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Kathleen Abbott » December Lesson Plans

December Lesson Plans

Teacher: Abbott Date: December 11, 2017 Subject: ELA Topic: Reading for Information; Speaking and Listening

 

Standard(s)






RL.7.5 - Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

RL.7.6 - Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RL.7.8 - 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.

SL.7.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Learning Target(s)

(based on the language of the standard)








I CAN analyze the structure an author uses to organize a text.  

I CAN determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.  

I CAN trace and evaluate the argument and specific claims in a text.

I CAN present claims and findings, use appropriate eye contact, adequate volume, and clear pronunciation.

Procedures (with general times)







 

  • Prior Knowledge –
  •   A student should be able to provide an analysis of how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text
  • · A student should be able to provide an analysis of how a particular sentence, chapter, or section contributes to the development of the ideas
  • · A student knows how to compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.
  • · A student knows how to describe the overall structure of events, ideas, concepts, or information in a text or part of a text. A student knows how to use text features and search tools (e.g., headings, tables of contents, captions, bold print, subheadings, glossaries, indexes, electronic menus, icons, key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
  • · Common organizational structures are found in informational texts (cause/effect, comparison/contrast, problem/solution, sequential, chronological).
  • · Informational texts (i.e. textbooks, domain-specific articles) are divided into different parts.
  • · Titles, introductions, headings, and sections.
  • Activities/Centers
  • Students will read a passage and answer the questions/prompt daily.
  • Make-up work day
  • Spelling Bee
  • Complete test from Friday

 

  • Closure – none




Homework


none

Example of an Assessment Item Related to the Standard





What phrase from the passage helps you determine the meaning of simultaneously?

a. which could send

b. two messages

c. telegraphic system

d. ultimately developing 

 

Teacher: Abbott Date: December 12, 2017 Subject: ELA Topic: Reading for Information 

 

Standard(s)






RL.7.5 - Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

RL.7.6 - Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RL.7.8 - 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.

SL.7.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Learning Target(s)

(based on the language of the standard)








I CAN analyze the structure an author uses to organize a text. 

I CAN determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. 

I CAN trace and evaluate the argument and specific claims in a text.

I CAN present claims and findings, use appropriate eye contact, adequate volume, and clear pronunciation.

Procedures (with general times)







 

 

  • Prior Knowledge –
  • · Students know that authors develop point of view through author’s style, tone, word choice, description, omission of information, inclusion of information, etc.
  • · Students know that authors can direct readers’ attention to the exact detail, opinion, idea, emotion, etc., the author wants to stress through his or her style of writing.
  • · Students know the ways in which an author’s point of view influences content and style.
  • · An author’s writing is influenced by his experiences, background, and values.
  • · Students know that authors use different points of view to offer different perceptions and to develop a text based on the author’s purpose for writing. Author’s purpose is the reason the author is writing the text.
  • · A student should know how to determine an author’s purpose when it is not explicitly stated in the text.
  • · A student should be able to analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
  • · A student should be able to compare and contrast a firsthand and secondhand account of the same event or topic and describe the differences in focus and the information provided.
  • · A student should be able to distinguish his or her own point of view from that of the author of a text.
  • · A student should be able to identify the main purpose of a text, including what the author wants to answer, explain, or describe.
  • Activities/Centers
  • Students will read daily passage and answer the questions/prompt.
  • Students will review 4.5 Weeks Test  to prepare for 9  Weeks Test
  • Classworks 20 minutes

 

  • Closure - exit ticket




Homework

 Complete questions 3-5 for homework

Example of an Assessment Item Related to the Standard





What does the meaning of the phrase set it aside as it is used in the sentence?

a. discard it 

b. contain it within fencing

c. prevent it from being enjoyed

d. reserve it for a special purpose 

 

Teacher: Abbott Date: December 13, 2017 Subject: ELA Topic: Reading for Information

 

Standard(s)






RL.7.5 - Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

RL.7.6 - Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RL.7.8 - 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.

SL.7.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Learning Target(s)

(based on the language of the standard)








I CAN analyze the structure an author uses to organize a text.  

I CAN determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.  

I CAN trace and evaluate the argument and specific claims in a text.

I CAN present claims and findings, use appropriate eye contact, adequate volume, and clear pronunciation.

Procedures (with general times)







 

 

  • Prior Knowledge –
  • Trace means to outline, delineate, or describe.
  • · A student should know the difference between a claim that is supported with reasons and evidence opposed to a claim this is unsupported.
  • · A student should know how to identify a speaker’s claim(s) and explain how each claim is supported by the argument or arguments the speaker makes (the evidence).
  • · A student should understand that a speaker uses reasons, facts, statistics, details, etc. to support his or her arguments for a claim or claims.
  • A claim is a statement of opinion the writer or speaker is trying to prove.
  • · Argument(s) is how the speaker supports his claim(s); argument is the main point or points a speaker makes to provide supporting reasons and evidence for his claim.
  • Activities/Centers
  • Students will read the daily passage and answer the questions/prompt.  
  • Students will review vocabulary words and greek and latin roots by playing "Flashcards" on Quizlet. 
  • Class will continue to review 4.5 Assessment for 9 Weeks test
  • Classworks 20 min.

 

  • Closure - exit ticket




Homework


none 

Example of an Assessment Item Related to the Standard





What does the word relish mean in the poem?

a. to resent

b. to enjoy in full

c. to remember

d. to be frightened by 

 

Teacher:Abbott Date: December 14, 2017  Subject: ELA Topic: Reading for Information 

 

Standard(s)






RL.7.5 - Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

RL.7.6 - Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RL.7.8 - 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.

SL.7.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Learning Target(s)

(based on the language of the standard)








I CAN analyze the structure an author uses to organize a text.  

I CAN determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.  

I CAN trace and evaluate the argument and specific claims in a text.

I CAN present claims and findings, use appropriate eye contact, adequate volume, and clear pronunciation.

Procedures (with general times)







 

 

  • Prior Knowledge –  
  • · How to plan and deliver presentations.
  • · How to sequence ideas logically. · The importance of separating pertinent information from impertinent information when presenting claims and findings.
  • · Pertinent refers to whether or not the description, facts, and details clearly relate to or are relevant to the claim or findings under discussion.
  • · Accentuating a main idea or theme means to present information that emphasizes a main idea or theme by using details, facts, gestures, and body language.
  • · The importance of using appropriate eye contact, adequate volume, and clear pronunciation.
  • · How to report on a topic or present an opinion in an organized manner.
  • · How to sequence ideas logically.
  • · How to use appropriate facts and relevant, descriptive details to support main ideas or themes.
  • · How to speak clearly at an understandable pace.
  •  · How to tell a story in an organized manner, using appropriate facts and relevant, descriptive details to support main idea or theme.
  • · How to recount an experience in an organized manner
  • Activities/Centers
  • Students will read the daily passage and answer the questions/prompt .
  • Students will review standards for 9 Weeks Test using 4.5 Week Assessment
  • Students will take Vocabulary Quiz on Greek/Latin words
  • Classworks 20 min

 

  • Closure – exit ticket




Homework

handwriting worksheet

Example of an Assessment Item Related to the Standard





How does the poem's form affect meaning in this stanza?

a. The rhyming second and fourth lines focus attention on the colors in the sky. 

b. "Skies" and "sunrise" rhyme and inform readers that the sun rises in the sky. 

c. The lines that rhyme contrast the darkness of night with the lightness of dawn. 

d. "Day start" and "nature's art" rhyme and show readers that morning is beautiful. 

 

Teacher: Abbott Date: December 15, 2017 Subject: ELA Topic: Reading for Information

 

Standard(s)






RL.7.5 - Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

RL.7.6 - Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RL.7.8 - 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.

SL.7.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Learning Target(s)

(based on the language of the standard)








I CAN analyze the structure an author uses to organize a text.  

I CAN determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.  

I CAN trace and evaluate the argument and specific claims in a text.

I CAN present claims and findings, use appropriate eye contact, adequate volume, and clear pronunciation.

Procedures (with general times)







 

  • Prior knowledge

 

  • Activities/Centers
  • 9 Weeks Test




Homework


none

Example of an Assessment Item Related to the Standard