Moore/Leyba Reading GR 7 Lesson Plans Week of October 8-12
1.1
1.2
2.1
2.2
2.3
3.1
3.2
3.3
4.1
4.2
4.3
Oral Expression and Listening: Formal presentations require preparation and effective delivery
Oral Expression and Listening: Small and large group discussions rely on active listening and the effective contributions of all participants
Reading for All Purposes: Literary elements, characteristics, and ideas are interrelated and guide the comprehension of literary and fictional texts
Reading for All Purposes: Informational and persuasive texts are summarized and evaluated
Reading for All Purposes: Purpose, tone, and meaning in word choices influence literary, persuasive, and informational texts
Writing and Composition: Composing literary and narrative texts that incorporate a range of stylistic devices demonstrates knowledge of genre features
Writing and Composition: Organization is used when composing informational and persuasive texts
Writing and Composition: Editing writing for proper grammar, usage, mechanics, and clarity improves written work
Research and Reasoning: Answering a research question logically begins with obtaining and analyzing information from a variety of sources
Research and Reasoning: Logical information requires documented sources
Research and Reasoning: Reasoned material is evaluated for its quality using both its logic and its use of a medium
Lesson Component
Monday
October 8
Tuesday
October 9
Wednesday
October 10
Thursday
October 11
2.1 Reading for All
Purposes: Literary elements,
characteristics, and ideas are
interrelated and guide the
comprehension of literary
and fictional texts
2.2 Reading for All
Purposes: Informational and
persuasive texts are
summarized and evaluated
How do changes in the
natural environment affect
the activities and moods of
people?
2.1 Reading for All
Purposes: Literary elements,
characteristics, and ideas are
interrelated and guide the
comprehension of literary
and fictional texts
2.2 Reading for All
Purposes: Informational and
persuasive texts are
summarized and evaluated
How do people react when
resources become very
scarce?
4.1 Research and
Reasoning: Answering a
research question logically
begins with obtaining and
analyzing information from a
variety of sources
2.1 Reading for All
Purposes: Literary elements,
characteristics, and ideas are
interrelated and guide the
comprehension of literary
and fictional texts
Objective SWBAT:
Consider Bloom’s Taxonomy
SWBAT
Describe human needs after
a blizzard and brainstorm
something the student can
invent or a service they can
provide to help.
SWBAT
SWBAT
Choose a natural disaster
and describe the needs
humans have based on its
destruction. List one or more
product or service they can
invent to help the victims.
SWBAT
Determine how limited
resources affect the
characters’ lives and
choices.
SWBAT
Determine what needs the
characters have based on
the changes in the
environment.
Strategies/Activities:
Anticipatory Set:
Prior knowledge/Relevant to
student’s lives
Warm-Up
Describe how very high
temperatures in the summer
affect your activities.
Warm-Up
List items you
most often buy at
the grocery store
on weekly
Warm-Up
Look at the picture of the
damage a tornado caused.
Answer the questions at the
bottom of the page.
Warm-Up
Which one school subject
would you study if you had to
pick. Why?
Warm-Up
Standard(s)
Descriptor
Essential Question
Varied, high quality
Friday
October 12
How can you solve the
problem of unmet needs of
people after a natural
disaster with a new product
or service?
shopping trips.
Activities: Modeling
High Level Thinking
Warm-Up and Discuss
Warm-Up and Discuss
Warm-Up and Discuss
Warm-Up and Discuss
Warm-Up and Discuss
Introduce Standard,
Objective, and Agenda for
the day.
Introduce Standard,
Objective, and Agenda for
the day.
Introduce Standard,
Objective, and Agenda for
the day.
Introduce Standard,
Objective, and Agenda for
the day.
Introduce Standard,
Objective, and Agenda for
the day.
Lesson
Lesson:
Lesson:
Lesson:
Lesson:
Open book quiz on chapters
6-8 in Life as We Knew It
Open book quiz on chapters
9-10
Listen to audio version while
following in the novel 184190
At the end of the quiz,
students have to write one
DOK 2 level question about
this section.
At the end of the quiz,
students have to write one
DOK 2 level question about
this section.
Students choose between
earthquake, volcanic
eruption, or tsunami (events
studied in science).
Find pictures on the web.
List needs humans have
following the event.
Continue making a timeline
of major events
Pay attention to the rumors.
Do you think they are true?
Why or why not? How do you
think they started? What
could help people know
exactly what is happening?
Audio catch up
Audio catch up
Create a mini-project or
representation of this section
Create a mini-project or
representation of this section
Chance to change their quiz
based on new information
Chance to change their quiz
based on new information
Students begin to develop
their invention and explain
how it works.
Closure/Student Reflection
Exit Ticket:
Exit Ticket:
Exit Ticket:
Exit Ticket:
Exit Ticket:
Varied Learning Abilities
Visuals on quiz
Choice of questions to
answer (modified number of
Visuals on quiz
Choice of questions to
answer (modified number of
Directions for finding,
copying, and pasting pictures
from the internet
Novels
Activity sheet
Visuals to project
Individual support provided
according to understanding
of concept of theme and
List products or services they
can invent to meet those
needs.
questions)
DOK 1 and 2 questions on
quiz
Open Book and Notes for
quiz
SpEd aid Miss Deb
Audio version of Life as We
Knew It
questions)
DOK 1 and 2 questions on
quiz
Open Book and Notes for
quiz
SpEd aid Miss Deb
Audio version of Life as We
Knew It
Motivation/Personal
Connection/Inquiry
Directions for saving
documents to student and
teacher drives
Shared ideas of unmet
needs through class
brainstorm
CD of Life as We Knew It
events of book
Choice of disaster and
deciding different ways to
help meet the needs of
people in the wake of that
disaster
Students provide a clear
explanation of the damage
caused by the disaster, how
it affects people right after
the disaster, and what they
could invent to help the
people.
Imagining school is optional
DOK 2-3 when connecting
evidence of Miranda’s
actions or words and the clue
it gives the reader.
(Inference)
Detailed explanation of
reasoning for choosing or not
choosing items needed for
survival
Limitethroud English
students are supported with
a bilingual ESP or student
interpreting to English.
Assessments:
Measurement criteria to
determine how results will be
used to inform future
instruction
Quiz
Quiz
Homework/Follow up
Activities:
Reread Chapters 9 and 10
Complete today’s quiz
Complete any of the
paragraphs and make-up
work you may have.
Write how you would
persuade someone to
believe your invention will
work.
Read something of your
choice for 20 minutes – like
you agreed to do in the
planner
Read something of your
choice for 20 minutes – like
you agreed to do in the
planner
Study Smart
Pen Pal finish letters
Achieve 3000
Compas Learning
Achieve 3000
Conference with students
about their work
Library Check out
Read and reflect in journal
Compas Learning
Materials
Quiz
Life as We Knew It
Reading Folders
Novel on CD
Pen Pal letters, templates,
and example
Envelopes
Internet and computers
Quiz
Life as We Knew It
Reading Folders
Novel on CD
Pen Pal letters, templates,
and example
Envelopes
Internet and computers
Internet and computers
Direction sheets
Tornado activity sheets
Reading Journals
Novel
Reading Journals
Notebook paper
Tornado
What damage do you see?
How does this affect their lives? What do you think their unmet needs are?
What can you invent or what service could you provide that will help them right now?
Name: ________________________
Period ________________________ Date _______________
Surviving a Blizzard
 Four conditions are necessary to create a blizzard: a lot of falling snow,
very cold temperatures, strong wind, and low visibility.
 These pictures show what happens because a blizzard came through
an area.
 List as many ideas as you can to answer each of these questions.
1. What might the people who live here need?
2. What could you do or invent that would help them right at this moment?