Lesson Plans for 7th Grade Week of February 15, 2011
7th Grade Tuesday February 15, 2011
Objectives and Goals:
Standard: 2.7.11: Explain how the literary devices contribute to the
meaning of a literary selection.
Essential Question: What literary devices can an author use to enrich the
text?
I CAN: use literary devices to enrich text.
10:50-11:33
5 minutes: Bell ringer
Analogy activity
10 minutes Vocabulary: Latin Roots
Have students get out the roots/affixes paper from yesterday.
Say, “We’ve said that so many words in English come from Latin and Greek,
two languages that were spoken over 2,000 years ago. The prefix in- and its
different spellings and also the prefix pre- both come from Latin. Today,
we’ll look at roots that come from Latin. A root usually cannot stand by
itself as a word, but is a very important part of a word. We know we’ve
probably found a root in a word when we take off the prefixes and suffixes
we can and are left with something that doesn’t look like a word. For
instance, let’s look at these two words.”
Write the words homocide and discredit on the overhead.
“With discredit, we can take off the prefix dis and we have the word credit.
With decide, we can take off the prefix homo and what do we have left?
Right! Cide. Is cide a word? No, it isn’t so we’ve found the root.”
“Roots usually have the same meanings they had back when people spoke
Latin and Greek. In ancient Rome, where people spoke Latin, cred meant
believe. We know the prefix dis means not. So discredit means to not
believe something. Cide meant to kill or cut and homo meant man in ancient
Rome. What does homocide mean if you use this strategy?”
Tell students to write the definition and two examples and two antonyms for
cide and cred in their chart from yesterday.
10 minutes Grammar Verb Tense
Show overhead entitled “Consistent Tenses.”
Ask students to record the first three lines of whatever book they are
reading. Ask them to change the tense. Discuss how it is impossible to
change the tense in dialogue and many times they will have to add words to
1 Lesson Plans for 7th Grade Week of February 15, 2011
change the tense.
Explain that writers don’t want their leads to be confusing so let’s look at
leads from the masters that are easy to change tenses. Put up these
sentences:
I hate my life. I hate my father. I hate being fat.
Paula Danzinger The Cat Ate My Gymsuit
“What tense is this in? Present? How do you know?” Start filling in the
verb tenses chart.
Present – “Right now”
Verb Tenses
Past-“Already Happened”
Leave verbs as is unless using the
he/she/it voice.
Add –ed endings
He/she/it voice and all that would
replace it, such as Patrick/Sarah/
computer
Add –ed to all regular verbs.
I hate school
She hates school
is
are
sit
I hated school.
She hated school.
was
were
sat
15 minutes: Review
Go over the answers for the test they took on Friday. Discuss how literary
devices contributed to the poem on the test.
11:33-12:03 Lunch
12:06-12:27 SSR
Students should be reading independently and quietly for the entire time.
Feel free to pass out reading cards to those on task. Have students
complete a Tovani two column notes assignment.
2 Lesson Plans for 7th Grade Week of February 15, 2011
12:27-1:07
30 minutes Technology
Tell students to get out computers and go to my blog where we will have an
online discussion. Each student should read the grandmother poem.
Directions: Ask a higher-level open-ended question about the poem and post
it first. This question could be a wondering. Answer your question below it.
Include at least three active, vivid verbs in your answer. Also, write a
metaphor that you think would help improve the poem. Post. Go back and
answer the questions of others. Have students retake the test who
received a D or F.
5 minutes: Closure
Ask students to complete the exit pass and write the I can statement in the
planner.
3 Lesson Plans for 7th Grade Week of February 15, 2011
7th Wednesday February 16, 2011 Objectives and Goals:
2.7.13: Identify the following subcategories of genres.
Essential Question: How do readers analyze the genre of a text?
I CAN: analyze the meanings for mythology.
10:50-11:33
5 minutes: Bellringer
Analogy comparison.
5 minutes: Anticipatory Set:
Make the Collection 6 pretest and anticipatory guide.
5 minutes: Prefix
Say, “Yesterday we began looking at roots that come from Latin. Today,
we’re going to look at roots that come from Greek. A large number of words
contain Greek roots. These roots usually have a pretty consistent or
constant meaning. Most often they do not occur by themselves as words,
though on occasion some of them may do so. Learning the meaning of a
number of these roots and understanding how they combine to create words
will be extremely helpful to you in figuring out and learning new vocabulary.”
Write the following two words on the overhead:
Microscope
Microscopic
“What’s our first word? Right! And how about our second word? How are
these two words related, or alike?” After students discuss this, point to
microscope and say “We know these words, but let’s look at the Greek roots
that make them up. Scope comes from a Greek word that means ‘to look at’
and micro means ‘small’ so when we put them together we literally get the
meaning ‘to look at something small.’ A microscope is an instrument for
looking at very small or tiny things, so if we say that something is
microscopic what does that mean?”
Now write the following on the overhead:
Asterisk
“We know this word but let’s look at its Greek counterpart. Astro means
star and isk means small. Put it together and what do you have? It’s a small
star and an asterisk looks like a small star on paper.” Draw a picture of an
4 Lesson Plans for 7th Grade Week of February 15, 2011
asterisk.
“How about this word?”
microscope
“When we put the roots together, we have the literal meaning ‘small sound.’
Of course, a microphone is not literally a small sound but it picks up sounds
that would otherwise not be heard very well. In word chart from yesterday,
write the definition for micro and astro. Also write two examples and two
antonyms of each word.”
Anticipatory Set
30 minutes Multimedia Presentation
Show the video and the power point presentation to start off Collection 6.
Ask students to take Cornell Notes on important parts.
11:33-12:03 Lunch
12:15- 12:35 Library
Continued Anticipatory Set:
25 minutes 12:35-1:00 Literature
Read p. 646-647 in Elements of Literature. Make a poster by planning
“Myths for Today.” Divide students into six small groups. Assign each group
a different one of the six uses of mythology listed on p. 646. Students
should provide examples for each use.
Group 1) choose a point of view the myth will be presented such as a
kindergartener’s viewpoint.
Group 2) choose a phenomena, such as a hurricane or hailstorm.
Group 3) choose one custom, such as throwing rice during a wedding.
Group 4) select a moral or a practical lesson, such as “Crime doesn’t pay.”
Group 5) choose a historical topic, such as the causes of the Civil War, or an
event such as the first moon landing.
Group 6) define the hope or fear expressed, such as the fear of being alone.
Then, have students brainstorm to come up with ideas for modern-day myths
that could be used for their assigned purpose. When the brainstorming
slows down, ask each group to reach a consensus on the idea it likes best.
Encourage students to follow up by actually writing new myths.
Independent Practice: Each student should write a myth that includes at
least one simile, metaphor, idiom.
5 Lesson Plans for 7th Grade Week of February 15, 2011
1:00-1:05 Closure
Exit passes and planner
6 Lesson Plans for 7th Grade Week of February 15, 2011
7th Grade Thursday February 17, 2011
Objectives and Goals:
Standard: 1.7.03: Determine the meaning of an unknown word or content
area vocabulary using knowledge of prefixes, suffixes, word roots, word
origins, sentence, and cross- sentence clues.
Essential Question: How do readers analyze unknown words to determine
the meaning of an unfamiliar word?
I CAN: analyze unknown words to determine meaning of an unfamiliar word.
10:50-11:33
3 minutes: Bellringer
Analogy activity
10 minutes: Anticipatory Set
Type yesterday’s myth from homework on the blog. When done, go back and
say one positive comment about someone else’s myth.
30 minutes: Vocabulary
Read p. 650-652 in the Elements of Literature book. With a partner, ask
students to make a vocabulary tree using the directions on p. 653.
11:33-12:03 Lunch
12:06-12:27 SSR- Students should be reading independently and quietly for
the entire time. Feel free to pass out reading cards to those on task. Have
students write down sentences with similes and metaphors in them to hand in
as a formative assessment.
20 minutes: Literature
Review for tomorrow’s extended response assessment. Show students how
to identify text and own thinking in someone’s extended response. Also,
review the rubric and show them how to fill out an organizational chart. 5 minutes: Closure
Exit pass and planners
7 Lesson Plans for 7th Grade Week of February 15, 2011
7th Grade Friday February 18, 2011
Objectives and Goals:
2.7.13: Identify the following subcategories of genres.
Essential Question: How do readers analyze the genre of a text?
I CAN: analyze the meanings for mythology.
10:50-11:33
10 minutes Vocabulary
We’ve looked at Latin and Greek roots this week. Today we will look at two
more Latin roots. Remember a root usually doesn’t stand by itself as a word,
but is a very important part of a word.”
Write the words calorie and scald on the overhead.
“This root calor [point to calor] means ‘heat.’ When someone burns a calorie
they are using heat or energy. Now look at scald. How does the meaning
‘heat’ help you with this definition?” If no one knows the definition of scald
then explain it means to burn something.
Write the following words on the overhead:
Dormitory and dormant
Next write the sentence on the overhead:
The student slept in the dormitory during college.
What does the word dormitory mean in this sentence? After some
discussion, tell the students, “The Latin root dorm means sleep. And in the
word dormitory, the suffix ory shows where and place. So, dormitory means
to sleep in a college. What does dormant mean? The suffix –ant means one
who acts. So put it together and you have something that sleeps or rests.”
Tell students to write the definition, two examples and two antonyms on
their chart.
30 minutes: Responding to Text
Have students read Orpheus in their Elements of Literature book p. 665668. Then, students should get a computer for the online discussion of the
myth Orpheus
11:33-12:03 Lunch
12:06-1:07
Extended Response Quarter 3 5 minutes: Closure
Exit pass and planner
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