Lesson Plans for Jones and Candell
Periods 1, 2, 4,
5, 6,
Bell Ringer &
Vocabulary
Monday
Word List:
Word List men, min, mon= to
think, remind, advise, warn
Use in sentence:
Admonish, demonstrate, menace,
mention, monitor
,
Word List: men, min, mon= to
think, remind, advise, warn
Use in sentence: : omen,
premonition, recommendation,
remind, summon
Word List: ord = order
What was society like during WWII?
How do novels differ from other
forms of fiction?
How can effectively using the
tools on CBT improve my FCAT
score?
How does reading of novels enhance
our lives?
How might context clues be helpful
in other subjects?
How does understanding the main
idea help me better understand the
text?
Why it is important to understand the
main idea in a text?
Students will read, analyze,
and demonstrate
comprehension of a variety of
fiction selections with 80%
accuracy..
Students will read, analyze,
and demonstrate
comprehension of a variety
of fiction selections with
80% accuracy.
Students will read, analyze,
and demonstrate
comprehension of a variety of
fiction selections with 80%
accuracy.
Students will locate, analyze, and
understand the elements of a
novel while using journals during
reading, with 80% accuracy.
Students will locate, analyze, and
understand the elements of a novel
while using journals during reading,
with 80% accuracy.
Students will locate, analyze, and
understand the elements of a novel
while using journals during
reading, with 80% accuracy.
Students will locate, analyze, and
understand the elements of a novel
while using journals during reading,
with 80% accuracy.
Civics EOC
FAIR testing
I do: Begin reading Number the
Stars.
We Do: Read Number the Stars.
You do: Answer essay and short
answer questions in journal as we
read. What information can you
take from the text that explains
what it was like to be a child
during WWII?
I do: Continue reading Number
the Stars.
We Do: Read Number the
Stars.
You do: Answer essay and
short answer questions in
journal as we read.
I do: Give vocabulary quiz,
grade. Do Mini assessment on
cause/effect
We do: Take quiz, grade, and
do mini
You Do: take vocabulary quiz,
grade. Take mini on
cause/effect
Answer the quiz questions
Answer the quiz questions
Sign data page and write
essay: See Below
Answer the essential
question
Grade quiz
Study vocabulary,
complete class work
Study vocabulary
Study vocabulary and discuss
current grade with
parents/guardians
Study vocabulary
Study vocabulary
LA. 6.2.1.2
LA7.1.7.2 Author’s Purpose
LA7.1.7.2 Author’s Purpose
LA7.1.7.2 Author’s Purpose
LA7.1.7.2 Author’s Purpose
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
Essential Question
Measurable
Objective
Thursday
Week of May 5-9, 2014
Friday
Word List men, min, mon=
to think, remind, advise, warn
Admonish, demonstrate,
menace, mention, monitor,
omen, premonition,
recommendation, remind,
summon
How does reading of novels
enhance our lives?
LA 7. 1.6.3,
7.1.7.5, 7.1.7.2,
LA.7.1.6.7
HOT Question
7TH Grade Language Arts 3rd Quarter
Wednesday
Greek/Latin Root Word List:
log = word
How do I use Author’s purpose
in my other classes?
Students will read,
analyze, and
demonstrate
comprehension of a
variety of fiction
selections with 80%
accuracy.
Students will read,
analyze, and
demonstrate
comprehension of a
variety of fiction
selections with 80%
accuracy.
15 question QUIZ on 10 terms
Goal today
Today’s
Agenda&
Lesson:
Comprehension
Check/Summarizing
Activity
Homework
SSS Benchmark
ESE/ESOL/WICR
Task Card (TC)
Students will do have an adjusted schedule Tuesday due to a mock FCAT writes using Write Score.
Word List: men, min, mon =
to think, remind, advise, warn
admonish (v) to remind of something that was forgotten or disregarded, such
as an obligation or responsibility; to caution
demonstrate (v) to show clearly and deliberately; to advise of how things work
menace (n) a possible danger or threat; something or someone to warn
others about
mention (v) to refer to; to state in passing; to briefly or casually speak; to remind
monitor (n) one who reminds or advises, especially when related to conduct
omen (n) a sign of something about to happen; a warning
premonition (n) a warning in advance; a forewarning; a feeling of evil to come
recommendation (n) an advised course of action
remind (v) to state again; to cause to remember
summon (v) to call together to advise; to request to appear
Word List: men, min, mon =
to think, remind, advise, warn
admonish (v) to remind of something that was forgotten or disregarded, such
as an obligation or responsibility; to caution
demonstrate (v) to show clearly and deliberately; to advise of how things work
menace (n) a possible danger or threat; something or someone to warn
others about
mention (v) to refer to; to state in passing; to briefly or casually speak; to remind
monitor (n) one who reminds or advises, especially when related to conduct
omen (n) a sign of something about to happen; a warning
premonition (n) a warning in advance; a forewarning; a feeling of evil to come
recommendation (n) an advised course of action
remind (v) to state again; to cause to remember
summon (v) to call together to advise; to request to appear
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
Check for understanding
Daily agenda
Allow to leave class for assistance
Allow student time to step out to de-escalate
Testing in small groups
Extended time on assignments =1 day
Written direction given
Use of a planner/binder for organization
Preferential seating
Break directions into chunks