Lesson Plans for Jones and Candell
Periods 1, 2, 4,
5, 6,
Monday
Greek/Latin Root Word List:
ono, nym, onym = word, name
Bell Ringer &
Vocabulary
LA 7. 3.3.2, 3.4.2,
Write words in your own
definition: Acronym,
Anonymous, Antonym,
Eponym, Heteronym
7TH Grade Language Arts 1st Quarter
Wednesday
Greek/Latin Root Word List:
log = word
Greek/Latin Root Word
List: ono, nym, onym = word,
name
Week of Oct.14-18, 2013
Thursday
Friday
Greek/Latin Root Word List:
ono, nym, onym = word, name
.
Greek/Latin Root Word List:
ono, nym, onym = word, name
.
Greek/Latin Root Word List:
ono, nym, onym = word, name
Write words in your own
definition:
Homonym, onomatopoeia,
Oronym, Pseudonym,
Synonym
Use words in a sentence showing
understanding: Acronym,
Anonymous, Antonym, Eponym,
Heteronym
Use words in a sentence
showing understanding:
Homonym, onomatopoeia,
Oronym, Pseudonym, Synonym
Study vocab and do vocab read
around
Essential Question
How can a peer edit
improve the quality of my
writing?
Why are my FAIR and
LBA tests important?
Why are my FAIR and LBA
tests important?
How does a conclusion
bring everything together?
QUIZ on 10 terms
How is your style of writing
influenced by your purpose
for writing?
HOT Question
How can we use evaluation and
reflection to improve our writing?
How can analyzing the
relationship of words help us in
other academic classes?
How can analyzing the relationship of
words help us in other academic
classes?
How can analyzing the relationship
of words help us in other academic
classes?
How can understanding the correct
meaning affect my reading and
comprehension of a given text?
Measurable
Objective
Students will complete an
essay on the topic of ,
while complete the 5 steps
in the writing process with
80% accuracy.
Analyze the meanings of words,
phrases, and word relationships
by using strategies including,
but not limited to, context clues
and word structure at 80% on
grade level materials.
Analyze the meanings of words,
phrases, and word relationships by
using strategies including, but not
limited to, context clues and word
structure at 80% on grade level
materials.
Analyze the meanings of words,
phrases, and word relationships by
using strategies including, but not
limited to, context clues and word
structure 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.
Goal today
Students will peer edit
clean rough draft
Students will practice
Mini assessment on
LA7 1.6.8
I do: Explain how to
identify advanced
word/phrase
relationships and
their meanings using
grade 8 miniassessment 1/2.
We do: Listen, take notes
and ask questions
You Do: participate, take
notes and practice mini
Students will practice Mini
assessment on
LA7 1.6.8
I do: Review identifying
word/phrase relationships
using grade 9
We do: Listen, take notes and
ask questions
You Do: participate, take
notes and practice mini
Students will complete Mini
assessment LA7 1.6.8 and
begin LA7 1.6.9
I do: Give Mini
We do
You Do: take Mini
assessment
Students will complete Mini
vocabulary quiz and work on
LA 7 1.6.9
I do: Give vocabulary quiz
We do vocab read around
You Do: take vocabulary quiz
Today’s
Agenda&
Lesson:
I do: review instructions
and checklist for peer
editing
We Do: review checklist
and discuss any question
You do: students peer edit
each other’s clean rough
draft while using peer edit
check list.
*Show students current
grades as reminder of end of
1st quarter grading period.
Comprehension
Check/Summarizing
Activity
Feedback on Peer review
Mini exit ticket
Mini exit ticket
Pass Mini at 80%
Homework
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. Due
Oct. 31
Clean rough draft
LA7 4.2.3, LA7 4.3.1 and
LA7 4.3.2 AND LA7 1.6.7
LA7 4.2.3, LA7 4.3.1 and
LA7 4.3.2 AND LA7 1.6.7
LA7 4.2.3, LA7 4.3.1 and LA7
4.3.2 AND LA7 1.6.7
LA7 4.2.3, LA7 4.3.1 and LA7
4.3.2 AND LA7 1.6.7
LA7 4.2.3, LA7 4.3.1 and LA7
4.3.2 AND LA7 1.6.7
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
SSS Benchmark
ESE/ESOL/WICR
Task Card (TC)
STUDENTS MUST BRING A LIBRARY BOOK TO CLASS EACH DAY!!!!!
Read for next book report Due Oct. 31st!
No School Next Monday, Oct. 21st, End of 1st Quarter and Teacher Work Day
Read for book report. Due
Oct. 31
Word List: ono, nym, onym = word, name
acronym (n) an abbreviation formed by combining the initial letters in words
or parts of a series of words
anonymous (adj) not named or identified; done by someone unknown
antonym (n) a word that means the opposite of another word
eponym (n) a person for whom something, such as a city, building, or street,
has been named
heteronym (n) one of two or more words that are spelled alike but have different
meanings and pronunciations, such as bass voice and bass, a fish
homonym (n) one of two or more words that are pronounced alike but have
different spellings and meanings, such as isle and aisle
onomatopoeia (n) the formation of words that imitate sounds associated with the
objects or actions to which they refer
oronym (n) a string of words that sounds the same as another string of words,
like gray day and grade A, some mothers and some others, Toyota and Toy Yoda, ice cream and I scream
pseudonym (n) false name; a fictitious name
synonym (n) one of two or more words that have the same meaning
Word List: ono, nym, onym = word, name
acronym (n) an abbreviation formed by combining the initial letters in words
or parts of a series of words
anonymous (adj) not named or identified; done by someone unknown
antonym (n) a word that means the opposite of another word
eponym (n) a person for whom something, such as a city, building, or street,
has been named
heteronym (n) one of two or more words that are spelled alike but have different
meanings and pronunciations, such as bass voice and bass, a fish
homonym (n) one of two or more words that are pronounced alike but have
different spellings and meanings, such as isle and aisle
onomatopoeia (n) the formation of words that imitate sounds associated with the
objects or actions to which they refer
oronym (n) a string of words that sounds the same as another string of words,
like gray day and grade A, some mothers and some others, Toyota and Toy Yoda, ice cream and I scream
pseudonym (n) false name; a fictitious name
synonym (n) one of two or more words that have the same meaning
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
MIDDLE SCHOOL BENCHMARK ACCOUNTABILITY CARD: LA.6-8.1.6.9 MULTIPLE MEANINGS
MIDDLE SCHOOL BENCHMARK ACCOUNTABILITY CARD: LA.6-8.1.6.8 Analyze Words/Word Relationships
BENCHMARK: LA.6-8.1.6.8 The student will identify advanced word/phrase relationships and their meanings.
convey the meaning, pair of words, add to the
idea, restates the meaning, phrase, most similar
in meaning, most opposite in meaning
BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS
ANALYZE WORD/PHRASES
WORD RELATIONSHIPS
The sample item below is based on “Ben’s
Harmonica” on page G–2.
As used in the article, which pair of words are
most similar in meaning?
A. delicate, perfect
B. assorted, varying
C. arranged, ranging
D. perform, transport
HIGH ORDER QUESTION STEMS
WORD RELATIONSHIPS



Which pair of words from the article are most
similar in meaning?
Which words help the author convey the
meaning that
?
Which word(s) add to the idea that ?
ANALYZE WORDS IN TEXT
 In this text, what does “
“mean?
 What does the author mean by saying, “
?”
 What does the author imply by saying “
?”
 Read the quotation from the article:
“
“
What does the phrase reveal about the
narrator’s opinion of the situation?
 Read the sentence from the essay:
“
“
The phrase _____ is most similar in meaning
to the phrase _____.
 Read these lines from the poem.
“
“
Which is the best restatement of these lines?
STUDENT SCALE QUESTIONS
 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.
The sample item below is based on “Poppa and the Spruce Tree” on page G–8.
Read this sentence from the essay.
A thousand pictures flashed through my mind, but one scene came sharply into view.
Which phrase best restates the meaning of came sharply into view?
A. appeared like a movie.
B. shone as a bright light.
C. prompted more memories.
D. stood out more clearly than others.
TEST ITEM SPECIFICATION NOTES
Clarification
The student will:

Analyze the meanings of words, phrases, and word relationships by using strategies including, but not
limited to, context clues and word structure.
Content Focus

Analyze Words/Phrases

Word Relationships
Content Limits

Grade-level appropriate texts should be used to assess the analysis of words and phrases and the
identification of word relationships (e.g., synonyms, antonyms).

Analogies should not be assessed.

When assessing Analyze Words/Phrases excerpted text should contain clear and sufficient context for
determining the meaning of the phrase being assessed

If an item stem directs a student back to the text to determine the meaning of an unfamiliar phrase, the
text should contain clear and sufficient context for determining the meaning of the assessed phrase.

When assessing Word Relationships the terms synonym and antonym should not be used in stem
construction.

Wording should be most similar in meaning or most opposite in meaning;

Only grade-level appropriate words found within the text should be assessed

The text should contain clear and sufficient context for determining the meaning of the assessed
words.
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 appropriate words, phrases, and word relationships to assess knowledge of
vocabulary at grade level.
(Additional information on pp. 26-27, 61-62, and 94-95)
FCAT 2.0 READING Test Item Specifications
Grades 6–8)
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,
MULTIPLE MEANINGS
most 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)