Subject: English/Language Arts Teacher: Shirley Middle School

Grade: 7th and 8th Week of: November 4-8 Periods: 1,2,3,4,6,7 School: Monrovia

Common Core Learning/ACLOS Standard(s) Assessed: (8th): L 1 Demonstrate command of standard English grammar when writing. L 6 Use accurately grade-appropriate words. L 3 Use knowledge of language when writing. L 2 Demonstrate command of punctuation when writing. L 4c Consult reference materials (e.g., dictionaries, thesauruses) to determine [a words] precise meaning. W 3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 10 Write routinely over shorter time frames for a range of tasks, purposes, and audiences. (7th): W 3 Write narratives to develop real or imagined experiences. L 1 Demonstrate command of the conventions of standard English grammar and usage when writing. L 2b Spell correctly. L6 Acquire and use accurately grade-appropriate general academic words. W 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 5 Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach, focusing on purpose and audience. W 10 Write routinely over shorter time frames for a range of tasks, purposes, and audiences. Relevance/Rationale (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?) The academic vocabulary words are important for the students to understand so that they can be put into practice. In order for the students to learn the skills, they first need to know what they are doing. The other vocabulary words are important for the students to learn in order to create better readers and writers. The skills the students use to learn the words are skills that will help them as test-takers, writers, readers, and speakers. This week, students will be connecting the idea of character development with social media. Doing this, students should gain a better understanding of how writers go about developing characters. Students will be able to become better readers by becoming stronger writers. Social media is one of the central features of many students lives so it is important to connect that to the classroom, too (even without the technological means to do so).

Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons outcome look like?) Formative assessment comes in the form of bellwork, questioning, class discussion, writing, etc. Any areas of the lesson that need to be adjusted will be. This week, formative assessment will come mainly in the form of questioning and observation (as the students work in groups). Resources/ Materials: Holt McDougal Literature Grade 7 and 8, bellwork folders, planners, notebooks, journals, whiteboard, objective sheets, rubrics, focus wall materials, handouts, Social Media Assignment handouts, supplies for writers notebooks and social media projects, Elmo. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.) The directions will be given in a step-by-step manner to ensure that all students know what is going on. The directions will be straightforward and written on the board/Elmo. Students will be encouraged to ask questions. Those who wish to add creativity to their writing as it pertains to their culture may do so. Students will be encouraged to accept diversity and use it as a means to enhance their characters development. Students who need study guides will be provided with study guides. Checklists will be provided as a sort of rubric so that students have a constant visual of what it is that they need. Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your class? Be as specific as possible.) The directions will be given in a step-by-step manner. There will also be modeling done by the teacher. If extra time is needed, that will be taken into consideration. Any student that needs to move forward to copy what is on the board may do so. Those who cannot see or hear well will be seated at the front of the classroom. Students will receive a study guides to prepare for the test. Planners will be signed if necessary. MONDAY DATE: 11/4/13 TGFV: (45 min) - Homeroom OBJECTIVE: We can pronounce, spell, and define new words. BEFORE (10 min): 1) Copy the objective and date onto your objective sheet. 2) Turn in any late/make up work. 3) Copy the weeks homework assignment into your planner. 4) Copy and answer the following questions in your bellwork folder:

1. 2. 3. 4.

What are the three parts of a thesis sentence? In a five paragraph essay, where does a hook sentence go? Why? Would you use a hook sentence when writing a narrative? MAD LIB MONDAY!

DURING (40 min): 1. Teacher will use the Elmo to present the students with new vocabulary words. Also, show the students their words, which will be stapled on the bulletin board. a. Teacher will say the words slowly then have the students repeat the words. b. Students will copy the words and use their literature books to define the words. c. 8th grade words: i. Appropriate- fitting for the purpose; suitable ii. Assess- to determine the value or significance of something iii. Intelligence- the ability to learn, understand, and solve problems iv. Motive- emotion, desire, or need that compels one to take a certain action v. Role- a character or part played be a performer; a function or position vi. Ajar- partially opened vii. Commence- to begin viii. Gnarled- roughened, as from age or work ix. Ominous- threatening x. Tentatively- uncertainly or hesitantly xi. Tremor- nervous trembling th d. 7 grade words: i. Simultaneously- at the same time ii. Spherical- having the shape of a sphere or a round ball iii. Translucent- allowing light to pass through iv. Antagonism- hostility; resistance v. Assent- agreement; consent vi. Contorted- twisted or pulled out of shape vii. Converging- moving toward one point viii. Incriminate- to cause to appear guilty of a crime or fault ix. Optimistic- hopeful about the future; confident x. Revelation- something made known xi. Chafe- to irritate by rubbing xii. Contour- the outline of a figure or body xiii. Disciplinarian- someone who enforces strict discipline or rules

xiv. Exuberantly- in a manner showing enthusiasm or joy xv. Gaunt- thin and bony xvi. Grimace- to twist ones face to show pain or disgust xvii. Intricate- arranged in a complex way; elaborate xviii. Jauntily- in a light and carefree way xix. Somber- serious; gloomy xx. Wince- to draw back, as in pain or distress 2. 4-Fold Vocabulary: Students fold their papers into four sections. The sections are labeled as follows: 1) Word, 2) Definition in the Students Own Words, 3) Picture, and 4) Example Sentence. a. Students will fill in the four folds of their papers using all their vocabulary words. 3. Students will read silently or work in their writers notebooks if there is any time remaining. AFTER (5 min): Return to your objective sheet. Circle yes, no, or maybe. Write one sentence in the comment box explaining what you circled. HOMEWORK: Finish vocabulary 4-Fold if you have not already done so.

TUESDAY DATE: 11/5/13 OBJECTIVE: We can listen. We can describe characters. BEFORE (10 min): Bellwork: 1) Copy the objective and date onto your objective sheet. 2) Turn in any late/makeup work, as well as, your homework. 3) Copy the days homework assignment into your planner. 4) Copy and answer the following questions in your bellwork folder: 1. Who is your favorite movie/book/TV show character and why? 2. Write down ten characters that come to your mind when you hear the words Once upon a time DURING (40 min): 1. Teacher will pronounce vocabulary words and have the students repeat them. Students will be called on to define the words. 2. On the board, teacher will write the question: What brings a character to life?

3.

4.

5. 6. 7.

8. 9.

a. Students will copy the question. b. For five minutes, students will work as a group to write down anything and everything they can think of to answer the question. (One paper per group is sufficient for this). c. Groups will share their answers whole class. On the Elmo, teacher will write the question: What makes this character interesting? a. Students will write the question on the back of the paper they already have. Students will then fold the paper in half length-wise and width-wise to create two columns and two rows. i. The two columns should be labeled Before and After. Teacher will then show a picture of the frog-king (see last page of lesson plans). a. Students will answer the question in the Before column. b. Whether or not the students know who the frog-king is, they should look at the picture and come up with an answer to the question via small group discussion. c. Groups will have 2 minutes to discuss. They will then share their answers whole class. Teacher will then put a picture of the princess on the Elmo. The steps above will be repeated on the second row of the Before column. Teacher will read The Frog-King, or Iron Henry by the Brothers Grimm. Story will be put on the Elmo so students can follow along. After reading the story, teacher will put the frog-king back on the Elmo. Groups will talk about the character once again. This time they will write their observations in the After column. a. Groups will share their answers whole class. Teacher will then put the princess on the Elmo. Students will repeat the above steps for the princess. Students will read silently or work in their writers notebooks if there is any time remaining.

AFTER (5 min): Return to your objective sheet. Circle yes, no, or maybe. Write one sentence in the comment box explaining what you circled. HOMEWORK: Vocabulary handout.

WEDNESDAY DATE: 11/6/13 OBJECTIVE: We can create a fictional character. We can develop a character as a group.

BEFORE (10 min): Bellwork: 1) Copy the objective and date onto your objective sheet. 2) Turn in any late work/make up work, as well as, homework. 3) Copy the days homework assignment into your planner. 4) Copy and answer the following questions in your bellwork folder: 1. Do you think the writer or the reader needs to know more about a character? Why? 2. Write a sentence using one of your vocabulary words. 3. What do you think character development is? DURING (30 min): 1) Teacher will pronounce vocabulary words and have the students repeat them. Students will be called on to define the words. 2) Students will compare-contrast their vocabulary handouts. 3) Teacher will distribute Student Interest Surveys. These surveys will be the same surveys the students used at the beginning of the year. a. Students will use the surveys to invent a character. b. Students can use ideas from fictional characters they already know, but they need to be as original and creative as possible. 4) As a group, students will choose the character they like the best. That character will be the character the group uses for the Social Media Assignment. a. Changes can be made to the Student Interest Survey if the group sees fit to do so. 5) Teacher will distribute the Social Media Assignment. a. Teacher will go over the Social Media Assignment. 6) Groups will begin brainstorming for the Social Media Assignment. a. Groups should make a list of the supplies they need to bring in, dividing the list so that each group member has some responsibilities. 7) Students can begin the project if there is time. 8) Students will read silently or work in their writers notebooks if there is any time remaining. AFTER (10 min): Return to your objective sheet. Circle yes, no, or maybe. Write one sentence in the comment box explaining what you circled. HOMEWORK: Bring in supplies for the Social Media Assignment. Magazines, glue sticks, scissors, tape, markers, stickers, photographs, newspapers, poster boards, etc.

THURSDAY DATE: 11/7/13 OBJECTIVE: We can develop characters using social media. We can connect character development to the real world. BEFORE (10 min): Bellwork: 1) Copy the objective and date onto your objective sheet. 2) Copy the days homework assignment into your planner. 4) Copy and answer the following questions in your bellwork folder: 1. 2. 3. 4. What is your favorite thing about social media? What is your least favorite thing about social media? Why do you think we are using social media to help us develop characters? How can you be the most helpful group member possible?

DURING (30 min): 1) Teacher will pronounce vocabulary words and have the students repeat them. Students will be called on to define the words. 2) Using the Elmo, teacher will show students examples of social media layouts. 3) Using the Elmo, teacher will model an example project for the students. 4) Teacher will remind students to use the Social Media Assignment handout as a checklist for their group. 5) Teacher will request that students get out their supplies for the project. a. Students will begin working on their Social Media projects. 6) If there is any time remaining, students can read silently or work in their writers notebooks. AFTER (10 min): Return to your objective sheet. Circle yes, no, or maybe. Write one sentence in the comment box explaining what you circled. HOMEWORK: If you have not finished your writers notebook, make sure you do so tonight!

FRIDAY DATE: 11/8/13 OBJECTIVE: We can walk in the shoes of our character. We can work as a group.

BEFORE (10 min): Bellwork: 1) Copy the objective and date onto your objective sheet. 2) Copy the days homework assignment into your planner. 4) Copy and answer the following questions in your bellwork folder: 1. In the following scenario, label 1) the Type of Writing, 2) the Purpose, 3) the audience, and 4) the Topic: a. Write a personal narrative that will entertain your friends by relating a significant personal experience. 2. Pretend that you are your groups character. Using the topic from the scenario mentioned above, do FREE WRITE FRIDAY! DURING (30 min): 1) Students will file graded papers away in their portfolios. 2) Teacher will announce the student/class of the week. 3) Teacher will pronounce vocabulary words and have the students repeat them. Students will be called on to define the words. 4) Students will continue working on their Social Media projects. 5) If there is any time remaining, students will read silently or work in their writers notebooks. AFTER (10 min): Return to your objective sheet. Circle yes, no, or maybe. Write one sentence in the comment box explaining what you circled. HOMEWORK: Study your vocabulary words. SHARPEN YOUR SAW!