Day 1

July 30, 2008

Standards: 7R1.3,

Objective: Students will complete their introductory letter and help create the class norms. Students will clarify word meanings through use of vocabulary squares.

Anticipatory Set: The teacher will welcome the students and have them read the letter on their desk and respond to it by writing their own letter.The students will have 10 minuets to complete their letter.

Guided Practice: The teacher will explain that they as a class are going to create the class norms. The teacher will explain that "norms" are hoe w we behave and act in class. The teacher will have four questions on the board from the letter, "How do you want me to treat you?" "How do you want to treat one another?" How do you think I want to be treated?" and "How should we treat one another when there's a conflict?" The teacher will have the students raise their hands and give their answers. The teacher will ask students to write the responses on the board. The teacher will have a student read each question and the answers, and ask the students if there are duplicate responses, silly responses, or ideas that are with the wrong question. The teacher will repeat the process for each question, eliminating repeats, or silly responses. The teacher will ask the students to think about how to put all of their ideas for each question into one sentence. The teacher will give students 2 minuets to think about how to combine their ideas into one sentence for each question. Then the teacher will have the students share their sentences, and as a class choose the best one. The teacher will explain that tomorrow we will look at what the other students came up with and then pick the best norms for all of the classes.

The teacher will then pass out the parent letter and go over what supplies are required for class. The teacher will also show the example binder to the class. The teacher will make it clear that all supplies must be in class by Tuesday, August 5, 2008.

The teacher will then use the projector and laptop to show students the class web page and calendar. Also, the teacher will point out where in the classroom to find the information they need.

Anticipatory Set: The teacher will explain that they are going to learn how to complete vocabulary squares, and will ask students to take out a piece of paper.

Modeling: The teacher will model how to fold paper for vocabulary squares, stopping at each step so that students can follow along.

Guided Practice:

The teacher will walk them through each box of the vocabulary squares.

Box 1- word and definition

Box 2- draw the word creativity

Box 3- Illustrate the meaning of the word

Box 4- Use the word in a sentence using Who, what, where, when and why/how.

The teacher will have the students do three words together as a class, repeating each step.

Independent Practice:

The students will work on their vocabulary squares independently.

Day 2

July 31, 2008

Standards: 7R2.1, 7R3.2

Objective: Students will review the Classroom Norms that other students created and choose the best for the class. Students will clarify vocabulary through use of vocabulary squares. Students will identify the events that advance the plot in Danny's Plant.

Anticipatory Set: The teacher will have all of the classes one sentence norms on the board or projector. The teacher will ask the students to read each norm independently. Then the teacher will call on a students to read all of the norms.

Guided Practice: The teacher will ask students what they think about each norm, and give her opinion as well. The teacher will ask if there are any norms that are similar, and which is worded better, and cross off any redundancies. The teacher will then ask the students to vote for which norms they feel best represent them. The teacher will explain that on Friday they will find out which norms were voted upon and move to the next step which is adopting the norms to our class.

Anticipatory Set: The teacher will explain that they are going to review how to complete vocabulary squares, and will ask students to take out a piece of paper.

Modeling: The teacher will model how to fold paper for vocabulary squares, stopping at each step so that students can follow along.

Guided Practice:

The teacher will walk them through each box of the vocabulary squares.

Box 1- word and definition

Box 2- draw the word creativity

Box 3- Illustrate the meaning of the word

Box 4- Use the word in a sentence using Who, what, where, when and why/how.

The teacher will have the students do three words together as a class, repeating each step.

Independent Practice:

The students will work on their vocabulary squares independently.

Anticipatory Set: The teacher will ask a student to start a retelling of Danny's Plant. Then the teacher will call on another student to finish the retelling. Then the teacher will ask the students if anything important was forgotten.

Guided practice

The teacher will pass out the Interactive Readers. Students will read page 1, and discuss the pointers for retelling a story. Students will read Danny's Plant out loud (pg 2-4).

Independent Practice

They will pause and answer the questions on the sides of the story within their interactive reader. The teacher will have students re-tell the plot of the story and see if they follow the plot re-telling guidelines.

Assessment

The teacher will call on students to read their answers from their Interactive Readers.

Day 3

August 1, 2008

Standards: 7R2.1, 7R3.2

Objective: Students will finalize their norms and adopt them to the class. Students will clarify vocabulary through use of vocabulary squares. Students will identify the events that advance the plot in Danny's Plant.

Anticapatory Set: The teacher will read the final version of the class norms, and ask for a studnet to read them. The teacher will then ask if the students are willing to not only accept these norms but participate in class with them. The teacher will have the norms on a poster for students to sign and a 8.5 by 11 for students to sign. The teacher will then explain the discipline procedures if these norms are violated.

Anticipatory Set: The teacher will explain that they are going to review how to complete vocabulary squares, and will ask students to take out a piece of paper.

Modeling: The teacher will model how to fold paper for vocabulary squares, stopping at each step so that students can follow along.

Guided Practice:

The teacher will walk them through each box of the vocabulary squares.

Box 1- word and definition

Box 2- draw the word creativity

Box 3- Illustrate the meaning of the word

Box 4- Use the word in a sentence using Who, what, where, when and why/how.

The teacher will have the students do three words together as a class, repeating each step.

Independent Practice:

The students will work on their vocabulary squares independently.

Anticipatory Set: The teacher will ask a student to start a retelling of Danny's Plant. Then the teacher will call on another student to finish the retelling. Then the teacher will ask the students if anything important was forgotten.

Guided practice

The teacher will pass out the Interactive Readers. Students will read page 1, and discuss the pointers for retelling a story. Students will read Danny's Plant out loud (pg 2-4).

Independent Practice

They will pause and answer the questions on the sides of the story within their interactive reader. The teacher will have students re-tell the plot of the story and see if they follow the plot re-telling guidelines.

Assessment

The teacher will call on students to read their answers from their Interactive Readers.

Lesson Plans 12/6/07

Standard: 7R3.4, 7R1.3

Objective: Students will identify and analyze the theme of The Twelve Tasks of Heracles.

Anticipatory Set: After discussing the new class competition, the teacher will explain that students will be analyzing the theme of The 12 Tasks of Heracles in their Interactive Reader. The teacher will explain that the theme is the meaning about life that a work of literature reveals.

Independent Practice: The students will complete the reading and questions in the Interactive Reader. Students will also complete Vocabulary Squares for the Vocabulary Development Words. Students will also write a summary of the reading. Finally, students will complete page 107. The students homework is to complete the 12 tasks work, and write their spelling words 5 times each.

Assessment: The teacher will walk around and monitor the students work and answer any questions that students might have.

Lesson Plans 12/04/07

Standards: 7R3.3

Objective: Students will show mastery of 7R3.3 by earning a 70% on their test.

Assessment: Students will complete their "Rice Sandwich" test. Students will trade and grade their tests. Students will turn in their classwork from A Rice Sandwich, and The Tejano Soul of San Antonio.

Lesson Plan 12/3/07

Standards: 7R3.3

Objective: Students will analyze the character of Esperanza in "A Rice Sandwich" by completing pg 60 in their Interactive Reader. They will also complete pg 61 in their Interactive Reader sorting the information as fact of opinion. Students will also take their Spelling Lesson 10 Pre-Test. Students will take the Test Practice, on page 150-152.

Anticipatory Set: The teacher will explain that we are going to be analyzing the character of Esperanza, by using the chart in their Interactive Reader, and identify the differences between Facts and Opinions.

Guided Practice: The teacher will explain the directions for the worksheet. The students will answer the questions and create their analysis of Esperanza. Students will review the information in "The Tejano Soul of San Antonio" and differentiate the information as fact or opinion.

Independent Practice: The students will complete both interactive reader assignments to prepare for their test tomorrow. Students will also complete "Learning to Float" in their Interactive Reader.

Lesson Plans 11-30-07

Standards: 7R3.3, 5R2.5

Objective: Students will review their answers for "Rice Sandwich" and create the best well-written answer. Students will read the informational material titled, "The Tejano Seoul of San Antonio" and correctly answer the questions.

Anticipatory Set: The teacher will ask students to summarize "A Rice Sandwich" out loud. The teacher will explain that the students will be working with their table partners to create the best answer they can for numbers 6-9. The teacher will assign a specific question to each group. The students will have 10 minuets to complete their assigned question. Then they will have one member of each group write their answer on the board.

Guided Practice: The teacher will review all of the answers on the board. She will ask the students to describe what is good about the answers, and what needs to be fixed. The students will revise the best answer, and copy that answer onto their paper.

Anticipatory Set: The teacher will explain that they are going to be independently reading Informational Material. The teacher will explain that an informational material gives information. The teacher will read through page 146 with the students.

Independent Practice: The students will read page 147 independently, and answer all of the questions on page 148.

Assessment: The students will trade and grade their answers for the questions of page 147.

Lesson Plans 11/29/07

Standards: 7R1.3, 7R1.1, 7R3.3, 7R3.5

Objective: Students will understand the differences between narrator, omniscient narrator, and first person narrator. Students will also prepare to make inferences about the main character in the story. Students will complete the cloze reading of the story, "A Rice Sandwich" to prepare reading for the story. Student will begin "Learning to Float" page 72 in their Interactive Reader. They will complete this story for Homework, and is due Friday.

Anticipatory Set: The teacher will pass out the cloze reading of "A Rice Sandwich" The teacher will begin by explaining that they are going to fill int the blanks with the words from the box. The teacher will complete the first blank for the students. The teacher will explain that this cloze is a summary of the the story they will be reading.

Independent Practice: The students will complete the cloze reading for "A Rice Sandwich", and "Tejano Soul of San Antonio"

Assessment: The teacher will have the studnets share their cloze passages with their neighbor to check their work, then the teacher will choose a student to read the completed passage out loud.

Guided Practice: The Teacher will have the studnets read the story, "A Rice Sandwich" THe teacher will pause and ask questions. Once the story is finished, the teacher will have the students answer questions 1-5 on page 144 orally. Then the teacher will have students the students answer questions 6-11 on page 144.

Check for Understanding: The teacher will walk around the room and monitor the student's work, and answer individual questions. If the same question occurs a few times the teacher will stop the students and address that question for the entire class.

Lesson Plans 11/28/07

Standards: 7R1.1, 7R3.4

Objective: Students will identify the theme of "Robin Hood" from their Interactive Reader. Students will complete the "Save the Last Word for Me" Chart on page 89 of their Interactive Reader focusing on choosing a passage and discussing it. Students will also complete the Robin Hood worksheets independently.

Anticipatory Set: The teacher will ask the students to summarize the Robin Hood Reading from yesterday. The teacher will then have the students turn to the "Save the Last Word for Me" Chart on page 89 in their Interactive Reader.

Guided Practice: The teacher will have one of the students read the directions aloud to the class. The teacher will ask another student to paraphrase the directions in their own words. The teacher will reiterate the directions to the students explaining that they have to decide what the them or message of the story is. The teacher will have the students work in partners to choose a passage that shows their theme. The teacher will use the following example: "If we were talking about "Finding Nemo" and our theme is about being brave, I would copy the part in the script where Nemo swims up the filter with a rock to jam it so the dentist had to clean the tank." The Students will have 5 minuets with their partner to pick their passage that shows the theme. They will write that theme on page 89. Students will share which passages they choose. Next the students have to independently explain in their interactive reader why they choose that passage.

Independent Practice: Students will independently complete the Robin Hood Worksheets.

Assessment: The students will trade and grade their worksheets.