Lesson Plans
Dr. Calabrese
7th grade English Language Arts
Week 13: November 11-17-11-21, 2014
MONDAY
Standard(s)
Learning Goal:

LAFS.7.RI.1.2 (DOK 2 and 3)

LAFS.7SL.2.4 (DOK 2)
LAFS.7.RL.1.3
LAFS.7.RL.2.4(DOK 2)
LAFS .7. L.1.2(DOK 2 and 3)
LAFS .7. L.3.5
LAFS .RI.25(DOK 2 and 3) text
structure
Determine a theme or central idea
of a poem and how it is conveyed
through particular details; provide a
summary of the text distinct from
personal opinions or judgments.
TUESDAY





LAFS.7.RI.1.2 (DOK 2 and 3)
LAFS.7.RL.3(DOK 2 and 3)
LAFS.7.RI.1.2 (DOK 2 and 3)
LAFS.7RL.5(DOK # 3and 4)
LAFS .RI.24 (DOK # 1,2, and 3)
context clues connotative
Determine a theme or central idea of a
poem and how it is conveyed through
particular details; provide a summary
of the text distinct from personal
opinions or judgments.
WEDNESDAY





LAFS.7.RI.1.2 (DOK 2 and 3)
LAFS.7.RL.3(DOK 2 and 3)
LAFS.7.RI.1.2 (DOK 2 and 3)
LAFS.7RL.5(DOK # 3and 4)
LAFS .RI.24 (DOK # 1,2, and 3)
context clues connotative
1.
2.
3.
Essential Question
Objective(s):
Bell work
Determine a theme or central idea
of a poem and how it is conveyed
through particular details; provide a
summary of the text distinct from
personal opinions or judgments.
Students should be able to:
1. Analyze how a particular
sentence, paragraph, chapter,
or section fits into the overall
structure of a text and
contributes to the
development of ideas.
2. Write a poem
Giggles in the Middle page 225
#21
Determine a theme or
central idea of a poem and
how it is conveyed through
particular details; provide a
summary of the text distinct
from personal opinions or
judgments.
Students should be able to:
Write a poem
1. AR Reading
“Adjectives” Schoolhouse Rock
1.
2.
3.
THURSDAY




LAFS.7.RI.1.2 (DOK 2)
LAFS.7.SL.1.2 (DOK 3)
LAFS.7.SL.2.4 (DOK 2)
LAFS.7.SL.1.1 {DOK # 1,2,
and 3) grammar
FRIDAY





LAFS.7.RI.1.2 (DOK 2)
LAFS.7.SL.1.2 (DOK 3)
LAFS.7.SL.2.4 (DOK 2)
LAFS.7.SL.1.1 {DOK # 1,2,
and 3)
LAFS.7.SL.34 context clues
Students will determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word choice on
meaning and tone.
Demonstrate command of the conventions of Standard English grammar and usage when writing
or speaking.
Determine or clarify the meaning of unknown and multiple meaning words and phrases based on
grade 6 and content, choosing flexibly from a range of strategies.
How do the story elements interact with one another in the text?
Why it important for me to know and follow the rules of Standard English grammar and usage
when I write or speak?
How do I know which strategy to use to make meaning of words and phrases I don’t recognize or
know?
Students should be able to:
Determine the meaning
of words and phrases as
they are used in a text,
including figurative,
connotative, and
technical meanings;
analyze the impact of a
specific word choice on
meaning and tone.
Giggles in the Middle page 225
#21
Students should be able to:
1. Students will analyze
how particular
elements of a poem
interact.
2. Write a poem
2.
3.
AR Reading
“Adjectives”
Schoolhouse
Rock
Students should be able to:
1. Determine or clarify
the meaning of
unknown and
multiple meaning
words and phrases
based on grade 6 and
content, choosing
flexibly from a range
of strategies.
Giggles in the Middle page 225
#22
Agenda/Activities
I Do: Introduce “The Road not
Taken”
We Do: Oral reading to recognize
the poetic elements contributing to
the theme and central ideas.
You Do: Students will produce
writing with clear and coherent:
1. Idea development
2. Coherent organization
3. Clear and coherent style
1.
2.
3.
1.
2.
3.
Vocabulary
Homework
Ticket Out
Accommodations
1.
2.
torrent
bound
I Do: I Re-introduce Venn
Diagram(Double Bubble)
We Do: Start Venn
diagram (Double Bubble)
for “The Highwayman”
and “the Road not
Taken” to recognize the
poetic elements
contributing to the
theme and central ideas.
You Do: Students will
produce writing with
clear and coherent:
Idea development
Coherent organization
Clear and coherent style
4.
Begin Objective
Summary including
supporting Details
5.
Introduction to Literary
Circle (Select Article)
6.
Oral reading to recognize
the poetic elements
contributing to the
theme and central ideas.
1.
2.
torrent
bound
You Do: Students will continue
producing and writing an
objective summary and a
constructed response with clear
and coherent:
1. Idea development
2. Coherent
organization
3. Clear and coherent
style
1.
2.
torrent
bound
1.
2.
3.
3.
I Do: I Reintroduce
Brainstorming
We Do: Revisit
Narrative
You Do:
Students will
begin
Brainstorming
with clear and
coherent ideas:
Vocab. Quiz
Complete all unfinished work.
Complete all missing work
Complete all missing work
Complete all missing work
Reflection Log
Reflection Log
Write a narrative poem
Write a narrative poem
Extended time to complete assignments, testing in separate room, test adjustments, copies of notes, preferential seat, as prescribed in IEP, ESOL, or 504. Assignments are checked constantly
during class for comprehension, review, and understanding. Visual aids and voice enhancement used in class.
One- on- one lesson and extra help are available to students after school, by appointment