Mrs. Moore
Standards:
Essential
Question:
Materials
Needed:
Differentiation:
Technology:
Assessment
Methods:
1st Period
8:50-9:40
2nd Period
9:43-10:33
3rd Period
10:38-11:26
11:26-11:57
12:02-12:32
7th Grade Reading
Lesson Plans – Monday, March 10, 2014
ELACC7RI10: By the end of the year, read and comprehend literary nonfiction in
the grades 6-8 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
ELACC7RL4: Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings.
ELACC7RL3: Analyze how particular elements of a story or drama interact (how
setting shape the characters or plot)
ELACC7RI1: Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
ELACC7SL1: Engage effectively in a range of collaborative discussions with
diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and
expressing their own.
Why is it important to read books at your IRL?
How can you use word parts and context clues to help you determine the meaning
of unknown words?
What evidence can you cite to help you understand the characters and setting of
the book you are reading?
Agenda,”Just Right Book”, book log and example flipchart, reading log and example
flipchart, The Contender, characterization and setting chart and example flipchart
Students’ novels were self-selected based on interest and independent reading
level as indicated on the STAR Reading Test.
Students will apply standards and daily work to their self-selected reading material.
Promethean Board, projector, book log flipchart example, reading log flipchart
example, characterization and setting chart flipchart example
Informal Assessment: Citing evidence on characterization and setting chart will
assess students’ ability to apply standard to their own reading.
Planning
(*** Lesson plans are based on suggested skills per STAR Reading test results.)
 Have students work independently on Read Naturally to improve fluency.
(Students choose a story that interests them at their reading level.)
Team Teaching (Moore/Hubert both lead)
 Fill out agenda and have it out and ready to be signed.
 Complete book log and go over example to make sure students understand
how to fill it out correctly.
 Complete top of reading log and go over example to make sure students
understand how to fill it out correctly.
One Teach/One Assist (Moore Lead/Hubert Assist)
 Review characterization using flipchart and previous notes
 Read p. 3-7 in The Contender. Have students use sticky notes to cite
evidence of setting and characterization.
 Share examples of setting and characterization and show example flipchart
Parallel Teaching (Moore-Teams 1-3/Hubert Teams 4-6)
 Hand out characterization and setting charts and have students record on
reading log that these are due on Monday, March 17th
 Have students complete required reading for Reader’s Workshop and
begin characterization/setting chart. Use sticky notes to cite evidence while
reading. (Teachers move from student to student making sure they are
reading, citing evidence using sticky notes, and recording information)
 Record pages read on Reading Log.
One Teach/One Assist (Moore Lead/Hubert Assist)
 Move to Think/Pair/Share seats in the room and have students share with
partner what they have learned so far about the characters and setting in
their book
 Place book and yellow folder in the crate on the way out the door.
Homework: None
RealTime:
Lunch
5th Period
12:36-1:26
6th Period
1:29-2:19
7th Period
2:22-3:12
8th Period
3:15-4:05
Team Teaching (Moore/Hubert both lead)
 Fill out agenda and have it out and ready to be signed.
 Complete book log and go over example to make sure students understand
how to fill it out correctly.
 Complete top of reading log and go over example to make sure students
understand how to fill it out correctly.
One Teach/One Assist (Moore Lead/Hubert Assist)
 Review characterization using flipchart and previous notes
 Read p. 3-7 in The Contender. Have students use sticky notes to cite
evidence of setting and characterization.
 Share examples of setting and characterization and show example flipchart
Parallel Teaching (Moore-Teams 1-3/Hubert Teams 4-6)
 Hand out characterization and setting charts and have students record on
reading log that these are due on Monday, March 17th
 Have students complete required reading for Reader’s Workshop and
begin characterization/setting chart. Use sticky notes to cite evidence while
reading.(Teachers move from student to student making sure they are
reading, citing evidence using sticky notes, and recording information)
 Record pages read on Reading Log.
One Teach/One Assist (Moore Lead/Hubert Assist)
 Move to Think/Pair/Share seats in the room and have students share with
partner what they have learned so far about the characters and setting in
their book
 Place book and yellow folder in the crate on the way out the door.
Homework: None
Team Teaching (Moore/Ray both lead)
 Fill out agenda and have it out and ready to be signed.
 Complete book log and go over example to make sure students understand
how to fill it out correctly.
 Complete top of reading log and go over example to make sure students
understand how to fill it out correctly.
One Teach/One Assist (Moore Lead/Ray Assist)
 Review characterization using flipchart and previous notes
 Read p. 3-7 in The Contender. Have students use sticky notes to cite
evidence of setting and characterization.
 Share examples of setting and characterization and show example flipchart
Parallel Teaching (Moore-Teams 1-3/Ray Teams 4-6)
 Hand out characterization and setting charts and have students record on
reading log that these are due on Monday, March 17th
 Have students complete required reading for Reader’s Workshop and
begin characterization/setting chart. Use sticky notes to cite evidence while
reading.( (Teachers move from student to student making sure they are
reading, citing evidence using sticky notes, and recording information)
 Record pages read on Reading Log.
One Teach/One Assist (Moore Lead/Ray Assist)
 Move to Think/Pair/Share seats in the room and have students share with
partner what they have learned so far about the characters and setting in
their book
 Place book and yellow folder in the crate on the way out the door.
Homework: None
Planning





Fill out agenda and have it out and ready to be signed.
Complete book log and go over example to make sure students understand
how to fill it out correctly.
Complete top of reading log and go over example to make sure students
understand how to fill it out correctly.
Review characterization using flipchart and previous notes
Read p. 3-7 in The Contender. Have students use sticky notes to cite
evidence of setting and characterization.


Share examples of setting and characterization and show example flipchart
Hand out characterization and setting charts and have students record on
reading log that these are due on Monday, March 17th
 Have students complete required reading for Reader’s Workshop and
begin characterization/setting chart. Use sticky notes to cite evidence while
reading.(Teacher moves from student to student making sure they are
reading, citing evidence using sticky notes, and recording information)
 Record pages read on Reading Log.
One Teach/One Assist (Moore Lead/Ray Assist)
 Move to Think/Pair/Share seats in the room and have students share with
partner what they have learned so far about the characters and setting in
their book
 Place book and yellow folder in the crate on the way out the door.
Homework: None
Mrs. Moore
Standards:
Essential
Question:
Materials
Needed:
Differentiation:
Technology:
Assessment
Methods:
1st Period
8:50-9:40
2nd Period
9:43-10:33
3rd Period
10:38-11:26
11:26-11:57
12:02-12:32
5th Period
12:36-1:26
7th Grade Reading
Lesson Plans – Tuesday, March 11, 2014
ELACC7RI10: By the end of the year, read and comprehend literary nonfiction in the grades
6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELACC7RL4: Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings.
ELACC7RL3: Analyze how particular elements of a story or drama interact (how setting
shape the characters or plot)
ELACC7RI1: Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
ELACC7SL1: Engage effectively in a range of collaborative discussions with diverse
partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their
own.
Why is it important to read books at your IRL?
How can you use word parts and context clues to help you determine the meaning of
unknown words?
What evidence can you cite to help you understand the characters and setting of the book
you are reading?
Agenda, ”Just Right Book”, Miss Murdtone Characterization practice and flipchart,
reading log, characterization chart, setting chart
Students’ novels were self-selected based on interest and independent reading
level as indicated on the STAR Reading Test
Students will apply standards and daily work to their self-selected reading material.
Promethean Board, projector, Miss Murdtone Characterization example flipchart
Informal Assessment: Citing evidence on characterization and setting chart will
assess students’ ability to apply standard to their own reading.
Miss Murdtone Characterization warm-up will assess students ability to identify
character traits and cite evidence to support these traits.
Planning
(*** Lesson plans are based on suggested skills per STAR Reading test results.)
 Retake STAR Reading Test to assess growth
Team Teaching (Moore/Hubert both lead)
 Fill out agenda and have it out and ready to be signed.
 Begin written part of warm-up activity
One Teach/One Assist (Moore Lead/Hubert Assist)
 Mini-Lesson: Students will read a passage on their own about Miss
Murdtone. Then using their character traits list, they will then choose one
character trait to describe the Miss Murdtone and cite evidence by
underlining the words or phrases that helped them to choose this character
trait. Students then discuss and share character traits and evidence with
their teams and highlight evidence on flipchart. Teams will share character
traits and evidence.
Parallel Teaching (Hubert - Teams 1-3/Moore - Teams 4-6)
 Have students complete required reading for Reader’s Workshop and add
to characterization chart and setting chart. Use sticky notes to cite evidence
while reading. (Teachers move from student to student making sure they
are reading, citing evidence using sticky notes, and recording information.)
 Record pages read on Reading Log.
One Teach/One Assist (Moore Lead/Hubert Assist)
 Move to Think/Pair/Share seats in the room and have students share with
partner what they have learned so far about the characters and setting in
their books
 Place book in the crate and yellow folder in drawer on the way out the door.
Homework: None
RealTime:
Lunch
Team Teaching (Moore/Hubert both lead)
 Fill out agenda and have it out and ready to be signed.
 Begin written part of warm-up activity
One Teach/One Assist (Moore Lead/Hubert Assist)
 Mini-Lesson: Students will read a passage on their own about Miss
Murdtone. Then using their character traits list, they will then choose one
6th Period
1:29-2:19
7th Period
2:22-3:12
8th Period
3:15-4:05
character trait to describe the Miss Murdtone and cite evidence by
underlining the words or phrases that helped them to choose this character
trait. Students then discuss and share character traits and evidence with
their teams and highlight evidence on flipchart. Teams will share character
traits and evidence.
Parallel Teaching (Hubert - Teams 1-3/Moore - Teams 4-6)
 Have students complete required reading for Reader’s Workshop and add
to characterization chart and setting chart. Use sticky notes to cite evidence
while reading. (Teachers move from student to student making sure they
are reading, citing evidence using sticky notes, and recording information.)
 Record pages read on Reading Log.
One Teach/One Assist (Moore Lead/Hubert Assist)
 Move to Think/Pair/Share seats in the room and have students share with
partner what they have learned so far about the characters and setting in
their books
 Place book in the crate and yellow folder in drawer on the way out the door.
Homework: None
Team Teaching (Moore/Ray both lead)
 Fill out agenda and have it out and ready to be signed.
 Begin written part of warm-up activity
One Teach/One Assist (Moore Lead/Ray Assist)
 Mini-Lesson: Students will read a passage on their own about Miss
Murdtone. Then using their character traits list, they will then choose one
character trait to describe the Miss Murdtone and cite evidence by
underlining the words or phrases that helped them to choose this character
trait. Students then discuss and share character traits and evidence with
their teams and highlight evidence on flipchart. Teams will share character
traits and evidence.
Parallel Teaching (Ray - Teams 1-3/Moore - Teams 4-6)
 Have students complete required reading for Reader’s Workshop and add
to characterization chart and setting chart. Use sticky notes to cite evidence
while reading. (Teachers move from student to student making sure they
are reading, citing evidence using sticky notes, and recording information.)
 Record pages read on Reading Log.
One Teach/One Assist (Ray Lead/Moore Assist)
 Move to Think/Pair/Share seats in the room and have students share with
partner what they have learned so far about the characters and setting in
their books
 Place book in the crate and yellow folder in drawer on the way out the door.
Homework: None
Planning







Fill out agenda and have it out and ready to be signed.
Begin written part of warm-up activity
Mini-Lesson: Students will read a passage on their own about Miss
Murdtone. Then using their character traits list, they will then choose one
character trait to describe the Miss Murdtone and cite evidence by
underlining the words or phrases that helped them to choose this character
trait. Students then discuss and share character traits and evidence with
their teams and highlight evidence on flipchart. Teams will share character
traits and evidence.
Have students complete required reading for Reader’s Workshop and add
to characterization chart and setting chart. Use sticky notes to cite evidence
while reading. (Teachers move from student to student making sure they
are reading, citing evidence using sticky notes, and recording information.)
Record pages read on Reading Log.
Move to Think/Pair/Share seats in the room and have students share with
partner what they have learned so far about the characters and setting in
their books
Place book in the crate and yellow folder in drawer on the way out the door.
Homework: None
Mrs. Moore
Standards:
Essential
Question:
Materials
Needed:
Differentiation:
Technology:
Assessment
Methods:
1st Period
8:50-9:40
2nd Period
9:43-10:33
3rd Period
10:38-11:26
11:26-11:57
12:02-12:32
5th Period
12:36-1:26
7th Grade Reading
Lesson Plans – Wednesday, March 12, 2014
ELACC7RI10: By the end of the year, read and comprehend literary nonfiction in
the grades 6-8 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
ELACC7RL4: Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings.
ELACC7RL3: Analyze how particular elements of a story or drama interact (how
setting shape the characters or plot)
ELACC7RI1: Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
Why is it important to read books at your IRL?
How can you use word parts and context clues to help you determine the meaning
of unknown words?
What evidence can you cite to help you understand the characters and setting of
the book you are reading?
Agenda, ”Just Right Book”, reading log, characterization chart, and setting chart
Students’ novels were self-selected based on interest and independent reading
level as indicated on the STAR Reading Test
Students will apply standards and daily work to their self-selected reading material.
Promethean Board, projector, setting example flipchart
Informal Assessment: Citing evidence on characterization and setting chart will
assess students’ ability to apply standard to their own reading.
Planning
(*** Lesson plans are based on suggested skills per STAR Reading test results.)
 Tween Tribune Daily Quiz – take quiz and cite evidence
 Tween Tribune Article Quiz – take quiz and cite evidence
Team Teaching (Moore/Hubert both lead)
 Fill out agenda and have it out and ready to be signed.
 Begin written part of warm-up activity
One Teach/One Assist (Moore Lead/Hubert Assist)
 Mini-Lesson: Students will read an example passage. They will then write
where and when the story takes place and cite evidence by underlining the
words or phrases that helped them to choose this setting. Students then
discuss and settings and evidence with their teams and highlight evidence
on flipchart. Teams will share settings and evidence.
Parallel Teaching (Moore-Teams 1-3/Hubert Teams 4-6)
 Have students complete required reading for Reader’s Workshop and add
to characterization chart and setting chart. Use sticky notes to cite evidence
while reading. (Teachers move from student to student making sure they
are reading, citing evidence using sticky notes, and recording information.)
 Record pages read on Reading Log.
One Teach/One Assist (Moore Lead/Hubert Assist)
 Move to Think/Pair/Share seats in the room and have students share with
partner what they have learned so far about the characters and setting in
their books
 Place book in the crate and yellow folder in drawer on the way out the door.
Homework: None
RealTime:
Lunch
Team Teaching (Moore/Hubert both lead)
 Fill out agenda and have it out and ready to be signed.
 Begin written part of warm-up activity
One Teach/One Assist (Moore Lead/Hubert Assist)
 Mini-Lesson: Students will read an example passage. They will then write
6th Period
1:29-2:19
7th Period
2:22-3:12
8th Period
3:15-4:05
where and when the story takes place and cite evidence by underlining the
words or phrases that helped them to choose this setting. Students then
discuss and settings and evidence with their teams and highlight evidence
on flipchart. Teams will share settings and evidence.
One Teach/One Assist (Moore Lead/Hubert Assist)
 Have students complete required reading for Reader’s Workshop and add
to characterization chart and setting chart.Use sticky notes to cite evidence
while reading. (Teachers move from student to student making sure they
are reading, citing evidence using sticky notes, and recording information.)
 Record pages read on Reading Log.
One Teach/One Assist (Moore Lead/Hubert Assist)
 Move to Think/Pair/Share seats in the room and have students share with
partner what they have learned so far about the characters and setting in
their books
 Place book in the crate and yellow folder in drawer on the way out the door.
Homework: None
Team Teaching (Moore/Ray both lead)
 Fill out agenda and have it out and ready to be signed.
 Begin written part of warm-up activity
One Teach/One Assist (Moore Lead/Ray Assist)
 Mini-Lesson: Students will read an example passage. They will then write
where and when the story takes place and cite evidence by underlining the
words or phrases that helped them to choose this setting. Students then
discuss and settings and evidence with their teams and highlight evidence
on flipchart. Teams will share settings and evidence.
Parallel Teaching (Moore-Teams 1-3/Ray Teams 4-6)
 Have students complete required reading for Reader’s Workshop and add
to characterization chart and setting chart. Use sticky notes to cite evidence
while reading (Teachers move from student to student making sure they
are reading, citing evidence using sticky notes, and recording information.)
 Record pages read on Reading Log.
One Teach/One Assist (Moore Lead/Ray Assist)
 Move to Think/Pair/Share seats in the room and have students share with
partner what they have learned so far about the characters and setting in
their books
 Place book in the crate and yellow folder in drawer on the way out the door.
Homework: None
Planning








Fill out agenda and have it out and ready to be signed.
Begin written part of warm-up activity
Mini-Lesson: Students will read an example passage. They will then write
where and when the story takes place and cite evidence by underlining the
words or phrases that helped them to choose this setting. Students then
discuss and settings and evidence with their teams and highlight evidence
on flipchart. Teams will share settings and evidence.
Have students complete required reading for Reader’s Workshop and add
to characterization chart and setting chart.Use sticky notes to cite evidence
while reading.(Teachers move from student to student making sure they
are reading, citing evidence using sticky notes, and recording information.)
Record pages read on Reading Log.
Move to Think/Pair/Share seats in the room and have students share with
partner what they have learned so far about the characters and setting in
their books
Place book in the crate and yellow folder in drawer on the way out the door.
Homework: None
Mrs. Moore
Standards:
Essential
Question:
Materials
Needed:
Differentiation:
Technology:
Assessment
Methods:
1st Period
8:50-9:40
2nd Period
9:43-10:33
3rd Period
10:38-11:26
7th Grade Reading
Lesson Plans – Thursday, March 13, 2014
ELACC7RI10: By the end of the year, read and comprehend literary nonfiction in
the grades 6-8 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
ELACC7RL4: Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings.
ELACC7RL3: Analyze how particular elements of a story or drama interact (how
setting shape the characters or plot)
ELACC7RI1: Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
ELACC7SL1: Engage effectively in a range of collaborative discussions with
diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and
expressing their own.
Why is it important to read books at your IRL?
How can you use word parts and context clues to help you determine the meaning
of unknown words?
What evidence can you cite to help you understand the characters and setting of
the book you are reading?
How does the parts of the plot work together to form a more interesting and exciting
story?
Agenda, ”Just Right Book”, book log, reading log, characterization chart, setting
chart, Chicken Dance book and flipchart, plot graphic organizer and Chicken
Dance events, plot power point, plot worksheet
Students’ novels were self-selected based on interest and independent reading
level as indicated on the STAR Reading Test
Students will apply standards and daily work to their self-selected reading material.
Chicken Dance plot activity will assess students basic understanding of the parts
of a plot
Promethean Board, projector, Chicken Dance flipchart, plot power point
Informal Assessment: Citing evidence on characterization and setting chart will
assess students’ ability to apply standard to their own reading.
Informal Assessment: Chicken Dance plot activity will assess students basic
understanding of the parts of a plot
Planning
(*** Lesson plans are based on suggested skills per STAR Reading test results.)
 End-of-Quarter Party
Team Teaching (Moore/Hubert both lead)
 Fill out agenda and have it out and ready to be signed.
 Read Chicken Dance book on flipchart and place event in the correct spot
on the story map
One Teach/One Assist (Moore Lead/Hubert Assist)
 Mini-Lesson: Discuss Chicken Dance and the parts of the plot. Have
students check their answers using the flipchart. Discuss character traits of
the ducks and the chickens and where the rising action begins and why it
begins there (emphasizing the conflict). Show power point on plot and
emphasize how conflict/inciting incident/ rising action all intertwine and
drive one another. Distribute story map and tell students that they will need
to complete the story map as they read and it will be due at the end of the
unit.
Parallel Teaching (Hubert - Teams 1-3/Moore - Teams 4-6)
 Have students complete required reading for Reader’s Workshop and add
to characterization chart, setting chart, and story map. Use sticky notes to
cite evidence while reading. (Teachers move from student to student
making sure they are reading, citing evidence using sticky notes, and
recording information.)
 Record pages read on Reading Log.
11:26-11:57
12:02-12:32
5th Period
12:36-1:26
6th Period
1:29-2:19
One Teach/One Assist (Moore Lead/Hubert Assist)
 Move to Think/Pair/Share seats in the room and have students share with
partner the inciting incident in their book and the conflict that started it all.
 Place book in the crate and yellow folder in drawer on the way out the door.
Homework: None
RealTime:
Lunch
Team Teaching (Moore/Hubert both lead)
 Fill out agenda and have it out and ready to be signed.
 Read Chicken Dance book on flipchart and place event in the correct spot
on the story map
One Teach/One Assist (Moore Lead/Hubert Assist)
 Mini-Lesson: Discuss Chicken Dance and the parts of the plot. Have
students check their answers using the flipchart. Discuss character traits of
the ducks and the chickens and where the rising action begins and why it
begins there (emphasizing the conflict). Show power point on plot and
emphasize how conflict/inciting incident/ rising action all intertwine and
drive one another. Distribute story map and tell students that they will need
to complete the story map as they read and it will be due at the end of the
unit.
Parallel Teaching (Hubert - Teams 1-3/Moore - Teams 4-6)
 Have students complete required reading for Reader’s Workshop and add
to characterization chart, setting chart, and story map. Use sticky notes to
cite evidence while reading. (Teachers move from student to student
making sure they are reading, citing evidence using sticky notes, and
recording information.)
 Record pages read on Reading Log.
One Teach/One Assist (Moore Lead/Hubert Assist)
 Move to Think/Pair/Share seats in the room and have students share with
partner the inciting incident in their book and the conflict that started it all.
 Place book in the crate and yellow folder in drawer on the way out the door.
Homework: None
Team Teaching (Moore/Ray both lead)
 Fill out agenda and have it out and ready to be signed.
 Read Chicken Dance book on flipchart and place event in the correct spot
on the story map
One Teach/One Assist (Moore Lead/Ray Assist)
 Mini-Lesson: Discuss Chicken Dance and the parts of the plot. Have
students check their answers using the flipchart. Discuss character traits of
the ducks and the chickens and where the rising action begins and why it
begins there (emphasizing the conflict). Show power point on plot and
emphasize how conflict/inciting incident/ rising action all intertwine and
drive one another. Distribute story map and tell students that they will need
to complete the story map as they read and it will be due at the end of the
unit.
Parallel Teaching (Ray - Teams 1-3/Moore - Teams 4-6)
 Have students complete required reading for Reader’s Workshop and add
to characterization chart, setting chart, and story map Use sticky notes to
cite evidence while reading. (Teachers move from student to student
making sure they are reading, citing evidence using sticky notes, and
recording information.)
 Record pages read on Reading Log.
One Teach/One Assist (Ray Lead/Moore Assist)
 Move to Think/Pair/Share seats in the room and have students share with
partner the inciting incident in their book and the conflict that started it all.
 Place book in the crate and yellow folder in drawer on the way out the door.
Homework: None
7th Period
2:22-3:12
Planning
8th Period
3:15-4:05


Fill out agenda and have it out and ready to be signed.
Read Chicken Dance book on flipchart and place event in the correct spot
on the story map
 Mini-Lesson: Discuss Chicken Dance and the parts of the plot. Have
students check their answers using the flipchart. Discuss character traits of
the ducks and the chickens and where the rising action begins and why it
begins there (emphasizing the conflict). Show power point on plot and
emphasize how conflict/inciting incident/ rising action all intertwine and
drive one another. Distribute story map and tell students that they will need
to complete the story map as they read and it will be due at the end of the
unit.
 Have students complete required reading for Reader’s Workshop and add
to characterization chart, setting chart, and story map. Use sticky notes to
cite evidence while reading. (Teachers move from student to student
making sure they are reading, citing evidence using sticky notes, and
recording information.)
 Record pages read on Reading Log.
 Move to Think/Pair/Share seats in the room and have students share with
partner the inciting incident in their book and the conflict that started it all.
 Place book in the crate and yellow folder in drawer on the way out the door.
Homework: None
Mrs. Moore
Standards:
Essential
Question:
Materials
Needed:
Differentiation:
Technology:
Assessment
Methods:
1st Period
8:50-9:40
2nd Period
9:43-10:33
3rd Period
10:38-11:26
11:26-11:57
12:02-12:32
5th Period
12:36-1:26
7th Grade Reading
Lesson Plans – Friday, March 14, 2014
ELACC7RI10: By the end of the year, read and comprehend literary nonfiction in
the grades 6-8 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
ELACC7RL4: Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings.
ELACC7RL3: Analyze how particular elements of a story or drama interact (how
setting shape the characters or plot)
ELACC7RI1: Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
ELACC7SL1: Engage effectively in a range of collaborative discussions with
diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and
expressing their own.
Why is it important to read books at your IRL?
How can you use word parts and context clues to help you determine the meaning
of unknown words?
What evidence can you cite to help you understand the characters and setting of
the book you are reading?
How does the parts of the plot work together to form a more interesting and exciting
story?
Agenda,”Just Right Book”, reading log, characterization chart, setting chart, story
map, “The Breakaway” article and story map questions
Students’ novels were self-selected based on interest and independent reading
level as indicated on the STAR Reading Test
Students will apply standards and daily work to their self-selected reading material.
None
Informal Assessment: Citing evidence on characterization and setting chart will
assess students’ ability to apply standard to their own reading.
Formative Assessment: Completing story map on the article “The Breakaway” will
assess students’ ability to understand the plot in a story.
Planning
(*** Lesson plans are based on suggested skills per STAR Reading test results.)
 Nonfiction comprehension worksheets
Team Teaching (Moore/Hubert both lead)
 Fill out agenda and have it out and ready to be signed.
Alternative Teaching (Moore - Whole Group/Hubert - Small Group)
 Hand out “The Breakaway” and plot questions. Students should read short
story and answer the questions.
Parallel Teaching (Moore-Teams 1-3/Hubert Teams 4-6)
 Have students complete required reading for Reader’s Workshop and add
to characterization chart, setting chart, and story map. Use sticky notes to
cite evidence while reading. (Teachers move from student to student
making sure they are reading, citing evidence using sticky notes, and
recording information.)
 Students should total the number of pages read for the week and decide if
they do or do not need to take the book and/or work home with them over
the weekend to finish. All work that is complete should be turned in.
Incomplete work should be finished over the weekend and turned in on
Monday.
 Place book and yellow folder in the crate on the way out the door.
Homework: None
RealTime:
Lunch
Team Teaching (Moore/Hubert both lead)
 Fill out agenda and have it out and ready to be signed.
Alternative Teaching (Moore - Whole Group/Hubert - Small Group)
 Hand out “The Breakaway” and plot questions. Students should read short
story and answer the questions.
6th Period
1:29-2:19
7th Period
2:22-3:12
8th Period
3:15-4:05
Parallel Teaching (Moore-Teams 1-3/Hubert Teams 4-6)
 Have students complete required reading for Reader’s Workshop and add
to characterization chart, setting chart, and story map. Use sticky notes to
cite evidence while reading. (Teachers move from student to student
making sure they are reading, citing evidence using sticky notes, and
recording information.)
 Students should total the number of pages read for the week and decide if
they do or do not need to take the book and/or work home with them over
the weekend to finish. All work that is complete should be turned in.
Incomplete work should be finished over the weekend and turned in on
Monday.
 Place book and yellow folder in the crate on the way out the door.
Homework: None
Team Teaching (Moore/Ray both lead)
 Fill out agenda and have it out and ready to be signed.
Alternative Teaching (Moore - Whole Group/Ray - Small Group)
 Hand out “The Breakaway” and plot questions. Students should read short
story and answer the questions.
Parallel Teaching (Moore-Teams 1-3/Ray Teams 4-6)
 Have students complete required reading for Reader’s Workshop and add
to characterization chart, setting chart, and story map. Use sticky notes to
cite evidence while reading. (Teachers move from student to student
making sure they are reading, citing evidence using sticky notes, and
recording information.)
 Students should total the number of pages read for the week and decide if
they do or do not need to take the book and/or work home with them over
the weekend to finish. All work that is complete should be turned in.
Incomplete work should be finished over the weekend and turned in on
Monday.
 Place book and yellow folder in the crate on the way out the door.
Homework: None
Planning


Fill out agenda and have it out and ready to be signed.
Hand out “The Breakaway” and plot questions. Students should read short
story and answer the questions.
 Have students complete required reading for Reader’s Workshop and add
to characterization chart, setting chart, and story map. Use sticky notes to
cite evidence while reading. (Teachers move from student to student
making sure they are reading, citing evidence using sticky notes, and
recording information.)
 Students should total the number of pages read for the week and decide if
they do or do not need to take the book and/or work home with them over
the weekend to finish. All work that is complete should be turned in.
Incomplete work should be finished over the weekend and turned in on
Monday.
 Place book and yellow folder in the crate on the way out the door.
Homework: None