Lesson Plans for Jones and Candell
Periods 1, 2, 4,
5, 6,
Bell Ringer &
Vocabulary
LA 7. 3.3.2, 3.4.2,
Essential Question
HOT Question
Measurable
Objective
Goal today
Today’s
Agenda&
Lesson:
Comprehension
Check/Summarizing
Activity
Homework
SSS Benchmark
ESE/ESOL/WICR
Task Card (TC)
7TH Grade Language Arts 2nd Quarter
Wednesday
Monday
Greek/Latin Root Word List:
log = word
Greek/Latin Root Word List:
cap= take, seize
Write and define:
Capable, capacity, capitalize,
capsize, caption
Greek/Latin Root Word
List: cap= take, seize Write
and define:
capture, decapitate,
encapsulate, escape,
recapitulate
Greek/Latin Root Word List:
cap= take, seize
Use words in a sentence showing
understanding: Capable, capacity,
capitalize, capsize, caption
How can words with more than
one meaning affect the way I
read, write, and comprehend?
How do context clues help us
understand word meaning?
How can words with more than
one meaning affect the way I
read, write, and comprehend?
How can analyzing the
relationship of words help us in
other academic classes?
How can words with more than one
meaning affect the way I read, write,
and comprehend?
How can analyzing the relationship of
words help us in other academic
classes?
Analyze words that have multiple
meanings and determine the
correct meaning of the word as
used in the text at 80% on grade
level materials.
Analyze words that have
multiple meanings and
determine the correct meaning
of the word as used in the text
at 80% on grade level materials.
Students will take notes
and begin planning for
book that has words with
multiple meanings.
I do: Instruct directions for
project: 10 page book that
uses multiple meaning
words. (See directions on
teacher’s page)
We Do: Take notes and
begin multiple meaning
word book
You do: Take notes and
begin multiple meaning
word book
Students will work on
book that has words with
multiple meanings.
Comprehension check on
project and scale
Thursday
Week of Nov.4-8, 2013
Friday
Greek/Latin Root Word List:
cap= take, seize
Use words in a sentence
showing understanding:
capture, decapitate,
encapsulate, escape,
recapitulate
How can words with more than one
meaning affect the way I read,
write, and comprehend?
How can understanding the correct
meaning affect my reading and
comprehension of a given text?
Greek/Latin Root Word List:
cap= take, seize
Analyze words that have multiple
meanings and determine the correct
meaning of the word as used in the
text.
Analyze words that have multiple
meanings and determine the
correct meaning of the word as
used in the text at 80% on grade
level materials.
Analyze words that have multiple
meanings and determine the correct
meaning of the word as used in the
text at 80% on grade level materials.
Students will finish books that
give examples of words with 2
meanings and draw those
double meanings
I do: Review directions for
project: 10 page book that
uses multiple meaning words.
(See directions on teacher’s
page)
We Do: review directions and
continue multiple meaning
word book
You do: review directions and
continue multiple meaning
word book
Students will present their
book projects
Students will complete
vocabulary quiz and work on
some example sheets of words
with 2 meanings.
I do: Give vocabulary quiz,
grade, and take mini
assessment
We do: Take quiz, grade,
review for mini
You Do: take vocabulary quiz
and take mini assessment on
benchmark 1.6.9, Words with
multiple meanings
Check on book progress
Mini exit ticket
Presentation
Completed quizzes
Study vocabulary
Read for book report. Due
Oct. 31
Study vocabulary
Read for book report. Due
Oct. 31
Study vocabulary
Read for book report. Due
Oct. 31
Study vocabulary
Read for book report, which
is a cereal box report
Study vocabulary
Read for book report, which is
a cereal box report
LA7 1.6.9
LA7 1.6.9
LA7 1.6.9
LA7 1.6.9
LA7 1.6.9
ESOL/ESE accommodations &
Daily WICR Strategies attached
ESOL/ESE accommodations
& Daily WICR Strategies
attached
ESOL/ESE accommodations &
Daily WICR Strategies attached
ESOL/ESE accommodations &
Daily WICR Strategies attached
ESOL/ESE accommodations &
Daily WICR Strategies attached
I do: Review directions
for project: 10 page book
that uses multiple
meaning words. (See
directions on teacher’s
page)
We Do: review directions
and continue multiple
meaning word book
You do: review directions
and continue multiple
meaning word book
I do: Read story
We do: Listen respectfully
and discuss presentations
You Do: Present books that
show command of words
with multiple meanings
STUDENTS MUST BRING A LIBRARY BOOK TO CLASS EACH DAY!!!!!
Read for next book report due Dec. 11th
Study vocab and do vocab read
around
QUIZ on 10 terms
How can words with more than one
meaning affect the way I read, write,
and comprehend?
How can analyzing the relationship of
words help us in our writing?
Word List: fer = to carry, bear,
bring together
chauffeur (n) a person hired to drive or bring someone to another location; a driver
circumference (n) the distance around a circle; to carry the distance around a circle
conference (n) a meeting that brings people together to exchange views or
information
differ (v) to carry a different opinion; to carry an opposing view
fertile (adj) capable of bearing or producing crops or vegetation; highly
productive
infer (v) to bring together information to reach a conclusion; guess
offer (v) to bring forth ideas; to propose or present
prefer (v) to choose one thing that carries priority over another; to value
more highly
referral (n) a recommendation; a letter or notice that carries good words
about a person
transfer (v) to bring something from one place to another
Word List: fer = to carry, bear,
bring together
chauffeur (n) a person hired to drive or bring someone to another location; a driver
circumference (n) the distance around a circle; to carry the distance around a circle
conference (n) a meeting that brings people together to exchange views or
information
differ (v) to carry a different opinion; to carry an opposing view
fertile (adj) capable of bearing or producing crops or vegetation; highly
productive
infer (v) to bring together information to reach a conclusion; guess
offer (v) to bring forth ideas; to propose or present
prefer (v) to choose one thing that carries priority over another; to value
more highly
referral (n) a recommendation; a letter or notice that carries good words
about a person
transfer (v) to bring something from one place to another
MIDDLE SCHOOL BENCHMARK ACCOUNTABILITY CARD: LA.6-8.1.6.9 MULTIPLE MEANINGS
BENCHMARK: LA.6-8.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.
BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS
same meaning, used in the same way, adds to the idea, most similar, most
MULTIPLE MEANINGS
opposite, pair of words
The sample item below is based on “New Kid”
on page G–4.
Read this sentence from the passage.
“Maybe you and I should play a match
sometime,” she said.
Which sentence below uses match in the
same way as in the sentence above?
A. I could not find the match to my red sock.
B. She is no match for him in the spelling bee.
C. He lost the match to someone more
experienced.
D. My grandfather used a match to light the
candle.
HIGH ORDER QUESTION STEMS
STUDENT SCALE QUESTIONS
MULTIPLE MEANINGS
 Read the excerpt from the passage:
“
“
In which sentence does the word
have the same meaning
as in the excerpt above?
 Read the lines from the poem:
“
“
In the lines above, what does the word_____ reveal about the
____?

How have I used this benchmark in my
reading/math?
 How did the benchmark help me better
understand __________?
 Where is my learning on the scale?
___ I can teach someone else.
___ I can do it on my own.
___ I understand, but have questions.
MULTIPLE MEANINGS
The sample item below is based on “Volunteer Day” on page
G–12.
Read this sentence from the flier.
Board the bus for your chosen activity, and ride with the
organization’s representatives and other volunteers to
your activity site.
In which of the following sentences does board have the same
meaning as in the sentence above?
A. She received room and board in exchange for her work at
the dormitory.
B. The event was overseen by committee members and a
board of directors.
C. The city decided to board up the abandoned house so no
one could enter.
D. He was not able to make a phone call before it was time to
board the plane.
TEST ITEM SPECIFICATION NOTES
Clarification
The student will:

Analyze words that have multiple meanings and
determine the correct meaning of the word as used in the
text.
Content Focus
 Multiple Meanings
Content Limits
 Grade-level appropriate texts should be used to assess
words with multiple meanings.
 Words with multiple meanings should be assessed using
words on grade level or not more than two grades above
or below grade level.
 Excerpted text must contain clear and sufficient context
for determining the meaning of the assessed word.
Text Attributes
 Texts should be literary or informational.
 Other stimuli may include, but are not limited to,
illustrations with captions, graphics, and charts.
 Texts must contain words with multiple meanings and
must provide clear and sufficient context for the student to
determine the correct meaning.
(Additional information on pp. 28-29 , 63-64, and 96-97)
FCAT 2.0 READING Test Item Specifications
Grades 6–8)
WICR STRATEGY
~Writing
Inquiry Collaboration
Reading~
The AVID program is based on specific strategies that help students access rigorous high school and college preparatory curriculum. These strategies are Writing, Inquiry,
Collaboration, and Reading. The WICR strategies are used every day in content area classes at Carver Middle School.
This week’s focus strategies are highlighted below
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project
Reading
Any strategies in reading
that help students
understand the content
Writing-to-Learn
• summaries • lab reports
• letters • journals
• developed answers to questions
Process writing
• rough draft
• peer editing and revising
• final copy
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class
within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important
information on the right
• writing higher level questions
about the notes on the left
• summarizing
• using the notes to study
Reflective writing
• students write about what they
have learned and what they still need
Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
~Think Pair Share
~Refining Cornell notes
with a partner
~Sharing ideas with a
partner or in a group
~Jigsaw
~Carousel/Gallery Walk
~Problem solving in groups
~Projects in groups
Reading to Learn
Before reading activities
• vocabulary activities
• accessing prior knowledge
• previewing text features
• making predictions
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
During reading activities
• marking the text
• annotating the text
• reciprocal reading
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• Socratic seminar
• Philosophical chairs
• writing
• group projects
Higher level questioning
in tutorials in AVID
elective classes
Socratic seminar
Philosophical chairs
Fishbowl discussions
ESOL Strategies: Used as needed based on individual need
E1. Making use of contextual clues
E3. Linguistic modifications
E5. Peer tutoring
E7. Adjusting and/or shortening assignments
E9. Small group instruction
E11. Defining content area language or terms for students
E13. Reducing oral and written directions and information
E15. Adapt text and materials to facilitate comprehension
E2. Multiple media use
E4. Individualized instruction
E6. Written and pictorial forms to teach
E8. Hands- on activities
E10. Cooperative learning groups
E12. Alternative assessments
E14. Role-play
E16. Other strategies as needed…
ESE Accommodations for 7th grade Language Arts: Used daily on individual basis in accordance with IEP
Read directions for the student
Extra time for exams
Testing in small groups
Extended time on assignments =1 day
Written direction given
Check for understanding
Daily agenda
Use of a planner/binder for organization
Preferential seating
Break directions into chunks
Allow to leave class for assistance
Allow student time to step out to de-escalate