W. J.

Clark Middle School Lesson Plan

Names:
Subject:
Key Terms:

Fields, Jones, Pace, Walker

English Language Arts

Grade: Week of :

7th Grade March 31-April , !"1

conte#t clues, characteri$ation %direct&indirect characteri$ation', character traits, the(e, con)lict %e#ternal&internal con)lict', plot %e#position, rising action, cli(a#, )alling action, resolution'
7.1.2 E#plain the e))ect o) point o) *ie+ on a gi*en narrati*e te#t, 7.1.4 Anal-$e an author.s de*elop(ent o) con)lict and the indi*idual characters as either d-na(ic, round, or )lat in a gi*en literar- te#t, 7.1.5 /nterpret the e))ect o) an author.s cra)t on the (eaning o) literar- te#ts, 7.1.6 Anal-$e a gi*en literar- te#t to deter(ine its the(e, 7. .1 0se conte#t clues to generate the (eaning o) un)a(iliar and (ultiple (eaning +ords, !".7. Anal-$e ho+ particular ele(ents o) a stor- or dra(a interact %e,g,, ho+ setting shapes the characters or plot', !".7.4 1eter(ine the (eaning o) +ords and phrases as the- are used in a te#t, including )igurati*e and connotati*e (eanings2 anal-$e the i(pact o) rh-(es and other repetitions o) sounds %e,g,, alliteration' on a speci)ic *erse or stan$a o) a poe( or section o) a stor- or dra(a !".7.6 Anal-$e ho+ an author de*elops and contrasts the points o) *ie+ o) di))erent characters or narrators in a te#t, S".7.1 Engage e))ecti*el- in a range o) colla3orati*e discussions %one-on-one, in groups, and teacher-led' +ith di*erse partners on grade 7 topics, te#ts, and issues, 3uilding on others. ideas and e#pressing their o+n clearl-, S".7.6 Ac4uire and use accuratel- grade-appropriate general acade(ic and do(ain-speci)ic +ords and phrases2 gather *oca3ular- kno+ledge +hen considering a +ord or phrase i(portant to co(prehension or e#pression,

Standards:

#om$onent
)ome*ork !e+(e*,-a(.y /ra.s:
5e*ie+ the pre*ious da-.s ho(e+ork and pro*ide a +ar(-up acti*it- )or students,

%onday

Tuesday

Wednesday

T&ursday

'r(day

6tudents +ill co(plete 1ailAcade(ic 7oca3, Week ! Monda- %0se 8-P-6, El3o+ 9 :rossto+n Partners, 8hu(30p-1o+n to solicit student responses,'

6tudents +ill co(plete 1ailAcade(ic 7oca3, Week ! 8uesda- %0se 8-P-6, El3o+ 9 :rossto+n Partners, 8hu(30p-1o+n to solicit student responses,'

6tudents +ill co(plete 1ailAcade(ic 7oca3, Week ! Wednesda-, %0se 8-P-6, El3o+ 9 :rossto+n Partners, 8hu(30p-1o+n to solicit student responses,'

6tudents +ill co(plete 1ailAcade(ic 7oca3, Week ! 8hursda-, %0se 8-P-6, El3o+ 9 :rossto+n Partners, 8hu(30p-1o+n to solicit student responses,'

6tudents +ill co(plete 1ailAcade(ic 7oca3, Week ! Frida-, %0se 8-P-6, El3o+ 9 :rossto+n Partners, 8hu(30p-1o+n to solicit student responses,' -a(.y 0cadem(c 1ocabu.ary Week 2 2345

=e)ore toda-.s reading o) Prior to reading, the teacher 8his is designed to engage the students. attention at the 3eginning Monster, students +ill 3egin +ill re*ie+ +ith her students direct and indirect o) class, :alled the ;hook< or the ;3ell ringer<, it ser*es as a )ocus )illing in a >-W-?-L :hart a3out li)e in prison@ > %What / characteri$ation, 6tudents +ill )or the da-.s acti*ities, >no+', W %What / Want to (atch la3el state(ents as 1: Learn', ? %?o+ / Will Find %direct characteri$ation' or /: Aut', and L%What / Learned', %indirect characteri$ation,

0nt(c($atory Set:

=e)ore toda-.s reading o) 8he teacher and her students Monster, students +ill re*ie+ +ill re*ie+ the +eek.s reading internal and e#ternal con)lict, and acti*ities )or Monster 3Walter 1ean M-ers,

/bject(+e and 6ur$ose:

8he o3Becti*e should state *&at the student +ill learn, 8he purpose +ill state *&y the student needs to learn the content,

8LW=A8 e#plain the e))ect o) 8LW=A8 e#plain the e))ect o) 8LW=A8 e#plain the e))ect o) 8LW=A8 e#plain the e))ect o) 8LW=A8 e#plain the e))ect o) point o) *ie+ on a gi*en point o) *ie+ on a gi*en point o) *ie+ on a gi*en point o) *ie+ on a gi*en point o) *ie+ on a gi*en narrati*e te#t, narrati*e te#t, narrati*e te#t, narrati*e te#t, narrati*e te#t, 8LW=A8 anal-$e an author.s de*elop(ent o) con)lict and the indi*idual characters as d-na(ic, round, or )lat in a gi*en literar- te#t, 8LW=A8 anal-$e an author.s de*elop(ent o) con)lict and the indi*idual characters as d-na(ic, round, or )lat in a gi*en literar- te#t, 8LW=A8 anal-$e an author.s de*elop(ent o) con)lict and the indi*idual characters as d-na(ic, round, or )lat in a gi*en literar- te#t, 8LW=A8 anal-$e an author.s de*elop(ent o) con)lict and the indi*idual characters as d-na(ic, round, or )lat in a gi*en literar- te#t, 8LW=A8 anal-$e an author.s de*elop(ent o) con)lict and the indi*idual characters as d-na(ic, round, or )lat in a gi*en literar- te#t,

8LW=A8 interpret the e))ect 8LW=A8 interpret the e))ect 8LW=A8 interpret the e))ect 8LW=A8 interpret the e))ect 8LW=A8 interpret the e))ect o) o) an author.s cra)t on the o) an author.s cra)t on the o) an author.s cra)t on the o) an author.s cra)t on the an author.s cra)t on the (eaning o) literar- te#ts, (eaning o) literar- te#ts, (eaning o) literar- te#ts, (eaning o) literar- te#ts, (eaning o) literar- te#ts, 8LW=A8 anal-$e a gi*en literar- te#t to deter(ine its the(e, 8LW=A8 anal-$e a gi*en literar- te#t to deter(ine its the(e, 8LW=A8 anal-$e a gi*en literar- te#t to deter(ine its the(e, 8LW=A8 anal-$e a gi*en literar- te#t to deter(ine its the(e, 8LW=A8 anal-$e a gi*en literar- te#t to deter(ine its the(e,

Names:

Fields, Jones, Pace, Walker

Grade:

7th Grade

8LW=A8 anal-$e ho+ 8LW=A8 anal-$e ho+ 8LW=A8 anal-$e ho+ 8LW=A8 anal-$e ho+ 8LW=A8 anal-$e ho+ particular ele(ents o) a stor- particular ele(ents o) a stor- particular ele(ents o) a stor- particular ele(ents o) a stor- particular ele(ents o) a stor- or or dra(a interact, or dra(a interact, or dra(a interact, or dra(a interact, dra(a interact, 8LW=A8 use conte#t clues to generate the (eaning o) un)a(iliar and (ultiple (eaning +ords, 8LW=A8 use conte#t clues to generate the (eaning o) un)a(iliar and (ultiple (eaning +ords, 8LW=A8 use conte#t clues to generate the (eaning o) un)a(iliar and (ultiple (eaning +ords, 8LW=A8 use conte#t clues to generate the (eaning o) un)a(iliar and (ultiple (eaning +ords, 8LW=A8 use conte#t clues to generate the (eaning o) un)a(iliar and (ultiple (eaning +ords,

Today7s 82s: Today7s 82s: Today7s 82s: Today7s 82s: Today7s 82s: %1' What e))ect does point o) %1' What e))ect does point o) %1' What e))ect does point o) %1' What e))ect does point o) %1' What e))ect does point o) *ie+ ha*e on a gi*en narrati*e *ie+ ha*e on a gi*en narrati*e *ie+ ha*e on a gi*en narrati*e *ie+ ha*e on a gi*en narrati*e *ie+ ha*e on a gi*en narrati*e te#tC te#tC te#tC te#tC te#tC %!' ?o+ do / anal-$e the %!' ?o+ do / anal-$e the %!' ?o+ do / anal-$e the %!' ?o+ do / anal-$e the %!' ?o+ do / anal-$e the author.s de*elop(ent o) author.s de*elop(ent o) author.s de*elop(ent o) author.s de*elop(ent o) author.s de*elop(ent o) con)lict and characters in a con)lict and characters in a con)lict and characters in a con)lict and characters in a con)lict and characters in a gi*en literar- te#tC gi*en literar- te#tC gi*en literar- te#tC gi*en literar- te#tC gi*en literar- te#tC %3' ?o+ do / interpret the %3' ?o+ do / interpret the %3' ?o+ do / interpret the %3' ?o+ do / interpret the %3' ?o+ do / interpret the e))ect o) an author.s cra)t on e))ect o) an author.s cra)t on e))ect o) an author.s cra)t on e))ect o) an author.s cra)t on e))ect o) an author.s cra)t on the (eaning o) literar- te#tsC the (eaning o) literar- te#tsC the (eaning o) literar- te#tsC the (eaning o) literar- te#tsC the (eaning o) literar- te#tsC % ' ?o+ do / anal-$e a gi*en % ' ?o+ do / anal-$e a gi*en % ' ?o+ do / anal-$e a gi*en % ' ?o+ do / anal-$e a gi*en % ' ?o+ do / anal-$e a gi*en literar- te#t to deter(ine its literar- te#t to deter(ine its literar- te#t to deter(ine its literar- te#t to deter(ine its literar- te#t to deter(ine its the(eC the(eC the(eC the(eC the(eC %D' ?o+ do / anal-$e the %D' ?o+ do / anal-$e the %D' ?o+ do / anal-$e the %D' ?o+ do / anal-$e the %D' ?o+ do / anal-$e the interaction o) particular interaction o) particular interaction o) particular interaction o) particular interaction o) particular ele(ents in a stor-C ele(ents in a stor-C ele(ents in a stor-C ele(ents in a stor-C ele(ents in a stor-C %E' ?o+ do / use conte#t clues %E' ?o+ do / use conte#t clues %E' ?o+ do / use conte#t clues %E' ?o+ do / use conte#t clues %E' ?o+ do / use conte#t clues to generate the (eaning o) to generate the (eaning o) to generate the (eaning o) to generate the (eaning o) to generate the (eaning o) un)a(iliar and (ultipleun)a(iliar and (ultipleun)a(iliar and (ultipleun)a(iliar and (ultipleun)a(iliar and (ultiple(eaning +ordsC (eaning +ordsC (eaning +ordsC (eaning +ordsC (eaning +ordsC Set 6ur$ose: /n order to 3e Set 6ur$ose: /n order to 3e Set 6ur$ose: /n order to 3e Set 6ur$ose: /n order to 3e Set 6ur$ose: /n order to 3e good readers and co(prehend good readers and co(prehend good readers and co(prehend good readers and co(prehend good readers and co(prehend e))ecti*el-, students (ust 3e e))ecti*el-, students (ust 3e e))ecti*el-, students (ust 3e e))ecti*el-, students (ust 3e e))ecti*el-, students (ust 3e a3le to anal-$e te#t to a3le to anal-$e te#t to a3le to anal-$e te#t to a3le to anal-$e te#t to a3le to anal-$e te#t to deter(ine its the(e, the deter(ine its the(e, the deter(ine its the(e, the deter(ine its the(e, the deter(ine its the(e, the interaction o) particular interaction o) particular interaction o) particular interaction o) particular interaction o) particular ele(ents in a stor-, use conte#t ele(ents in a stor-, use conte#t ele(ents in a stor-, use conte#t ele(ents in a stor-, use conte#t ele(ents in a stor-, use conte#t clues to deter(ine the (eaning clues to deter(ine the (eaning clues to deter(ine the (eaning clues to deter(ine the (eaning clues to deter(ine the (eaning o) un)a(iliar +ords, and o) un)a(iliar +ords, and o) un)a(iliar +ords, and o) un)a(iliar +ords, and o) un)a(iliar +ords, and deter(ine an author.s deter(ine an author.s deter(ine an author.s deter(ine an author.s deter(ine an author.s de*elop(ent o) con)lict in an- de*elop(ent o) con)lict in an- de*elop(ent o) con)lict in an- de*elop(ent o) con)lict in an- de*elop(ent o) con)lict in angi*en literar- te#t, gi*en literar- te#t, gi*en literar- te#t, gi*en literar- te#t, gi*en literar- te#t,

4nstruct(ona. 4n$ut,-(rect 4nstruct(on:

8his is the section +here -ou e#plicitl- delineate ho+ -ou +ill (odel the lessonFs o3Becti*es )or -our students,

0sing toda-.s Po+erPoint, the 0sing toda-.s Po+erPoint, the teacher +ill introduce her teacher +ill re*ie+ the concept students to the concept o) o) characterization +ith her characterization, 8he teacher students, 8he teacher +ill +ill also introduce her students re*ie+ the t+o t-pes o) to the t+o t-pes o) characteri$ation, direct characteri$ation, direct and characterization, and indirect indirect characterization, 8he characterization.

0sing toda-.s Po+erPoint, the 0sing toda-.s Po+erPoint and teacher +ill introduce her student )lashcards, the teacher students to The Elements of and her students +ill re*ie+ Plot. 8he teacher +ill instruct 1"" Words E*er- Middle her students to nu(3er page 13 6chooler 6hould >no+ Week in their no*el note3ooks and 1! in preparation )or toda-.s title it Elements of Plot. 5E8E68, 6tudents +ill de)ine plot, 8he

Names:

Fields, Jones, Pace, Walker

Grade:
teacher +ill pro*ide students +ith notes on characteri$ation and its t-pes )or their no*el note3ooks %page D o) their note3ook', 8he teacher +ill stress to her students that +hen authors use direct characteri$ation the-.re telling us a3out their characters, =ut +hen authors use indirect characteri$ation, characters are 3eing sho+n to the reader, 8he teacher +ill introduce the idea o) S.T.E.A.L. +hen discussing indirect characteri$ation +ith her students, 6tudents +ill glue this as page 7 in their no*el note3ooks, 8he teacher +ill also discuss and share a list o) character traits +ith her students, 6tudents +ill glue this as page G in their no*el note3ooks,

7th Grade
teacher +ill then instruct her students to dra+ a plot triangle 0sing toda-.s Po+erPoint and in their note3ooks, 8he -esterda-.s no*el note3ook teacher +ill take each ele(ent notes, the teacher and her %e#position, rising action, students +ill re*ie+ the cli(a#, )alling action, and ele(ents o) plot %e#position, resolution' and de)ine )or her rising action, cli(a#, )alling students, action, and resolution', 6tudents +ill also discuss ho+ con)lict pla-s a *ital part in a stor-.s plot,

6tudents +ill 3e gi*en )our 8he teacher +ill assign parts 8he teacher +ill assign parts 8he teacher +ill assign parts 0sing toda-.s Po+erPoint and state(ents, As a class, the %characters' to her students and %characters' to her students and %characters' to her students and student )lashcards, the teacher teacher and her students +ill assign no*els, assign no*els, assign no*els, and her students +ill re*ie+ deter(ine i) each state(ent is Prior to reading, the teacher 1"" Words E*er- Middle an e#a(ple o) direct With her students, the teacher +ill gi*e the students the 6chooler 6hould >no+ Week characteri$ation or indirect %on(tor and 0djust +ill 3egin reading on page 17, de)inition o) con)lict, internal, With her students, the teacher 1! in preparation )or toda-.s characteri$ation, 6tudents +ill 0pon presenting in)or(ation and allo+ing students to practice the +ill 3egin reading on page D, glue this practice e#ercise on e#ternal, and the )our t-pes o) 5E8E68, ne+ learning, the teacher +ill (onitor students to deter(ine +ho page E o) their no*el note3ook, As the class reads, students con)lict, needs re-teaching and adBust the lesson accordingl-, +ill continue to note e#a(ples 4nterna. and 89terna. o) the character 6te*e 8he teacher +ill introduce 8he teacher +ill introduce %an +s. %an ?ar(on.s )eelings, actions, toda-.s reading o) the no*el toda-.s reading o) the no*el speech, and thoughts, %an +s. Nature Monster 3- Walter 1ean Monster 3- Walter 1ean %an a:a(nst Soc(ety M-ers, As the class reads M-ers, As the class reads toda-, the teacher +ill ha*e her %an +s. Se.f toda-, the teacher +ill ha*e her students pinpoint e#a(ples o) students identi)- the ele(ents characteri$ation +ithin the With her students the teacher te#t, 8o help keep track o) o) plot in the te#t to this point, +ill 3egin reading the no*el e#a(ples o) characteri$ation in 8he teacher +ill ask her Monster %)ro( present to page toda-.s reading, the teacher students to identi)- the +ill ha*e her students create a ', e#position o) the no*el as +ell F.A.S.T. :haracter.s Anchor 8he teacher and her students as *arious e#a(ples o) the :hart in their no*el note3ook +ill periodicall- stop and %page H', 8he teacher +ill rising action in the no*el, 8he discuss the legal ter(inologinstruct her students to di*ide teacher +ill also ask her that co(es up in the no*el, their paper into )our sections students to discuss ho+ the +ith a dia(ond shape in the con)lict dri*es this stor-, (iddle, /n the dia(ond,

Gu(ded 6ract(ce:

0nder -our super*ision, the students are gi*en a chance to practice and appl- the skills -ou taught the( through direct instruction,

students +ill +rite the character.s na(e 6te*e ?ar(on, 8he teacher +ill then instruct her students to la3el one o) the )our sections F )or

Names:

Fields, Jones, Pace, Walker

Grade:
)eelings, another section A )or actions, another section 6 )or speech, and 8 )or thoughts, As the class reads, students +ill note e#a(ples o) the character 6te*e ?ar(on.s )eelings, actions, speech, and thoughts,

7th Grade

/ndependentl-, students +ill /ndependentl-, students +ill /ndependentl-, students +ill /n their no*el note3ooks, 6tudents needing a retest +ill ans+er the )ollo+ing 4uestions students +ill read the )i*e co(plete a *oca3ular8hrough independent assign(ents, -our students +ill de(onstrate ans+er the )ollo+ing 4uestions ans+er the )ollo+ing 4uestions in their no*el note3ooks 3ased 4uestions pro*ided and choose 5E8E68 on 1"" Words E*erin their no*el note3ooks 3ased in their no*el note3ooks 3ased +hether or not the- a3sor3ed the lessonFs learning goals, on the reading and the skill )or the 3est ans+er, 6tudents +ill on toda-.s reading@ on toda-.s reading@ Middle 6chooler 6hould >no+ 8his is the ti(e to pull groups )or 8ier 1 inter*ention, toda-@ select one o) the )ollo+ing %1'1escri3e 6te*e ?ar(on, %1'1escri3e 6te*e ?ar(on, Week 1!, ans+er choices@ e#position, What kind o) a person is heC What kind o) a person is heC #onf.(ct: rising action, cli(a#, )alling action, and resolution, %!'1escri3e ho+ the setting o) %!'1escri3e ho+ the setting o) 8o aide the( in their learning 1,?e na(es hi( Ma#, What is o) the ele(ents o) plot, Wh- does 6te*e sta- 4uiet the Bail cell a))ects 6te*e the Bail cell a))ects 6te*e +hile his neigh3ors are (akingthis part o) the stor- calledC students +ill create an ele(ents ?ar(on, %3'?o+ does ?ar(on, %3'?o+ does !, A little later in the stor-, plans to steal (one-C Petrocelli discredit Mr, Petrocelli discredit Mr, o) plot )olda3le, For the 8o((- )inds that Ma# has 6a+icki.s testi(on-C 6a+icki.s testi(on-C )olda3le, students +ill need to 3eco(e *er- sick, and he ?o+ does 6te*e use )lash3acks +orries a3out Ma#.s health, correctl- de)ine plot, % 'What kind o) % 'What kind o) de)ense attorne-s are >ath- de)ense attorne-s are >ath- to deal +ith the con)lict in the What is this part o) the stor- e#position, rising action, calledC A.=rien and Asa =riggsC ?o+ A.=rien and Asa =riggsC ?o+ BailC cli(a#, )alling action, and 3, ?is )a(il- takes Ma# to 1r, does the author characteri$e does the author characteri$e resolution, 8his )olda3le +ill 8ho(as, a *eterinarian, 1r, these t+o attorne-sC What is these t+o attorne-sC What is 3e included in each student.s 8ho(as gi*es Ma# so(e he sa-ing a3out de)ense he sa-ing a3out de)ense (edication, 3ut tells 8o((- no*el note3ook, to hope )or the 3est 3ecause attorne-s in the legal s-ste(C attorne-s in the legal s-ste(C Ma# is *er- sick, What is this %D'/n)erence@ What do people %D'/n)erence@ What do people part o) the stor- calledC think o) 6te*enC ?o+ do -ou think o) 6te*enC ?o+ do -ou , At the 3eginning o) a stor-, kno+C %pp !"-!1' kno+C %pp !"-!1' -ou learn that 8o((- is gi*en /ndependentl-, students +ill a pupp- he has al+a-s +anted, 3egin the e9tended study ?e na(es hi( Ma#, What is this part o) the stor- calledC act(+(ty on page 11 o) their D, , A little later in the stor-, no*el note3ooks, 6tudents 8o((- )inds that Ma# has +ill read the 4uote )ro( the 3eco(e *er- sick, and he no*el Monster and ans+er the +orries a3out Ma#.s health, 4uestions that )ollo+, What is this part o) the storcalledC 1, :onte#t :lues@ 5eread the E, ?is )a(il- takes Ma# to 1r, )irst sentence, What do -ou 8ho(as, a *eterinarian, 1r, think the +ord infringing 8ho(as gi*es Ma# so(e (ight (eanC 0se the clues in (edication, 3ut tells 8o((the sentence to help -ou, to hope )or the 3est 3ecause !, :on)lict@ According to the Ma# is *er- sick, What is this part o) the stor- calledC 4uote, +rite three e#a(ples o) speci)ic t-pes o) ;(onsters< in our co((unit-, For each e#a(ple, +rite the pro3le( that the- 3ring to societ-, 3, 6etting@ 8he setting in this 4uote could 3e our o+n co((unit-, What do -ou see to 3e the 3iggest pro3le( in -our o+n neigh3orhoodC Iour response should 3e at least t+o sentences,

4nde$endent 6ract(ce:

Names:
#.osure:

Fields, Jones, Pace, Walker

Grade:

7th Grade

8he teacher +ill re*ie+ +ith 8he teacher +ill re*ie+ +ith 8he teacher +ill re*ie+ +ith 8he teacher +ill re*ie+ +ith 8he teacher +ill re*ie+ +ith /n the :losure section, outline ho+ -ou +ill +rap up the lesson 3- her class toda-.s 6tandards and her class toda-.s 6tandards and her class toda-.s 6tandards and her class toda-.s 6tandards and her class toda-.s 6tandards and EJs, EJs, EJs, EJs, EJs, gi*ing the lesson concepts )urther (eaning )or -our students, 8eacher +ill use J9A to re*ie+ concepts learned, 8he teacher +ill sign student Agendas, 8eacher +ill use J9A to re*ie+ concepts learned, 8he teacher +ill sign student Agendas, 8eacher +ill use J9A to re*ie+ concepts learned, 8he teacher +ill sign student Agendas, 8eacher +ill use J9A to re*ie+ concepts learned, 8he teacher +ill sign student Agendas, 3-!-1 End o) Week 5e*ie+@ 8he teacher +ill use the 3-2-1 E it Sli! as closure )or this +eek.s lessons, 6tudents +ill list 3 things the- learned this +eek2 ! things the- )ound interesting this +eek2 and 1 4uestion the- still are le)t +ondering a3out, 8he teacher +ill sign student Agendas,

0ss(:n )ome*ork:
8hrough ho(e+ork assign(ents the lesson o3Becti*es and content +ill 3e rein)orced,

5ead at least !" (inutes,

5ead at least !" (inutes,

5ead at least !" (inutes,

5ead at least !" (inutes,

5ead at least !" (inutes, :o((on Assess(ent K7@ :haracteri$ation Monda1"" Words Weeks H-1! 8est Frida-

1"" Words Week 1! 5E8E68 1"" Words Week 1! 5E8E68 1"" Words Week 1! 5E8E68 1ail- Acade(ic 7oca3ularFridaFridaFridaJui$ 8AMA55AW 1ail- Acade(ic 7oca3ularJui$ Frida:o((on Assess(ent K7@ :haracteri$ation Monda1"" Words Weeks H-1! 8est Frida-, April 11 1ail- Acade(ic 7oca3ularJui$ Frida:o((on Assess(ent K7@ :haracteri$ation Monda1"" Words Weeks H-1! 8est Frida-, April 11 G A5 8ests due 3- Ma- !E 1ail- Acade(ic 7oca3ularJui$ Frida:o((on Assess(ent K7@ :haracteri$ation Monda1"" Words Weeks H-1! 8est Frida-, April 11 6tor-3oard along +ith t-pe o) con)lict +ill 3e assigned, 8eacher +ill suppl- a te(plate, :o((on Assess(ent K7@ :haracteri$ation Monda1"" Words Week 1! 5E8E68 8o(orro+ 1"" Words Weeks H-1! 8est Frida-, April 11

!esources:
?ere, -ou deter(ine +hat (aterials and supplies are re4uired to help -our students achie*e the stated lesson o3Becti*es,

Lu(inous 6tar /nteracti*e =oard "ail# Academic $oca%&lar# 6tudent ELA Lote3ooks /nde# :ards Monster 3- Walter 1ean M-ers %class set no*els' :haracteri$ation Lotes %student copies' :haracteri$ation Practice %student copies' :haracter 8raits %student copies' /ndirect :haracteri$ation 6,8,E,A,L, Lotes %student

Lu(inous 6tar /nteracti*e =oard "ail# Academic $oca%&lar# 6tudent 5eading Journals /nde# :ards Monster 3- Walter 1ean M-ers %class set no*els' Glue sticks Pencils :olor pencils, (arkers, cra-ons

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Lu(inous 6tar /nteracti*e =oard "ail# Academic $oca%&lar# 6tudent 5eading Journals Monster 3- Walter 1ean M-ers %class set no*els' Glue sticks Pencils :olor pencils, (arkers, cra-ons

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Names:

Fields, Jones, Pace, Walker

copies' Glue sticks Pencils

Grade:

7th Grade
%student copies'

:olor pencils, (arkers, cra-ons

Inclusion Accommodations:

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GT/Magnet Word Within The Word:

(WWW)

Work (n 6ro:ress
GT/Magnet The Magic Lens:

Work (n 6ro:ress
GT/Magnet Roundtable Jr. Great oo!s:

Work (n 6ro:ress
SUCCESS/RIT Lesson Plan Title: Objective: Resources: What will the students do