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Lesson Plans

 

 DAILY LESSON PLANS

7th Grade ELA
 

Learning objective: Students will summarize main events of chapter two of The Outsiders.

 

Common Core Standards

Key Ideas and Details

RL 7.2: Determine theme/central idea of text and analyze its development throughout text.

RL 7.2: Write an objective summary of text (no opinions or judgments).

 

Comprehension and Collaboration

SL 7.1: Engage effectively in a range of collaborative discussions expression one’s own ideas and building upon other’s ideas.

SL 7.1: Come to discussions prepared, having read/studied material and able to reflect/probe on issues.

 

English Language Development (ELD) Standards:

Part I: Interacting in Meaningful Ways

 

CA ELD Standard 1 - Collaborative

  1. Exchanging information/ideas via oral communication and conversations

  2. Interacting via written English (print)

CA ELD Standard 2 - Interpretive

  1. Listening actively and asking/answering questions about what was heard

 

Agenda Written for Students:

  1. Reading Zone

  2. Quizlet Vocabulary

  3. Summary of Chapter One

  4. Listen to Chapter 2/ Sentences Summaries

  5. Exit Ticket

  6. HW: Read Chapter 3

Progression of Learning:

Instructional Strategies, Questions to Support Learning, Scaffolds, and Assessments

 







 

 

Into

 

Reading Zone (10 min)

-Students read books focus on answering reading prompt

 

-Reading Prompt: To be completed independently (Think - Share) (3 min)

- Identify  a problem in the story/novel you are reading and explain how you would help the main character solve it.

- Students use sentence frame: A problem in the story/novel I am reading is ___________.  I would help the main character solve this problem by ________________________.

 

Unfamiliar Vocabulary (previously identified by students during previous lesson) on Quizlet (10 min)

  • Students will engage in unfamiliar vocabulary from Chapter 1 and 2 by playing the matching game available on quizlet.

  • Students will have an opportunity to review this unfamiliar vocabulary in order to understand the events of chapter two and be able to summarize those events.

Possible Questions





 

Identify  a problem in the story/novel you are reading and explain how you would help the main character solve it?





 

What does fuzz, coolly, roguishly, incredulous, and nonchalantly mean?









 

Formative Assessments





 

Students (2-3) briefly share response to reading prompt.  This is an ongoing independent review.










 

Circulate in order to check for on-task behavior and engagement with unfamiliar vocabulary.

 

EL Literacy Focus

Students will practice oral language by answering reading prompt using the sentence frame provided. Students will engage with unfamiliar vocabulary from the text and review definitions before listening to audio of chapter two.  Also, the definitions are accompanied by visual images to allow ELLs to understand meaning of each word.  I will assist ELLs by reviewing vocabulary with them as an additional resource.

 

 

















 

 








 

 









 

 

 

 

Through

 

Summary of Chapter 1 (4 min)

  • Before students listen to audio of Chapter 2, we will review events of Chapter 1.

  • 3 Sentences: In chapter one of The Outsiders, Ponyboy identifies himself as a Greaser.  The Greasers are the working class gang and the Socs are wealthy gang.  Ponyboy is beaten by a group of Socs.  

 

Audio of Chapter 2 -- (10 min)

  • Students will listen to audio of Chapter 2 divided into ten minute intervals

  • Before students listen to chapter 2, we will review Summary Square questions in order to guide students’ attention to those parts of the text.

  1. First Part of audio of Chapter 2

  • Students will work in their table groups and briefly summarize section students have listened to. (5 min)

  • Students will use Summary Square to guide their production of a summary.


-Read questions from Summary Square to direct student attention to those parts of the text.

2. Second Part of audio of Chapter 2 (10 min)

  • Students will work in their table groups and briefly summarize section students have listened to. (5 min)
  • Students will continue to use Summary Square to guide their production of a summary.

-Read questions from Summary Square to direct student attention to those parts of the text.

 

3. Third Part of audio of Chapter 2 (10 min)

  • Students will work in their table groups and briefly summarize section students have listened to. (10 min)
  • Students will continue to use Summary Square to guide their production of a summary.


 

Who is the narrator of the novel?

 

Who are the Greasers?

Who are the Socs?

 

What is the main problem in chapter one?













 

Who is being introduced?

 

Where does this section of the chapter take place?

 

When are these events taking place?

 

What is happening in this section of the chapter?


 

























 

Circulate while students working in table groups to check for accuracy completion of task.  

 

Determine understanding of questions and events in chapter two.



















 

Briefly review summaries.  Provide feedback as necessary.

 

EL Literacy Focus

Students will listen to interval sections of Chapter 2 in order to reinforce their reading.  After each section (10 min.)  students will collaborate and discuss with small group in order to complete a one sentence summary of that part of the chapter.

 

 






 

 

Beyond

 

Exit Ticket - Analyzing Effectiveness (10 min)

  • Read questions on Google form (students will use chrome books)

  • Students will complete Google form with questions about the lesson



 

HW: Chapter 2 Summary, Due 3/9 (3 min)

        Read Chapter 3

  • Students will use summary square notes and use this information to synthesize summary of chapter 2 in one paragraph.

  • Students will write homework assignments in Assignment Logs/ Agendas



 

Briefly summarize the events of chapter 1 and 2.



 

Check for understanding of questions on Google form.  Students will use the thumbs up/down method to indicate their understanding.

I will circulate to check for understanding and completion.

Exit Ticket will help me determine students’ understanding and will inform the learning tasks for the next lesson.

 

Completed chapter summaries will further help me determine students’ understanding of summarization skills.

 

EL Literacy Focus

Students will listen to questions on Google form before they start answering questions.  Students will practice written language by answering in complete sentences.  Students will use summary square notes as a scaffold to write one paragraph summary of chapter two.  

 

DAILY LESSON PLANS

7th Grade ELA
 

Learning objective: Students will write a paragraph in response to a prompt.


Common Core Standards:

Key Ideas and Details

RL 7.1: Cite textual evidence to support analysis of text, both inferential and explicit.

RL 7.2: Determine theme/central idea of text and analyze its development throughout text.

 

Comprehension and Collaboration

SL 7.1: Engage effectively in a range of collaborative discussions expression one’s own ideas and building upon other’s ideas.

SL 7.1: Come to discussions prepared, having read/studied material and able to reflect/probe on issues.

SL 7.1: Acknowledge new information expressed by others and modify own views when warranted.  


Production and Distribution of Writing

W 7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

English Language Development (ELD) Standards:

 

Part I: Interacting in Meaningful Ways

CA ELD Standard 1 - Collaborative

  1. Exchanging information/ideas via oral communication and conversations

  2. Interacting via written English (print)

CA ELD Standard 2 - Interpretive

  1. Listening actively and asking/answering questions about what was heard

CA ELD Standard 3 - Productive

  1. Composing/writing literary texts

 

Agenda Written for Students:

  1. Reading Zone

  2. Brushstrokes: Absolutes  

  3. Social Class Discussion/Questions

  4. Quick Write

  5. HW: Finish Quick Write Paragraph, Due 3/13; Read Chapter 4  

Progression of Learning:

Instructional Strategies, Questions to Support Learning, Scaffolds, and Assessments

 

Into

 

Reading Zone (15 min)

-Students read books focus on answering reading prompt



 

Brushstrokes - Absolutes (5 min)

  • Review of writing technique in order to prepare students for assessment (quick write)

  • Google Slides: Definitions, Examples

  • Students will take notes on organizer

  • First row: Definition, Example

  • Second row: Practice

 

Students Practice - Absolutes - ongoing review (10 min)

  • Provide students with a sentence frame that clearly includes where absolutes will be added.

  • If students finish early, they will edit their sentence, make sure that absolutes are in the beginning or end of their sentence.

  • Students who finish early can continue reading the novel.

 


 

Possible Questions







 

What is an absolute?

 

Why are absolutes important?

 

How can absolutes be used to improve writing?











 

Formative Assessments

 

Circulate to make sure students are staying on task and reading.



 

Circulate in order to check for completion of notes and examples.  






 

Students will volunteer examples of sentences with absolutes.

Students will use the sentence frame and include an absolute related to The Outsiders. Check for understanding and completion of sentence.  Students will be required to use this writing technique for their quick write.

 

EL Literacy Focus

Students will be provided with sentence frames to facilitate their answers.  Students will practice oral language by providing an example of their sentences using an absolute. Students will practice written language by completing practice sentences with absolutes. I will work with ELLs as a resource to assist them in completing sentences.  

 

 



















 

 

 

 

 

 











 

 

 

 

 

 

 

 











 

 

Through

 

Social Class Discussion - Teacher- Led and Think, Pair, Share (20 Min)

  • First two questions will be answered as teacher-led discussion in order to build on students prior knowledge of class (students have completed a pre-reading survey at the beginning of the unit that will be referenced to guide them to define social class), define social class and identify social class divisions.

  • Students given time to think/answer questions 3 and 4 with their partners, then share with class

  • Discussion questions will be available to students on ELMO and on Google Classroom

  • 2-3 students share




 

Review Rubric  and prompt for Quick Write (15 min)

  • Read requirements and ask randomly chosen students to provide brief examples of topic sentences and restating prompt.

  • Student include one absolute in their paragraph.

  • Also, students will cite evidence from text to support their claims.

  • Review prompt question.




 

Think/Write (20 min)

Social Class Quick Write: “How are class divisions different today than the class divisions between the Socs and Greasers in The Outsiders? In what ways are they the same?” (Conklin, 2010, p. 22)

  • Students write individually

  • I will work with a small group of struggling writers who are having difficulty with prompt and writing techniques.  

  • If Students finish early they will be re-directed to read over rubric again and self-edit their paragraphs.

 

Pair (5 min)

Students share quick write with partners, share observations, details, evidence from story

1) What is social class?

 

2) Is society divided by social class? Why or why not?

 

3) Is it wrong to organize society based on class divisions? Why or why not?

 

4)“What benefits can come from talking about these [social] divisions?” (Conklin, 2010, p. 22)








 

“How are class divisions different today than the class divisions between the Socs and greasers in The Outsiders? In what ways are they the same?” (Conklin, 2010, p. 22)

Students given an opportunity to think about question.  I will choose 2-3 students randomly (using Ipad application) to answer first two questions. I will offer feedback on their responses and check for understanding of question.

 

Students will answer questions citing specific examples.  Students will work with partners and share with class.  Checking for understanding of social class and societal divisions based on class.

 

Checking for understanding of writing prompt question and requirements of paragraph by asking students chosen randomly to provide brief explanation/examples of requirements. Provide feedback as necessary.






 

Determine if students making connections to society.  

 

Also, checking for citation of evidence from text and for use of writing technique.


 
 

EL Literacy Focus

Students will participate in discussion about social class divisions as a scaffold to quickwrite.

Students will practice written language by answering prompt about social class divisions and citing evidence from the text.  Students will practice oral language with partners and during class discussion.  

 

 







 

 

Beyond

 

Share (10 min)

Students share quick writes/new insights they have learned from partners with class.  

 

 




 

HW: Read Chapter 4 (3 min)

  • Students will write homework assignments in Assignment Logs/ Agendas

 

What did you learn from your partner’s quickwrite? Do you agree/disagree with your partner?

 

What was different about their response than yours?

 

What was similar?





 
 

Circulate and make sure students are staying on topic and discussing their quickwrites.

 

Students (chosen randomly) share what they have learned from their partners.


 
 

EL Literacy Focus

Students will practice oral language by sharing what they learned from their partner’s quickwrites.  Students will collaborate with their partners for clarification about the text.  Students will have opportunity to agree/disagree about the text through oral communication.

 

 


 

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