Glynn Middle School
LFS Weekly Lesson Plan
Teacher: L. Clements ,
B. Knittel
Grade/Subject: ELA
Dates/Pace: Sept. 23-27
Unit Topic: Subject/verb agreement in
writing
Standard: Note to Self: Classes are 35 minutes this week, except Monday due to Benchmark Testing schedule
ELACC7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text
ELACC7RI8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims
ELACC7W1: Write arguments to support claims with clear reasons and relevant evidence.
ELACC7W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Prior to teaching: Subjects/predicates, clauses, elements of a sentence, transition words in writing, using prepositional phrases for
detail, as well as variety in sentence structure.
Monday
Tuesday
Essential Question and/or Key Questions
What is subject/verb
Which indefinite
agreement? How do I pronouns are
determine if a subject commonly mistaken for
and verb agree? In
being plural when they
which two ways must a are actually singular?
subject and verb
What does this have to
agree? (in gender and do with subject/verb
in number)
agreement?
Activating/Acceleration:
Wednesday
Thursday
Friday
Writer’s Workshop
Response to
Literature: How do I
“respond” to what I’m
reading without simply
regurgitating the text?
Writer’s Workshop
Response to
Literature: How do I
“respond” to what I’m
reading without simply
regurgitating the text?.
Review and
Summarizing:
Searching for
prepositional phrases
in literature. How do
prepositional phrases
improve the text?
(They add more detail
and provide specific
information!)
Glynn Middle School
LFS Weekly Lesson Plan
(Some ideas: KWL, Pre-reading, Think Pair Share, Thinking Maps, Vocabulary Overview, Word Splash, Survey, Big Four)

Do Now-Daily
 Do Now-Daily
 Do Now-Daily
grammar (10
Grammar (10
Grammar (10
 Do Now –Daily
minutes.
min)
min)
Grammar (10
min)
 Activator:
 Brain Pop Mini-lesson:
Studetns are
subject verb
Opinions and
 Writing prompts
shown 5
agreement (5
responding to
from
sentences on
min) and quiz
literature
yesterday’s
the Smartboard
(Smartboard) 10
articles (2
in which the
min.
meaty
subjects and
paragraphs) on
verbs disagree.
Smartboard. (15
Students are
min)
asked what is
wrong with
these
sentences. (5
min)
Cognitive Teaching Strategies: include time for distributed practice or summarizing

Daily Grammar
(10 min)

Students read
one of two
articles: either I
Printed My
Robohand or
Going for Broke
(10 min) and
write a reaction
based on the
articles.

Students who
need help with
Prepositional
phrases: We
search for
prepositional
phrases in the
text (printed list
of prepositions
as helpful tool).
(Some ideas: Lecture/Question, Read/Discuss, TIMS, Hands on Activity, Thinking Map, Pictograph, Research, Vocabulary,
Diagrams/Graphs, Comprehension)

Mini lesson:
Teacher-led on
subject/verb
agreement (on
Smartboard)
using the
sentences on
the board, as
well as others.
(15 min)


Textbook
support: page
208 in
Language
Network.
Classwork
assignment: 110 page 210.
(15 min)

Students
choose 1 article
from “Junior
Scholastic”
magazines…
Either Home
from Afganistan
or Should Trash
Talk Be
Banned? (10
min)
Glynn Middle School
LFS Weekly Lesson Plan
min)
(10 min)
Summarizing Strategies: (Some ideas: Ticket Out the Door, 3-2-1, The Important Thing, One Word, Learning Logs)
 Ticket out the
 Homework Ticket out the
 Checklist
door: students
worksheet 1-10
Door: “Rename
(Check your
are given 5
subject/verb
the Title”
own work) Did I
subjects, and
agreement
(Summarizing
use transition
they are asked
strategy).
words,
to add a verb of
prepositional
their choosing.
phrases, and a
The verb must
variety of
agree with the
sentence
subject. (5 min)
structure?
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
Ticket out the Door
Homework
assignment
assignment, as well as
classwork Language
Network 1-10
Differentiation:Students have a choice as to which article and writer’s prompt they choose. Students needing extra
support from last week’s prepositional phrase lesson are split into a small group with me while other students work
Glynn Middle School
LFS Weekly Lesson Plan
on response to literature.
Accommodations: (Sped, 504, SST)
Preferential seating, read alouds for formal assessments, modified assignments, writing templates and writing prompts to
help students get started.