Glynn Middle School
LFS Weekly Lesson Plan
Teacher: Clements,
Knittel
Grade/Subject:ELA Dates/Pace: Dec. 9 th -13 th Unit Topic: Descriptive Writing and atrisk standards
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
ELACC7L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). b. Spell correctly.
 Knowledge of Language
ELACC7L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
ELACC7L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
ELACC7L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite,
diplomatic, a.
Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

Glynn Middle School
LFS Weekly Lesson Plan
Monday Tuesday
Essential Question and/or Key Questions
Why does spelling matter?
Why do details matter in my writing? What is the difference between a sentence that “tells” versus a sentences that “shows”?
Wednesday
How can I use my atrisk standards to my advantage?
Thursday
How can I use my atrisk standards to my advantage?
Friday
Sub today
Activating/Acceleration:
( Some ideas : KWL, Pre-reading, Think Pair Share, Thinking Maps, Vocabulary Overview, Word Splash, Survey, Big Four)
Spelling Bee today.
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Do Now-Daily
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Computer lab
Winner and alternate Grammar (10 day- student

Do Now- Daily
Knittel and Clements have Writer’s picked to compete in the school spelling bee. min) use the highlighted sheet from last
Grammar (10 min)
Workshop professional development meetings downtown. Packets

Students are shown a “tell” sentence on the board (a week to choose their personal at-risk standards for will be left for students to complete. sentence that study island. lacks details and descriptive language). They are asked to add details. (5 min)
Cognitive Teaching Strategies: include time for distributed practice or summarizing
( Some ideas: Lecture/Question, Read/Discuss, TIMS, Hands on Activity, Thinking Map, Pictograph, Research, Vocabulary, Diagrams/Graphs,
Comprehension)
Cognitive Teaching Strategies: include time for distributed practice or summarizing
( Some ideas: Lecture/Question, Read/Discuss, TIMS, Hands on Activity, Thinking Map, Pictograph, Research, Vocabulary,
Diagrams/Graphs, Comprehension)


Show Me sentences lesson:
Students and teacher add details and descriptive language to boring sentences to make them
“pop”. (20 min)

Show me sentences handout (will go in Writer’s
Workshop portfolios). (15 min)

Students then choose one of the sentences on which to expand into an entire show-me paragraph. (10 min)
Glynn Middle School
LFS Weekly Lesson Plan

Our goal is to receive a blue ribbon for each at-risk standard.
Once a blue ribbon is earned, students can cross that standard off of their “at-risk” list and move to the next one.

Differentiated
Class lesson:
Based on last week’s test, teacher itemized each class’s atrisk standards as a whole.
Smartboard lesson based on each class’s atrisk standards.
(20 min)

Student work: there are 3 worksheets available. One focuses on prepositional phrases and clauses, one on subject/verb agreement, and the last on editing. (These were 3 major stards that most students missed).

Glynn Middle School
LFS Weekly Lesson Plan
Students are given one worksheet based on their needs per the itemized data.
(15 min)
Summarizing Strategies: ( Some ideas: Ticket Out the Door, 3-2-1, The Important Thing, One Word, Learning Logs)

Students

Checking our highlight work: Teacher descriptive words they used that added zest to their writing.
(5 min) goes over the answers with each group of students. (10 min)
Extending/Refining Activity: This is for all students. After they acquire, then take them up a notch with thinking skills/writing prompts.
( Some ideas: Cause/Effect, Compare/Contrast, Write, Classify, Analyze, Evaluate, Inductive, Deductive)
Summarizing Strategies: ( Some ideas: Ticket Out the Door, 3-2-1, The Important Thing, One Word, Learning Logs)
Extending/Refining Activity: This is for all students. After they acquire, then take them up a notch with thinking skills/writing prompts.
( Some ideas: Cause/Effect, Compare/Contrast, Write, Classify, Analyze, Evaluate, Inductive, Deductive)
Assignment and/or Assessment: A variety of informal, performance, constructed response, selected response Assignment and/or Assessment: A variety of informal, performance, constructed response, selected response
Show-me paragraph informal assessment in writing
Study Island assessment
Differentiation: (Gifted)

Glynn Middle School
LFS Weekly Lesson Plan
Student choice regarding topic of paragraph
Students focus on individual needs (atrisk standards) and build lessons based on those needs.
Students receive worksheet based on their personal needs
(some get the phrases and clauses worksheet, others get the sub/verb agreement worksheet, and so forth). Data driven assignment.
Accommodations: (Sped, 504, SST) preferential seating, printed copies of notes and donow’s, frequent checks for understanding, paraphrasing and repeating instructions.