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Lesson Plans
Mrs. C Dunham
7th grade Week 9:
October 13-17, 2014* (Lesson plans subject to change)
Standard(s)
Learning
Goal:
Essential
Question
MONDAY
7.RI.1.1 (DOK 2)
7.SL.1.1 (DOK 3)
7.W.2.4 (DOK 2)
7.W.2.5 (DOK 2)
7.W. 2.6 (DOK 2)
7.W.4.10 (DOK 3)
TUESDAY
7.RI.1.1 (DOK 2)
7.SL.1.1 (DOK 3)
7.W.2.4 (DOK 2)
7.W.2.5 (DOK 2)
7.W. 2.6 (DOK 2)
7.W.4.10 (DOK 3)
Students will cite
several pieces of
textual evidence to
support an analysis
of what the text says
explicitly as well as
inferences drawn
from the text.
How can textual
evidence help me
respond to what I’ve
read?
Students will cite
Students will cite several pieces of textual evidence to
several pieces of
support an analysis of what the text says explicitly as well
textual evidence to
as inferences drawn from the text.
support an analysis
of what the text says
explicitly as well as
inferences drawn
from the text.
How can textual
What is this text really about?
evidence help me
respond to what I’ve
read?
Objective(s): Student will identify
inferences and
explicit information
from a text. Students
will analyze several
Student will identify
inferences and
explicit information
from a text.
Students will analyze
WEDNESDAY
7.RI.1.1 (DOK 2)
7.SL.1.1 (DOK 3)
7.W.2.4 (DOK 2)
7.W.2.5 (DOK 2)
7.W. 2.6 (DOK 2)
7.W.4.10 (DOK 3)
Student will
identify inferences
and explicit
information from a
text. Students will
THURSDAY
7.RI.1.1 (DOK 2)
7.SL.1.1 (DOK 3)
7.W.2.4 (DOK 2)
7.W.2.5 (DOK 2)
7.W. 2.6 (DOK 2)
7.W.4.10 (DOK 3)
Student will
identify inferences
and explicit
information from
a text. Students
FRIDAY
7.RI.1.1 (DOK 2)
7.SL.1.1 (DOK 3)
7.W.2.4 (DOK 2)
7.W.2.5 (DOK 2)
7.W. 2.6 (DOK 2)
7.W.4.10 (DOK 3)
Student will
identify inferences
and explicit
information from a
text. Students will
pieces of a text to
determine what it
explicitly says.
Bell work
Agenda/Acti
vities
several pieces of a
text to determine
what it explicitly
says.
analyze several
pieces of a text to
determine what it
explicitly says.
will analyze
several pieces of a
text to determine
what it explicitly
says.
Students will watch a Students will watch Students will
Students will
(5-10) minute bella (5-10) minute bell- watch a (5-10)
watch a (5-10)
ringer video:”1940s
ringer video:”1940s minute bell-ringer minute bellCensus Release
Census Release
video:”1940s
ringer
History.” Then
History.” Then
Census Release
video:”1940s
students will engage students will engage History.” Then
Census Release
in collaborative
in collaborative
students will
History.” Then
discussion building
discussion building engage in
students will
on others’ idea and
on others’ idea and collaborative
engage in
expressing their own expressing their own discussion
collaborative
clearly.
clearly.
building on others’ discussion
idea and
building on
expressing their
others’ idea and
own clearly.
expressing their
own clearly.
I Do: Review CBC,
I Do: Review CBC, I Do: Review
I Do: Review
article background
article background CBC, article
CBC, article
knowledge, and Pre- knowledge, and Pre- background
background
vocabulary.
vocabulary.
knowledge, and
knowledge, and
We Do: Review norm We Do: Review
Pre-vocabulary.
Pre-vocabulary.
expectation and
norm expectation
We Do: Review
We Do: Review
rotations.
and rotations.
norm expectation norm expectation
You Do: Students
You Do: Students
and rotations.
and rotations.
will rotatewill rotateYou Do: Students You Do: Students
Station 1: Teacher
Station 1: Teacher
will rotatewill rotatelead small group
lead small group
Station 1: Teacher Station 1:
instruction/close
instruction/close
lead small group
Teacher lead
reading (20 min)
reading (20 min)
small group
analyze several
pieces of a text to
determine what it
explicitly says.
Students will
watch a (5-10)
minute bell-ringer
video:”1940s
Census Release
History.” Then
students will
engage in
collaborative
discussion building
on others’ idea and
expressing their
own clearly.
I Do: Review
CBC, article
background
knowledge, and
Pre-vocabulary.
We Do: Review
norm expectation
and rotations.
You Do: Students
will rotateStation 1: Teacher
lead small group
Station 2: Silent
reading,
independently read
meet article (980),
and text coding. (20
min)
Station 3:Computers
ACHIEVE 3000 (20
min)
Station 2: Silent
reading,
independently read
meet article (980),
and text coding. (20
min)
Station3:Computers
ACHIEVE 3000 (20
min)
instruction/close
reading (20 min)
Station 2: Silent
reading,
independently
read meet article
(980), and text
coding. (20 min)
Station3:Compute
rs ACHIEVE 3000
(20 min)
instruction/close
reading (20 min)
Station 2: Silent
reading,
independently
read meet article
(980), and text
coding. (20 min)
Station3:Comput
ers ACHIEVE
3000 (20 min)
instruction/close
reading (20 min)
Station 2: Silent
reading,
independently
read meet article
(980), and text
coding. (20 min)
Station3:Compute
rs ACHIEVE 3000
(20 min)
Vocabulary
archive, census,
Census, concurrent,
economic,
genealogical, cyclist,
fossil fuel, industry,
recession, cycling,
environment,
transportation,
physical
archive, census,
Census, concurrent,
economic,
genealogical, cyclist,
fossil fuel, industry,
recession, cycling,
environment,
transportation,
physical
Homework
Read an hour to earn Read an hour to
AR points to increase earn AR points to
your reading Lexile! increase your
reading Lexile!
Change one aspect
Change one aspect
of the text to
of the text to
significantly affect
significantly affect
the outcome of the
the outcome of the
story?
story?
archive, census,
Census,
concurrent,
economic,
genealogical,
cyclist, fossil fuel,
industry,
recession, cycling,
environment,
transportation,
physical
Read an hour to
earn AR points to
increase your
reading Lexile!
Change one aspect
of the text to
significantly affect
the outcome of the
story?
archive, census,
Census,
concurrent,
economic,
genealogical,
cyclist, fossil fuel,
industry,
recession, cycling,
environment,
transportation,
physical
Read an hour to
earn AR points to
increase your
reading Lexile!
Change one
aspect of the text
to significantly
affect the
outcome of the
story?
archive, census,
Census,
concurrent,
economic,
genealogical,
cyclist, fossil fuel,
industry,
recession, cycling,
environment,
transportation,
physical
Read an hour to
earn AR points to
increase your
reading Lexile!
Change one aspect
of the text to
significantly affect
the outcome of the
story?
Higher
Order
Thinking
Question
Accommoda
tions
Extended time to complete assignments, testing in separate room, test adjustments, copies of notes,
preferential seat, as prescribed in IEP, ESOL, or 504.
Assignments are checked constantly during class for comprehension, review, and understanding. Visual
aids and voice enhancement used in class.
One- on- one lesson and extra help are available to students after school, by appointment