Name: Yekaterina Loseva

Subject/Time: 7 Grade Literacy AM(8:45-12:10)

th

Date:11/27/2012

Common Core Standard: M.RL.i using a range of textual evidence to support summaries and interpretations of text (e.g., purpose, plot/subplot, central idea, theme) 7.RL-1, 2 8. RL-1, 2 SWBAT: Use text evidence to support the main idea.
Mini-lesson/Vocabulary Lesson plan Materials Necessary Timer What is the Teacher Doing? What are the Students Doing? Accommodations Modifications Anticipations State Expectations before students enter the classroom. Follow the check list for transitions within st the 1 minute of students entering the classroom. State Expectations, Circulate, and Scan. Remember to vary voice and pitch Do NOT go high. (Use Re-Teach voice) Narrate frequent fliers. Romel Jermaine Britney Charvis

Tim

Do Now (aligned to lesson objective) or assessment:

9:00-9:

5 Minu

Today, young people have less contact with senior citizens than in years past. What a shame! One reason for this situation is that families often live far apart. In the past, aging family members were commonly cared for by their kids. As a result, grandkids and grandparents had more opportunity to spend time together. Nowadays, senior citizens often live in assisted living communities when they need care. Instead of their families taking care of them, medical professionals do. The result is that children have less opportunity to spend time with senior citizens. More importantly, children are denied the wisdom of their grandparents. Grandparents also experience negative effects by this separation. They are being denied the company of youth. In turn, senior citizens can lose touch with the current world. 7. Which sentence from the paragraph supports the idea that young people suffer when they do not spend time with the elderly? A. B. C. D. "Instead of their families taking care of them, medical professionals do." "More importantly, children are denied the wisdom of their grandparents." "Grandparents also experience negative effects by this separation." "In turn, senior citizens can lose touch with the current world."

Timer

State Lesson Objective/Hook/Connection Yesterday we worked on determining Reading the Objective for the day whole group. the main idea in a paragraph of a passage today our focus will be use text evidence to support the main idea. (Introduce Object after vocabulary lesson)

Be really specific with this group when stating your expectation for the transition. Use Checklist for Transition if student are not on track they will repeat the transition whole group of individual. Make sure to Narrate the transitions.

9:05-9:

5 Minu

Timer Word Bank Dynasty Dictionaries Thesauruses

I Do)/Teach: Check for Understanding: Station on Labeling Questions Teacher will distribute thesauruses to Listening as the teacher is students and the Word Banks. reading out the definition for the term Dynasty. Teacher will read the definition on Dynasty and model circling a word that fits with Dynasty. (Ancestry)

Make sure to circulate while reading out the definition for dynasty to make sure students are on track.

9:05-9: 10 Min

We Do Guided Practice/Active involvement(Partner/group work): Check for Understanding: Teacher will ask students to go Circling the words that fit through the Word Bank and circle the with dynasty and crossing out words that fit with the definition and words that do not belong cross out words that do not without without using dictionaries and using dictionaries or thesauruses. thesauruses.

You Do /Link: Check for Understanding: Students will finish the Word Bank using the dictionary and the thesaurus if needed. Teacher will share out what words people are circling and crossing out as she circulates. Make sure to connect that Emperor Chin who first decided to built the great wall was part of a dynasty. We also read about the Han Dynasty and today we will be reading about the Ming Dynasty and the contributions they made to the wall. Teacher will read students a short paragraph about The Great Wall and ask students to listen for the teacher pausing while thinking about the steps on our Anchor Chart for how to st identify the main idea. 1 I need you to nd be thinking about the topic, 2 you are thinking about the most important details that support the main idea which will guide you to step 3 our main idea. Using the dictionaries and thesauruses.

ReadAloud/Shared Reading

Writing down the topic of the paragraph, the most important details and the main idea.

Make sure to circulate during the Read Aloud to prevent off task behavior.

9:30-9: 25 Min

Clipboard Timer

Listening while the teacher models using text evidence to support the main idea.

Teacher will model identifying the main idea of the first paragraph of the second section of the Background

Essay and the most important details that help support the main idea. Using the Anchor Chart my first step is to determine the topic of my paragraph which judging by the paragraph is that building The Great Wall was a very long and tedious process that involved many people the most important detail which is I am noticing that supports my topic is what we call the Great Wall is really a series of walls constructed over a period of 2,500 years which means my main idea that the great wall was built by many dynasties over a period of 2,500 years. The teacher will ask students to read the final paragraph of background essay and identify the main idea and the most important details that help to support the main idea. Teacher will ask students complete the questions on the background essay independently. Student will TPS on question 3 and 4 Teacher will circulate and share out what she heard. Reading the final paragraph of the Background Essay and using text evidence to support the main idea.

Working independently on completing the Background Essay Questions. TPSing on questions 3 and 4.

Listening as Teacher shares out what she heard.

Guided Reading Conference Binder Post-Its Organizers for each table

Teacher will transition students to independent reading stating expectations for mouth, body, and brain. (Sitting up at your desks at level 0 thinking about the main idea in your books. If you are reading a non-fiction books I need you to give me your main idea using our Anchor Chart which means you are giving me a topic and the most important details about that topic and the main idea. If you are reading a fiction book I need you to think of the main idea being the major conflict. Teacher will pull guided reading groups. (2 groups 15 min per group)

Transitioning to independent reading at level 0 posting on the main idea of their books.

Make sure to circulate for on task and content. Use the transition Checklist to make sure that all students are on task. If you cannot check off every box on the check list anticipate practicing the transition. Make sure pull the Book Club and check in with them inbetween conferences.

11:0711:57 50 Min

Post-Its Organizer

Teacher will pull Book Club to the rug. Closing/Preview for next lesson/Share:

Try to choose

12:05-

from each table

Teacher will share out one post-it students will state if the post it is well written by raising their thumbs. Exit Ticket (aligned to lesson objective) or assessment: 1. Hummingbirds will entertain for food. They will put on an aerial show by soaring, diving, then hovering in midair before retreating temporarily to nearby trees and shrubs. Other tiny performers perch in nearby trees and shrubs or sip nectar from flowers while waiting their turn to go onstage. Several years ago we thought it would be nice to invite a few hummingbirds to our back yard. We put up a feeder and a few birds showed up for dinner. Little did we know they would invite all their friends. More of the feisty little birds show up each year. The birds earn their keep by entertaining us and our guests. Children and adults love to see their shows. The aerobatics start early each morning and continue until nightfall, so the entertainment is available most any time of the day. Which sentence from the passage best describes the main idea? A. Children and adults love to see their shows. B. Other tiny performers perch in nearby trees. C. Hummingbirds will entertain for food. D. More of the feisty little birds show up each year.

Listening to the postings their classmates made. Students are completing their Exit Tickets at level 0 and thinking about using text evidence to support the main idea.

frequent fliers to share out to reinforce their good work.

12:10 5 Minu

Exit Ticket

12:0012:05 5 Minu

Common Core Standard: M.RL.i using a range of textual evidence to support summaries and interpretations of text (e.g., purpose, plot/subplot, central idea, theme) 7.RL-1, 2 8.RL-1, 2 SWBAT: Identify the main idea.
Mini-lesson/Vocabulary Lesson plan Materials Necessary What is the Teacher Doing? What are the Students Doing? Accommodations Modifications Anticipations

Tim

Timer

Do Now (aligned to lesson objective) or assessment: Directions:

State Expectations before students enter the classroom. Follow the check list for transitions within st the 1 minute of students entering the classroom. State Expectations, Circulate, and Scan. Remember to vary voice and pitch Do NOT go high. (Use Re-Teach voice) Narrate frequent fliers. Demond and Jerryon Call on a frequent flier to read the objective. Be really specific with this group when stating your expectation for the transition. Use Checklist for Transition if student are not on track they will repeat the transition whole group of individual. Make sure to Narrate the transitions.

1:05-1:

5 Minu

N/A

Timer

State Lesson Objective/Hook/Connection Yesterday we worked on identifying Reading the Objective for the day as a class. the main idea today we are going to continue to practice because yesterday we only scored a 52% on our Exit Tickets and I know we can do better if we have more practice.

1:10-1:

5 Minu

Timer Clipboard for Checking Understanding

I Do)/Teach: Check for Understanding: Station on Labeling Questions Teacher will pair students who scored Transitioning to the meeting well on the exit ticket with students area at level 0 with their who scored poorly. partners and thinking about how to determine the main State brain expectations while you idea using the steps on our read off partners. While I am reading Anchor Chart. off your name, your partner, and your number I need you to write it down so we can make a smooth and quick transition to the rug and increase our time from yesterday. Read partners and then read all the 1s and all the 2s. State Expectations for the transition and check student understanding. Students will transition to rug with their partners.

Make sure to time the transition and track it to the board.

1:10-1: 12 Min

Clipboard for Understanding Article on the Itsukushima Shrine Part 2

We Do Guided Practice/Active involvement(Partner/group work): Check for Understanding: 1s I need you to show the 2s how to Identifying the main idea in a find the topic in the first paragraph. passage and engaging in a TPS with their partners. 2s I need you to figure out what is the author saying about the topic. 1s I need you to agree or disagree.

Make sure to state expectations: Mouth Body Brain Once the expectations have been stated scan for follow through. Make sure to circulate with the clipboard and mark off those students who are still struggling. Circulate and check off the students who are still struggling so you can check in with them during Independent Reading.

Teacher will circulate with Clipboard for Understanding.

You Do /Link: Check for Understanding: 2s now I need you to find the topic . 1s I need you to figure out what the author is saying about the topic. 2s I need you to agree of disagree. Identifying the main idea of a paragraph within a passage and engaging in a TPS with their partners.

Guided Reading Binder Post-Its Organizers for each table

If time permits we will move on to the third paragraph. Teacher will transition students to independent reading. Teacher will transition students to independent reading stating expectations for mouth, body, and brain. (Sitting up at your desks at level 0 thinking about the main idea in your books. If you are reading a non-fiction books I need you to give me your main idea using our Anchor Chart which means you are giving me a topic and the most important details about that topic and the main idea. If you are reading a fiction book I need you to think of the main idea being the major conflict.

Transitioning at level 0 to independent and posting on the main idea.

Make sure to circulate for on task and content. Use the transition Checklist to make sure that all students are on task. If you cannot check off every box on the check list anticipate practicing the transition. Check in with Jerryon and Demond on goals for the day.

1:20-2: IR/Con nces

Teacher will pull guided reading groups. (2 groups 15 min per group) Teacher will pull Book Club to the rug. Post-Its Organizer from each table Closing/Preview for next lesson/Share: Teacher will pick three post-its to share out that did a great job of showing the main idea, assonance, alliteration, tone, or big ideas. Listening to the postings that their classmates made. Try to choose frequent fliers to share out to reinforce their good work. Try letting them know you would like to highlight their work and check in with what posts they come up with. Make sure to pull the Exit Tickets of students that are struggling.

2:05-2: 5 Minu

IPAD Skitch App Exit Ticket

Exit Ticket (aligned to lesson objective) or assessment:

On October 11, 1910, Theodore Roosevelt became the first president to fly in a plane. The flight took place after Roosevelt's last term as president. The plane had been built by the Wright brothers. The plane was flown by Arch Huxley for about four minutes. Roosevelt and Huxley took off from Kinloch Field in St. Louis, Missouri. Today, that field is home to that city's major airport. This passage is mostly about... A. Arch Huxley flying a plane made by the Wright brothers. B. the Wright brothers making a plane in St. Louis. C. Kinloch Field turning into St. Louis's major airport. D. Roosevelt being the first president to fly in a plane.
After Read 180 Groupings List Vocabulary Word Ancient Word Web Teacher will distribute thesauruses to students. Teacher will introduce students to the Word Web with the term Ancient. Teacher will give students one

Students are completing their Exit Tickets at level 0 and thinking about defining assonance.

2:10-2: 5 Minu

2:15-2: 15 Min

Taking out their reading notebooks. Writing down as many synonyms and antonyms as they can for the term ancient.

While circulating focus on the definitions they are coming up with and share the great ones with the class.

2:30-2: 15 Min

synonym and one antonym for the term. Teacher will ask for girls to come up with as many synonyms for the term Ancient as they can. Teacher will ask the boys to come up with as many antonyms for the terms ancient as they can. Students will TPS with their partners on what words they came up with and expand their Word Web. Teacher and students will come up with a definition for the term ancient. Connect to the DBQ

TPSing with their partners and adding on to their map. Using the Thesaurus to add more synonyms and antonyms to their map. Students will come up with their own definition of ancient based on the synonyms and antonyms they came up with individually and as a class.

Ancient-Very Old Synonyms Aged Obsolete Antique Old Elderly Antonyms Young Modern New Fresh Youthful

DBQ Packet on The Great Wall

Give students a Do Now on determining the main idea of a paragraph within a passage. If they do well continue to text evidence lesson if not stay with determining the main idea of a passage.

Writing down the main idea of the paragraph and what text evidence is sticking out that helps to support the main idea.

Make sure to mark off students that are struggling in using text evidence to support the main idea.

2:45-3:

Read Aloud Shared Readin

Teacher will read students a short paragraph about The Great Wall and ask students to listen for the teacher pausing while thinking about the steps on our Anchor Chart for how to st identify the main idea. 1 I need you to nd be thinking about the topic, 2 you are thinking about the most important details that support the main idea which will guide you to step 3 our main idea.

Listening while the teacher models using text evidence to support the main idea.

Teacher will model identifying the main idea of the first paragraph of the second section of the Background Essay and the most important details that help support the main idea. Using the Anchor Chart my first step is to determine the topic of my paragraph which judging by the paragraph is that building The Great Wall was a very long and tedious process that involved many people the most important detail which is I am noticing that supports my topic is

Reading the final paragraph of the Background Essay and using text evidence to support the main idea.

Working independently on completing the Background Essay Questions. TPSing on questions 3 and 4.

Listening as Teacher shares out what she heard.

what we call the Great Wall is really a series of walls constructed over a period of 2,500 years which means my main idea that the great wall was built by many dynasties over a period of 2,500 years. The teacher will ask students to read the final paragraph of background essay and identify the main idea and the most important details that help to support the main idea. Teacher will ask students complete the questions on the background essay independently. Student will TPS on question 3 and 4 Teacher will circulate and share out what she heard.

The teacher will ask students to read the final paragraph of background essay and identify the main idea using text evidence. Teacher will ask students complete the questions on the background essay independently. Student will TPS on question 3 and 4 Teacher will circulate and share out what she heard.

Closing Today we practiced identifying the main idea using our text evidence tomorrow we continue on building that skill.

Students are thinking about how to identify the main idea using text evidence for support.

3:10-3: 5 Minu