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LESSON PLANS JANUARY 23 – 27

***STUDENTS MUST FINISH READING NON-FICTION BOOK BY JAN. 31.

PROJECT PRESENTATIONS (SEE OPTIONS IN YOUR CHILD’S PURPLE FOLDER) ARE TUESDAY, FEB. 7.

TEKS/OBJECTIVES/STANDARDS

7.19C Students will use a variety of complete sentences that include properly

placed modifiers, correctly identified antecedent, parallel structures, and

consistent tenses (Readiness)

7.19Av Students will identify, use, and understanding the influence of prepositional

phrases on subject-verb agreement (Supporting)

7.7A Students will describe the structural and substantive differences between

an autobiography or a diary and a fictional adaptation of it (Supporting)

Fig. 19D,E Students will make complex inferences about text and use textual

evidence to support understanding (fiction) (Readiness); students will

summarize, paraphrase, and synthesize texts in ways that maintain

meaning and logical order within a text and across texts (fiction)

MONDAY, JAN. 23

HOMEWORK – READ LIBRARY BOOK

Probe – Effective Sentences (Moodle – Netbooks)

Guided practice – verb tense

TUESDAY, JAN. 24

HOMEWORK – STUDY FOR VERB TEST

Class starter – Read “To Build a Fire” by Jack London pp. 90-92; short

comprehension check

Guided practice – verb consistency (Write Source online)

Verb review

Guided practice – subject/verb agreement with compound subjects

(Write Source online)

WEDNESDAY, JAN. 25

HOMEWORK – PRACTICE – PRONOUN/ANTECEDENT AGREEMENT

Class starter – Read “To Build a Fire” by Jack London pp. 93 – 95; short

comprehension check

Review – subject/verb agreement

Quiz – subject/verb agreement

Guided practice – pronoun/antecedent agreement (Write Source online)

THURSDAY, JAN. 26

Class starter – Read “To Build a Fire” by Jack London pp. 96 – 98; short

comprehension check

Guided practice – pronoun/antecedent agreement with compound antecedents

(Write Source online)

Review – pronoun/antecedent agreement

Quiz – pronoun/antecedent agreement

FRIDAY, JAN. 27

Class starter – Read “To Build a Fire” by Jack London pp. 99-101; short

comprehension check

Agreement review

Test – subject/verb; pronoun/antecedent agreement

Finish reading “To Build a Fire” By Jack London pp. 102-104; short

comprehension check

Seventh Grade Non-Fiction Book Project

                                  Mrs. Velde and Mrs. Cline

For your book project during the fourth six-week period, you will be responsible for completing one of the four project options below.  You will present your project to your class on Tuesday, February 7, 2012.

Option 1:  You will interview an important person from your book.
    Biography or Autobiography:  Create ONLY six interview questions to ask the subject of your book.  You must ask about: 1. childhood; 2. education; 3. early success; 4. career; 5. important achievements; 6. advice or quote from this individual.  Your interview questions and answers must betyped as a one-page script in Times New Roman 14 point font.  You will need to have a partner act as your interviewee for your presentation.

    Event or Time Period:  Create questions to ask a person who was involved in the event or time period you have read about.  You must ask about:  1. when the event began; 2. the cause of the event; 3. how your interviewee was involved; 4. when it ended; 5. major result or impact; 6. what was learned from the event.  Again, your interview questions and answers must be typed as a one-page script in Times New Roman 14 point font.  You will need to have a partner act as your interviewee for your presentation.

Option 2:  You will create tentrivia questions about the person in your biography or autobiography or an important person involved in an event or time period you have read about.  The questions must beabout interesting or unknown pieces of information.  Each trivia question will be on a card with the question on one side and the answer on the other, and you will present your trivia questions to the class in a question/answer session much like a trivial pursuit game.
***Cards: quality card stock; NEATLY printed on typed; creative border or design; at least 4” x 6” cards

Option 3:  You will dress up as an important person from your non-fiction book and present a one-page monologue (first person “I”) to your class.  Your character’s monologue will include the same information required above for the interviews.

Biography or Autobiography:  You must include the following information in your monologue: 1. childhood; 2. education; 3. early success; 4. career; 5. important achievements; 6. advice or quote from this individual.  Your monologue must be one page typed double space in Times New Roman 14 point font.

    Event or Time Period:  Your monologue will be from the point-of-view of a person who was involved in the event or time period you have read about.  You must include:  1. when the event began; 2. the cause of the event; 3. how you were involved; 4. when the event ended; 5. major result or impact; 6. what was learned from the event.  Again, your monologue must be one page typed doublespace in Times New Roman 14 point font.

Option 4:  Your own project idea with the approval of Mrs. Velde or Mrs. Cline.

STUDENT SIGNATURE: __________________________

PARENT SIGNATURE: ___________________________

——————————————————————————————————–
Before leaving class today, fill in the information below, and submit it to your language arts teacher.  If you want to change your book or project at some point, you must have approval from your teacher.

Book title:____________________________________________

Author:______________________________________________

Project choice:_________________________________________

Student signature:_________________________    Date:_________

LESSON PLANS JANUARY 17 – 20

***EACH STUDENT SHOULD BE READING A NON-FICTION BOOK OF HIS/HER CHOICE (AS APPROVED BY THE TEACHER). READING MUST BE COMPLETED BY JANUARY 31 BY READING AT LEAST 10 PAGES EACH EVENING.

***STUDENTS HAVE BEEN GIVEN CHOICES FOR THE NON-FICTION LIBRARY BOOK PROJECT. PLEASE CHECK WITH YOUR CHILD ON THE PROGRESS OF READING HIS/HER BOOK. PROJECT DUE FEB. 7.

***SEE POST UNDER PROJECTS.

TEKS/OBJECTIVES

7.14 (A,B,C,D,E) Students will use elements of the writing process and the Traits of Writing to compose text.

7.17(A) (i,ii,iii,iv,v)Students will write expository texts to communicate ideas and information for specific audiences for specific purposes.

7.1 Students read grade-level text with fluency and comprehension.

7.19(A) (v) Students understand the function of and use the conventions of academic language when speaking and writing. Students identify, use, and understand the function of the parts of speech in the context of reading, writing, and speaking.

TUESDAY, JANUARY 17

HOMEWORK – Subject/Verb Agreement Practice I

Class Starter: Finding the subject of the sentence (Write Source online)

Look over another model of expository writing noting elaboration strategies.

Work on writing/conferencing

WEDNESDAY, JANUARY 18

HOMEWORK – Subject/Verb Agreement Practice II

Class starter: Finding the subject of the sentence (Write Source online)

Revising/Editing paper: focus on sentences, verb tense, commas, spelling

THURSDAY, JANUARY 19

Class starter: Finding the pronoun/antecedent (Write Source online)

Final copy of paper

FRIDAY, JANUARY 20

Class starter: Finding the pronoun/antecedent (Write Source online)

Self/peer evaluation of writing

LESSON PLANS JANUARY 9 – 13

***REPORT CARDS WENT OUT LAST THURSDAY. PLEASE BE SURE YOU

HAVE SIGNED YOUR CHILD’S, AND HE/SHE HAS RETURNED IT.

***EACH STUDENT SHOULD BE READING A NON-FICTION BOOK OF HIS/HER CHOICE (AS APPROVED BY THE TEACHER). READING MUST BE COMPLETED BY JANUARY 31 BY READING AT LEAST 10 PAGES EACH EVENING.

TEKS/OBJECTIVES

7.14 (A,B,C,D,E) Students will use elements of the writing process and the Traits of Writing to compose text.

7.17(A) (i,ii,iii,iv,v)Students will write expository texts to communicate ideas and information for specific audiences for specific purposes.

7.1 Students read grade-level text with fluency and comprehension.

7.19(A) (i) Students understand the function of and use the conventions of academic language when speaking and writing. Students identify, use, and understand the function of the parts of speech in the context of reading, writing, and speaking.

***Note: Some of these plans are a repeat from last week. We felt it was important to take more time practicing writing  effective sentences, and because this is a new form of writing this year, we are advancing more slowly in hopes this expository piece of writing will have positive results.

MONDAY, JANUARY 9

Class starter: Copy helping verbs from board (quiz Thursday)

Mini-lesson – action and linking verbs

HOMEWORK – practice on verbs (daily grade)

Look at examples of elaboration strategies (Write Source)

Look at samples of expository writing

TUESDAY, JANUARY 10

Class starter: Practice writing helping verbs from memory

Mini-lesson – verb phrases

HOMEWORK – practice on verbs (daily grade); complete writing as necessary

Review “Leads” for writing (Write Source online)

Draft introduction and first body paragraph of expository writing

WEDNESDAY, JANUARY 11

Class starter: Practice writing helping verbs from memory

Mini-lesson: Verb tense (Write Source online)

HOMEWORK: Practice consistent verb tense; complete writing as necessary

Independent practice on identifying verbs (daily grade)

Revising/editing first body paragraph of expository writing

Write clean copy

THURSDAY, JANUARY 12

Class starter: Study helping verbs

HOMEWORK – Complete writing as necessary to be caught up

Quiz – helping verbs

Independent practice – using verbs effectively/correctly (daily grade)

Drafting/revising/editing second body paragraph of expository writing

Write clean copy

FRIDAY, JANUARY 13

Class starter: Evaluating verbs in own student writing

Drafting/revising/editing third body paragraph of expository writing

Drafting conclusion

Write clean copy

LESSON PLANS JANUARY 2 – 6

TEKS/OBJECTIVES

7.10 Students will analyze, make inferences, and draw conclusions about

expository text and provide evidence from text to support their understanding.

7.14 Students will use elements of the writing process and the Traits of Writing to

compose text.

7.17 Students will write expository texts to communicate ideas and information for specific audiences for specific purposes.

***STUDENTS WILL BE REQUIRED TO CHECK OUT A NON-FICTION

LIBRARY BOOK. READING MUST BE COMPLETED BY JANUARY 31.

DIRECTIONS FOR THE CHOICES OF NON-FICTION BOOK PROJECTS

WILL BE AVAILABLE BY JANUARY 9, AND THE PROJECTS WILL BE DUE

FEBRUARY 3. PLEASE ENCOURAGE YOUR CHILD TO READ AT LEAST 10 PAGES EVERY EVENING. A READING LOG WILL BE PROVIDED FOR STUDENTS TO KEEP A RECORD.

MONDAY, JANUARY 2

Class starter: Building Effective Sentences (Texas Write Source)

Go over Semester I Exam as a review of skills (including

two revising/editing passages similar to those on the

STAAR Test.

Make list of academic vocabulary for word wall.

Discuss expository writing using examples from

Texas Write Source (print and online resources).

TUESDAY, JANUARY 3

HOMEWORK – Read non-fiction library book; complete first three parts

of Ideas Trait

Class starter: Building Effective Sentences (Texas Write Source)

Continue examples of expository writing

Give choices of prompts for student writing (based on previously read novel).

Begin working on Ideas Trait: finding a topic, focusing the topic, developing the topic, and using details (Texas Write Source (print and online resources)

WEDNESDAY, JANUARY 4

HOMEWORK – Read non-fiction library book; complete writing first idea

(1^st body paragraph)

Class starter: Building Effective Sentences (Texas Write Source)

Add details to Ideas Trait

Begin drafting piece of expository writing

THURSDAY, JANUARY 5

HOMEWORK – Read non-fiction library book; complete writing all three

body paragraphs of expository piece

Class starter: Building Effective Sentences (Texas Write Source)

Peer sharing

FRIDAY, JANUARY 6

HOMEWORK – Read non-fiction library book; be sure writing is complete

clean enough for final revising/editing

Class starter: Brief review of types of leads

Students write two different leads for their expository pieces.

Revise/edit papers according to Six Traits of Writing

HAVE A SAFE AND BLESSED CHRISTMAS BREAK! 

LESSON PLANS DECEMBER 12 – 17

MONDAY, TUESDAY, WEDNESDAYS

FINAL TEST ON THE GIVER

SEMESTER EXAM REVIEW

SEMESTER PROJECT

EXAMS – THURSDAY (2ND, 3RD PERIODS; FRIDAY (1ST, 4TH PERIODS)

TEK(S)/STAAR Readiness:

Figure 19 Subchapter B: 110.19

7.19 A,C draw conclusions/summarize/paraphrases finds in a systematic way

present the findings in a meaningful format

Objective:

You will create a piece for a graffiti wall. Each piece will be representative

of The Giver and your textual, personal, and world connections with the text.

The sensory images provoked will reflect your complex understanding of the text.

Materials:

11X17 sheet of white copy paper (provided by teacher)

pencil (to sketch lightly)

bright markers

Possible creations:

Words/ symbols/ pictures depicting:

motifs (recurring structure; intentional repetition of a word, phrase, event, or idea as a unifying theme),phrases, sarcasm ,themes, voice,symbols, word choice, characterization, social issues, parts of plot, concepts, conflicts aspects of society, quotes, nuances (subtle distinctions or fine details), lessons learned, mood, assertions/arguments, foreshadowing, genre, point of view, culture, figurative language, setting, irony

DUE WEDNESDAY, DEC. 14 – NO EXCEPTIONS; MAY TURN IN EARLY

Graded on neatness, completeness, and effort

LESSON PLANS DECEMBER 5 -9

***In place of a library book project this six weeks, your child should be

documenting his/her reading on a Reading Log (in purple folder). At least 20

completed entries must be entered by Dec. 12, completing at least 1 library book

on level and approved by the teacher.

ONLY READING DONE AT HOME COUNTS.

TEKS/OBJECTIVES/READINESS STANDARDS:

7.1 Read grade-level text with fluency and comprehension.

7.2 Use context to determine or clarify meaning of unfamiliar words.

7.3C Analyze how setting influences theme of a literary work.

7.6B Analyze the development of the plot through the internal

and external responses of the characters, including their motivations

and conflicts.

7.9 Understand, make inferences, draw conclusions about author’s

purpose in contemporary contexts.

7.17C Write responses to literary texts.

7.19A Identify, use, and understand the function of the parts of speech.

MONDAY, DEC. 5

HOMEWORK – READ LIBRARY BOOK; WRITE ON READING LOG

Journaling

Review nouns, pronouns, and adjectives; take test

Vocabulary assignment – words from Chapters 11 – 15

Read/discuss Chapter 15 – 16 in novel.

TUESDAY, DEC. 6 – substitute for afternoon classes

HOMEWORK – READ LIBRARY BOOK; WRITE ON READING LOG

Journaling

Read/discuss Chapters 17 – 18

Work on vocabulary assignment

WEDNESDAY, DEC. 7 – substitute for afternoon classes

HOMEWORK – READ LIBRARY BOOK; WRITE ON READING LOG

Journaling

Read/discuss Chapters 19 – 20

Comprehension quiz – Chapters 15 – 19

Work on vocabulary assignment

THURSDAY, DEC. 8

HOMEWORK – READ LIBRARY BOOK; WRITE ON READING LOG;

Journaling

Read/discuss – Chapters 21 – 23

Comprehension quiz – Chapters 20 – 23

FRIDAY, DEC. 9

HOMEWORK – READ LIBRARY BOOK; WRITE ON READING LOG;

Journaling

Work on utopia project

NEXT WEEK:

Utopia project due

Review for exam

1^st semester exam

LESSON PLANS NOV. 28 – DEC. 2

***In place of a library book project this six weeks, your child should be documenting his/her reading on a Reading Log (in purple folder). At least 20 completed entries must be entered by Dec. 12, completing at least 1 library book on level and approved by the teacher.

ONLY READING DONE AT HOME COUNTS.

TEKS/OBJECTIVES/READINESS STANDARDS:

7.1 Read grade-level text with fluency and comprehension.

7.2 Use context to determine or clarify meaning of unfamiliar words.

7.3C Analyze how setting influences theme of a literary work.

7.6B Analyze the development of the plot through the internal

and external responses of the characters, including their motivations

and conflicts.

7.9 Understand, make inferences, draw conclusions about author’s

purpose in contemporary contexts.

7.17C Write responses to literary texts.

7.19A Identify, use, and understand the function of the parts of speech.

MONDAY, NOV. 28

HOMEWORK – READ LIBRARY BOOK; WRITE ON READING LOG

STUDY PRONOUNS – BE ABLE TO LIST 30 – 50.

Journaling

Finish packet on The Giver – Chapters 6 – 10

Vocabulary quiz using packet

Review pronouns; go over work from last week.

Read/discuss Chapter 11 in novel.

TUESDAY, NOV. 29

HOMEWORK – READ LIBRARY BOOK; WRITE ON READING LOG

Journaling

Begin packet on novel – Chapters 11 – 15

Go back and discuss vocabulary from Chapter 11

Independent practice – identifying pronouns (daily grade)

Read/discuss Chapter 12

WEDNESDAY, NOV. 30

HOMEWORK – PRACTICE IDENTIFYING NOUNS, PRONOUNS, AND ADJECTIVES; READ LIBRARY BOOK; WRITE ON READING LOG

Journaling

Read/discuss Chapter 13

Review activity – nouns, pronouns, adjectives

Work in packet – Chapters 11 – 15

THURSDAY, DEC. 1

HOMEWORK – READ LIBRARY BOOK; WRITE ON READING LOG;

STUDY/PRACTICE IDENTIFYING NOUNS, PRONOUNS, ADJECTIVES

Journaling

Independent practice – nouns, pronouns, adjectives (daily grade)

Read/discuss Chapters 14 – 15

Work in packet – Chapters 11 – 15

FRIDAY, DEC. 2

Journaling

Six Weeks Benchmark – grammar covered thus far this year

Vocabulary quiz – Chapters 11 – 15 using packet

LOOKING AHEAD:

Dec. 5 – 9

Novel – Chapters 16 – 19

Students will write an expository composition.

Dec. 12 – 16

Novel – Chapters 20 – 23

Final reflections on novel; class project

Semester exam

LESSON PLANS NOV. 14 – 22

***In place of a library book project this six weeks, your child should be

documenting his/her reading on a Reading Log (in purple folder). At least 20 completed entries must be entered by Dec. 12. At least one library book approved

by the teacher must be completed.

ONLY READING DONE AT HOME COUNTS.

TEKS/OBJECTIVES/READINESS STANDARDS

7.1 Read grade-level text with fluency and comprehension.

7.2 Use context to determine or clarify meaning of unfamiliar words.

7.3C Analyze how setting influences theme of a literary work.

7.8 Understand, make inferences, draw conclusions about author’s

use of imagery.

7.9 Analyze, make inferences, and draw conclusions about author’s

purpose in contemporary contexts

7.14C Revise drafts to ensure precise word choice and vivid images.

7.17C Write responses to literary texts.

7.19C Use a variety of complex sentences that include correctly identified antecedents.

MONDAY, NOV. 14

HOMEWORK – finish all pages in The Giver packet, Chapters 1 – 5

(attribute wheel of community characteristics, comparing and contrasting

character traits, evaluating good/bad community attributes) (quiz grade)

Journaling – Reflect on this quote: “But today we honor your differences. They have determined your futures.” Do you feel you are more “like” your peers or “different” from your peers. Why? Give specific examples.

Adjective activity – using precise word choice to create vivid images

Review vocabulary from The Giver, Chapters 1 – 5

Students use vocabulary notes to complete “words in context” assignment

(daily grade)

TUESDAY, NOV. 15

Journaling – What is the difference in being “assigned” and “selected?”

Tell about a time you were “assigned” to a team/group/etc. Tell about a

time you were “selected” for a certain position/job/etc.

Discuss vocabulary for Chapters 7, 8. Check for prior knowledge.

Read/discuss The Giver, Chapters 7, 8.

WEDNESDAY, NOV. 16

HOMEWORK – Practice on the function of pronouns in the context of writing

Journaling – What is your definition of “lying?” Are there instances in which

an untruth is told but not considered “lying?” Give examples. What words

would express these “not really lying” instances.

Discuss vocabulary for Chapter 9. Check for prior knowledge.

Read/discuss Chapter 9

Pronoun activity to show the importance of pronouns in the English language.

Review different characteristics of pronouns (number, person, gender).

Recognize different kinds of pronouns.

THURSDAY, NOV. 17

Journaling – Reflect upon this quote, “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” Dr. Seuss

How can books change lives?

Check homework on pronouns

Independent practice – pronouns and antecedents (daily grade)

Review vocabulary Chapter 10. Check for prior knowledge.

Read/discuss Chapter 10.

FRIDAY, NOV. 18

Activities from The Giver – Chapters 6 – 10

(forming opinions and judgments; make connections to text, self, and world;

interpreting implicit messages (symbolism); applying mathematical ratios

to text information)

MONDAY, NOV. 21

Review vocabulary from The Giver, Chapters 6 – 10

Students use vocabulary notes to complete “words in context” activity (daily grade)

Review nouns, pronouns, and adjectives using games.

TUESDAY, NOV. 22

Independent practice – nouns, pronouns, and adjectives (quiz grade)

Thanksgiving activities to practice reading/writing skills

LESSON PLANS NOV. 7 – 11

***YOUR CHILD DOES NOT HAVE AN A LIBRARY BOOK PROJECT

THIS SIX WEEKS. HOWEVER, HE/SHE SHOULD READ AT LEAST 10

PAGES OF HIS/HER LIBRARY BOOK EVERY EVENING. THE READING

LOG WILL BE GRADED AS FOLLOWS:

5 PTS. GIVEN FOR EACH COMPLETED ENTRY:

TITLE OF BOOK, PAGES READ, SHORT SUMMARY, PARENT SIGNATURE,

STUDENT SIGNATURE (UP TO 100 POINTS)

AT LEAST ONE LIBRARY BOOK SHOULD BE FINISHED BY DEC. 5

TEKS/OBJECTIVES:

Students will comprehend and appreciate science fiction.

Students will recognize elements of science fiction.

Students will make connections with text.

Students will use precise adjectives to describe.

Students will improve vocabulary.

Students will generate ideas for writing.

MONDAY, NOV. 7

Journal

Read/discuss chapters 1, 2 (including vocabulary) – The Giver

Work in packet for Chapters 1 – 5 (daily grade)

TUESDAY, NOV. 8

Homework – begin studying vocabulary for quiz on Thursday

Journal

Read/discuss Chapters 3 – 5 including vocabulary

Work in packet for Chapters 1 – 5 (daily grade)

Comprehension check – Chapters 1 – 5 (quiz grade)

WEDNESDAY, NOV. 9

Homework – continue studying vocabulary for quiz on Thursday

Guided practice/review – identifying nouns/adjectives

Writing practice – using specific nouns and vivid adjectives

THURSDAY, NOV. 10

Journal

Vocabulary quiz – Chapters 1 – 5 (quiz grade)

Independent practice – identifying nouns/adjectives (daily grade)

Read/discuss Chapter 6 including vocabulary

Work in packet for Chapters 6 – 10 (daily grade)

FRIDAY, NOV. 11

Journal

Read/discuss Chapter 7 including vocabulary

Work in packet for Chapters 6 – 10 (daily grade)