Week of: Monday Tuesday Wednesday Thursday Friday

Standard(s)
and Eligible
Content
1.1.5.D: How do I use syllabication
and morphology to read multi-
syllabic words?
1.1.7.D/1.1.7.E: What are the
reading foundational skills and how
do I apply them?
1.4.7.F: How do I demonstrate a
grade appropriate command of the
conventions of standard English
grammar, usage, capitalization,
punctuation and spelling?
1.4.7.X: How do I establish a
writing routine in shorter time
frames in a single sitting?
1.1.5.D: How do I use syllabication
and morphology to read multi-syllabic
words?
1.1.7.D/1.1.7.E: What are the reading
foundational skills and how do I apply
them?
1.4.7.F: How do I demonstrate a grade
appropriate command of the
conventions of standard English
grammar, usage, capitalization,
punctuation and spelling?
1.4.7.X: How do I establish a writing
routine in shorter time frames in a
single sitting?
1.1.5.D: How do I use syllabication
and morphology to read multi-syllabic
words?
1.1.7.D/1.1.7.E: What are the reading
foundational skills and how do I apply
them?
1.4.7.F: How do I demonstrate a grade
appropriate command of the
conventions of standard English
grammar, usage, capitalization,
punctuation and spelling?
1.4.7.X: How do I establish a writing
routine in shorter time frames in a
single sitting?
1.1.5.D: How do I use syllabication
and morphology to read multi-syllabic
words?
1.1.7.D/1.1.7.E: What are the reading
foundational skills and how do I apply
them?
1.4.7.F: How do I demonstrate a grade
appropriate command of the
conventions of standard English
grammar, usage, capitalization,
punctuation and spelling?
1.4.7.X: How do I establish a writing
routine in shorter time frames in a
single sitting?
1.1.5.D: How do I use syllabication
and morphology to read multi-
syllabic words?
1.1.7.D/1.1.7.E: What are the
reading foundational skills and how
do I apply them?
1.4.7.F: How do I demonstrate a
grade appropriate command of the
conventions of standard English
grammar, usage, capitalization,
punctuation and spelling?
1.4.7.X: How do I establish a writing
routine in shorter time frames in a
single sitting?

Objective 100% of the students will:
understand and create different
types of sentences using their own
writing.

100% of the students will:
understand and define key ELA
terms.

100% of the students will: apply
grammar foundations to texts by
identifying parts of speech in poetry
and fiction excerpts.

100% of the students will: understand
and define key ELA terms.


100% of the students will: define the
morphology concepts of prefixes,
suffixes and roots.

100% of the students will: become
familiar with common prefixes and
suffixes and their associated
meanings.

100% of the students will: understand
and define key ELA terms.


100% of the students will: understand
and apply critical, active listening
skills to reading comprehension.


100% of the students will: understand
and define key ELA terms.

100% of the students will:
differentiate between revising and
editing.

100% of the students will: apply
revising and editing techniques to
their own writing, using this weeks
grammar foundations.

Do Now 3-5 Minutes: Journaling
Write about the best day and the
worst day of your life so far.
3-5 Minutes: Journaling
Write about the best
book/poem/story and the worst
book/poem/story youve ever read so
far.

3-5 Minutes: Journaling
Write about the best teacher and the
worst teacher youve ever had so far.
3-5 Minutes: Journaling
Write about the best compliment and
the worst insult youve ever received
so far.
3-5 Minutes: Journaling (Revising)
Direct
I nstruction

Teacher will introduce key ELA
terms #25-30 and popcorn select
students to refresh terms #1-24.

Teacher will review how an
understanding of clauses helps
determine if a sentence is simple,
compound or complex.

Teacher will introduce key ELA terms
#31-36 and popcorn select students
to refresh terms #1-24.

Teacher will review definitions and
usage of parts of speech (nouns, verbs,
pronouns, adjectives and adverbs)
using task cards and leveled poetry,
such as Shel Silverstein.

Teacher will review key ELA terms
#25-36 with a popcorn vocabulary
game.

Teacher will introduce morphology
and the concepts of prefixes, suffixes
and roots.
Teacher will review key ELA terms
#25-36 with a Board Races game.

Teacher will introduce critical
listening norms in the classroom and
explain the purpose of listening for
comprehension as well as reading.
Teacher will review revising
practices and students will work on
this weeks journal entries.

Rigorous
Questioning
- What is the most basic type of
sentence, and how can we use it in
our own writing?
- How do we make our writing
more compelling to readers?
- How does an understanding of parts
of speech help us better grasp what we
are reading?
- What strategies can we use to decode
unknown words?
- How does the study of morphology
expand our vocabulary?
- How is independent, silent reading
different from partner reading and
whole group reading?
- Why is it important to understand
what we LISTEN TO as well as what
we READ?
- Why do we REVISE everything we
write?
- Whats the difference between
revising and editing?
Guided Practice Teacher will model stretching a
sentence and determining sentence
type using examples from student
journals.
Teacher will model appropriate
poetry reading and assess for student
fluency in whole-class reading of
selected poems.

Students will begin to complete a
graphic organizer to collect common
prefixes, suffixes and roots with the
teachers guidance.

Teacher will model active listening
and annotation during a text read
aloud.

Students will prep for the vocab
quiz in pairs by reviewing from their
ELA flash cards.


Through academic excellence, Birney Preparatory Academy develops lifelong
learners, prepared to succeed in a global community.
Teacher: Nicole Alliegro Subject: Language Arts
Grade: 7










Teacher will guide the class in text
renderings of selected poems to
identify parts of speech in particularly
powerful phrases.
I ndependent
Practice
and Workshops
Students will read and respond to
short, leveled passages by
answering basic comprehension
and thought questions in simple
sentences.

In small groups or individually,
students will create posters illustrating
parts of speech phrases found in the
poems they read earlier.

Students will create their own
vocabulary trees.
Students will listen to a leveled
passage and then demonstrate their
comprehension through class
discussion and written responses.
Students will take a literary terms
vocabulary quiz.
ETS
(circle all that apply)
Socratic discussion
Activating Prior Knowledge
Cooperative Learning Groups
Graphic Organizers
Checks for Understanding
Wait Time
Manipulatives
Socratic discussion
Activating Prior Knowledge
Cooperative Learning Groups
Graphic Organizers
Checks for Understanding
Wait Time
Manipulatives
Socratic discussion
Activating Prior Knowledge
Cooperative Learning Groups
Graphic Organizers
Checks for Understanding
Wait Time
Manipulatives

Socratic discussion
Activating Prior Knowledge
Cooperative Learning Groups
Graphic Organizers
Checks for Understanding
Wait Time
Manipulatives

Socratic discussion
Activating Prior Knowledge
Cooperative Learning Groups
Graphic Organizers
Checks for Understanding
Wait Time
Manipulatives
Materials - ELA terms flash cards
- Student logs
- Reading passages
- Exit Slip
- H.W. packet
- ELA terms flash cards
- Parts of speech task cards
- Poetry selections
- Exit Slip
- H.W. sheet
- ELA terms flash cards
- Prefixes and suffixes graphic
organizer
- Tree templates
- Exit Slip
- H.W. packet
- ELA terms flash cards
- Read aloud passages
- Exit Slip
- ELA Terms flash cards
- Key ELA Terms quiz #3
Homework Practice with types of sentences
(Packet)
Practice with parts of speech
(Worksheet)
Practice with morphology
(Packet)
Study for vocab test on Friday
Modifications/
Accommodations

N/A N/A N/A N/A N/A
Closing/Exit
Ticket/
Assessments
Identify clauses in sentences
- Decide what types of clauses are
present in each of the sentences
below. Underline independent
clauses and double underline
dependent clauses. Then, determine
what TYPE of sentence each
example is.



______% mastered
Label parts of speech in a passage
- Label the parts of speech that are
boldedin the short excerpt from The
Secret Garden below. Write your
answers ABOVE each word or phrase.
The first example is done for you.



______% mastered
Answer the essential questions
- Answer the essential question below
in a paragraph of about 4 to 6
complete sentences.

What two strategies can weuseto
decode(understand themeaning of)
unknown vocabularywords?



______% mastered
Show what you know: quiz questions
- If you were to give a quiz on the
passages you just listened and
responded to, what questions would
you ask? Write two questions and
answers.


______% mastered
Literary terms #25-36 quiz
Journal review


______% mastered
Differentiated
I nstruction
Groups

Reflection
(assessment percentages,
re-teach topics, what went
well)
Most of my students are still struggling with grammar concepts, so I will continue to reteach and reframe my lessons on types of sentences and parts of speech while increasing the rigor of this work for
my students who are beginning to understand the topics by involving reading passages.