Language Arts

Curriculum > Middle > 7th Grade
  • Syllabus
  • Sample Lesson Plan
Course Description
7th grade language arts students will read independently for extended periods of time. They will analyze the connections between the texts they read and the real world. They will demonstrate how to paraphrase, evaluate, and summarize the information they read. They will further analyze the differences between fact and opinion. Students will also continue to detect bias in the texts they read. Seventh grade students will further analyze conflict and will continue identifying imagery and symbolism. In addition, they will evaluate point of view and analyze figurative language and identify elements of poetry. Students will apply objective criteria for evaluating texts. Students will analyze the meanings of complex words by using their knowledge of roots and affixes. In grade seven, students will hone their prewriting strategy skills bases on specific audiences and/or purposes. They will revise their work using collaboration, conferencing, and self‐evaluation. They will edit for language conventions such as syntax, and word usage. Students will develop skills in writing for various formats, including expressive and informational pieces and business letters. In grade seven students will also hone their writing skills to explain and inform. They will continue to learn, entertain, and describe through writing as well as begin writing to persuade analyze, and transact business. They will respond to texts both orally and in writing. In grade seven, students will listen for meaning in conversations and discussions and effectively summarize them. Students will listen more attentively as group members continue suing critical analysis to formulate appropriate oral responses. In grade seven students will continue asking questions to investigate a topic. They will also enhance their ability to access information from a variety of sources as well as hone their skill in conducting independent research and summarizing the information they gather. Daily warm‐up activities are planned to allow for mini grammar lessons, the use of higher level thinking skills, and to review previous objectives. Fluency and conventions are taught through mini lessons that incorporate actual student writing.
Course Pre‐Requisites
English Language Arts 6
Course Learning Objectives
In this course, we will cover the “ELA” learning objectives defined in the Minnesota Academic Standards in English Language Arts. A full copy of these objectives is available at: http://education.state.mn.us/MDE/.
At the end of the course, students should be able to:
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
4. Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to extend word consciousness.
6. Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
5. Analyze how a drama or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text, including those from diverse cultures.
7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
8. Compare and contrast a fictional portrayal, including those in stories, poems, and historical novels of Minnesota American Indians, of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
9. By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range.
a. Self‐select texts for personal enjoyment, interest and academic tasks.
Course Language Objectives
In addition to the learning objectives listed above, a primary goal of this course is to facilitate students’ development of communication skills.
Each lesson will contain a specific language objective designed to help students grow in their abilities to read, write, listen, and speak. By the end of this course, students will be able to:
1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences.
Speaking, Viewing, Listening and Media Literacy:
1. Engage effectively in a range of collaborative discussions (one‐onone, in groups, and teacher‐led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue under study.
3. Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
4. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
5. Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate.
Resources
Prentice Hall Literature Language and Literacy Grade Seven (Penguin Edition)
Units, Themes, and Course Organization

Week       Chapter Page             Content

Week
1-5 Unit 1 Fiction, nonfiction, context clues, common and proper nouns, context clues, author's purpose, pronouns, essay, letter
6‐10 Unit 2 Short stories, making predictions and inferences, plot, irony, idioms, verbs, adjectives
11‐15 Unit 3 Types of Nonfiction, main idea, fact and opinion, analogy, conjunctions, prepositions, subjects, predicates
16‐20 Unit 4 Poetry, drawing conclusions, paraphrasing, figurative language, poems, infinitives, clauses
21‐25 Unit 5 Drama, purpose for reading, summarizing, interjections, double negatives, punctuations, dramatic speeches
26‐30 Unit 6 Themes in Oral Tradition, cause and effect, compare and contrast, folktale, legends, myths, abbreviations
31‐33 Unit 2 Comparing literary works, outline, informal debate, poster, news story, advertisements, anecdotes
34‐36 Unit 5 Dramatic monologue, film, costume plans, characters, motives, dialogue, stage directions
Learning Activities and Methods
Students will be engaged in activities such as: Presentations, Research papers, Class discussions, Computer‐assisted instruction; Writing workshop, Debate; Role playing & Exciting Skits.
Assessment

Evaluation:

evaluation example
Worksheets 15%
Quizzes 15%
Test / Exams 15%
Participation & Behavior 25%
Projects/Notebook/Weekly Journal 20%
Homework 10%

Grading Scale:

Grading Scale
A+ 97 - 100 4.0
A 94 - 96.99 4.0
A- 90 - 93.99 3.7
B+ 87 - 89.99 3.3
B 84 - 86.99 3.0
B- 80 - 83.99 2.7
C+ 77 - 79.99 2.3
C 74 - 76.99 2.0
C- 70 - 73.99 1.7
D+ 67 - 69.99 1.3
D 64 - 66.99 1.0
D- 60 - 63.99 0.7
F 0 - 59.99 0
Classroom Policies
Individual/Group Projects and Presentations
Students need to fully participate both in individual or group efforts. No contribution at all means F grade. Rubrics will be given ahead of time. For researches, students should not forget to cite their sources on the last page or slide.
Performance
Since Language Arts is an interactive class, students are encouraged to participate all the time. It will also help assess students’ understanding of the concepts/topics tackled. Educational games will be included from time to time.
Test/Exams
You will be given a study guide few days before the exam date. Exam dates will be announced in class.
Homework
Instructions for homework are given in detail. Students should follow accordingly.
Quizzes
Aside from announced quizzes, there will also be pop ones. This will most likely happen when students don’t listen/behave well in class. So, they should all work together to keep each other on listening mode.
Workbook
These books will be issued to students. They can only use pencils when answering questions. They shouldn’t bring them home as well.

Classroom expectations
· Always be prepared for success. Please remember that the moment you walk into the classroom you are to be in “studymode.”
· Care for your classmates and their right to an uninterrupted learning environment. If it is necessary for you to leave the classroom, raise your hand and approach me quietly when I acknowledge you. Likewise, if it is necessary for you to enter the classroom after class has started, please do so silently. These courtesies apply to tardiness, excused or otherwise.
· Communicate appropriately. Always maintain positive eye contact and positive body language when speaking to each other. Use the proper vocabulary with each other. Never interrupt when someone is speaking, even if they are not speaking to you directly. Listen attentively when someone is speaking (do not talk while someone else is addressing the class, especially me.)
· Honesty is the best policy. Honesty is extremely important to me, as it should be to you. Copying other student’s answers (with or without their permission), cutting and pasting information from the internet and attempting to pass it off as your own and having another student complete an assignment for you are all examples of dishonesty. They will not be tolerated. This type of behavior will result in a zero.
· We are all ladies and gentlemen and will behave accordingly. You are expected to respect the opinion offered in class although you may disagree with them. If you wish to share your perspective, make sure to do so in a respectful manner. As teacher and students, we will treat each other with respect and dignity.
Late work Policy
All assignments are expected on the due date. Late work will be accepted in the event of an excused absence only. You will be given two days for each day you were absent to complete all missed assignments. If it is not an excused absence, student will be given one school day to complete but would have 5 minus points.
** It is the student's responsibility to find out what was missed the day he/she returns to school.
Book Policy
1. You are responsible for your own textbook and workbook. Activities done without your book will result to a failing grade. Losing it means you have to pay for it plus detention.
2. You cannot make any marks on your book.
3. Inform the teacher immediately once you lost your book.
Subject and Homework notebook Policy
1. You are required to have a subject notebook that is solely for Language Arts 7. This is for you to jot down notes during discussion and reminders for all your homework.
2. I discourage you to ask writing papers, pencils or erasers from your classmates. Please bring your own.
3. Journal notebooks are always due on Friday.
Any questions feel free to see me. I will be more than willing to help you. Have fun learning!
Supplies
Students need to bring the following daily:
Prentice Hall Language Arts Book (blue with horseman)
Language Arts Notebook
Journal Notebook (weekly activity)
Composition Paper (ruled)
Pencil
Pencil Eraser
Ink pen
Questions?
Parents, guardians, and host parents: If you have any questions, comments, or concerns, please feel free to contact me. E‐mail is the best way to reach me. I am happy to answer questions via e‐mail, meet with you in person, or have a phone conversation.
If you have questions, are struggling with the course material, are concerned about your grade, or have any other concerns, please come talk to me sooner rather than later. I am happy to find a time to meet with you before school, after school, or during lunch.

Important Note:

This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.

Weekly Informational Knowledge Overview - (Students will know...)
Fact versus opinion
Drawing Conclusions.
Main Idea and Details.
Making Predictions.
Making Inferences.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Through various learning experiences, students will be able to:
· Analyse different comprehension skills
· Understand differences of fact and opinion; prediction, inferences and conclusions
· Get main and supporting details from stories/paragraph excerpts correctly
Monday
Tuesday
Wednesday
Thursday
Friday
***FIRST DAY OF CLASS***
Learning Objective:
Get to Know Students
Language Objective:
Express expectations of students and teacher
Main Activity:
Have back-to-school activities. Go over classroom policies
Evaluation:
Be able to have fun and feel they belong
Vocabulary:
expect, respect, policy
Homework:
Learning Objective:
Identify fact versus opinion. Define drawing conclusion.
Language Objective:
Compare and contrast fact and opinion. Predict and respond to conclusions
Main Activity:
Have the class watch a power point presentation about fact and opinion. Give students lecture about drawing conclusions. Ask them to prepare their notebooks for key points to remember.
Evaluation:
Distribute fact versus opinion worksheet. Then, give out drawing conclusions activity.
Vocabulary:
Fact, general truth, opinion, belief, conclusion, predict, intelligent guess
Homework:
Jot 10 general truths on a ¼ size paper
Learning Objective:
Differentiate prediction and inference.
Language Objective:
Express situations/events that define prediction and inference.
Main Activity:
Give the meaning of prediction and inference to the class and give example of situations.Identify the difference and similarity of prediction and inference skill through a power point presentation over the projector.
Evaluation:
Give out worksheets.
Vocabulary:
predict, infer, situation, scenario
Homework:
Learning Objective:
Recognize Main Ideas and Details in a selection.
Language Objective:
Identify the main and supporting points in a story.
Main Activity:
Discussion about Main Idea and Details
Evaluation:
Make sure the students have their notes to write down important points while discussion.
Vocabulary:
Supporting, main, major, details.
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Computer & overhead projector
Fact versus opinion power point
Fact versus opinion worksheet
Drawing conclusion study guide
Drawing conclusion worksheet
Main Idea and Details study guide
Main Idea and Details worksheet
Predictions and Inferences power point
Language Arts notebook
Pencil and pencil erasers
Weekly Informational Knowledge Overview - (Students will know...)
Cause and Effect.
Author’s Purpose.
Compare and Contrast.
Context Clues.
Weekly Procedural Knowledge Overview - (Students will be able to...)
State what compare and contrast is Identify purpose of authors when writing.
Define what context clue is Give the difference of cause and effect.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Know the definition of compare and contrast
Language Objective:
Write correct similarity and difference of characters, events, ideas, places, animals in stories.
Main Activity:
Have the class define what Venn diagram, Compare and Contrast are. Let them know that these skills will be used a lot when getting to know characters, events, ideas, places, animals in stories.
Evaluation:
Ask them to answer Venn diagram worksheet.
Vocabulary:
compare, contrast
Homework:
Learning Objective:
Be familiar about author’s purpose when writing.
Language Objective:
State purpose of writers.
Main Activity:
Tell them that writers have reason when writing. Tackle 5 of those. (Describe, Persuade, Inform, Express and Entertain)
Evaluation:
Ask the class to individually answer worksheets on three purposes.
Vocabulary:
describe, persuade, inform, express and entertain
Homework:
Learning Objective:
Connect effect and cause and vice versa.
Language Objective:
Practice thinking the relationship of effects to causes.
Main Activity:
Discuss cause and effect skill. Focus student’s attention to its relationship.
Evaluation:
Group the class into two. Have one group be the cause and the other effect. They will be changing turns to see if both teams can link the cause or the effect given.
Vocabulary:
cause, effect, relationship
Homework:
Learning Objective:
FLearn to get the meaning of unfamiliar words through the help of neighbor words.
Language Objective:
Give synonyms of unusual academic words.
Main Activity:
Tackle Context Clues to the class. Tell them that surrounding words are actually clues for them to unlock meaning of unfamiliar words.
Evaluation:
Distribute context clues 1.1 and 2.1 worksheets.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Prentice Hall Literature Language and Literacy 7.
Comprehensive Skills worksheets.
Weekly Informational Knowledge Overview - (Students will know...)
Types of Nouns
Plot (Parts of)
The Three-Century Woman.
Richard Peck.
Fiction and Nonfiction.
Weekly Procedural Knowledge Overview - (Students will be able to . . .)
Identify parts of a plot in a story.
Understand the characteristics, types and purpose of fiction and nonfiction.
Learn about author Richard Peck.
Read and analyze an example of fiction and an example of nonfiction.
Relate visuals to fiction and nonfiction.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Be familiar with plot structure.
Language Objective:
Detect and correctly write elements of plot in a story.
Main Activity:
Have the class understand parts of a plot by listening to the power point presentation and discussion.
Evaluation:
Ask the students to identify parts of the plot from the story posted on the board.
Vocabulary
:plot, structure, climax, resolution and rising action.
Homework
:Ask the class to read pages 4-7 of their books
Learning Objective:
Appreciate author Richard Peck.
Language Objective:
State the similarity and difference of fiction and nonfiction.
Main Activity:
Tackle pages 4-7. Discuss by giving examples of types for fiction and nonfiction.
Evaluation:
Have a pop quiz after discussion.
Vocabulary:
novels, biography, autobiography
Homework:
Look up for the meaning of these words (rut, pan, blimp, intersection, Alzheimer, attribute, media, jargon, humor, zeppelin, gondola, shorthand). Write them on notebook.
Learning Objective:
Evaluate and appreciate whether the Three-Century Woman is a notable story.
Language Objective:
Read and analyze the story about The Three-century Woman.
Main Activity:
Set the tone of the class by asking them if they still have living grandparents. Go over the Three- Century Woman story.
Evaluation:
Ask them note the characters. Use Venn Diagram sheet.
Vocabulary:
rut, pan, blimp, intersection, Alzheimer, attribute, media, jargon, humor, zeppelin, gondola, shorthand
Homework:
Tell the class to research about how blimps work. Write a 5 sentence paragraph about it. Apply main idea and details skill.
Learning Objective:
Understand the details about a nonfiction work. Compare and contrast with the Threecentury Woman story.
Language Objective:
Read the nonfiction work by Michael Morrison carefully while keeping the Peck’s story in mind.
Main Activity:
Tackle The Fall of the Hindenburg on pages 19-20.
Evaluation:
Assess students’ comprehension of the two works by answering page 21 of their book.
Vocabulary:
burst, crashed, combustible, sully, sabotage
Homework:
Remind students of their journals due by tomorrow.
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Prentice Hall Literature Language and Literacy
Plot Structure Power point
Pencil and eraser
Weekly Informational Knowledge Overview - (Students will know...)
ETypes of Nouns
Context Clues
Point of Views
An American Childhood
The Luckiest Time of All
Annie Dillard
Lucille Clifton
Weekly Procedural Knowledge Overview - (Students will be able to...)
Identify types of nouns.
Use context clues.
Understanding and Exploring Point of Views.
Be familiar with authors-Annie Dillard and Lucille Clifton.
Look for details that reveal an insight that the narrator learns through experience.
Think about sharing memories.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Enumerate and define types of nouns.
Language Objective:
Determine nouns correctly through reading and writing.
Main Activity:
Tackle types of nouns. Discuss lesson then group them to 5 for a noun game.
Evaluation:
Have the class answer noun worksheets.
Vocabulary:
possessive, countable, non countable.
Homework:
Learning Objective:
Use context clues. Understanding and Exploring Point of Views. Be familiar with vocabulary words given before the story.
Language Objective:
Practice saying vocabulary words on page 50 and define them in their own words.
Main Activity:
Discuss point of views and review context clues. Introduce the story by Annie Dillard by giving the vocabulary words.
Evaluation:
Read all about the author then ask questions to the class
Vocabulary:
strategy, translucent, compelled, improvising, perfunctorily, righteous
Homework:
Tell the class to read the story-An American Childhood. Wednesday (50 minutes)
Learning Objective:
See the unexpected results that follow when neighborhood children toss snowballs at a car.
Language Objective:
Read and think critically when asked random questions about the story.
Main Activity:
Activate prior knowledge in class by asking them if they’ve played snowball fight and if they know how to play baseball. Go over the story-An American Childhood.
Evaluation:
They will have to show the class their finished work then explain to the class how oceanic crust expands. Also they have to emphasize ridges and trenches.
Vocabulary:
They will have to show the class their finished work then explain to the class how oceanic crust expands. Also they have to emphasize ridges and trenches.
Homework:
Know the concept of convection current and subduction
Learning Objective:
Define and discuss convection currents and subduction
Language Objective:
Main Activity:
Tackle two important processes that happens on the mantle-convection current and subduction
Evaluation:
Show them a picture of both on projector then have them explain the processes in their own words
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Scott Foreman Science 6
Science Workbook 6
Projector
Colored sets of clay
Weekly Informational Knowledge Overview - (Students will know...)
MK
Jean Fritz
Types of Nouns
MK Vocabulary words
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Be familiar with author Jean Fritz.
Language Objective:
Discuss the author’s purpose and background of the selection.
Main Activity:
Tackle the author by watching a video about her brief autobiography.
Evaluation:
Have the class answer random questions.
Vocabulary:
Homework:
Learning Objective:
Have a wider vocabulary frame taken from the selection.
Language Objective:
Read and define the vocabulary words.
Main Activity:
After talking about the author, list down vocabulary words on the board then have them give sentence examples, synonyms and antonyms.
Evaluation:
Evaluate answers.
Vocabulary:
Homework:
Learning Objective:
Know the types of nouns.
Language Objective:
Write examples for each.
Main Activity:
Discuss the types of nouns.
Evaluation:
Have the class answer noun worksheets.
Vocabulary:
Homework:
Learning Objective:
Discover why Jean Fritz was disappointed about her homeland.
Language Objective:
Read and comprehend the autobiography of Jean Fritz.
Main Activity:
Discuss the story with the class unfolding its purpose and plot.
Evaluation:
Ask the questions on the side of the pages of the story.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Prentice Hall Literature Language and Literacy
Noun worksheets
Weekly Informational Knowledge Overview - (Students will know...)
Continuation of MK.
Yangtze and San Francisco Bridge jigsaw puzzle.
Comprehension questions.
Research on the history of San Francisco Bridge and Yangtze River.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Completely understand MK by Jean Fritz.
Solve jigsaw puzzle pictures.
Understand the story better through guided questions.
Know more about the history of two important places in two different continents.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Learn more about Jean Fritz as the story continues on.
Language Objective:
Read and understand the events as it unfolds.
Main Activity:
Continue discussion of MK.
Evaluation:
Have them answer random questions from the story.
Vocabulary:
Homework:
Learning Objective:
Evaluate comprehension by answering questions about the story.
Language Objective:
Write correct responses from own understanding of the story.
Main Activity:
Have the class answer critical thinking skills questions.
Evaluation:
Let them cut out the printed pieces of puzzle then create the whole picture.
Vocabulary:
Homework:
Learning Objective:
Connect to history by researching about Yangtze River and Golden Gate bridge.
Language Objective:
Research on the history of the two important places in the story MK.
Main Activity:
Have the class do an individual research about Yangtze and Golden Gate. Let them write about their brief history.
Evaluation:
Check and grade research work.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Prentice Hall Literature Language and Literacy Grade 7
Yangtze and Golden Gate jigsaw puzzles
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Possessive Nouns.
Monologue and Rubric.
Tongue Twister.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand possessive nouns.
Express themselves in monologue by following rubric.
Practice tongue twisting by pronouncing words correctly.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Be familiar with the use of nouns showing ownership.
Language Objective:
Use and write nouns that show possession.
Main Activity:
Let the class answer possessive nouns drills.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Experience how monologue is done.
Language Objective:
Try to express themselves in monologue.
Main Activity:
Discuss the rubric that will be followed on the monologue proper. Show them examples of do’s and don’ts when performing monologues.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Enunciate words correctly and quickly in tongue twisting.
Language Objective:
Express themselves by saying the words in fast and faster ways.
Main Activity:
Proceed with tongue twister performance.
Evaluation:
Tongue Twister will be graded according to rubric.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Tongue Twisters
Monologue for Teens
Possessive Nouns worksheets
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Teen Monologue
Subject and Verb Agreement
Mirror Mirror movie trailer
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand what monologue is.
Perform a simple teen monologue.
Be familiar with subject and verb agreement.
Watch and understand movie trailer from filmeducation.org.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Define what monologue is.
Language Objective:
Practice monologue piece with correct pronunciation.
Main Activity:
Discuss how monologues are done. Set an example for the class to imitate.
Evaluation:
Vocabulary:
movement, blocking, enunciation, concentration, characterization and monologue
Homework:
Learning Objective:
Perform a teen monologue guided by a rubric
Language Objective:
Express emotions of the character portrayed in a monologue.
Main Activity:
Have each student pick a number then proceed with the performance proper.
Evaluation:
Grade each student using a monologue presentation rubric.
Vocabulary:
Homework:
Learning Objective:
Refresh subject and verb agreement rules.
Language Objective:
Make the verb agree with the subject by choosing the correct answers.
Main Activity:
Discuss subject and verb agreement through a power point.
Evaluation:
Ask the class to prepare for a short quiz about SV agreement.
Vocabulary:
singular, plural, countable and uncountable nouns
Homework:
Learning Objective:
Know the moral of a movie from the trailer.
Language Objective:
Listen carefully to a movie trailer to help them answer a worksheet.
Main Activity:
Have the class watch the 3-minute trailer of the Mirror Mirror film from fileducation.org.
Evaluation:
Ask the class to answer the printable worksheet from the website.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Subject and Verb Agreement Power point
Subject and Verb Agreement worksheets
Oral presentation rubric
Teen Monologue
Mirror Mirror trailer and worksheet
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Analogy
Lucille Clifton
The Luckiest Time of All
Nanny McPhee the movie Trailer
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand analogies and bridge strategy.
Be familiar with Lucille Clifton.
Know the Luckiest Time of All story.
Watch and understand movie trailer from filmeducation.org.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Get to know Lucille Clifton and her story-The Luckiest Time of All.
Language Objective:
Read and comprehend Lucille Clifton’s background and her story.
Main Activity:
Tackle the story on their book.
Evaluation:
Randomly ask questions to check their understanding.
Vocabulary:
Homework:
Learning Objective:
Learn what analogy and bridge strategies are.
Language Objective:
Write correct bridge for every analogy.
Main Activity:
Tackle the different bridge sentences using power point.
Evaluation:
Have the class answer a prepared worksheet that asks them to identify the bridge used in the analogy given.
Vocabulary:
function, characteristics, antonyms, synonyms, type or kind.
Homework:
Learning Objective:
Make analogy sentences.
Language Objective:
Use analogies when writing or speaking.
Main Activity:
Distribute worksheet quiz about analogy.
Evaluation:
Have each student make their own analogy.
Vocabulary:
Homework:
Instruct the class to bring their laptop or tablet for tomorrow’s lesson.
Learning Objective:
Know the moral of a movie from the trailer.
Language Objective:
Listen carefully to a movie trailer to help them answer a worksheet.
Main Activity:
Have the class watch the 3-minute trailer of the Nanny McPhee film from fileducation.org.
Evaluation:
Ask the class to answer the printable worksheet from the website.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Nanny McPhee the movie Trailer
Analogy power point
Prentice Hall Language Literacy
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Chapter lesson worksheet.
Midterm exam review of concepts.
Jeopardy game about lessons tackled.
GP1 midterm.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Evaluate what they have learned from previous lessons.
Know what they are missing and focus on those.
Earn extra points from a review jeopardy game.
Assess themselves by answering GP1 questions.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Evaluate what they remember from chapter lessons.
Language Objective:
Write the correct answer according to what they remember.
Main Activity:
Have the class answer a chapter worksheet.
Evaluation:
Check and record scores.
Vocabulary:
Homework:
Learning Objective:
Learn from jeopardy game.
Language Objective:
Express correct answers when asked.
Main Activity:
Ask the class to prepare for a jeopardy game.
Evaluation:
Let the class play jeopardy game which is all about the lessons tackled.
Vocabulary:
***END OF GRADING PERIOD 1***
Homework:
Learning Objective:
Test oneself from previous lessons discussed.
Language Objective:
Respond to key questions from lessons tackled.
Main Activity:
Have the class pick questions from easy, average and difficult questions and let them answer. Answers will be graded.
Evaluation:
Vocabulary:
Homework:
***START OF GRADING PERIOD 2***
Learning Objective:
Determine students’ understanding of key concepts from GP1 lessons.
Language Objective:
stock knowledge and concepts from lessons tackled.
Main Activity:
Have the class listen to instructions and let them quietly answer all the given questions on their test papers.
Evaluation:
Proceed to test proper.
Vocabulary:
Check and grade papers.
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Easy, Average and Difficult Language Arts 7 from lessons
Jeopardy game template
Chapter worksheet from Language Arts 7 notes
Language Arts 7 Exam paper
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Test review and re-teach.
Practice unity through tower (newspaper) building.
A Day’s Wait.
Ernest Hemingway.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Know their mistakes from exam answers.
Build unity through tower team building.
Learn the story about a boy who showed bravery.
Be familiar with the author-Ernest Hemingway.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Identify reasons/points of errors.
Language Objective:
Find out their mistakes.
Main Activity:
Distribute test papers to the class then proceed on each item and have them find out why they made mistakes.
Evaluation:
Ask them why they placed wrong answers on their papers.
Vocabulary:
Homework:
Learning Objective:
Learn unity and teamwork.
Language Objective:
Use their thinking and hand skills to put up a tower.
Main Activity:
Have each team have a set of newspaper and build the tallest tower possible. They can only use masking tape.
Evaluation:
Their towers will be slightly blown to test its strength.
Vocabulary:
Homework:
Learning Objective:
Know the background of the author of A Day’s Wait-Ernest Hemingway.
Language Objective:
Describe Hemingway in their own words.
Main Activity:
Discuss about Hemingway using the Internet.
Evaluation:
Ask random questions about his life.
Vocabulary:
Homework:
Learning Objective:
Learn how a boy showed bravery.
Language Objective:
Identify how the boy and his courage made an interesting part in A Day’s Wait story.
Main Activity:
Tackle A Day’s Wait story.
Evaluation:
Ask critical thinking questions to check comprehension.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Prentice Hall Language and Literacy Grade 7
checked exams
newspaper and masking tape
Ernest Hemingway Life -Internet
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Descriptive Writing.
Holocaust video.
Suzy and Leah by Jane Yolen story part 1.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Write using their imagery.
Be familiar with the holocaust.
Understand Suzy and Leah by Jane Yolen.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Understand how to write descriptively.
Language Objective:
Write a paragraph using five senses.
Main Activity:
Tackle Descriptive writing.
Evaluation:
Have the class browse pictures and write something about it on a paper.
Vocabulary:
Homework:
Learning Objective:
Experience the use of different senses.
Language Objective:
Share what they did by expressing through comic strips.
Main Activity:
Divide the class into four groups; ask them to choose which among the five senses they would want to experience except for sight. Have the class proceed to the specific location assigned then be back after 5 minutes to their classroom (touch-roll slowly on the grass, smell-boys & girls CR, taste-toothpaste, lozenge candy & peanut butter, listen-elementary pupils in the playground area).
Evaluation:
Ask each team to draw on paper and share the experience to the class.
Vocabulary:
Homework:
Learning Objective:
Be familiar with the Holocaust.
Language Objective:
Be aware about discrimination.
Main Activity:
Tell the class that the story we are going to tackle tomorrow will be related to the historical experience of the Holocaust.
Evaluation:
Ask the class why Holocaust happened.
Vocabulary:
Holocaust, discrimination, dictator
Homework:
Learning Objective:
Understand.
Language Objective:
Compare and contrast the diary entries of Suzy and Leah.
Main Activity:
Start discussion about the first part of Jane Yolen’s Suzy and Leah from their book.
Evaluation:
Ask the class about the vocabulary words and the setting of the story. Have them make a prediction about the next meeting of Leah and Suzy for next week’s discussion.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Jane Yolen’s Suzy and Leah-Prentice Hall Language and Literacy
Holocaust video from youtube
colorful papers for comic strip
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Suzy & Leah continuation.
Suzy and Leah critical thinking skills.
Suzy and Leah quiz.
Listening and movie trailer comprehension drill.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Check if prior predictions about the story is correct.
Language Objective:
Compare and contrast Suzy and Leah’s characters.
Main Activity:
Continue discussion of Suzy and Leah to the class.
Evaluation:
Ask random questions.
Vocabulary:
Homework:
Learning Objective:
Evaluate comprehension of the plot of Suzy and Leah.
Language Objective:
Check understanding of the story.
Main Activity:
Tell the class to answer the critical thinking section of the book after the selection.
Evaluation:
Check and grade answers
Vocabulary:
Homework:
Learning Objective:
Assess oneself about story comprehension.
Language Objective:
Write correct answers about their understanding of the story.
Main Activity:
Proceed to the quiz about Suzy and Leah.
Evaluation:
Vocabulary:
Homework:
***AMERICAN THANKSGIVING***
Learning Objective:
Listen attentively to important information.
Language Objective:
Test one’s listening skill.
Main Activity:
Listen to movie trailers.
Evaluation:
Answer comprehension questions printed for each.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Prentice Hall Language and Literacy Grade 7 Book
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Dependent and Independent Clause.
Types of Sentences (Simple, Compound, Complex and Compound-Complex).
Quiz and reports.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Compare and contrast dependent and independent clause.
Understand types of sentences.
Prepare for individual reports (story and author presentation).
Assess understanding of the week’s lessons.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Learn how to form and join clauses.
Language Objective:
Distinguish dependent from independent clause and vice versa.
Main Activity:
Tackle clauses. Differentiate main and subordinate clause.
Evaluation:
Have the class answer worksheets.
Vocabulary:
Homework:
Tell the class to prepare for a short quiz tomorrow about clauses.
Learning Objective:
Be familiar with the types of sentences.
Language Objective:
Write own sentence for each type.
Main Activity:
Proceed to the quiz then tackle types of sentences (simple, compound and complex).
Evaluation:
Have the class look at sentences from the projector then tell which type of sentence they are.
Vocabulary:
Homework:
Learning Objective:
Understand compound-complex type of sentence.
Language Objective:
Distinguish a compound-compound from other types of sentences.
Main Activity:
Discuss Compound-Complex sentence.
Evaluation:
Tell each one to give examples of compound-complex.
Vocabulary:
Homework:
Have the class review for Friday’s quiz about types of sentences.
Learning Objective:
Assess understanding of types of sentences. Know schedule of report.
Language Objective:
Answer type of sentences questions.
Main Activity:
Proceed to the type of sentence quiz then talk about the report they have to make and stories assigned to each.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Sentence type worksheet
Clauses worksheet
Prentice Hall Language and Literacy Grade 7
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
After Twenty Years written by O. Henry.
Bear Boy written by Joseph Bruchac.
Letters from Rifka written by Karen Hesse.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand O. Henry’s style of writing.
Know a Native American Indian tale.
See through the viewpoint of a nine-year old narrator.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Learn about O. Henry and his style of writing.
Language Objective:
Retell the story and the twist in the end.
Main Activity:
Tackle Sabina’s author report and story (After Twenty Years by O. Henry).
Evaluation:
Ask random questions about the story and the author.
Vocabulary:
Homework:
Learning Objective:
Describe Native Americans from their story and how a young girl’s point of view changes after knowing the truth.
Language Objective:
Summarize the stories in their own words.
Main Activity:
Discuss two stories: Bear Boy and Letters from Rifka.
Evaluation:
Ask random questions to the students to evaluate their understanding.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Prentice Hall Language and Literacy Grade 7
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Melting Pot written by Anna Quindlen.
Seventh Grade written by Gary Soto.
Zoo written by Edward Hoch.
American Childhood Annie Dillard.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Know why US is called the Melting Pot.
How pretension can put one to trouble.
Learn about interplanetary zoo.
Understand dedication.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Recognize that outward appearances should not used to judge others.
Language Objective:
Explain how America came to be a Melting Pot.
Main Activity:
Discuss Melting Pot by Anna Quindlen.
Evaluation:
Have them answer comprehension questions from their book.
Vocabulary:
Homework:
Learning Objective:
Know that pretensions to impress can sometimes make things worse.
Language Objective:
Critic the characters in the story.
Main Activity:
Tackle Seventh Grade by Gary Soto.
Evaluation:
Short quiz about Melting Pot and Seventh Grade.
Vocabulary:
Homework:
Learning Objective:
Realize that it is unjust to treat others by how they look.
Language Objective:
Write another ending of the story.
Main Activity:
Have the class open their books to the Zoo story by Edward Hoch. Discuss the story.
Evaluation:
Tell the class to answer critical thinking box from their books.
Vocabulary:
Homework:
Learning Objective:
Learn that commitment is very important.
Language Objective:
Read the story.
Main Activity:
Tackle An American Childhood by Annie Dillard.
Evaluation:
Group the class to 4 then start question game about all the stories tackled.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Prentice Hall Language and Literacy Grade 7
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
2015 New Resolutions.
Book report presentations.
Native American Indian research.
Active and Passive Voices.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Recall 2014 experiences.
Set 2015 resolutions.
Understand the plight of Native American Indians.
Be more familiar with Active and Passive Voice.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Recall past experiences and be hopeful for things this year.
Language Objective:
Write and design colored papers given.
Main Activity:
Have the class recall their 2014 experiences and gather the great ones. Then, let them think of things that they want to look forward to in 2015.
Evaluation:
Tell them to write ‘the year that was’ and ‘the year that is’ on a colored paper then have them draw tiny illustrations of the things they recall and anticipate.
Vocabulary:
Homework:
Learning Objective:
Report book reading.
Language Objective:
Storytell the book they have read during winter vacation.
Main Activity:
Present their book reports individually.
Evaluation:
Tell the whole class about their book report. There will be a separate grade for the written and oral presentation.
Vocabulary:
Homework:
Learning Objective:
Research about Native American Indians. Know more about their condition nowadays.
Language Objective:
Read an article from sonsofthesouth.net. Write correct answers for the guide questions given.
Main Activity:
Have the class go to the IT lab for their research.
Evaluation:
There will be 6 uestions to answer as they read the article from the sonsofthesouth.net
Vocabulary:
Homework:
Learning Objective:
Learn about voices.
Language Objective:
Convert active to passive and vice versa.
Main Activity:
Tackle Active and passive Voice.
Evaluation:
Tell the class to answer worksheets changing active to passive voice.
Vocabulary:
Homework:
Print and memorize past participle of verbs.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Active and Passive Voice worksheets
colored papers
internet
Guide questions for Native American Indian Research
State of Minnesota Standards Covered
Know past participle form of the verb.
Make paper fortune teller with verbs in three tenses.
Change passive to active voice.
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Memorize as much past participle verbs.
Language Objective:
Recall and remember the past participle form of the verbs.
Main Activity:
Help the class remember past participle.
Evaluation:
Let them go to myenglishteacher.net/pastparticiple.html to assess verbs they know and not.
Vocabulary:
Homework:
Learning Objective:
Learn and play at the same time
Language Objective:
Retain as much verbs as possible.
Main Activity:
Distribute colored papers. Let them watch as I make a paper fortune teller tutorial.
Evaluation:
Tell them to follow as I make one, write the forms of the verbs then choose a partner to play it with.
Vocabulary:
Homework:
Learning Objective:
Correct sentences by changing them to active voice.
Language Objective:
Write the passive to active voice.
Main Activity:
Tackle how to change passive voice to correct sentences. Give them examples.
Evaluation:
Vocabulary:
Homework:
Have the class review for quiz about active and passive voice.
Learning Objective:
Assess understanding of active and passive voice.
Language Objective:
Write correct answers on quiz questions.
Main Activity:
Proceed to the quiz then let them copy pointers to review for final GP2 exam.
Evaluation:
Check and grade quiz scores.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Active and Passive Voice quiz
colored papers
scissors
colored markers
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Jeopardy game about past lessons.
Easy, average and difficult questions covering past lessons.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Assess their understanding of concepts learned.
Read directions and take exam.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Assess understanding of lessons.
Language Objective:
Express and discuss their answers about lessons/concepts learned.
Main Activity:
Have each student pick a question which covers all that they have learned for the past 3 months.
Evaluation:
Each question brings them to the next level.
Vocabulary:
Homework:
Learning Objective:
Assess understanding of lessons.
Language Objective:
Express and discuss their answers about lessons/concepts learned.
Main Activity:
Answer jeopardy game questions.
Evaluation:
For each question are a corresponding number of points.
Vocabulary:
Homework:
***SEMESTER 1 EXAMS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***SEMESTER 1 EXAMS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***SEMESTER 1 EXAMS, END OF 1ST SEMESTER***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Jeopardy Game packed with questions.
Questions written in small pieces of paper, rolled and categorized to easy, average and difficult.
Exam papers
State of Minnesota Standards Covered
Listen and relay messages accurately.
Be more familiar with Nelson Mandela.
Weekly Informational Knowledge Overview - (Students will know...)
Phrase-Sentence Listening game.
Nelson Mandela research.
Invictus film viewing.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Listen and relay messages accurately.
Be more familiar with Nelson Mandela.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF 2nd SEMESTER***
Learning Objective:
Relay exact words heard.
Language Objective:
Listen carefully and focus on the phrases and sentences relayed.
Main Activity:
Have the students line-up then relay phrases and sentences to the next student, last one should run to the white board and write the set of words.
Evaluation:
The more attentive and good listener, the higher the points.
Vocabulary:
Homework:
Learning Objective:
Study about the life and advocacies of Mandela.
Language Objective:
Answer questions about Nelson Mandela.
Main Activity:
Have the students go to the IT lab and research about Nelson Mandela.
Evaluation:
Ask random questions about Mandela and his fight against discrimination.
Vocabulary:
Apartheid
Homework:
Learning Objective:
Understand how Nelson Mandela showed his advocacy against apartheid.
Language Objective:
Watch and listen film about Nelson Mandela and Francois Pinaar.
Main Activity:
Start viewing Invictus movie (Nelson Mandela and the 1995 World Cup).
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Understand a part of Nelson Mandela’s fight to unity.
Language Objective:
Express what they feel about the film.
Main Activity:
Continue watching film.
Evaluation:
Ask each student about the best part of the film and lessons they have learned.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Invictus film DVD
internet
pencils
white board
white board markers
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Continue film viewing – Invictus
Journal
Worksheet about film
Quiz about film
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand the film featuring Nelson Mandela.
Write about moral from the film viewing.
Answer worksheet about film.
Evaluate lesson learned.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Know reason why Mandela focused on the World Cup.
Language Objective:
Answer guide questions about the film.
Main Activity:
Give the class a review about important/key scenarios from the part of the film viewed last Friday. Continue Invictus film.
Evaluation:
Throw random questions while viewing.
Vocabulary:
Homework:
Learning Objective:
Share feelings about viewed Mandela film.
Language Objective:
Write about the moral of the film.
Main Activity:
Think about lessons learned from the film they viewed.
Evaluation:
Have the class write on their journal about the film they watched
Vocabulary:
Homework:
Learning Objective:
Assess comprehension of film viewed.
Language Objective:
Assess comprehension of film viewed.
Main Activity:
Proceed to answering of worksheet.
Evaluation:
Write correct answers on worksheets about Nelson Mandela film.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Write correct answers on worksheets about Nelson Mandela film.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Have fun with board game quiz about lesson.
Language Objective:
Correctly answer board game and short quiz questions and.
Main Activity:
Proceed to short quiz and board games.
Evaluation:
Earn extra points.
Vocabulary:
Homework:
Materials / Resources (including technology)
Invictus film worksheet
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Nonfiction lesson
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand nonfiction.
Compare and contrast fiction and nonfiction.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Understand what sympathy is and up build others.
Language Objective:
Correctly write a note of sympathy.
Main Activity:
Have the class proceed to the bulletin board downstairs and express their feelings on the papers posted.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Know the difference of fiction and nonfiction.
Language Objective:
Explain nonfiction in own words.
Main Activity:
Discuss nonfiction writing.
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Prentice Hall Literature and Language Literacy Grade 7
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Divorce Practice.
Vocabulary words for Life w/o gravity narrative.
International Space Station everyday life Video.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Practice monologue-The Divorce.
Introduce a set vocabulary words.
Tackle Nonfiction: Life without Gravity.
Watch a video about life in International Space Station by NASA.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Understand words from The Divorce monologue.
Language Objective:
Memorize the monologue piece.
Main Activity:
Have the class put out their copies of The Divorce.
Evaluation:
Ask the class to answer fill-in-the blank worksheet about the monologue.
Vocabulary:
Homework:
Learning Objective:
Apply new vocabulary.
Language Objective:
Read and experience new words.
Main Activity:
Tackle new set of vocabulary words and introduce new lesson-Life w/o gravity.
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Know benefit of nonfiction writing.
Language Objective:
Read and comprehend Life Without Gravity nonfiction.
Main Activity:
Continue discussion about Life Without Gravity.
Evaluation:
Have the class answer critical thinking skills on their notebooks.
Vocabulary:
Homework:
Learning Objective:
Be familiar with what astronauts experience inside space capsules.
Language Objective:
Watch a video about life in International Space Station by NASA.
Main Activity:
Refresh the class about lesson tackled in the last two days. Have the class watch a video about life in a space station.
Evaluation:
Ask the class if they wish to experience such and justify their answer.
Vocabulary:
Homework:
Materials / Resources (including technology)
International Space Station Experience Video
Prentice Hall Grade 7
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Impromptu questions.
Vocabulary and Intro about Chief Dan George.
I am a Native of North America.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Test speaking skills through impromptu questions.
Cite vocabulary words of I am a Native of North America story.
Learn more about Chief Dan George.
Get the lesson from I am a Native of North America story.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Learn to organize ideas in a limited time.
Language Objective:
Express their ideas about questions they have picked.
Main Activity:
Tell the class about speaking skills and ways to hone it.
Evaluation:
Have each pick a question then answer in a time pressured way.
Vocabulary:
impromptu
Homework:
Learning Objective:
Add new words to vocabulary build up.
Language Objective:
Define new words from the new story.
Main Activity:
Tackle vocabulary words from the selection by Chief Dan George.
Evaluation:
Vocabulary:
Homework:
Ask the class to do advance reading on the story –I am a Native of North America.
Learning Objective:
Get to know more about native Americans.
Language Objective:
Read a brief biography on the author – Chief Dan George.
Main Activity:
Introduce the author Chief Dan George to class. Discuss about native Americans in brief as well as the background of the story.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Extract the implication of the story for the new generation.
Language Objective:
Read and get the gist and message of the story by Dan George.
Main Activity:
Discuss about I am a Native of North America selection.
Evaluation:
Tell the class to answer the critical thinking box of their books.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Prentice Hall Language and Literacy Grade 7
Impromptu questions written on pieces of paper
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Totem pole
Journal
Game & Quiz about I am a Native of North America
Weekly Procedural Knowledge Overview - (Students will be able to...)
Make totem poles.
Write on Journal.
Assess understanding of the selection.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Use imagination to create totem poles.
Language Objective:
Build totem poles using construction paper, adhesive, crayons.
Main Activity:
Discuss in short what totem poles are and what they mean for the native Americans.
Evaluation:
Ask the class to get the materials prepared for them: crayons, construction papers and pencils.
Vocabulary:
Homework:
Learning Objective:
Think what can be done to respond to Dan George’s recommendation.
Language Objective:
Put ideas about selection on journal.
Main Activity:
Have each student write on journals about what they think the message of Dan George is and how they can respond to his proposition.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Contemplate on the questions to boost critical thinking skills.
Language Objective:
Write correct conclusions.
Main Activity:
Have the class open their books on the thinking box then let them answer each question quietly on their journals.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Have fun while recalling events/vocabulary words from the story.
Language Objective:
Verbalize answers of game questions and quiz.
Main Activity:
Ask the class to group themselves to 4 then distribute white board and markers to each.
Evaluation:
Hold a contest by asking game questions about the selection tackled.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
crayons, construction papers and pencils
white board markers and white board
Prentice Hall Language and Literacy Grade 7
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
The Divorce practice
The Divorce performance
Weekly Procedural Knowledge Overview - (Students will be able to...)
Practice public speaking.
Perform a monologue.
Personify a character.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Check the level of emotion they have put on the monologue
Language Objective:
Express the character in the monologue piece.
Main Activity:
Give the class chance to do final practice on their monologue performance starting tomorrow.
Evaluation:
Have each performer hide put more emotions to the character they are portraying.
Vocabulary:
Homework:
Learning Objective:
Experience how monologue help practice one’s ability in public speaking.
Language Objective:
Portray the character in the monologue. Read what is expected from their recital.
Main Activity:
Introduce the rubric for their presentation. Boost the performers’ confidence level. Start picking numbers and call them on.
Evaluation:
Each will be graded according to the rubric.
Vocabulary:
Homework:
Learning Objective:
Experience how monologue help practice one’s ability in public speaking.
Language Objective:
Portray the character in the monologue.
Main Activity:
Continue the performance.
Evaluation:
Each will be graded according to the rubric.
Vocabulary:
Homework:
Learning Objective:
Experience how monologue help practice one’s ability in public speaking
Language Objective:
Portray the character in the monologue.
Main Activity:
Continue the performance. At the end of all the presentations, evaluate what most have done well and what they can do better in their future recitals.
Evaluation:
Each will be graded according to the rubric.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
The Divorce monologue
Oral Presentation rubric
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Snakes video
Rattle Snake Hunt Nonfiction
Adverbs
Journal
Essay about Fear
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand adverbs.
Write on their journal about their fear.
Know more about rattlesnakes.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Learn more about rattlesnake and fear.
Language Objective:
Watch different rattlesnake video hunt.
Main Activity:
Have them watch a rattlesnake video hunt.
Evaluation:
Ask the class how the video would be different if they were hunting the snakes.
Vocabulary:
Homework:
Learning Objective:
Get to know a record of real life event.
Language Objective:
Understand that fears can be conquered.
Main Activity:
Introduce author of Rattle snake nonfiction. Tackle Rattle Snake Hunt vocabulary and story from the book.
Evaluation:
Ask the class to answer critical thinking skills on their book.
Vocabulary:
Homework:
Learning Objective:
Know different kinds of adverbs.
Language Objective:
Read and write correct adverbs.
Main Activity:
Discuss adverbs.
Evaluation:
Have them answer adverb worksheet.
Vocabulary:
Homework:
Learning Objective:
Express fear then and now.
Language Objective:
Record on journal fears from early years.
Main Activity:
Discuss fears. Ask the class how they overcame childhood phobias.
Evaluation:
Write about one’s fear. Let them elaborate more about this topic.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Prentice Hall Language and Literacy Grade 7
LA 7 Journal
YOUTUBE snakes video
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Snowflake Bentley story
Snowflake paper cutting
Snowflake main idea and details quiz
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand who William Bentley is.
Know how to make paper snowflakes.
Determine main idea and details.
Assess understanding of the profile read.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Know the author. Connect self to nonfiction account’s text.
Language Objective:
Read and build vocabulary from the selection.
Main Activity:
Introduce author of Snowflake Bentley nonfiction. Discuss the vocabulary and the facts presented in the account.
Evaluation:
Recall vocabulary words by thinking of synonymous words.
Vocabulary:
Homework:
Learning Objective:
Realize the importance of William Bentley’s hard work.
Language Objective:
Make a matchless paper snowflake cutout.
Main Activity:
Have them check a video on how to make a snowflake cutout.
Evaluation:
Tell each one to make a unique paper snowflake.
Vocabulary:
Homework:
Copy or print favorite poem
Learning Objective:
Learn why Bentley played a significant role in Science and Literature.
Language Objective:
Write correct conclusions about the nonfiction account.
Main Activity:
Have the class answer the main idea and details about Bentley’s record.
Evaluation:
Check answers and record grades.
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Critical thinking skills about Snowflake
Elements of Poetry
Review for exam
Weekly Procedural Knowledge Overview - (Students will be able to...)
Comprehend Snowflake Bentley profoundly.
Learn the elements of poetry.
Prepare for Midterm Exam.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Learn that nonfiction are good source of historical information.
Language Objective:
Answer critical thinking skills from the book.
Main Activity:
Ask the class to answer critical thinking skills about selection tackled.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Understand that elements are necessary to learn.
Language Objective:
Explain the elements of poetry.
Main Activity:
Discuss elements of poetry.
Evaluation:
The class will have a quiz after the discussion.
Vocabulary:
Homework:
Learning Objective:
Assess understanding of concepts learned for the past 3 months.
Language Objective:
Study for midterm.
Main Activity:
Tell the students to prepare for their exam.
Evaluation:
Ask the class to put out their notes and books and make reviewers for exams.
Vocabulary:
Homework:
***MIDTERM EXAM***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***END OF GRADING PERIOD 3***
Learning Objective:
Language Objective:
Main Activity:
**MIDTERM EXAM**
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Midterm Exam
Prentice Hall Language and Literacy Grade 7
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Sound device discussion
Rhyme scheme
Rhyming poem
Test paper and grades
Weekly Procedural Knowledge Overview - (Students will be able to...)
Learn exam errors and grades.
Know sound devices in poetry.
Elaborate rhyme scheme.
Make rhyming poem.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF GRADING PERIOD 4***
Learning Objective:
Know that they can make grades better through discipline and hard work.
Language Objective:
Check exam papers. Justify errors.
Main Activity:
Distribute test papers.
Evaluation:
Tell them why some grades went high and others low. Resort to things/discipline they can do to pull their grades higher.
Vocabulary:
Homework:
Learning Objective:
Distinguish sound devices in poems.
Language Objective:
Read and write examples of sound devices used in poems.
Main Activity:
Discuss sound devices in poetry.
Evaluation:
Vocabulary:
lliteration, repetition, onomatopoeia, rhythm and meter, rhyme scheme, assonance and consonance.
Homework:
Ask the class to find examples of each sound device online then copy them on their notebooks.
Learning Objective:
Learn to make an easy rhyming poem using friendship as a topic.
Language Objective:
Compose a rhyming poem.
Main Activity:
Tackle kinds of poems. Elaborate more on Rhyming poems. Demonstrate how to make one.
Evaluation:
Have each one make a rhyming poem about their friends
Vocabulary:
verses, lines, stanzas
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Group rhyming words.
Language Objective:
Write rhyme scheme on a copy of a poem.
Main Activity:
Discuss pattern of rhyming words in a poem. Ask the class to open books with a long poem.
Evaluation:
Ask the class to put a pattern on each end word of the lines of the poem using small letters of the alphabet.
Vocabulary:
Homework:
Materials / Resources (including technology)
Prentice Hall Language and Literacy Grade 7 Midterm Exam papers
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Haiku
Limerick
Acrostic Poem
Free verse
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand the difference of Haiku, Limerick, Acrostic and Free Verse poems.
Assess understanding of kinds of poem.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Know what and where Haiku came from.
Language Objective:
Make up a haiku using topics about nature.
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Understand that limericks have one constant pattern.
Language Objective:
Compose a limerick based on their friends or classmates.
Main Activity:
Discuss about Limerick. Tell the class about the origin of this kind of poem. Show the class examples and mention the constant rhyme scheme it has.
Evaluation:
Have each one make a limerick based on their best friend or classmates.
Vocabulary:
Homework:
Learning Objective:
Learn how to compose acrostic poems
Language Objective:
Put together an acrostic poem using names.
Main Activity:
Tackle acrostic poems. Use a word then discuss that it is not just giving single adjectives, instead, it remains to be like a regular poem. They just need to consider the first letter of each word.
Evaluation:
each to make an acrostic poem using their English names.
Vocabulary:
Homework:
Learning Objective:
Experience how to make a free verse poem with not much rules to follow.
Language Objective:
Write a free verse poem.
Main Activity:
Tell the class that there is an opposite for rhyming poems—Free verse poems. Talk about this to the class.
Evaluation:
Give each one time to make a free verse poem about any topic.
Vocabulary:
Homework:
Remind the class to review for a quiz on kinds of poem on Monday.
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Language Arts 7 Journal
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
POET IN ME project:
compose and check draft of poems
print cut and paste
bind and design
Weekly Procedural Knowledge Overview - (Students will be able to...)
Understand project: POET IN ME.
Compose drafts of Haikus, Limericks, Acrostics, Free verse and Rhyming poems.
Print, cut and paste papers on base boards.
Bind all poems on 4.5 x 4.5 colored papers and add designs.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Experience composing poems in a limited time.
Language Objective:
Experience composing poems in a limited time.
Main Activity:
Discuss their major project ---Poet in Me. They will have to complete three of each poem that we have tackled- compiled and bound before turning them for checking.
Evaluation:
For today, they will have to start composing. Their drafts may be approved or modified.
Vocabulary:
Homework:
Learning Objective:
Experience composing poems in a limited time.
Language Objective:
Enjoy writing poems and the feeling of accomplishment after.
Main Activity:
Continue making their drafts. Those who will be done may print their poems.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Organize pages and choose colors to match printed papers.
Language Objective:
Cut and paste on colored boards.
Main Activity:
Continuation of Poet in Me project. For those who have printed, they may start cutting and pasting on chosen colored boards.
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Understand that projects are made by putting so much effort, and that it is important to turn in a quality work.
Language Objective:
Sort out designs to add on each page of the project.
Main Activity:
Continuation of Poet in Me project. For those who have cut and pasted, they may put their pages and add their designs or sketches on each page.
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Poet in Me project materials:
colored papers, glue, scissors, printer and binders
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Poet in me
I wander lonely as a cloud poem
Rhyme schemes
Rapping
Weekly Procedural Knowledge Overview - (Students will be able to...)
Turn in a complete project.
Learn the poem: I Wander Lonely as Cloud.
Rhyme Schemes.
Rap songs.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Know the background of poem through poet.
Language Objective:
Read the biography of author of ‘I Wander Lonely as Cloud’.
Main Activity:
Ask everyone to give their projects. Know the author of the poem ‘I Wander Lonely as Cloud’.
Evaluation:
Vocabulary:
Homework:
Ask the class to read the poem I Wander Lonely as Cloud
Learning Objective:
Understand that poems may have literal and figurative meaning.
Language Objective:
Read the poem. Know the unfamiliar words.
Main Activity:
Discuss and interpret the poem.
Evaluation:
Ask the opinion of the class about their interpretation.
Vocabulary:
Homework:
Learning Objective:
Widen vocabulary words through rhyme patterns.
Language Objective:
Practice rhyme scheme on long poems.
Main Activity:
Distribute copies of the Raven poem by Edgar Allan Poe.
Evaluation:
Ask class to write patterns of the rhyming words on each line.
Vocabulary:
Homework:
Learning Objective:
Know brief origin of rapping.
Language Objective:
Blend words. Add beat and rhyme to compose rap songs.
Main Activity:
Tackle the rhythm of rapping on the book. Tell the class to go to the IT lab. Invite them to watch rap battles then have them search for songs that they can rap.
Evaluation:
Listen to each rap and grade accordingly.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Prentice Hall Language and Literacy Grade 7
IT Lab
rap song battles on Youtube
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Pat Mora
The Desert is my Mother
Stopping by the Woods on a Snowy Evening
Jim
Martin Luther King
Weekly Procedural Knowledge Overview - (Students will be able to...)
Get to know poets from North and South America.
Encounter universal poems.
Widen vocabulary words.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Understand Pat Mora’s poems through her biography.
Language Objective:
Read Pat Mora.
Main Activity:
Tackle the poet, Pat Mora. Discuss the poems on the book by Mora.
Evaluation:
Ask the literal and symbolical meanings of the poem.
Vocabulary:
Homework:
Remind the class about Pat Mora poems quiz tomorrow.
Learning Objective:
Determine sound devices used in the poem.
Language Objective:
Comprehend why the desert is compared to a mother.
Main Activity:
Proceed to the quiz then discuss The Desert is my Mother.
Evaluation:
Ask the literal and symbolical meanings of the poem.
Vocabulary:
Homework:
Remind the class about The Desert is my Mother poem quiz tomorrow.
Learning Objective:
Cite words used in the poem to create imagery.
Language Objective:
Know the reason why the character needs to leave the beautiful woods.
Main Activity:
Distribute papers for the 10-points quiz then tackle Walt Whitman’s Stopping by the Woods on a Snowy Evening.
Evaluation:
Ask the literal and symbolical meanings of the poem.
Vocabulary:
Homework:
Remind the class about the Stopping by the Woods on a Snowy Evening poem quiz tomorrow.
Learning Objective:
Compare and contrast the two poems with different subjects.
Language Objective:
the poems and understand the unfamiliar words.
Main Activity:
Proceed to the quiz then talk about the poems-Martin Luther King by Patterson and Jim by Gwendolyn Brooks.
Evaluation:
Ask the literal and symbolical meanings of the poem.
Vocabulary:
Homework:
Remind the class about the Jim poem quiz on Monday.
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Prentice Hall Language and Literacy Grade 7
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
The Rider
Seal
Life and Fog
Weather
The Miracles
Weekly Procedural Knowledge Overview - (Students will be able to...)
Get to know poets from North and South America.
Encounter universal poems.
Widen vocabulary words.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Get to know the author of the Rider.
Language Objective:
Decipher unfamiliar words from the Rider selection.
Main Activity:
Proceed to the quiz then discuss The Rider poem.
Evaluation:
Ask the literal and symbolical meanings of the poem.
Vocabulary:
Homework:
Remind the class about The Rider poem quiz tomorrow.
Learning Objective:
Cite adjectives mentioned in the poem.
Language Objective:
Know why seal is different from other sea animals.
Main Activity:
Distribute papers for the 10-points quiz then tackle The Seal poem.
Evaluation:
Ask the literal and symbolical meanings of the poem.
Vocabulary:
Homework:
Remind the class about Seal poem quiz tomorrow.
Learning Objective:
Compare and contrast the two poems with different subjects.
Language Objective:
Know the relation of the two poems.
Main Activity:
Proceed to the quiz then talk about the poems- Life and Fog.
Evaluation:
Ask the literal and symbolical meanings of the poem.
Vocabulary:
Homework:
Remind the class about Life and Fog poem quiz tomorrow.
Learning Objective:
Interpret the meaning of the poem-both literal and symbolical.
Language Objective:
Understand vocabulary words from the Weather poem.
Main Activity:
Have the class be ready for the quiz then carry on. Once done, ask the students what they think the content of the poem is from the title. Tackle the poem.
Evaluation:
Have the class answer critical thinking box on their books about the poem discussed.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Prentice Hall Language and Literacy Grade 7
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
The Miracles
Bailando
Mother to Son
The Courage that my Mother Had
Weekly Procedural Knowledge Overview - (Students will be able to...)
Get to know poets from North and South America.
Encounter universal poems.
Widen vocabulary words.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Get to know the author of the Miracles.
Language Objective:
Decipher unfamiliar words from the Rider selection.
Main Activity:
Cite the miracles mentioned by the poet in his poem.
Evaluation:
Ask the literal and symbolical meanings of the poem.
Vocabulary:
Homework:
Remind the class about the Miracles poem quiz tomorrow.
Learning Objective:
Cite words used in the poem that creates imagery.
Language Objective:
Read and define Spanish words used in the poem.
Main Activity:
Proceed to the quiz then discuss Bailando poem.
Evaluation:
Ask the literal and symbolical meanings of the poem.
Vocabulary:
Homework:
Remind the class about the Bailando poem quiz tomorrow.
Learning Objective:
Learn more about the background of Langston Hughes and his mother.
Language Objective:
Know the special message of the mother to her son in the poem.
Main Activity:
Distribute papers for the 10-points quiz then tackle Mother to Son poem.
Evaluation:
Ask the literal and symbolical meanings of the poem.
Vocabulary:
Homework:
Remind the class about the Mother to Son poem quiz tomorrow.
Learning Objective:
Value virtues in life than anything else.
Language Objective:
Identify why the author wanted her mother’s courage over material things.
Main Activity:
Proceed to the quiz then talk about the poem The Courage that My Mother Had.
Evaluation:
Have each answer the critical thinking box from their book about the poem tackled.
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No class due to block schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Prentice Hall Language and Literacy Grade 7
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Language Arts 7 lessons tackled for Finals.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Enjoy the game and recitation about all the lessons tackled.
Prepare reviewer for final exams.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Recall necessary concepts learned.
Language Objective:
Evaluate and assess understanding of concepts and details from previous topics/lessons.
Main Activity:
Have the class pick questions from easy to difficult.
Evaluation:
They will have to answer to get extra points and a solid score.
Vocabulary:
Spelling words, homophones.
Homework:
Correct spelling words three times.
Learning Objective:
Prepare notes to study before final exam.
Language Objective:
Summarize and compose reviewer for finals.
Main Activity:
Distribute A4 size papers. Have them get their notes and books.
Evaluation:
Instruct the class to make reviewer for their final exam.
Vocabulary:
Homework:
***FINAL EXAMS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***FINAL EXAMS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
n/a
***FINAL EXAMS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Health Book
Health notebook
A4 size paper
State of Minnesota Standards Covered
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