Mrs. Kohler

2008-07-28T13:52:00.000-07:00

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.

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

Assessment

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

2007-12-06T08:53:00.000-08:00

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.

2007-12-03T15:34:00.000-08:00

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.

2007-12-03T08:12:00.000-08:00

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.

2007-11-29T15:38:00.000-08:00

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.

2007-11-28T15:47:00.000-08:00

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.

2007-11-27T15:52:00.000-08:00

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.

2007-10-18T08:14:00.000-07:00

Lesson Plan 10/18/07

Standards: 7WC1.3, 7WC1.6, 7WC1.7 7R1.3

Objective: Students will use their Lesson 8 Spelling words to clarify word meaning through restatement while using correct capitalization. Students will also identify nouns, verbs, pronouns, adjectives, and articles.

Anticipatory Set/Modeling: The teacher will explain to the students that they are going to be practicing writing complete sentences. The teacher will use their first spelling word, "disliked" and write the following sentence on the board, "Yesterday, while at school, my teacher disliked my horrible attitude because I was talking back." The teacher will then identify the parts of speech on the board.

Independent Practice: The students will work independently on their sentences in cursive. They will write each sentences using "Who, what , when where, Why/how" to make sure that they are using complete sentences. What they don't finish in class becomes homework.

2007-10-15T09:17:00.000-07:00

Lesson Plan 10/15/07

Objective: Students will be reviewing 1st trimester information for the district test. Students will be pre-assessed on their knowledge of lesson #8 spelling words. Students will review Chapter 1 and 2 literary terms by defining them. Students will also complete a Grammar worksheet on personal pronouns to review for the district test.

Standard: WC1.0, R1.0

Anticipatory Set: The teacher will explain that this weeks words are words with "dis" and "de" as prefixes. Then students will take their spelling pre-test.

Anticipatory Set: The teacher will explain that the students are going to be practicing with personal pronouns by using a grammar worksheet.

Guided Practice: The teacher will read the information in the boxes of the worksheet, then she will help the students with each of the sections.

Anticipatory Set: The teacher will read the list of terms off the board. The teacher will inform the students that these are terms that they learned in Chapter 1 and Chapter 2 of their text book. The teacher will explain that the students need to define each term, then skip 3 lines.

Independent Practice: The students will define each word independently and complete it for homework.

2007-10-11T12:11:00.000-07:00

Lesson Plan October 12, 2007

Objective: Students will review parts of speech.

Standards: 7WC 1.0

Anticipatory Set: The teacher will write Noun, Verb, and Adjective on the board. The teacher will ask the students to define each part of speech and give examples. Then the teacher will go over the answers on their Noun, Pronoun, Adjective worksheet they completed with the sub. Then the teacher will explain that they are moving on to articles. The teacher will define articles as the adjective, A, an, and the.

Guided Practice: The teacher will help the students identify the adjectives and articles in 1-5.

Independent Practice: The students will finish the worksheet independently in 8 minuets. The teacher will go over the answers with he class.

Anticipatory Set:The teacher will define the Antecedent and the word or word group that a pronoun stands for. The teacher will also define pronoun as a word that is used in place of one or more nouns or pronouns.

Guided Practice: The teacher will read through the box on page 12 with the students. She will read through the examples on page 12. The teacher will help the students with 1-5.

Independent Practice: The students will complete the worksheet within 8 minuets. Then the teacher will go over the answer.

Assessment: The teacher will pass back last weeks homework packet and the teacher will go over the answers with the students.

2007-10-08T08:18:00.000-07:00

Lesson Plans October 8, 2007

Objective: Students will revise their Narrative Essay following the 5 paragraph outline on the board.

Standards: 7WS1.1 7WS1.1 7WA2.0, 7WA2.1

Anticipatory Set: The teacher will explain the outline chart on the board. The teacher will explain the different definitions that are on the board. The teacher will remind students that their essay needs to have dialogue.

Independent Practice: The students will revise their essays independently, and complete them for homework if needed.

2007-10-01T08:47:00.000-07:00

Lesson Plan 10/01/07

Objective: Students will learn new vocabulary from The Smallest Dragon Boy. Students will also take a pre-assessment on Spelling Lesson #7. Students will use their Interactive Reader to independently read Four Selections by Sandra Cisneros, and focus on Characterization.

Standards: R1.3, WC1.7

Anticipatory Set: The teacher will read what an entomology of a word is on page 117. The teacher will explain that understanding the entoymology of a word will allow you to define a ford that you don't understand.

Guided Practice: The teacher will introduce the 5 vocabulary words from "The Smallest Dragon Boy" and use each word in a student friendly sentence.

Independent Practice: The students will complete their Vocabulary Squares Independently.

Pre-Assessment: Students will take their Spelling #7 Pre-test.

2007-09-28T09:47:00.000-07:00

Lesson Plan 9/28/07

Objective: Students will analyze the characters in Mother and Daughter.

Standards: R3.3

Anticipatory Set: The teacher will introduce the chapter using pg 106-107. The teacher will read pg 106-107 and explain the differences between Direct and Indirect Characterization. The teacher will introduce the story explaining that the story involves a mother and daughter and how they interact with each other.

Guided Practice: The teacher will have the students read and follow along with the cd. The teacher will pause the story to ask questions regarding the plot. After the story the teacher will discuss the questions on page 116.

Independent Practice: The students will answer questions 1-7 on page 116.

2007-09-26T09:54:00.000-07:00

Lesson Plan 9/26/07

Standards: R3.3

Objective: Students will read "The Musician" from their interactive reader focusing on Characterization.

Anticipatory Set: The teacher will introduce the chapter 2 by reading pg 46-47 in their interactive reader. The teacher will explain that characterization is when figure out what type of person a character is. For example in Finding Nemo, Marlon is very overprotective, and Nemo is very independent.

Guided Practice: The teacher will remind the students that they need to pause as they read to answer the questions in the margins.

Independent Practice: The students will read the story and answer the questions independently. They will raise their hands if they have trouble with any of the questions.

2007-09-24T09:17:00.000-07:00

Lesson Plans 9/24/07

Standard 7R3.2

Objective: Students will be assessed on the Monsters are Due on Maple Street. Students will also study for their chapter 1 test.

Assessment: Students will take their Monsters are Due on Maple Street Test, then we will trade and grade.

Guided Practice: The teacher will review the terms for the Chapter 1 test by having the students write the 7 terms, (plot, basic situation, external conflict, internal conflict, complications, climax, resolution) on a piece of paper. The teacher will define each word and show the students where they can find definitions and examples.

Independent Practice: Students will study the terms for homework.

2007-09-19T11:51:00.000-07:00

Lesson Plan 9/21/07

Standards: 7R2.0 7R3.2

Objective: Students will be assessed on their understanding of "The Monster's are Due on Maple Street" Students will also compare the teleplay to the actual television show.

Anticipatory Set: The teacher will have the students give a re-telling of the story.

Assessment: The students will take the "The Monsters are Due on Maple Street" Test.

Independent Practice: The teacher will show the Television Series of the story.

2007-09-19T11:43:00.000-07:00

Lesson Plan 9/20/07

Standards: 7R2.0, 7R3.2

Objective: Students will read "The Monsters are Due on Maple Street", Act 2. Students will understand the plot of the story, and the use of foreshadowing.

Anticipatory Set: The teacher will have the students raise their hands and complete a re-telling of act 1 of the story. The teacher will ask the students to predict what they believe is going to happen in Act 2

Guided Practice: The teacher will have the students read while listening to the CD of the story. The teacher will pause the CD to discuss important plot development points. Once the students have finished the story, they will begin answering questions 1-11 on page 88. The teacher will guide students through the questions.

Independent Practice: The students will answer this prompt for homework: In "The Monsters are Due on Maple Street" the real monsters are the people in the town that turn on each other. This story was written in 1960, but the message is still important today. What choice would you have made if you were living on Maple Street? What would happen if this happened in your town today?

2007-09-19T08:01:00.000-07:00

Lesson Plan 9/19/07

Standards: 7R2.0, 7R3.2

Objective: Students will read "The Monsters are Due on Maple Street" and understand the plot.

Anticapatory Set: The teacher will remind the students that this is a teleplay.

Guided Practice: The studnets will listen and follow along with the CD. The teacher will pause the CD and explain elements of the plot. Once the students complete act 1, the teacher will guide them through the questions on pg 78. The teacher will explian how to complete the chart on the board.

Independent Practice: The students will complete the questions on page 78 and the chart.

2007-09-17T10:02:00.000-07:00

Lesson Plan 9/18/07

Standards: 7R3.2, 7R3.6 7WC1.4

Objective: Students will be assessed on their knowledge of punctuating dialogue. Students will begin reading and identifying the important aspects of Plot in The Monsters are Due on Maple Street.

Anticipatory Set: The teacher will go over last night's homework, HH pg 368 ex5.

Assessment: The students will take a quiz on punctuating Dialogue.

Anticipatory Set: The teacher will go over the Background on pg 68. She will also go over the Teleplay Terms on pg 70. The teacher will also assign parts for the students to read.

Guided Practice: The teacher will read the Narrator's part to the class, and the students will read their parts to the class. The teacher will pause and explain the plot in more detail, where it is needed. They will read pages 71-73.

Independent Practice: Students will complete the Vocabulary Development Worksheets and complete the chart on the board. They will also complete Vocabulary Squares for the Teleplay Terms on pg 70.

2007-09-17T09:19:00.000-07:00

Lesson Plan 9/17/07

Standards: 7R2.0 7R1.3 7R3.2 7WC1.4

Objective: Students will review how to properly quote dialogue in their writing. Students will learn new vocabulary fro The Monsters are Due on Maple Street.

Anticipatory Set: The teacher will explain to the students that while reading their narrative essay, she noticed that they need to review how to punctuate dialogue.

Guided Practice: The teacher will have the students write out the grammar rules 15j, 15k, 15l, 15m. The teacher will briefly explain the rules. The students will begin to complete exercise 5, pg 368. The teacher will have the students go over the answers of questions 1-5.

Independent Practice: The students will complete HH pg 368 exercise 5 for homework.

Anticipatory Set: The teacher will have the students turn to page 68 in their literature books. She will go over each vocabulary word and give a sample sentence.

Independent Practice: The students will complete their Vocabulary Squares for Homework.

Independent Practice: Students will read their Independent Reading Book for 10 minuets in class, and 20 minuets at home.

2007-09-14T12:15:00.000-07:00

Lesson Plan 9/14/07

Objective: Students will review nouns and be able to identify the difference between common and proper nouns. Students will read and analyze informational texts.

Standards: 7R2.2 7WC1.3 7WC1.6

Anticipatory Set: The teacher will explain that they are going to be working on reviewing nouns. The teacher will briefly review what a noun is and show the students where to find the information.

Independent Practice: Students will complete HH pg 25 ex 1 odds, and HH pg 26 ex 2 odd. This assignment will be used to assess students prior knowledge about nouns.

Anticipatory Set: The teacher will explain that they are reading informational materials. This is heavily tested on the state CSTs.

Independent Practice: Students will read pg 62-65 and answer the reading check questions and test practice on page 65.

2007-09-13T08:08:00.000-07:00

Lesson Plans 9/13/07

Objective: Students will complete their rough draft of their Fictional Autobiographical Narrative. Students will also read independently.

Standards: 7W2.1, 7R3.0

Anticipatory Set: The teacher will remind students that their fictional autobiographical narrative rough draft is due tomorrow. The teacher will go over the requirements of the essay, which are posted on the board.

Independent Practice: Students will write their drafts independently, their draft needs to follow the requirements on the board, and be 500-700 words.

Independent Practice: Students will read their independent reading books when they finish their essay.

2007-09-12T07:28:00.000-07:00

Lesson Plans 9/12/07

Objective: Students will begin their draft of their Fictional Autobiographical Narrative after completing pg 7 and 8 of their narrative packet.

Standards: 7W2.1, 7W2.0

Anticipatory Set: The teacher will have the students take out their Narrative Packet. The teacher will explain that yesterday you worked on your characters and setting, today you will create your plot, and rough draft.

Guided Practice: The teacher will guide the students through page 7, in which students will create their plot with detail in the boxes. The teacher will explain conflict, beginning, rising action, climax, and denouement (Falling Action). Then the teacher will explain page 9. The teacher will go over the questions with the students and help them answer them.

Independent Practice: The students will complete their worksheets then start a rough draft of their Fictional Autobiographical Narrative.

2007-09-11T08:36:00.000-07:00

Lesson Plan September 11, 2007

Objective: Students will read their independent reading book. Students will complete pages 5-6 of their narrative packet to help draft their narrative story.

Standards: 7R3.0 7W1.0

Independent Practice: Students will read their book independently for 20 minuets.

Anticipatory Set: The teacher will remind students that they are in the process of writing a Fictional Autobiographical Narrative. The teacher will go over the requirements on the board.

Guided Practice: The teacher will walk through pages 5 and 6 of the packet. The teacher will have the students complete the pages while she is throwing out ideas for them. The teacher will remind students that scary stories take place at night, and romance stories almost always have good weather.

Independent Practice: The students will complete pages 5 and 6 of their Narrative Packet at home for homework.

2007-09-10T07:54:00.000-07:00

Lesson Plan September 10, 2007

Objective: Students will complete and understand the vocabulary and comprehension worksheet about Three Skeleton Key. Students will also begin their narrative writing packet. Students will end the period by reading in their independent reading book.

Standards: 7R3.0 7R3.2 7W1.0

Anticipatory Set: The teacher will have the students give a re-telling of the story. Then she will pass out the worksheets.

Independent Practice: The students will have 20 min to complete the comprehension and vocabulary worksheets.

Anticipatory Set: The teacher will ask what a narrative essay is. The teacher will also discuss first person narrative. The teacher will have the students think about Three Skeleton Key and if it is a first person narrative.

Guided Practice: The teacher will work on page 4 of the narrative packet, guiding the students to re-write the passages on the paper. Then students will begin thinking about their narrative story by using the character and plot worksheets on pages 5 and 6.

2007-09-07T08:53:00.000-07:00

Lesson Plan September 7, 2007

Objective: Students will read and understand and analyze 3 Skeleton Key.

Standards: 7RC3.0, 7R2.3

Anticipatory Set: The teacher will have the students re-tell the beginning of the story.

Guided Practice: The teacher will play the CD of the rest of the story. The Teacher will guide the students through the Reading Check and Interpretation questions. The teacher will have the students write a summary of the story.

2007-09-03T19:37:00.000-07:00

Lesson Plan 09/06/07

Standards: 7C1.3 7R3.2 7R2.4

Objectives: Students will learn how to sit quietly and read for 20 min. Students will read and understand "Three Skeleton Key." Students will also understand foreshadowing.

Anticipatory Set: The teacher will have the students take out their independent reading books.

Independent Practice: Students will read silently for 20 min.

Anticipatory Set: The teacher will ask the students to describe the setting of the story.

Guided Practice: The teacher will play the audio CD for "Three Skeleton Key" pausing for all yellow box questions and any other areas of the story that need to be explained.

2007-09-03T19:10:00.000-07:00

Lesson Plan 09/05/07

Standards: 7R1.3 7R2.1 7R3.2

Objective: Students will learn the five new vocabulary words from "Three Skeleton Key." Students will also be able to identify this story as a narrative, spcifically 1st person narrative. Students will understand the setting of the story, and challenging vocabulary through the PowerPoint presentation.

Anticapatory set: The teacher will explain that we are going to be reading a first person narrative called "Three Skeleton Key" The teacher will ask the students to explain what 1st person and narrative mean. If no one knows the teacher will define the terms for the class.

Guided Practice: The teacher will use her "Three Skeleton Key" PowerPoint presentation to introduce the setting, and challenging vocabulary to the studnets. After the PowerPoint presentation, the teacher will introduce the Vocabulary Development words on page 48 to the studnets. The teacher will also read the Literary Focus, Reading skills, Background and Make the Connection sections from page 48 as well. Studnets will complete the quickwrite on page 48.

Independent Practice: Students will complete their vocabulary Squares for the Vocabulary Development words on page 48. While students are completing their vocabulary Squares, each studnets will take a turn in choosing their own Independent Reading book from the classroom library. Once all studnets have chosen a book, the teacher will explain how to fill out their reading log.

Assessment: Studnets will take a 5 question quiz on Identifying Predicates.

2007-09-03T17:35:00.000-07:00

Lesson Plans 09/04/2007

Objective: Students will clarify word meaning through definition and restatement. Students will learn the differences between subject and predicate

Standards: 7R1.3 7C1.3

Anticipatory Set: The teacher will use a PowerPoint presentation to show a sentence with a word underlined. The sentence is "It took only six little words to make George abhor his new job at the supermarket: "Clean the puke in isle three." The teacher will have the students guess what the meaning of the word is. She will confirm their answers.

Guided Practice: Using the PowerPoint presentation the teacher will teach students how to define words through their context. The teacher will have the students fold their paper into equal quarters. They will first write the sentence in the top space and make sure to underline the word they are working with. Next, they will guess what they think the word means in the first square. In the second square they will write the definition of the underlined word. In the 3rd square they will write at least 3 Antonyms, and the 4th square they will write at least 3 synonyms. The teacher will walk through each step with the students with their first word, abhor. The teacher will also guide them through their second word which is abrasive, in the sentence, "Ironically, the basketball's coach's abrasive style really motivated the team to win the game.

Independent Practice: The students will have to complete their own sentence "Chantalle knew she had missed her curfew and hoped her parents would give her the abridged curfew lecture when she got home."

Anticipatory Set: The teacher will define the predicate as, "is the part of the sentences that tell something about the subject, like what the subject is doing."

Guided Practice: The teacher will show a PowerPoint presentation that explains the Predicate, and has examples for the students to complete orally and on paper.

Independent Practice: The students will identify the predicates from HH page 9, 6-10.

2007-08-29T09:10:00.000-07:00

Lesson Plan August 29, 2007

Standards: 7R2.3 7R3.2 7R3.5

Objective: Students will read "The Elephant's Child" from their Interactive reader and be able to understand the plot of the text.

Anticipatory Set: The teacher will have the class re-tell Rikki-Tikki-Tavi, and expalin that we are going to read another story from Rudyard Kipling.

Guided Practice: The teacher will read the first 22 lines of the story aloud. The teacher will guide them through the first two margin questions.

Independent Practice: The studnets will complete the story and the margin questions independently. What they don't finish will become homework. They will also complete pg 34 of their interactive reader.

2007-08-21T14:46:00.000-07:00

Lesson Plan August 23, 2007

Standards: 7RC3.0 7WC3.1

Objective: Students will complete Rikki-Tikki-Tavi and evaluate the plot of Rikki-Tikki-Tavi by answering the Interpretation questions after the story. Students will also learn to identify the Predicate.

Anticipatory Set: The teacher will call on members of the class to complete a re-telling of Rikki-Tikki-Tavi.

Guided Practice: The teacher will guide students through the interpretation questions, and make sure that they answer the questions in a complete sentence.

Independent Practice: The students will write a summary of Rikki-Tikki-Tavi for homework.

Anticipatory Set: The teacher will remind students that their is a subject in a sentence, but there also is a predicate. The students will follow along with the PowerPoint presentation.

Guided Practice: The students will take notes from the PowerPoint presentation and complete the examples.

Independent Practice: The students will complete the questions on the last slide of the presentation.

2007-08-21T14:16:00.000-07:00

Lesson Plans August 22, 2007

Objectives: Students will be assessed on simple subject and complete subject. Students will also read and understand the plot of Rikki-Tikki-Tavi.

Standards: 7RC3.0 7WC1.3

Anticipatory Set: The teacher will have the students look at their grammar homework with their neighbors and compare answers to review for the assessment.

Assessment: The teacher will give the students a 5 question quiz to see if students can identify the subject, and complete subject of the sentence.

Anticipatory Set: The teacher will show the students a PowerPoint presentation showing pictures and video of mongooses and cobra snakes, the presentation will go over the plot of the story so far.

Guided Practice: The teacher will play the cd and pause using the teachers edition to guide the students reading. Students will also answer the yellow box questions.

Independent Practice: Students will complete the Interactive Reader pg 14. Students will also answer the Reading Check questions after the story.

2007-08-19T21:21:00.000-07:00

Lesson Plans August 19, 2007

Objectives: Students will learn to identify the difference between the simple subject and the complete subject.

Standards: 7WC1.3

Anticipatory Set: The teacher will tap the students prior knowledge by reminding students that a sentence consists of a subject, verb and expresses a complete thought. We will begin focusing on the subject.

Guided Practice: The teacher will show the PowerPoint presentation which explains the differences between simple and complex subjects. It also has sample questions for the students to complete in their notes.

Independent Practice: Holt Handbook pg 8, #2,7,10

2007-08-16T10:10:00.000-07:00

Lesson Plans August 17, 2007

Standards 7R3.2 7WC1.3

Objectives: Students will be assessed on spelling Lesson #3, They will also read and comprehend Rikki-Tikki-Tavi

Assessment: Students will take their Spelling Lesson 3 test, They will Trade and Grade for immediate feedback.

Guided Practice: Students will listen to Rikki-Tikki-Tavi focuing on plot and retelling. They will answer all yellow box questions so that they understand the plot of the story. The teacher will pause and use "Direct Teaching" questions in the TE of the text to check for understanding and point out critical plot events. I will also check for student understanding by spot checking students' notes.

Assessment: Students will complete their weekly packet and turn in their assignments

2007-08-16T08:13:00.000-07:00

Lesson Plans August 16, 2007

Standards: 7R3.2

Objective: Studnets will read and evaluate the structural elements of the plot of Rikki-Tikki-Tavi.

Anticapatory Set: The teacher will have the students re-read their answers from yesterday from the yellow box questions within the story. The teacher will also point out again where the conflict in introduced, forshadowing, and idioms.

Guided Practice: The studnets will listen to the story from a CD and the teacher will pause the story to focus on elements of plot or to answer yellow box questions. The teacher will have students read their answers for the yellow box questions.

Independent Practice: (Spelling) Students will write their spelling words from list 3 five times each.

2007-08-11T13:26:00.000-07:00

Lesson Plan August 13, 2007

Objective: Students will be able to identify the differences between a sentence and a sentence fragment. They will also be able to re-write a sentence fragment into a sentence. Student will also learn vocabulary from Rikki-Tikki-Tavi through use of vocabulary squares. Students will pre-assess their knowledge through a spelling pre-test.

Standards: 7LC1., 7LC1.3 7R1.3 7LC1.7

Guided Practice: Spelling Lesson #3 Pre-Test (Trade and Grade)

Anticipatory Set: The teacher will say, do you ever read a note from someone and not understand what it says? That is because they are writing in fragments rather than sentences. Using fragments is not the best way to communicate your position or point. Today, we are going to learn how to identify the difference between Sentences and Fragments.

Guided Practice: The teacher will use her Chapter 1 PowerPoint presentation to introduce the students to sentence fragments and sentences. They will follow along and participate using thumbs up for a sentence and thumbs down for a fragment. The teacher will introduce the development worksheet, pg 1 for students to complete in class.

Independent Practice: Students will complete the skills sheet pg 1 for homework.

Anticipatory Set: The teacher will explain that while grading the vocabulary squares many students did not receive full credit, primarily because they did not follow the procedures for writing a complete sentence. We will review that process today.

Guided Practice: (vocabulary squares) The teacher will go over the process for completing Vocabulary Squares, focusing on the complete sentence. She will write 4 sentences using Who, What, Where, When, Why/How so that students can receive full credit on their vocabulary Squares.

Independent Practice: Students will complete their Vocabulary Squares for homework due Wednesday.

2007-08-08T07:32:00.000-07:00

Lesson Plans August 8, 2007

Objectives: Students will learn new vocabulary from Duffy's Jacket by use of Vocabulary Squares. Students will read and comprehend Duffy's Jacket.

Standards: 7R1.3 7R3.2

Anticipatory Set:

The teacher will explain that our story involves a child that loses stuff, like how I lose my glasses, but I found my glasses and how do you think Duffy will find his jacket?

Guided Practice:

The teacher will use cloze reading, she will read and stop and the students will have to read the next word. They will stop at each yellow box and answer the questions on a separate piece of paper. The teacher will read page 7, 8 and any more with time permitting. The teacher will pause at any sections in the teacher's edition that have brackets to explain the story in more detail, and ask higher level questions of the students. When we finish students will answer the reading check questions.

2007-08-07T13:56:00.000-07:00

Lesson Plans August 8, 2007

Test

2007-08-06T12:31:00.000-07:00

Lesson Plan August 7, 2007

Objectives: Students will learn new vocabulary from Duffy's Jacket by use of Vocabulary Squares. Students will read and comprehend Duffy's Jacket.

Standards: 7R1.3 7R3.2

Anticipatory Set:

The teacher will explain that our story involves a kid that miss places stuff, she will explain that she often miss places her glasses, in fact, right now her sunglasses are somewhere, and hopefully she will find them. The teacher will ask students to answer the following questions on the back of their Weekly Grading Sheet, "Is there something that you miss place often? " and "What is it that you misplace and why?"

Input:

The teacher will go over the vocabulary words with the students, she will use each word in a kid friendly sentence.

Guided practice:

The teacher will review the process for completing vocabulary squares by using one of their words as an example.

Independent Practice: Vocabulary Squares

Students will work on their vocabulary squares for 10 minuets. Studnets will finish their vocabulary squares for homework.

Input:

The teacher will read pages 4-5 and review the key terms regarding plot. She will go into detail with external and internal conflict. She will use the example of two people fighting as an external conflict, and the example of trying to fit in with the popular crowd as an example of a internal conflict. The teacher will move on to page 6 and explain foreshadowing, and predictions.

Guided Practice:

2007-08-06T08:16:00.000-07:00

Lesson Plans August 6, 2007

Objectives: Students will be able to understand the vocabulary of Duffy’s Jacket through the use of vocabulary squares. Students will self asses their knowledge of Spelling Lesson #2 by taking a pre-test. Students will also complete their weekly their weekly grading sheet.

Standards: 7R1.

Anticipatory Set:

The teacher will explain that this week spelling words are about homophones. Then the students will take a spelling pre-test.

Input:

The teacher will explain that homophones are words that sound the same but are different words. The teacher will show the different words on their spelling worksheet.

Guided Practice:

The teacher will go through their spelling worksheet and give the students 5 minuets to work on the worksheet.

Independent Practice:

The students will complete the spelling worksheets at home for homework.

Anticipatory Set:

The teacher will say each vocabulary word and use it in a kid friendly sentence.

Guided practice:

The teacher will go over vocabulary squares with the students with two of the words from Duffy’s Jacket.

Independent Practice:

Students will complete the vocabulary squares for homework.

2007-07-31T15:08:00.000-07:00

Lesson Plan August 3, 2007

Standards: 7C1.3

Objectives: Studnets will take Spelling Lesson #1 test. Students will work on their Vocabulary Squares for Duffy's Jacket. Students will learn how to create their Weekly Grading Sheet Packet.

DLA-Proofreading

Anticapatory Set: The teacher will explain that the studnets are taking their Spelling Test #1 for Compound Words. She will remind them that some words are closed, and some are open.

Assessment:

Studnets will take the Spelling test, then trade and Grade.

Guided Practice: Vocabulary Squares

The teacher will go through each box of the vocabulary squares for the second vocabulary word.

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.

Guided Practice: Weekly Grading Sheet Turn-in

The teacher will show the studnets how to turn in their weekly grading sheet.

2007-07-31T14:55:00.000-07:00

Lesson Plan August 2, 2007

Standards: 7R1.3, 7R3.2, 7LS1.0

Objective: Students will present their re-telling of a movie. Students will learn the vocabulary of Duffy's Jacket by using vocabulary squares.

Bellwork: DLA--Proof Reading

Anticipatory Set: Vocabulary Squares

The teacher will show the students how to properly fold their paper for vocabulary squares.

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 studnets do three words together as a class, repeating each step.

Independent Practice:

The students will work on their vocabulary squares independently.

2007-07-31T14:44:00.000-07:00

Lesson Plan August 1, 2007

Standard: 8R1.3, 3.2

Objectives: Students will understand purpose of a plot of a story. Students will understand the vocabulary words for Duffy's Jacket.

DLA--Profreading

Anticipatory Set:

As a class, we will complete a plot diagram for Danny's Plant.

Guided Practice:

The teacher will go through the re-telling of a Disney movie as a model of a proper re-telling using the points in the Interactive reader.

Independent Practice:

With their partner they will re-tell Danny's plant without the plot diagram as help.

Assessment:

Each partner will assess the other by using their checklist in the interactive reader, pg 10. Then the teacher will have the studnets choose a movie or story that is school appropriate and create a plot chart for that movie and story and be prepared to re-tell the story the next day aloud to the class.

2007-07-30T09:52:00.000-07:00

Kohler July 31, 2007

Standards: Reading 1.3, Reading 2.1, Reading 3.2 Written Conventions 1.7

Objectives: Students will continue to read Danny's Plant in the Interactive Reader focusing on Retelling the plot. Studnets will also practice with their spelling words for homework.

Anticapatory Set:

The teacher will have a studnet volunteer re-tell what has happened in the story so far. The teacher will then review the pointers for retelling a story on page 1. The teacher will then have the studnet re-tell the stroy using the pointers on page 1.

Guided Practice:

The teacher will randomly call seat numbers by using shufled cards to assign readers. They assigned studnets will read until the techer prompts them to stop. The teacher will help the studnets complete the tasks that are within the margins of the interactive reader from page 3-6.

Independent Practice:

Studnets will complete the rest of the story by reading independently and completing the tasks in the margins. The rest of the story through page 9 is homework.

2007-07-29T20:19:00.000-07:00

Lesson Plan Kohler 7/30/07

Standards:

Reading 1.3, 3.2

Written Conventions 1.7

Objectives: Students will learn how to use the Weekly Grading Sheet. They will also learn how to complete their DLA. Students will be preassessed on Spelling Lesson #1 and learn the different types of compound words. Students will identify events that advance the plot of Danny's plant.

1. Weekly Grading Sheet

The teacher will pass out the weekly grading sheet. She will explain that all assignments must be written on this sheet. All work will be turned in on Friday's and attached to this sheet. The DLA will be completed on the back of the weekly grading sheet

2 DLA

Students will Complete the DLA by writing the sentences correctly from the projector. The teacher will give students about five minutes to re-write the sentences correctly. They will over the answers as a class.

3. Spelling Lesson 1

The teacher will give a spelling pre-test. The students will trade and grade the pre-tests. The teacher will pass out the spelling worksheet pg 1. The teacher will explain what a compound word is and explain the difference between closed and opened. The teacher will help the students sort the words into closed and opened. The teacher will explain pg 2 for students to finish for homework.

4. Strategy Launch Interactive Reader

Anticipatory Set

The teacher will ask them to think about a movie they recently saw, and have them think about the characters and what happens in the movie. The teacher will expalin that the events that happen are the plot of the story.

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

Assessment

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