Accomack County Public Schools



First Story of Unit 1: Weaving a Good StorySeventh GradeBy Gary SotoObjectives:SOL 7.5 TSW read and demonstrate comprehension of a variety of fictional texts (short story)SOL 7.5a Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict. SOL 7.5f Use prior and background knowledge as a context for new learningSOL 7.5i Summarize textSOL 7.7 TSW write in a variety of forms 7.7a Identify intended audience 7.7c organize writing structure (letter format)SOL 7.7b Use a variety of prewriting strategies including graphic organizers to generate and organize ideasSOL 7.4 TSW read to determine the meanings and pronunciations of unfamiliar words and phrases within authentic texts. separate and recombine known word parts to predict the meaning of unfamiliar words use common Greek or Latin affixes and roots to predict the meaning of unfamiliar words and make connections with word familiesuse context as a clue to the meaning of a word or phraseBig Idea for the week -- How do you make a good impression? Right or wrong ways to make an impressionThe need to live up to the impression that was createdFocus: Plot Development(SOL 7.5a), Connect (SOL 7.5f), Setting(SOL 7.5a)Day 1Prereading: This portion is also full of pre-assessment type activitiesIn addition to the following quickwrite, students will also discuss (SOL 7.5f)(Think-Pair-Share) times they’ve attempted to make a good impression. Discuss both successful and disastrous attempts. I would put this on a sheet, possibly a T-chart of ways to make a good impression/ways not to make a good impression.(SOL 7.5f, SOL 7.7a, SOL 7.7c) Quickwrite: Write a letter to a parent or a friend not in this class telling how your first week of 7th grade went? (Must stress correct letter format at this point – in fact have them take notes on correct letter format and put notes in front of Language Arts binder)Before having students share their letters, I will draft a quick letter for the students telling them about my first week with my new seventh graders. I am doing this to model the appropriate letter form since students will be asked to write letters in their reading journals each week and on various occasions in history class.Quick review of the plot diagram and story element terms:SmartBoard Review that I’ve created - a matching activity Use Power Notes which also has a video trailer to preview the story. Skip the part about the vocabulary since I’ve created my own vocabulary introduction.Vocabulary Introduction:Directions: With a partner, answer the following questions about this week’s reading vocabulary words. HINTS to unlocking a word’s meaning: Use any context clues in the questions to help you make your predictions. Look for word parts that you do know the meaning of to help uncover the meaning of the new word. Is a person who is portly—fat Or skinny?If you linger after class, do you bolt out the door as soon as you are dismissed OR do you stay behind to ask the teacher a question you were too embarrassed to ask in front of your friends?The new student hoped nobody noticed his lips start to quiver. Which emotion was he most likely trying to hide – excitement or fear?The class recited the answers in unison. Is answering this way, quicker or slower than going around the room and asking each student individually?John is extremely embarrassed. Does he look at his teacher solemnly or sheepishly?The sweet little puppy showed a ferocity not seen before when the neighbor’s poodle took its bone. What word do you see or hear in the vocabulary word “ferocity” that helps you figure out its meaning?Once you are satisfied with your answers, turn to page 5 in your Interactive Reader and read the definitions to check your answers. During Reading: TSW read the short story Seventh Grade using the Interactive Reader(partners), answering all the plot and connection questions along the way. Day 2: Students will probably not finish reading the story in one class period due to all the prereading activities. On Day 2, instead of a quickwrite to begin the class, students will turn to page 5 of the Interactive Reader and will copy word on one side of index card, and definition on the other side. Before continuing where they left off with story on day one, students will whole group go over the vocabulary sheet from day one and will discuss whether the words are adjectives (describing something or someone), verbs (showing some kind of action), or a noun (naming something or someone). I want students to add the part of speech to the definitions.Then have students continue where they left off with the short story. As students finish, they will move on to the after reading activity below.After Reading: Differentiation: Lower ability students After reading the short story, give students a folder with a plot diagram and have all the parts for students to put at each part (I am going to have to make this) (This will serve as a formative assessment of whether students know and can apply the parts of the plot diagram.Other students will have to use chart paper and working with a partner, will construct their own plot diagram of “Seventh Grade”SOL 7.7b Then, all students will use these plot diagrams to write their first summaries of the year. I will show them how to use the plot diagrams to write good summaries. I will also give a handout of what to include in all summaries. Students should attempt to show off their knowledge of this week’s vocabulary words by working them into the summary. Day 3 or Day 4 depending on class paceDay 3 must introduce this week’s word study/spelling words. We will discuss the vocabulary word “unison” this morning. We will discuss information from page 44 about “uni” being a Latin root that means one. We will discuss the other words union, uniform, unique, unicorn, and unicycle as well to understand the concept of words being related due to their roots. We may add other “uni” words to the list as well. Students will write each word and its definition in their binder. Quickwrite: In the story, Victor is finally able to impress Teresa. Do you think it matters that this impression is based on something that isn’t true?Have students role-play either Victor and a friend or Teresa and a friend having a conversation on their way home from the first day of school. Try to work vocabulary and word study words into the conversation if possible.Text-to-SelfAt the end of the story, when Teresa tells Victor she didn’t know he knew French and then she went on to compliment him, put yourself in Victor’s place. What would you have done at this point? Can you ever think of a time when you were in a situation where you could have come clean, but didn’t?TSW examine the role of setting using the whiteboard lesson from the reading series (Xerox readings to use with it) Then, examine the role of setting in Seventh Grade.Day 6Students will participate in a study buddy with this week’s vocabulary words.Students will use the Elements of Fiction Review Ball to review before the formal comprehension test. Make a review ball for all year that goes over the different plot development items. What is the setting? Who is the main character? What is the main conflict? Is it internal or external? What are the five stages of plot development? Define the story element “setting.” What is meant by the climax of a story? What is the climax of this week’s story? Use this review ball for each week’s story. Students will take the comprehension test on “Seventh Grade.”Students will take word study test on words containing the Latin root “uni”May need to add a 6th day because of the length of the setting Whiteboard lesson At the end of the first story test, I will teach about the different kinds of questions (like Mrs. Davis did) Right There etc. This is the beginning of me showing them how to answer multiple choice questions. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download