Glenview Middle School Lesson Plans 2013-2014
Date
Learning Target *
Teacher: C. Thompson - Subjects: R/M/W/SC/SS - Grade Level: 6th,7th,and 8th.
th
th
ID/EMD Self-Contained Classroom Setting/Week 5 (9.16 – 9.20 )
Agenda (Differentiated Instructional Strategies / Formative and
Daily Essential Question **
(and sub-related high level questions to guide
Summative Assessments) ***
Red = English Language Arts and
Writing Common Core Standards,
Blue = Mathematics Common Core Standards,
Green = Science SC State Standards,
Purple = Social Studies SC State Standards.
M—9.16
B Day
discussion).
Highlight any AVID strategies. (W=writing, I=inquiry, C=collaboration, O=organization,
R=reading)
Underline Technology connections where students are ENGAGED using the device(s)!
EQ:
Title of Lessons
Why is it important to listen/
participate in class discussions?
(Main EQ for the front board.)
 Reading: Library Visit
Corrective Reading Decoding Groups/
Manuals B1 and B2
A’s – SRA Lesson 32 and corresponding workbook page.
B’s – Compass Lesson
th
Common Core RI.6.2
Reading Standards for Informational Text
Key Ideas and Details
Determine a central idea of a text and how it is conveyed
through particular details; provide a summary of the text
distinct from personal opinions or judgments.
Common Core RI.6.3
Reading Standards for Informational Text
Key Ideas and Details
Analyze in detail how a key individual, event, or idea is
introduced, illustrated, and elaborated in a text (e.g.,
through examples or anecdotes).
Common Core RI.6.4
Reading Standards for Informational Text
Common Core Lesson W.6.3.a Text Types and Purposes
Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive
details, and well-structured event sequences: Engage and
orient the reader by establishing a context and introducing a
narrator and/or characters; organize an event sequence
that unfolds naturally and logically.
Common Core Lesson W.6.3.b Text Types and Purposes
Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive
details, and well-structured event sequences: Use narrative
techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.
4.OA.1 Operations and Algebraic Thinking
Use the four operations with whole numbers to solve
problems.
Interpret a multiplication equation as a comparison, e.g.,
interpret 35 = 5 × 7 as a statement that 35 is 5 times as
many as 7 and 7 times as many as 5. Represent verbal
statements of multiplicative comparisons as multiplication
equations.
State Lesson 4-4.1 The student will demonstrate an
understanding of weather patterns and phenomena.
(Earth Science) 4-4.1: Summarize the processes of the
water cycle (including evaporation, condensation,
precipitation, and runoff).
State Lesson 4-4.2 The student will demonstrate an
understanding of weather patterns and phenomena.
(Earth Science) 4-4.2: Classify clouds according to their
three basic types (cumulus, cirrus, and stratus) and
summarize how clouds form.
More EQs for class discussion to
extend the lesson and connect to
prior knowledge.
What are the consequences of
not listening/participating in
class discussions?
How can we avoid losing
focus in class?

http://www.multiplication.com/games/play/fish-shop
Play Multiplication.com’s game of the month.

Writing: Steck Vaughn Writing Manual/Language Grammar
Page 12
Begin Personal Narrative titled, “My Early Years.”
Model the “A” (My own personal narrative on memorable childhood
experiences is attached.)
Mrs. Thompson's early years.pdf
Following modeling the “A” begin a discussion on childhood experiences
and have students complete the attached graphic organizer.
Personal Narrative Graphic Organizer.pdf

Science: Day 2: The Scientific Method
What is weather?
What is weather.pdf
Weather Words.pdf
Students will round robin read the
reading comprehension attachment
and determine the six basic things
that are included in ‘weather’ and
discuss the weather of the day.
Social Skill:
Ability to Listen/Participate in
Class Discussions
Behavioral Objective:
The students will exhibit attentive
behavior during instruction and
class discussions.
Each EQ is tied to each lesson taught in each
core content area throughout the day and is
referred to and discussed throughout the
entire instructional day to promote
cohesiveness in the class in developing the use
of the social skill and mastery of the
behavioral objective.
Math: Saxon Math Groups/Manuals M2 and M3/
Lesson 20 and Reflex Math Session
F3C1-4289-8078-252FDC0F80A2
New World Unit 2013.pdf
State Lesson 4-1.2:
Summarize the motivation and accomplishments of the
Vikings and the Portuguese, Spanish, English, and French
explorers, including Leif Eriksson, Christopher Columbus,
Hernando de Soto, Ferdinand Magellan, Henry Hudson,
John Cabot, and Robert LaSalle.
State Lesson 4-1.3:
The student will demonstrate an understanding of the
exploration of the New World.
State Lesson 4-1.3:
Use a map to identify the routes of various sea and land
expeditions to the New World and match these to the
territories claimed by different nations—including the
Spanish dominance in South America and the French,
Dutch, and English exploration in North America—and
summarize the discoveries associated with these
expeditions.
http://gtm-media-2.discoveryeducation.com//v2.3/PDF/US5727.pdf
Brief review of material below which was covered last week.
Students learn about trade with the Far East in the 15th Century and
how restrictions on that trade helped bring about the Age of Discovery.
Join Diego as he learns about Christopher Columbus, Vasco da Gama,
Amerigo Vespucci, John Cabot, Ferdinand Magellan and other fearless
people who helped solve the mysteries of the uncharted world.
Explorers Point of View.pdf
The students will create a booklet with diary entries from the
point of view of their selected explorer after reviewing the
material covered last week on the explorers.
http://app.discoveryeducation.com/player/view/assetGuid/BEBED620
-A700-4042-8C02-CB6F1F29709E
http://www.brainpop.com/socialstudies/worldhistory/conquistadors/
th
T—9.17
A Day
Common Core RI.6.2
Reading Standards for Informational Text
Key Ideas and Details
Determine a central idea of a text and how it is conveyed
through particular details; provide a summary of the text
distinct from personal opinions or judgments.
Common Core RI.6.3
Reading Standards for Informational Text
Key Ideas and Details
Analyze in detail how a key individual, event, or idea is
introduced, illustrated, and elaborated in a text (e.g.,
through examples or anecdotes).
Common Core RI.6.4
Reading Standards for Informational Text
Common Core Lesson W.6.3.a Text Types and Purposes
Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive
details, and well-structured event sequences: Engage and
orient the reader by establishing a context and introducing a
narrator and/or characters; organize an event sequence
that unfolds naturally and logically.
Common Core Lesson W.6.3.b Text Types and Purposes
EQ:
Title of Lessons
What does it mean to attend to
the speaker?

Social Skill:
Attending to the Speaker

http://www.multiplication.com/games/play/fish-shop
Behavioral Objective:
The students will listen attentively
when the teacher or another student is
talking to the class.
Reading: Corrective Reading Decoding Groups/
Manuals B1 and B2
A’s – Compass Lesson
B’s – SRA Lesson 36 and Corresponding
Workbook Page.
Math: Saxon Math Groups/Manuals M2 and M3/
Lesson 21 and Reflex Math Session

Writing: Steck Vaughn Writing Manual/Language Grammar P.13
Continue using graphic organizer completed Monday and IPads with
dictionaries to work on “My Early Years” personal narrative rough draft.
orient the reader by establishing a context and introducing a
narrator and/or characters; organize an event sequence
that unfolds naturally and logically.
Common Core Lesson W.6.3.b Text Types and Purposes
Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive
details, and well-structured event sequences: Use narrative
techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.
4.OA.1 Operations and Algebraic Thinking
Use the four operations with whole numbers to solve
problems.
Interpret a multiplication equation as a comparison, e.g.,
interpret 35 = 5 × 7 as a statement that 35 is 5 times as
many as 7 and 7 times as many as 5. Represent verbal
statements of multiplicative comparisons as multiplication
equations.
State Lesson 4-4.1 The student will demonstrate an
understanding of weather patterns and phenomena.
(Earth Science) 4-4.1: Summarize the processes of the
water cycle (including evaporation, condensation,
precipitation, and runoff).
State Lesson 4-4.2 The student will demonstrate an
understanding of weather patterns and phenomena.
(Earth Science) 4-4.2: Classify clouds according to their
three basic types (cumulus, cirrus, and stratus) and
summarize how clouds form.
State Lesson 4-1.2:
Summarize the motivation and accomplishments of the
Vikings and the Portuguese, Spanish, English, and French
explorers.
State Lesson 4-1.3 cont.
W—
th
9.18
B Day
Common Core RI.6.2
Reading Standards for Informational Text
Key Ideas and Details
Determine a central idea of a text and how it is conveyed
through particular details; provide a summary of the text
distinct from personal opinions or judgments.
Common Core RI.6.3
Reading Standards for Informational Text
Key Ideas and Details
Analyze in detail how a key individual, event, or idea is
introduced, illustrated, and elaborated in a text (e.g.,
through examples or anecdotes).
Common Core RI.6.4
Reading Standards for Informational Text
Common Core Lesson W.6.3.a Text Types and Purposes
Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive
details, and well-structured event sequences: Engage and
orient the reader by establishing a context and introducing a
narrator and/or characters; organize an event sequence

Each EQ is tied to each lesson taught in each
core content area throughout the day and is
referred to and discussed throughout the
entire instructional day to promote
cohesiveness in the class in developing the use
of the social skill and mastery of the
behavioral objective.

Science:
The Water Cycle
The Water Cycle.pdf
Students will round robin read the comprehension attachment on the
water cycle and discuss how the water cycle works.
Social Studies:
Vocabulary Scramble. Given the vocabulary words and their definitions
scrambled, the students will use their iPads and Computers as
references to help them match each vocabulary word to its definition
in pairs. Once the students have been given 10-15 minutes to
unscramble the words, the vocabulary will be reviewed and discussed.
Content Summary –
Students learn about trade with the Far East in the 15th Century and
how restrictions on that trade helped bring about the Age of Discovery.
Join Diego as he learns about Christopher Columbus, Vasco da Gama,
Amerigo Vespucci, John Cabot, Ferdinand Magellan and other fearless
people who helped solve the mysteries of the uncharted world.
Explorers Point of View.pdf
The students will continue creating booklets with diary entries from the
point of view of their selected explorer.
Homework assigned will be determined by the amount of classwork individual students
complete in class. Efficient time is given in class to begin and in most cases complete
classwork. Students are expected to use their time wisely in class to keep from having
homework each night.
Title of Lessons
EQ:

Why is it important to follow
specific instructions?
Social Skill:

Following Specific Instructions
Math: Saxon Math Groups/Manuals M2 and M3/
Lesson 22 and Reflex Math Session
http://www.multiplication.com/games/play/fish-shop
Behavioral Objective:

The students will follow
higher-level instructions
which involve various steps.
Reading: Corrective Reading Decoding Groups/
Manuals B1 and B2
A’s – SRA Lesson 33 and Corresponding
Workbook Page
B’s – Compass Lesson
Writing: Steck Vaughn Writing Manual/Language Grammar P.14
Continue using graphic organizer completed Monday and IPads with
dictionaries to work on “My Early Years” personal narrative rough draft.
that unfolds naturally and logically.
Common Core Lesson W.6.3.b Text Types and Purposes
Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive
details, and well-structured event sequences: Use narrative
techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.
4.OA.1 Operations and Algebraic Thinking
Use the four operations with whole numbers to solve
problems.
Interpret a multiplication equation as a comparison, e.g.,
interpret 35 = 5 × 7 as a statement that 35 is 5 times as
many as 7 and 7 times as many as 5. Represent verbal
statements of multiplicative comparisons as multiplication
equations.
State Lesson 4-4.1 The student will demonstrate an
understanding of weather patterns and phenomena.
(Earth Science) 4-4.1: Summarize the processes of the
water cycle (including evaporation, condensation,
precipitation, and runoff).
State Lesson 4-4.2 The student will demonstrate an
understanding of weather patterns and phenomena.
(Earth Science) 4-4.2: Classify clouds according to their
three basic types (cumulus, cirrus, and stratus) and
summarize how clouds form.
State Lesson 4-1.2:
Summarize the motivation and accomplishments of the
Vikings and the Portuguese, Spanish, English, and French
explorers.
State Lesson 4-1.3: Understanding of the exploration of
the New World cont.
Th—
th
9.19
A Day
Common Core RI.6.2
Reading Standards for Informational Text
Key Ideas and Details
Determine a central idea of a text and how it is conveyed
through particular details; provide a summary of the text
distinct from personal opinions or judgments.
Common Core RI.6.3
Reading Standards for Informational Text
Key Ideas and Details
Analyze in detail how a key individual, event, or idea is
introduced, illustrated, and elaborated in a text (e.g.,
through examples or anecdotes).
Common Core RI.6.4
Reading Standards for Informational Text
Common Core Lesson W.6.3.a Text Types and Purposes
Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive
details, and well-structured event sequences: Engage and
orient the reader by establishing a context and introducing a
narrator and/or characters; organize an event sequence
that unfolds naturally and logically.
Common Core Lesson W.6.3.b Text Types and Purposes
Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive
details, and well-structured event sequences: Use narrative
techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.
Each EQ is tied to each lesson taught in each
core content area throughout the day and is
referred to and discussed throughout the
entire instructional day to promote
cohesiveness in the class in developing the use
of the social skill and mastery of the
behavioral objective.


Science:
Types of Clouds
Clouds.pdf
Students round robin read the comprehension attachment ‘Clouds’ and
compare and contrast the various types of clouds.
Social Studies:
Brief review of explorers studied last week.
Students learn about trade with the Far East in the 15th Century and
how restrictions on that trade helped bring about the Age of Discovery.
Join Diego as he learns about Christopher Columbus, Vasco da Gama,
Amerigo Vespucci, John Cabot, Ferdinand Magellan and other fearless
people who helped solve the mysteries of the uncharted world.
http://app.discoveryeducation.com/player/view/assetGuid/BEBED620
-A700-4042-8C02-CB6F1F29709E
Explorers Point of View.pdf
The students will continue creating a booklet with diary entries
from the point of view of their selected explorer.
Title of Lessons
EQ:
Why is it important to have the
ability to follow verbal
directions?
Social Skill:
 Reading: Corrective Reading Decoding Groups/Manuals
B1 and B2
A’s – Compass Lesson
B’s – SRA Lesson 37 and Corresponding Workbook Page.
 Math: Saxon Math Groups/Manuals M2 and M3/
Lesson 23 and Reflex Math Session
Ability to Follow Verbal Directions
Lesson Objective:
http://www.multiplication.com/games/play/fish-shop

Writing: Steck Vaughn Writing Manual/Language Grammar P.15
Continue using graphic organizer completed Monday and IPads with dictionaries to work
The students will learn to listen
and follow verbal directions.
on “My Early Years” personal narrative rough draft.

Science:
Review of standards covered and material taught
on weather, the water cycle, and clouds via Brain
pop interactive quizzes and student interaction via
smart board.
details, and well-structured event sequences: Use narrative
techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.
State Lesson 4-4.1 The student will demonstrate an
understanding of weather patterns and phenomena.
(Earth Science) 4-4.1: Summarize the processes of the
water cycle (including evaporation, condensation,
precipitation, and runoff).
State Lesson 4-4.2 The student will demonstrate an
understanding of weather patterns and phenomena.
(Earth Science) 4-4.2: Classify clouds according to their
three basic types (cumulus, cirrus, and stratus) and
summarize how clouds form.
State Lesson 4-1.2:
Summarize the motivation and accomplishments of the
Vikings and the Portuguese, Spanish, English, and French
explorers, including Leif Eriksson, Christopher Columbus,
Hernando de Soto, Ferdinand Magellan, Henry Hudson,
John Cabot, and Robert LaSalle.
State Lesson 4-1.3:
The student will demonstrate an understanding of the
exploration of the New World.
State Lesson 4-1.3:
Use a map to identify the routes of various sea and land
expeditions to the New World and match these to the
territories claimed by different nations.
Each EQ is tied to each lesson taught in each
core content area throughout the day and is
referred to and discussed throughout the
entire instructional day to promote
cohesiveness in the class in developing the use
of the social skill and mastery of the
behavioral objective.
http://www.brainpop.com/science/weather/climatetypes/
Weather/Climate Types
http://www.brainpop.com/science/weather/weather/
What is weather? The condition of the atmosphere at a specific
point in time.
 Social Studies:
Explorers Point of View.pdf
The students will finalize their booklets with diary entries from
The point of view of their selected explorer and prepare to share
their booklets with the class tomorrow.
Homework assigned will be determined by the amount of classwork individual students
complete in class. Efficient time is given in class to begin and in most cases complete
classwork. Students are expected to use their time wisely in class to keep from having
homework each night.
th
F—9.20
B Day
Common Core RI.6.2
Reading Standards for Informational Text
Key Ideas and Details
Determine a central idea of a text and how it is conveyed
through particular details; provide a summary of the text
distinct from personal opinions or judgments.
Common Core RI.6.3
Reading Standards for Informational Text
Key Ideas and Details
Analyze in detail how a key individual, event, or idea is
introduced, illustrated, and elaborated in a text (e.g.,
through examples or anecdotes).
Common Core RI.6.4
Reading Standards for Informational Text
Common Core Lesson W.6.3.a Text Types and Purposes
Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive
details, and well-structured event sequences: Engage and
orient the reader by establishing a context and introducing a
narrator and/or characters; organize an event sequence
that unfolds naturally and logically.
Common Core Lesson W.6.3.b Text Types and Purposes
Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive
details, and well-structured event sequences: Use narrative
EQ:
Title of Lessons
Why is it important to be
confident and feel good about
yourself?
Social Skill:
 Reading: Corrective Reading Decoding Groups/Manuals B1
and B2
A’s – SRA Lesson 34 and Corresponding Workbook Page
B’s – Compass Lesson
Feeling Good About Oneself

http://www.multiplication.com/games/play/fish-shop
Behavioral Objective:
The students will tell three
things they can do well, and
explain why they feel they are
good at doing them.
Math: Saxon Math Groups/Manuals M2 and M3/
Lesson 24 and Reflex Math Session

Writing: Steck Vaughn Writing Manual/Language Grammar P.16
Complete “My Early Years” personal narrative rough draft. Use writing rubric as a
reference. Writing rubric is attached and students have a copy of it.
Writing Rubric.pdf

Science:
The Water Cycle
http://www.brainpop.com/science/earthsystem/watercycle/
Clouds
http://www.brainpop.com/science/weather/clouds/
techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.
State Lesson 4-4.1 The student will demonstrate an
understanding of weather patterns and phenomena.
(Earth Science) 4-4.1: Summarize the processes of the
water cycle (including evaporation, condensation,
precipitation, and runoff).
State Lesson 4-4.2 The student will demonstrate an
understanding of weather patterns and phenomena.
(Earth Science) 4-4.2: Classify clouds according to their
three basic types (cumulus, cirrus, and stratus) and
summarize how clouds form.
State Lesson 4-1.2:
Summarize the motivation and accomplishments of the
Vikings and the Portuguese, Spanish, English, and French
explorers, including Leif Eriksson, Christopher Columbus,
Hernando de Soto, Ferdinand Magellan, Henry Hudson,
John Cabot, and Robert LaSalle.
State Lesson 4-1.3:
The student will demonstrate an understanding of the
exploration of the New World.
State Lesson 4-1.3:
Use a map to identify the routes of various sea and land
expeditions to the New World and match these to the
territories claimed by different nations.
Each EQ is tied to each lesson taught in each
core content area throughout the day and is
referred to and discussed throughout the
entire instructional day to promote
cohesiveness in the class in developing the use
of the social skill and mastery of the
behavioral objective.
What are clouds made of?...they aren’t made of cotton…
Class discussion on what clouds might be made of.
Select a cloud type and create your cloud using the art supplies
provided by Mrs. Thompson. Share your cloud with the class.
Clouds will be graded and displayed in the classroom.
Homework assigned will be determined by the amount of classwork individual students
complete in class. Efficient time is given in class to begin and in most cases complete
classwork. Students are expected to use their time wisely in class to keep from having
homework each night.

Social Studies:
Students will present their booklets to the class.
** A Costa’s level 2 or 3 question (correlates with Bloom’s levels 3-4 and 5-6) that encompasses the main objective of the lesson(s).
*** Add or delete numbers in list as needed. [Remember that each lesson agenda should flow—SET (such as a bell ringer to assess background knowledge, evoke interest, or
review prior learning), INQUIRY/DIRECT INSTRUCTION/MODELING/GUIDED PRACTICE/INDEPENDENT PRACTICE/DISCUSSION, CLOSURE (to summarize)]...Use the EMBEDDED
structure for the daily agenda component if preferred. (Required for induction teachers and teachers on formal evaluation).
Post on the whiteboard daily for students: Learning Target/Standard/Objective (# and brief description); Essential question; Agenda (condense your plans to a kid-friendly list);
Homework. Create and share a folder with Osborne, Mayfield, Artman, and Garrison in Gaggle titled “YOUR LAST NAME.” Upload lesson plans to this folder in Gaggle.
Notes are taken on hard copies of lesson plans posted on the front white board as well as in the lesson plan folder my desk
with copies of current weekly lesson plans placed in the file next to the classroom door.
Notes are taken for teacher to adjust any particulars based on daily events,
schedule changes or anything else that could disrupt the instructional time.
Mrs. J.C. Thompson
[email protected]
Emergency Number
cell (864) 567-9744