Micki Kaminski ELA and Social Studies Lesson Plans 7th Grade ELA Block Hours 1,2 and 3,4 8th Grade Social Studies Hour 6 Prep Hour 5 November 27 – December 1,2017

Micki Kaminski 7th Grade ELA Agendas 7th Grade ELA: Hours 1,2 and 3,4 November 27 – December 1,2017

7th Grade ELA Standards Reading Writing Speaking/Listening Language 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. 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. RL.7.3 - Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). W.7.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in W.7.1-3.) W.7.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of L.7.1-3.) SL.7.1a - Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.7.1b - Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. SL.7.1c - Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. SL.7.1d - Acknowledge new information expressed by others and, when warranted, modify their own views. . L.7.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.7.2b - Spell correctly. L.7.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.7.3a - Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Guided Reading/Writing Assignments Determining Importance and Summarizing Students are to complete the assignment and read the assigned reading to be prepared for guided reading groups. The rest of the week they may read any book of choice (including the guided reading book) as well as complete a Reading Journal. Group Title of Reading Assignment Focus Red Benedict Arnold Read Graphic Novel 5 W’s Organizer DI SUM Orange The Apollo 13 Yellow The Triangle Shirtwaist Factory Fire Green The Donner Party Blue The Chicago Fire Violet The Hindenburg Disaster

Reading/Writing Workshop Stations 1. Mrs. Kaminski – Determine Importance/Summarizing 2. Read to Self – IDR Self Selected Book - Enjoyment 3. Word Work – Word Generation 3.05 “Should Wiretapping Be Made Legal?” Turn and Talk Practice and Dice Game 4. Work on Reading – Common Lit.org Reading Response to “Five People…” “The Peshtigo Fire” 5. Work on Writing – The Informational Essay Historical Event and Chronological Order of Events 6. ELA Activity – Speaking and Listening Accountable Talk 7. Warm Up Practice – November 27-December 1 Week 13 8. Multimedia – Word Generation Video Review Commonlit.org Reading/Writing Workshop Stations

MODELING OF STATIONS AND WEEK’S STRATEGIES Rotations Day Guided Kaminski ELA Activity Work on Writing Word Study Work on Reading Mon EVERY STUDENT WILL IDR USING ASSIGNED GUIDED READING AND COMPLETE STRATEGY ORGANIZER. MODELING OF STATIONS AND WEEK’S STRATEGIES Tues R O Y - G B V Wed Thurs Fri STUDENTS WILL IDR AND COMPLETE A POST ASSESSMENT, COLORED READING ASSIGNMENT OR USE TIME TO CATCHUP. ALL WORK IS DUE TODAY.

Reading Workshop Notes Monday, November 27, 2017 Famous Inspiration ELA Responsibilities Determining Importance (GIST) with Assigned Guided Reading Book WNB Pages 19-24 Word Generation Units 3.03 and 3.05 Graphic Organizers Due Thursday Reading Workshop Strategy/Skill Close Read 1 Impressions Determine Importance Summarization Shared Reading Who Was Anne Frank? Read Aloud The Five People… Mrs. K NONE (GIST) Prepare for Groups Language/Word Work Tier II Academic Vocabulary Word Generation 3.05 Should Secret Wiretapping Be Legal? Wiretapping, Patriot, Eliminate, Suspicious, Source Writing Workshop Notes MAISA Informational Writing Unit Lesson 3: Brainstorming Finding a Passion PP Slides 28-37 WNB Pages 19-24 WNB Pages 22-24 Due Today Computer Cart 5 Word Gen 3.03,3.05 POST ASSESS FRIDAY Bagel Sale FRIDAY $1.00

Determine Importance

Tuesday, November 28, 2017 Reading Workshop Notes Word of the Week ELA Responsibilities “Read” Box Portion to BLUE 2 WNB Pages 25-29 Word Generation Units 3.03 and 3.05 Graphic Organizers Due Thursday Reading Workshop Strategy/Skill Close Read 2 Craft Structure Determine Importance Summarization Shared Reading Who Was Anne Frank? Read Aloud The Five People… Mrs. K R O Y Rotations Writing, Reading, IDR Language/Word Work Tier II Academic Vocabulary Word Generation 3.03 Is an Extended Day the Right Choice for Students? Extended, Radical, Crucial, Attain, Initiative Writing Workshop Notes MAISA Informational Writing Unit Lesson 4: Developing Research Questions PP Slides 38-45 WNB Pages 25-29 WNB Page 29 Due Today Word Gen 3.03,3.05 POST ASSESS FRIDAY Bagel Sale FRIDAY $1.00

Reading Workshop Notes Wednesday, November 29, 2017 Figurative Language ELA Responsibilities “Retell” Box Portion to BLUE 2 WNB Pages 32-34 Word Generation Units 3.03 and 3.05 Graphic Organizers Due Tomorrow Reader’s Response The Five People Reading Workshop Strategy/Skill Close Read 3 Reflections Determine Importance/ Summarization Shared Reading Who Was Anne Frank? Read Aloud The Five People… Reading Response RNB Reader’s Response Mrs. K G B V Rotations Word Work, IDR, Writing Language/Word Work Tier II Academic Vocabulary Word Generation 3.03 Is an Extended Day the Right Choice for Students? Extended, Radical, Crucial, Attain, Initiative Writing Workshop Notes MAISA Informational Writing Unit Lesson 4: Research and Organize Information PP Slides 46-57 WNB Pages 30-37 WNB Pages 32-34 Due Today Word Gen 3.03,3.05 POST ASSESS FRIDAY Bagel Sale FRIDAY $1.00

Reading Response to Literature Wednesday, November 29, 2017 Copy the prompt below, restate the prompt and answer both questions in your Reader’s Response Section of RNB. Think about Eddie's war experiences. What did Eddie learn by being in war? How did he "come home a different man"? The captain shot Eddie in the foot. What does it mean when the captain tells Eddie, "I took your leg to save your life." Why does the captain tell Eddie that sacrifice is not really a loss, but a gain?

Reading Response to Literature Wednesday, November 29, 2017 Think about Eddie's war experiences. What did Eddie learn by being in war? How did he "come home a different man"? The captain shot Eddie in the foot. What does it mean when the captain tells Eddie, "I took your leg to save your life." Why does the captain tell Eddie that sacrifice is not really a loss, but a gain? Eddie learned that…. By being in the war. He came home a different man because… The Captain tells Eddie that sacrifice is not really a loss, but a gain. He tells Eddie this because…

Thursday, November 30, 2017 Reading Workshop Notes Creative Writing ELA Responsibilities Comprehension Quiz “Blood Red Night” “Respond” Box Portion to BLUE 2 WNB Pages 35-37 Word Generation Units 3.03 and 3.05 Graphic Organizers Due Today Reading Workshop Strategy/Skill Close Reading Determine Importance/ Summarization Shared Reading Who Was Anne Frank? Read Aloud The Five People… Reading Response NONE Mrs. K R O Y Rotations Reading, IDR, Writing Language/Word Work Tier II Academic Vocabulary Word Generation 3.03 Is an Extended Day the Right Choice for Students? Extended, Radical, Crucial, Attain, Initiative Writing Workshop Notes MAISA Informational Writing Unit Lesson 4: Research and Organize Information PP Slides 46-57 WNB Pages 30-37 WNB Pages 35-37 Due Today TOMORROW Word Gen 3.03,3.05 POST ASSESSMENT Bagel Sale $1.00 SUB HERE

Friday, December 1, 2017 Reading Workshop Notes TODAY Critical Thinking ELA Responsibilities Both BLUE 2 WS (Folder) WNB Pages 35-37 (Packet) Word Gen Units 3.03, 3.05 POST ASSESS Timed Reading - Fluency (Worksheet) Reader’s Response to Literature (Slide and ½ Sheet of Lined Paper Reading Workshop Strategy/Skill Close Reading Determine Importance/ Summarization Shared Reading Who Was Anne Frank? Read Aloud The Five People… Reading Response RNB Reader’s Response Mrs. K NONE Rotations NONE Language/Word Work Tier II Academic Vocabulary Word Generation 3.03 Is an Extended Day the Right Choice for Students? Extended, Radical, Crucial, Attain, Initiative Writing Workshop Notes MAISA Informational Writing Unit Lesson 4: Research and Organize Information PP Slides 46-57 WNB Pages 30-37 Word Gen 3.03,3.05 POST ASSESS TODAY Bagel Sale $1.00

Reading Response to Literature Friday, December 1, 2017 Copy the prompt below, restate the prompt and answer both questions in your Reader’s Response Section of RNB. The old woman says to Eddie, "You have peace when you make it with yourself,". Consider what she means when she says, "things that happen before you are born still affect you. And people who come before your time affect you as well." How does this relate to Eddie's life? Who are some who have come before you that have affected your own life?

Reading Response to Literature Friday, December 1, 2017 The old woman says to Eddie, "You have peace when you make it with yourself,". Consider what she means when she says, "things that happen before you are born still affect you. And people who come before your time affect you as well." How does this relate to Eddie's life? Who are some who have come before you that have affected your own life? The old lady means… when she says “You have peace when you make it with yourself”. Things can affect you before you are born by… Some people that have come before me that affected my life are…

Micki Kaminski 8th Grade Social Studies Social Studies: Hour 6 November 27 – December 1,2017 This Photo by Unknown Author is licensed under CC BY-SA

8th Grade Social Studies Standards CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. F1.2 Using the Declaration of Independence, including the grievances at the end of the document, describe the role this document played in expressing • colonists’ views of government • their reasons for separating from Great Britain. (C2) F1.3 Describe the consequences of the American Revolution by analyzing the • birth of an independent republican government (C2) • creation of Articles of Confederation (C2) • changing views on freedom and equality (C2) • and concerns over distribution of power within governments, between government and the governed, and among people (C2) U3 USHG ERA 3 – REVOLUTION AND THE NEW NATION U3.3 Creating New Government(s) and a New Constitution Explain the challenges faced by the new nation and analyze the development of the Constitution as a new plan for governing. U3.3.1 Explain the reasons for the adoption and subsequent failure of the Articles of Confederation (e.g., why its drafters created a weak central government, challenges the nation faced under the Articles, Shays’ Rebellion, disputes over western lands). (C2) U3.3.2 Identify economic and political questions facing the nation during the period of the Articles of Confederation and the opening of the Constitutional Convention. U3.3.3 Describe the major issues debated at the Constitutional Convention including the distribution of political power, conduct of foreign affairs, rights of individuals, rights of states, election of the executive, and slavery as a regional and federal issue. U3.3.4 Explain how the new constitution resolved (or compromised) the major issues including sharing, separating, and checking of power among federal government institutions, dual sovereignty (state-federal power), rights of individuals, the Electoral College, the Three-Fifths Compromise, and the Great Compromise. U3.3.5 Analyze the debates over the ratification of the Constitution from the perspectives of Federalists and Anti-Federalists and describe how the states ratified the Constitution. (C2) U3.3.6 Explain how the Bill of Rights reflected the concept of limited government, protections of basic freedoms, and the fear of many Americans of a strong central government. (C3) U3.3.7 Using important documents (e.g., Mayflower Compact, Iroquois Confederacy, Common Sense, Declaration of Independence, Northwest Ordinance, Federalist Papers), describe the historical and philosophical origins of constitutional government in the United States using the ideas of social compact, limited government, natural rights, right of revolution, separation of powers, bicameralism, republicanism, and popular participation in government. (C2)

Monday, November 27, 2017 ELA in Social Studies Notes Critical Thinking in Social Studies Student Responsibilities Study Sections 5.1-5.4 PP Notes Review WS 28 The founding fathers and their role in the formation of the US government ELA in Social Studies Key Terms / People Strategy/Skill Test Taking Skills Reading Review Pages 152-173 Writing Review Chapter Review WS 28 Chapter 5 Open Note/Book Test Tomorrow in class Chapter 5 Vocabulary Pages 152-173 Notes CHAPTER 5 TEST TOMORROW 11/28 OPEN NOTE/BOOK The Big Idea(s) Articles of Confederation Framework Problems meant a new constitution Debate over ratifying Constitution

Tuesday, November 28, 2017 ELA in Social Studies Notes Critical Thinking in Social Studies Student Responsibilities CHAPTER 5 TEST OPEN NOTE / BOOK The founding fathers and their role in the formation of the US government ELA in Social Studies Key Terms / People Strategy/Skill Test Taking Skills Reading Pages 152-173 Writing MC/Short Answer/Essay/TF Chapter 5 Open Note/Book Test Today in class!!! Chapter 5 Vocabulary Sections 5.1-5.4 Notes CHAPTER 5 TEST TODAY The Big Idea(s) Articles of Confederation Framework Problems meant a new constitution Debate over ratifying Constitution

Critical Thinking in Social Studies Student Responsibilities Wednesday, November 29, 2017 PP Notes 6.1 Summary 6.1 (WHITE) WS 2 Read Pages 182-186 Critical Thinking in Social Studies Student Responsibilities Which committee would you ask to serve on if elected to The House of Representatives? ELA in Social Studies Key Terms / People Strategy/Skill Main Idea, Chronological Order, Cause/Effect, Problem/Solution Reading Section 6.1 Pages 182-186 Writing Journal and Section 1 Summary Federal System, Impeach, Veto, Executive Orders, Pardons, Distinct, Sandra Day O’Connor, Thurgood Marshall Notes Word Gen 3.03,3.05 POST ASSESS FRIDAY Bagel Sale FRIDAY $1.00 The Big Idea(s) The US Constitution balances the powers of the federal government among the 3 branches.

Critical Thinking in Social Studies Student Responsibilities Thursday, November 30, 2017 Monopolies and Trusts WS Read What Does It Mean to be American? Two Views (WHITE) Critical Thinking in Social Studies Student Responsibilities Compare the monopolies of the 19th and early 20th centuries with monopolies of today. ELA in Social Studies Key Terms / People Strategy/Skill Main Idea, Cause/Effect, Compare and Contrast Reading Monopolies and Trusts (WHITE) What Does It Mean to be American? Two Views (WHITE) Writing Word Generation Write Up Speaking/Listening Word Generation Tier II Academic Vocabulary Word Generation 3.05 Should Secret Wiretapping Be Legal? Wiretapping, Patriot, Eliminate, Suspicious, Source Notes SUB HERE TOMORROW BEST BEHAVIOR The Big Idea(s) A monopoly is a firm that, lacking competition from other companies in the same line of business, has a large amount of control and practices.

Critical Thinking in Social Studies Student Responsibilities Friday, December 1, 2017 Critical Thinking in Social Studies Student Responsibilities The Revolutionary War Worksheet Turn in at end of the hour (even if not complete) Pay attention to what led up to the Revolutionary War ELA in Social Studies Key Terms / People Strategy/Skill Main Idea, Cause/Effect, Compare and Contrast Reading NONE Writing The Revolutionary War WS This is Us: The Revolutionary War https://www.bing.com/videos/search?q=Revolutionary+War+America+the+Story+of+Us&&view=detail&mid=F0D74A7E163FE7D0DE05F0D74A7E163FE7D0DE05&FORM=VRDGAR Notes Have a GREAT weekend!!! The Big Idea(s) Causes and Effects of the War Compare and Contrast The Patriots and Redcoats Declaration of Independence