7th Grade The Outsiders Unit Plan - Miss Chamoun *S201*

[Pages:5]Date Monday 2/3 Tuesday 2/4 Wednesday 2/5

Thursday 2/6 Friday 2/7

Learning Target 1960s INFORMATIONAL UNIT Analyze conflict in the novel by annotating for textual evidence

Analyze conflict in the novel by annotating for textual evidence

Analyze conflict in the novel by annotating for textual evidence

The Outsiders Unit (February 5-March 7)

Bell Work

Activities

Exit Slip

Homework

Grab the sheets that you need and follow directions on the board

List the characters you've met so far in the novel 7 minutes IR

-Explain that the Greek/Latin Root words will resume after we read the novel -Explain IR and the new novel -Pass out annotation grade to tape into the novel -Pass out The Outsiders bookmark for annotating -Pass out informational notes for Voice Thread and explain when they should listen to each Thread -Start reading chapter 1 -Schoology quiz: Conflict -Vocabulary activity (what you know, kind of know, don't know) -Read chapter 2

-Activity based on quiz: *A is group 1 *B and below is group 2

-Read poem and discuss conflict within the poem (group 1 will be the inner circle and group 2 will be the outer circle, then switch) -Read Chapter 3

-Chapter 1 summary OR connecting annotation

-On notecard: Words you don't know and turn in (keep the chart) -What are the types of conflict you read about in the poem?

-Read and annotate chapter 1 due tomorrow -Economy notes -Only annotating for conflict this short week!!

-Read and annotate chapter 2 -TV and Movie notes -Vocab menu for the words you don't know due tomorrow -Read and annotate Chapter 3 -Car notes -IR goal reflection due Monday

Date Monday 2/10

Learning Target Analyze theme in the novel by annotating for textual evidence

Tuesday 2/11

Analyze theme in the novel by annotating for textual evidence

Wednesday 2/12

Analyze theme in the novel by annotating for textual evidence

Thursday 2/13 Friday 2/14

Analyze theme in the novel by annotating for textual evidence

Analyze theme in the novel by annotating for textual evidence

Bell Work Agenda

IR question in box format in reader's notebook

Vocabulary

IR question in box format in reader's notebook 7 minutes IR

Activities -Check annotations while students do the BW and start to read chapter 4 -Read chapter 4

-Check annotations while students do the BW and start to read chapter 6 -Mini lesson for those who need help with theme (children's books) -Other group will read chapter 6 -Close reading of the poem

*Round 1: comprehension questions about poem

*Round 2: analytical questions about poem

*Round 3: connection questions about poem -Start reading chapter 5 -Quiz on Schoology about theme -Read chapter 7 -Activity based on quiz:

*A is group 1 *B and below is group 2 -Group 2: Work on activity with theme in the novel -Group 1: Read short story and discuss theme within the story -Read Chapter 8

Exit Slip What is the definition of theme? What do you think the theme of the novel could be so far? Redo notecard from exit slip yesterday What is the definition of theme? What do you think the theme of the novel could be so far?

What is the theme of the poem? How does it connect to the novel?

Vocabulary

Group work

Homework -Read and annotate chapter 4 -Fashion notes -Only annotating for theme this week!! -Read and annotate chapter 5 (poem) -Gang notes

-Read and annotate chapter 6

-Read and annotate chapter 7 -Read and annotate chapter 8

Date Monday 2/17 Tuesday 2/18 Wednesday 2/19

Thursday 2/20

Friday 2/21

Learning Target

Bell Work

PRESIDENT'S DAY--NO SCHOOL

TEACHER INSERVICE--NO STUDENTS

Analyze character in the novel by Agenda

annotating for textual evidence

Activities

Exit Slip

-Check annotations while students do the BW and start to read chapter 9 -Dynamic/static character lesson

Thumbs up/thumbs down dynamic/static within The Outsiders

Analyze character in the novel by annotating for textual evidence

Analyze character in the novel by annotating for textual evidence

-Choose 2 IR questions to submit for a grade (16 points total) 7 minutes IR

-Schoology quiz: dynamic and static characters -Read chapter 10 -Check annotations while students do the BW and start to read chapter 11 -Based on quiz

*A is group 1 *B and below is group 2 -Group 1: Compare and contrast dynamic/static characters in Outsiders and The Giver and ACC -Group 2: Dynamic/static timeline in The Outsiders

Vocabulary Group work

Homework

-Read and annotate chapter 9 -Music notes -Annotate ONLY for dynamic/static characters this week! -Read and annotate chapter 10 -Events notes -Read and annotate chapter 11 and 12 -Voice Thread notes due Monday

Date Monday 2/24

Learning Target Analyze character in the novel by annotating for textual evidence

Bell Work Agenda

Tuesday 2/25

Analyze character in the novel by Vocabulary annotating for textual evidence

Wednesday 2/26 Generate new IR questions

Vocabulary

Thursday 2/27

Compare/contrast movie adaptation

Friday 2/28

**END OF TRIMESTER 2!!!

Compare/contrast movie adaptation

Cause and effect 7 minutes IR

Activities -Collect Voice Thread notes -Quiz on Schoology: review of chapter 11 and 12 -Heroic journey in The Outsiders (individual with notes) -Those that struggled with HJ: Circle one discussing HJ -Those who did not have trouble with HJ: Circle two discussing the 4R's within The Outsiders -Create new IR questions -Go to RC to find a new IR book -Read for the rest of the class period -Cause and effect minilesson -The Outsiders movie (91 minutes): compare/contrast -The Outsiders movie (Finish): compare/contrast

Exit Slip -Heroic journey

Group work

IR question approval

Compare/contrast notes Compare/contrast notes

Homework IR--just finished the novel, so get a new (or continue with your old) IR book!

IR

IR

Cause and effect worksheet

IR

Date Monday 3/3

Tuesday 3/4

Learning Target Compare/contrast purpose of the novel and radio segment

Compare/contrast purpose of the novel and radio segment

Bell Work Agenda

Did you enjoy the radio show? Why/why not?

Activities -Listen to "This American Life-- Englewood neighborhood" on NPR (radioarchives/episode/487/harperhigh-school-part-one)

*Act 1--13 minutes *Act 2--18 minutes -Take notes using your preferred method of note taking (Cornell, The Gist, T Chart, questions) -Discuss the radio show... *How is this similar/different to the novel? *What is the author's purpose in doing this radio segment? What is the author's purpose in writing the novel?

Exit Slip Notes

Discussion reflection

Homework IR

IR

Wednesday 3/5 Analyze character through

Read the word wars

-Introduce word wars (to

-Submit brainstorm

IR

textual evidence

directions

prepare for paper)

-Complete the brainstorm (1

character per person per group)

Thursday 3/6

Analyze character through

Read over my

-Discuss within group which

Thumbs up/thumbs

-Be ready to present

textual evidence

comments

brainstorm is the strongest

down: I'm ready for

for word wars

-Conference with Miss Chamoun tomorrow's wars.

tomorrow

-Start typing the word war script

Friday 3/7

Analyze character through

7 minutes IR

-Word wars (will continue on

What did you learn? -Be ready to present

textual evidence

Monday if we don't get through How will this help you for word wars

all the groups)

for the upcoming

tomorrow

paper?

***Greek/Latin Roots resume next week

**Start the Literary Analysis paper next week (groups based on anecdotal notes, class assessments, and STAR): (High) Who is the dynamic character in The Outsiders?

Why? / (Low) How is the dynamic character in The Outsiders similar and/or different than the dynamic character in The Giver?

**Email Katie about IR conferences again

Common Core Standards ? CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text** ? CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text** ? CCSS.ELA-Literacy.RL.7.5 Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning** ? CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.** ? CCSS.ELA-Literacy.RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).** ? CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).**

 ................
................

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

Google Online Preview   Download