7th Grade Lessons for Week of September 10, 2012
Stacey Chavours _September 10, 2012 Room 101 _____ 7th Grade Language Arts Essential Question: How do authors keep their readers engaged throughout a narrative? Standard: W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Bell-­ringer: 15 minutes – Silent read and reading log. Word Study: 15 minutes: Go back and review the affixes. Have students add more words to the posters. Pass out the Meaning of a Word handout for homework. Grammar: 15 minutes: Read the grammar storybook about pronouns. Review pronouns. Show the passage from Frindle on the overhead and ask students to write down the pronouns in their Writer’s Notebook. Pass out the pronoun list for students to tape in their Writer’s Notebook. Have students find three sentences from the storybooks and write them down in their Writer’s Notebook. Writing: 10 minutes Have students write to the following prompt: "What are your 'Seven Wonders'-­‐-­‐
or the seven most amazing things your eyes have seen? Describe the places, objects, people or accomplishments in your life that are the most meaningful and life-­‐affirming experiences of your existence?" Ask students to underline the pronouns. Reading: 15 minutes: In the Elements of Language, turn to the Hopi Snake Ceremony narrative on p. 20. Read up to Your Turn 2 p. 22. Do a think aloud on how to identify descriptive language. Have students practice finding descriptive language. Vocabulary: 10 minutes: Turn to p. 25 in the Elements of Language. Do a think aloud on context clues. Have students complete the rest on their own. This is review from last week. Exit Pass 1 7th Grade Lessons for Week of September 10, 2012
Stacey Chavours _September 11, 2012 Room 101 _____ 7th Grade Language Arts Essential Question: Why do readers need to include textual evidence to support their inference or conclusion? Standard: RL.7.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Bell-­ringer: Library Vocabulary: 15 minutes: Go back and review the affixes. Have students add more words to the posters. Discuss the Meaning of a Word handout. 10 minutes: Show the following vocabulary words on the overhead and have students make CD maps on a piece of paper. hordes n.: large, moving crowds. The rats swam ashore in hordes.
receding v. used as adj.: moving back. At first the ship came toward us, but then it
drifted off in the
receding waters.
fathom v.: understand. The lighthouse keepers couldn’t fathom the rats’ nasty
reaction.
edible adj.: fit to be eaten. The rats thought the men were edible.
derisive adj.: scornful and ridiculing. The rats peered with derisive eyes at the
terrified men.
Literature: 20 minutes – Pre-­‐Reading Strategy to introduce setting Tell students to open up to p. 19 of their Writer’s Notebook and write the question: How does the setting affect the narrator in the narrative? Show the narrative Clara Brown’s Testimony on the projector and read it. Ask how the setting, especially time period, affected the narrator. Tell students to answer the question in their Writer’s Notebook. Tell students to write the questions: How does the setting affect the narrator in the poem? How is the narrative setting different from the setting of the poem? Read The Room and ask how the setting affected the poet. Tell students to answer the remaining two questions. Think Pair Share. Students should pair at their desks with the person next to them and share ideas. Share with the whole class. Have students write to the prompt: What is your favorite season? Write about something that happened to you during this season. 20 minutes -­‐ During Reading Turn to p. 38 in the Elements of Literature book Three Skeleton Key. Preview and Predict Help students set the scene for the story by reading the title aloud. Explain that key in this story refers to a small island. Ask them to discuss what the title, “Three Skeleton Key,” means. Then, ask them to predict, based on the title, what kind of story this might be. Have them explain their predictions. Elicit that the word skeleton suggests that the story will be suspenseful or scary. Explain that writers of suspense stories often give clues throughout a story that hint at, or foreshadow, what’s to come. The title, “Three Skeleton Key,” is an example of foreshadowing. Choose a volunteer to read the first sentence of the story. Encourage students as they read to look for clues that the story will be about a terrifying experience. While reading, use the inferring strategy to make two inferences about the setting. Exit Pass 2 7th Grade Lessons for Week of September 10, 2012
Stacey Chavours ____ _September 12, 2012 Room 101 ______ ____ 7th Grade Language Arts Essential Question: How do readers use the elements of plot to create a quality summary? Standard: RL.7.2: Determine a theme or 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. Bellringer: 15 minutes: Silent read and reading log and students should write down at least ten of the affixes on this week’s list. When finished reading, add it to the Word Wall. Word Work: 15 minutes Spelling – have students do word sorts and write the words in their Writer’s Notebook. Writing: 30 minutes Questions for Memoirists – This lesson focuses on the theme and significance in their narrative writing. Say, “Today I want you to begin the process of investing in and reflecting on your lives through the memoir. We’ll start by identifying events of each of your lives that signify meaty moments that help to define the person you are and the one you’re becoming. The list Questions for Memoirists is designed to help you uncover memories that matter to you, events in your life that make you itch to capture and consider them. Take two pieces of tape and affix this list to the back of page 17 in your Writer’s Notebook. Then read through the questions. You’ll develop a list of memoir worthy related experiences on p. 18.” Show students the example of memoir worthy experiences then give students time to write. Literacy: 20 minutes Elements of Literature – Finish reading Three Skeleton Key. Draw a plot diagram and together fill it out for the story. Have students write a summary. Exit Pass 3 7th Grade Lessons for Week of September 10, 2012
Stacey Chavours ____ _September 13, 2012 Room 101 ______ ____ 7th Grade Language Arts Essential Question: Why do readers need to include textual evidence to support their inference or conclusion? Standard: RL.7.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Bellringer: 15 minutes: Silent read and reading log and students should write down at least ten of the affixes on this week’s list. When finished reading, add it to the Word Wall. Word Work: 15 minutes Spelling – have students do word sorts and write the words in their Writer’s Notebook. Writing: 15 minutes RAFT assignment – explain RAFT by showing the RAFT handout on the projector and reading together. Pass out the RAFT handout about verbs and tell them they have to pick at least three of these verbs. Literacy: 30 minutes Elements of Literature – Read the nonfiction piece that goes with Three Skeleton Key starting on p. 52 in the Elements of Literature book. Pass out the extra vocabulary practice paper. Exit Pass 4 7th Grade Lessons for Week of September 10, 2012
Stacey Chavours _September 14, 2012 Room 101 ___ ___ 7th Grade Language Arts Essential Question: How do authors keep their readers engaged throughout a narrative? Standard: W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Bell-­‐ringer: 10 minutes – silent read, reading log, and vocabulary card Assessment: 15 minutes Give test on grammar, affixes and collection 1. Writing: 75 minutes Continue Writing Workshop on p. 27 in Elements of Language book. Exit Pass 5 7th Grade Lessons for Week of September 10, 2012
Prefixes anti(against,
opposite,
reverse) Antebellum
Antecede
Antedate
Roots
sym(together,
with) corp
(body) cred
(to believe,
trust) Symphony
Symmetrical
Corporation
Incorporate
Corpulent
Corpse
Credibility
Incredible
Credit
Credential
Suffix
-ous
(having; full of;
characterized by) Riotous
Courageous
Advantageous
6 7th Grade Lessons for Week of September 10, 2012
Three Skeleton Key Before reading strategy: Make word cards for two of the following words from Three Skeleton Key: hordes n.: large, moving crowds. The rats swam ashore in hordes.
receding v. used as adj.: moving back. At first the ship came toward us, but then it
drifted off in the
receding waters.
fathom v.: understand. The lighthouse keepers couldn’t fathom the rats’ nasty
reaction.
edible adj.: fit to be eaten. The rats thought the men were edible.
derisive adj.: scornful and ridiculing. The rats peered with derisive eyes at the terrifi
Def init ion
Synonyms
Def inition
Synonyms
Visual repre sentat ion
Antonyms
Visual repre sentation
Antonyms
7 7th Grade Lessons for Week of September 10, 2012
During Reading Strategy: Directions: Use the following organizer to make inferences about the story. Question: It Says . . . I Say . . . And So . . . 1. Why is the setting of 1. 1. 1. this story (including the weather) so important to the plot? 2. How are the rats 2. 2. 2. finally defeated? Post-­reading Strategy: Directions: Review what we learned last week about summarizing. Write a summary of Three Skeleton Key. 8 7th Grade Lessons for Week of September 10, 2012
What’s the relationship between these words? 7th Grade Week One and Week Two Prefix, Suffix, Roots and word meaning Part One Directions: Match the words in the B column to the general meaning in A. A = General Meaning B= Words _________ Against, opposite, reverse 1. synonym, synthesize _________ Together, with 2. antebellum, antibody Together, with ___________ __________ Cause to be, in, on 3. enable, encourage, encircle 4. symphony, symmetrical Part Two Directions: Match the suffixes on the left to the explanation or function on the right. _________ -­ure (puncture, lecture) 1. Having, full of _________ -­‐ous (riotous, courageous ) 2. Action, process, result __________ -­‐cide (suicide, homocide) 3. Killing Part Three Directions: Match the words in the B column to the general meaning in A. A = General Meaning B= Words _________ Heat 1. astronomy, asterisk _________ Star 2. corporation, corpse To believe, trust ___________ 3. credit, incredible __________ 4. calorie, scald Body 9 7th Grade Lessons for Week of September 10, 2012
My Room by Joe Powning My room My haven My block of peace in a hectic world My room My personal disaster area of piled clothing and blaring music of comfortable chaos My room My harbor of fantasies “Gee whiz, Ace, what kinda room is this?” asked Ace Detective’s sidekick “I don’t know,” Acre replied, “but I like it” My room My ongoing rationalization Joe’s brain: Joe’s room is messy Joe: What’s new? My room My responsibility the subject of many “Go Clean Yours” My room My prison the subject of many “Go to Yours” My room My cubicle of terror zone of nightmares shelter of my angst My room My haven My organized chaos My ongoing rationalization My responsibility My harbor of fantasies My prison My terror My block of peace In a hectic world 10 7th Grade Lessons for Week of September 10, 2012
11 7th Grade Lessons for Week of September 10, 2012
12 7th Grade Lessons for Week of September 10, 2012
If you asked the kids and the teachers at Lincoln Elementary School to make three lists – all the really bad kids, all the really smart kids, and all the really good kids – Nick Allen would not be on any of them. Nick deserved a list all his own, and everyone knew it. Was Nick a troublemaker? Hard to say. One thing’s for sure: Nick Allen had plenty of ideas and he knew how to use them. One time in third grade Nick decided to turn Mrs. Deaver’s room into a tropical island. What kid in New Hampshire isn’t ready for a little summer in February? So first he got everybody to make small palm trees out of green and brown construction paper and tape them onto the corners of each desk. Mrs. Deaver had only been a teacher for about six months, and she was delighted. “That’s so cute! -­‐Andrew Clemons Frindle 13 7th Grade Lessons for Week of September 10, 2012
A through H
I through O
S through Y
A
I
S
all another any anybody
anyone anything
I it its itself
several she some
somebody someone
something
L
B
little
T
M
that their theirs them
themselves these they this
those
both
E
each each other either
everybody everyone
everything
many me mine more most
much my myself
U
us
N
F
neither no one nobody
none nothing
W
O
we what whatever which
whichever who whoever
whom whomever whose
few
H
he her hers herself him
himself his
one one another other
others our ours ourselves
Y
you your yours yourself
yourselves 14 7th Grade Lessons for Week of September 10, 2012
!
15 7th Grade Lessons for Week of September 10, 2012
Most
of
the
“
basic material
a writer works
with is acquired
before the age of
fifteen.”
– Willa Cather
16 7th Grade Lessons for Week of September 10, 2012
Q U E STIONS FOR M EMOI R I STS
■
■
What are my earliest memories? How far back can I remember?
What are the most important things that have happened to me in my
life so far?
■
What have I seen that I can’t forget?
■
What’s an incident that shows what my family and I are like?
■
What’s an incident that shows what my friends and I are like?
■
What’s an incident that shows what my pet(s) and I are like?
■
■
What’s something that happened to me at school that I’ll always
remember?
What’s something that happened to me at home that I’ll always
remember?
■
What’s a time when I had a feeling that surprised me?
■
What’s an incident that changed how I think or feel about something?
■
What’s an incident that changed my life?
■
What’s a time or place that I was perfectly happy?
■
What’s a time or place that I laughed a lot?
■
What’s a time or place when it felt as if my heart were breaking?
■
What’s a time with a parent that I’ll never forget?
■
What’s a time with a grandparent that I’ll never forget?
■
What’s a time with a brother or sister that I’ll never forget?
■
What’s a time with a cousin or another relative that I’ll never forget?
■
■
Can I remember a time I learned to do something, or did something
for the first time?
What memories emerge when I make a time line of my life so far and
note the most important things that happened to me each year?
© 2002 by Nancie Atwell from
Lessons That Change Writers
(Portsmouth, NH: Heinemann)
Questions for Memoirists
Lesson 3
17 7th Grade Lessons for Week of September 10, 2012
18 7th Grade Lessons for Week of September 10, 2012
R.A.F.T Choice #1 **Rememb
Head Rat Other Rats Dialogue Devise a plan to er to put quotation (Conversation) get into the marks “ “ lighthouse and around the get to the words that humans. the rats are saying. Use information from the text to create your plan. The rats may not have super powers or tools. Role Audience
Format
Topic
19 7th Grade Lessons for Week of September 10, 2012
R.A.F.T Role Audience Family Member A Lighthouse Keeper Dear Describe to , your family member what is happening to you in the light house and say your goodbyes to them. Format Topic Letter , 20 7th Grade Lessons for Week of September 10, 2012
R.A.F.T Role Rat Audience Wife Format Recipe Topic Prepare a recipe you would like your wife to use for the supper you will be bringing home (the lighthouse keepers). 21 7th Grade Lessons for Week of September 10, 2012
R.A.F.T
Role Audience Format Topic Rat Ship Crews Brochure Design a brochure to lure a ship’s crew to your island. 22 7th Grade Lessons for Week of September 10, 2012
23 7th Grade Lessons for Week of September 10, 2012
24 7th Grade Lessons for Week of September 10, 2012
25 7th Grade Lessons for Week of September 10, 2012
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26 7th Grade Lessons for Week of September 10, 2012
RAFT RAFT helps you understand your role as a writer, your audience, the format of your work, and the expected content. R: Role of the writer -­‐-­‐-­‐ who are you?: a soldier? Abraham Lincoln? a slave? a math operation? A: Audience -­‐-­‐ to whom is this written?: a mother? Congress? a child? F: Format -­‐-­‐ what form will it take?: a letter? speech? obituary? conversation? memo? journal? T: Topic + strong verb. Persuade a soldier to spare your life; demand equal pay for equal work; plead for a halt to coal mining in our valley. Here is an example of a RAFT assignment from a math class. R: Point A: Teacher F: Letter T: Convince the teacher that you have an important function. Dear Mrs. Havens, I am Pete the Point. I am one point of an endless number of points in space. I want to ask you if you will teach your students about us points and how every single geometric figure is made of us. It is very important to me, because it seems that many people think of the point as a small part of geometry since it is so little. Though we are little, we are one of the most important factors of our world of geometry. Without me and all the other points, there would be no other geometric figures. We are their building blocks. Though all lines are drawn with one solid mark, in reality a line is an endless set of points going in opposite directions. A sphere is a figure with all points at an equal distance from a center point like me. So please tell your students all about us points. It troubles me when many think of us as unimportant specks in space. Please spread the reality of our importance to the students you teach. My partners and I would appreciate it greatly. Thank you. A point, Pete 27