle, students will orally tell their own modern day folkore.  Students will be graded on the use of gesture, voice projection and inflection, and acting out their different characters.  No stories will be read.
Homelearning Due November 19th and 20th. 
Vocabulary Words for Chapter One of Homeless Bird, by Gloria Whelan
1.  Quiz on Ashputtle.  Students will answer questions on the home learning assignment that was due on November 8th and 9th.

   HOMELESS BIRD, by Gloria Whelan

2.  Students will take notes on background information on
Homeless Bird.
3.  Sustained Silent Reading:  Students will read Chapter I through Chapter III of
Homeless Bird.
Note:  If students do not read, then reader's circle activities will not be followed.  Instead, lessons and activities for this book will be teacher directed with questions on the overhead projector.
Home learning Due on November 8th and 9th
Compare the Brother's Grimm version of Cinderella, called "Ashputtle," which is in your textbook on pages 819 - 825, to The Other Cinderella Story.
NOTE: YOU ARE RESPONSIBLE FOR KNOWING THIS STORY.  IT WILL BE ON A FUTURE QUIZ.
Lesson Plans for the week of November 19th
4.  Then students will complete reader circle assignmentsin groups of three to four
    *  Discussion Director (Writes questions and answers using the FCAT Q-Cards.
    *  Words and Phrases Commander (Writes vocabulary down from each chapter, gives part os speech and defines words as they are used in context.)
    *  Culture Conductor (Writes down the culture of the characters society as it is described in the book.
    *   Illustration & Summary Supervisor (Collects pictures from the Internet or illustrates something of interest from the chapter and writes a summary)
5.  Afterwards, Discussion Directors list the names of the students in the group  and grades each student on how well he/she completed the designated literary circle job task.  (A = excellent, B = good, C = satisfactory, D = some effort, F = No effort.
6  All other students must write on a separate sheet of paper the date, and answer:
    *  What you learned.
    *  Do you find the information about the culture and the setting  interesting?
    *  What is your opinion about the book so far?
Home Learning Due November 26th
Learner Profile
Aproaches to Learning
Write on handout, " Self Portrait" from What Do You Stand For? For Teens: A guide to building Character, by Barbara Lewis.
Lesson Plan for the Week of November 26th
INSTRUCTIONAL FOCUS:  REFERENCE & RESEARCH
FCAT Timeline Benchmark: Organization, Interpretation  Synthesis of Information (LA.A.2.3.5) *  Based on all information given,how does each part add to the idea that ______________________?
*  How do _____________ and _________________ suggest the central (main) idea that _______________________?
*  According to the information given (including the chart, graph, etc.) about ___________________, which pair of ________
would___________________________?
*  People who read this article (story) will learn to/that______________________.
*  How does the concept in the article (story, chapter, paragraph)________________ relate to the concept in the article (story,  chapter, paragraph, poem )________________?  Use details from _________ and ____________to support your answer. (Note: Use two different reading passages.)
1.  Students use ths FCAT Benchmark to create questions for Chapters 1 through Chapter 2 of Homeless Bird.  Students answer questions on Chapter 1 and teacher reviews answers.
2.  Students work in Liturature Circle Groups.

Activities for 11/26 through 11/29
Due 12/3 (for 2, 4 & 6) and 12/5 (for 1,3,& 5)
Home Learning for All Students --

Write a poem, speech or short story on your topic
for your
Interdisciplinary Environmental Project
Use your mouse and click onthe dinosaur to go to a fun site called The Imagination Factory.
1.  (15 Min.)  Go over Interdisciplinary Environmental Project.  Have students write in their agendas the home learning assignment for this project due 12/3 and 12/4. (11/26 and 11/27)

2.  (15 Min.)  Go over plagiarism.  If they are not the authority on the topic, or subject being researched, they need to cite their source in their own text.  If MLA Documentation is being used, it is the author's last name and page number for books, and author's name only for WEB articles.  Some science teachers may introduce them to the APA style of documentation, which really should be used since the subject is science.  Our language arts textbook has MLA explained in it.  Since research will be based in their science classes, this will be their science teacher's decision. (11/28 and 11/29)

3.  (25 Min.)  Students will read aloud the Middle Years Programme's Learner Profile from the handout given to them, which they are to keep in their notebooks.  Each student will write an FCAT Writing + Prompt on the Learneer Profile given to them and will turn it in.  One of the midterm essay prompts will be on the MYP Learner Profile.
Note:  Students are responsible for knowing this material and different activities will be given to them so that they may learn it.  In addition, they will be tested on the Learner Profile in the future. (11/28 and 11/29)

4.  (45 Min.) Students are responsible for reading Chapters 1-2 in the novel, Homeless Bird,  and must complete their Reading Circle job tasks for these chapters by 11/29.  See Reading Circle job tasks above for the Week of Nov. 19th.  Note:  Different FCAT Q-Cards will be given to groups in accordance to the Discussion Director's and the groups learning needs as assessed by their performance on the First FCAT Quarterly Test.  In addition, the groups will not always have the same FCAT Q-Cards. (11/26 through 11/29)

4  ( 30 Min..)  On Friday 11/30 (and Monday 12/3),  All students will understand how to write a good expository essay.  At the beginning of class, the teacher will give students guided practice.  First, they will see the difference between an essay that is scored as "Excellent" and one with a "4" and one with a "2."  Students will first plan their writing by listing to select a subject, next by answering questions to gather details, and then write a good beginning, middle and end with guided practice.  

8.  During the week:
  *  Students will go over the MYP Learner Profile
  *  Students wiill take an FCAT Interdisciplinary Assessment Practice Test
  *  Students will be taking FCAT Practice Tests on the computers
  *  Students will review FCAT terms

9.  Students, especially in 6th period, who have not presented their stories for the Folk Tale Fesival will do so on 11/26th  and 11/28th
Activities
Lesson Plan for November 30th and December 3rd
FCAT WRITING+ ((LA.A.1.3.1; LA.A.1.3.2; LA.A.2.3.3)
                                                     Objectives:
(LA.B.1.3.2)  In writing their essays on being a principled person, Students have clarity in their presentation of ideas, use creative strategies appropriate to the purpose of the paper.
(LA.C.3.3.1)  Students use speaking strategies effectively to read aloud their Learner Profile Essay on being a principled person.
(LA.C.1.3.1)  Students listen to their classmates reading and offer one tip on how the student can improve the essay, and one thing they liked about the essay
*  All students will write an essay to prepare for the FCAT Writing+ Test and for the midterm essay on the following prompt:

A principled person is an honest and responsible person.  Integrity is part of his or her value system.

Think about how you are a principled person or about atime when you acted with one of these qualities.

Write an essay to explain how you are a principled person OR about a time that you were responsible, honest or acted with integrity.
Click on the desk to see The Learner Profile List.
*  Afterwards, students will peer grade each other's essays using the FCat Writing+ Rubric.
*  Then, students will read their essays aloud to the class and students will write down one good thing about their essay and one thing that can be improved.
Lesson Plan for December 4th and December 5th
INSTRUCTIONAL FOCUS:  REFERENCE & RESEARCH (11/26 - 12/14)
Locating information and putting it into your own words.

Interim Test Benchmark: Words and Phrases

FCAT Benchmark Timeline (11/26 - 12/14):  Synthesis and Evaluation
Activities
1.  Read Chapter 3 of Homeless Bird out loud.  Students will be graded for their reading and listening skills.

2.  Use Reciprocal Teaching Strategies to cover Reference and Research and Synthesis and Evaluation.  Give the students a handout  on Reciprocal Teaching Strategiest and the "Train Your Brain to Read Bookmarks"  for this assignment. 

3.. As students read, have them write down vocabulary words and use context clues in the text to define them.  At the end, students will use dictionaries to look up vocabulary words.

4.  Read Chapter 4 aloud.  Afterwards, students work in their Literature Circle groups.
Many Hindus consider Varanaasi, situated on the Ganges River, to be the holiest of cites in India.
Lesson Plan for December 6th and December 7th
INSTRUCTIONAL FOCUS:  REFERENCE & RESEARCH (11/26 - 12/14)
Locating information and putting it into your own words.

Interim Test Benchmark: Words and Phrases

FCAT Benchmark Timeline (11/26 - 12/14):  Synthesis and Evaluatio
n
Activities:
1.  Students will answer Homeless Bird Study questions for Chapters 2, 3 & 4.
2.  Teacher will go over answers to the 24 questions from the study quide to help students prepare for the midterm exam.
3.  Students will read Chapter 5 aloud in class. 
4.  Whole class discussion about the culture in India
Objectives
LA.E.1.3.2  THE STUDENT RECOGNIZES ELEMENTS OF PLOT
LA.E.1.3.3  THE STUDENT UNDERSTANDS ELEMENTS OF AUTHOR'S CRAFT INCLUDING WORD CHOICE, SYMBOLISM, FIGURATIVE LANGUAGE, MOOD, IRONY, FORESHADOWING, FLASHBACK, PERSUASION TECHNIQUES, AND POIT OF VIEW
Home Learning
Students will complete their creative writng for the Interdisciplinary Science Project.  (12/10 & 12/11)
Lesson Plan for December 6th and December 7th
INSTRUCTIONAL FOCUS:  REFERENCE & RESEARCH (11/26 - 12/14)
Locating information and putting it into your own words.

Interim Test Benchmark: Words and Phrases

FCAT Benchmark Timeline (11/26 - 12/14):  Synthesis and Evaluation
Students will read passages on the traditions and culture and the history of India, including one on Indira Gandhi.  Afterwards they will answer Reading Comprehension questions on each passage to prepare for the FCAT portion and the objective portion of the Midterm Exam.  in addition, these reading assignments will help student to better understand the setting and the culture described in the novel, Homeless Bird.  It will take students the entire class period to complete the 7-page, teacher-made packet and to go over the answers.
LESSON PLAN FOR DECEMBER 12TH & 13TH
1.  How to write a good persuasive essay
     a. Students will read pages R60 and R61
     b.  Students will read R47 and R481. 
2.  How to organize your essay by choosing good supporting ideas for your topic, subject or thesis
3.  How to write a good introduction so your reader enjoys your essay
     a.  Students will read R34 and R35
     b.  Students will write an introduction
4.  How to use transitions to make your essay interesting
     a.  Students will learn to use other transitions than first, second, and third
     b.  Students will read R36 and R37
5. Students will write a persuasive essay
8.  Peer Grading Essays Using the FCAT Rubric
9.  Those who made 6's will read their essays aloud
Students Will Write a Persuasive Essay
LA.B.1.3.1 THE STUDENT ORGANIZES INFORMATION BEFORE WRITING ACCORDING TO THE TYPE AND PURPOSE OF WRITING
LA.B.1.3.2  THE STUDENT DEMONSTRATES A COMMITMENT TO AND AN INVOLVEMENT WITH THE SUBJECT
FCAT WRITING+ THE STUDENT WILL WRITE AN ESSAY.
Home Learning:  Students will complete their creative writing for their Interdisciplinary Science Projects.
6th Grade