1. 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
February 26 – March 2, 2018

2. Micki Kaminski 7th Grade ELA Agendas
7th Grade ELA: Hours 1,2 and 3,4
February 26 – March 2, 2018

3. 7th Grade ELA Standards Writing Speaking/Listening Language Reading
RI Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
RI Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
RI Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
RI Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
W Write arguments to support claims with clear reasons and relevant evidence.
W.7.1a - Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
W.7.1b - Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources, and demonstrating an understanding of the topic or text.
W.7.1c - Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
W.7.1d - Establish and maintain a formal style.
W.7.1e - Provide a concluding statement or section that follows from and supports the argument presented.
SL Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
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 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
L.7.4a - Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
L.7.4b - Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.4c - Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4d - Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

4. Reading/Writing Workshop Stations
Mrs. Kaminski – Step Up To Writing in Guided Writing Groups
2. Read to Self – IDR Self Selected Book - Enjoyment
3. Word Work – Word Generation Unit 3.13
Should Schools Have a Vocational Track?
Word Cards for Unit 3.13
4. Work on Reading – Read Aloud House Arrest
5. Work on Writing – The Argument Writing
6. ELA Activity – Speaking and Listening Accountable Talk
7. Warm Up Practice – February 26-March 2 Week 24
8. Technology – Word Generation Unit 3.13 Video Clips
Cart 82 Body Paragraphs of Argument Writing
Reading/Writing Workshop Stations

5. Guided Reading/Writing Assignments
Reasons and Evidence with Explanation in Body Paragraphs
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
The Argument Reasons, Evidence and Explanation
Own Argument Conferencing W
Orange
Yellow
Green
Blue
Violet

6. 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.

8. ON DEMAND TIMED WRITING
ABC+D Strategy

9. ON DEMAND TIMED WRITING
ABC+D Strategy

13. Reader’s Response
After reading “Week 7,” create a character portrait about one of the following secondary characters: Mrs. Bainbridge, James, or Timothy’s mom. Use at least 10 adjectives to describe the character. Choose 3 of the adjectives and give reasons to explain the description for the character.

17. Vocational, inherently, exceed, equivalent, focus
Monday, February 26, 2018
Famous Inspiration
ELA Responsibilities
Pre Assessment of W7.8
Delineating Arguments Baseball Sharks
Issue, Perspective and Position
Claims, Reasons, Evidence, Explanations
Reading Workshop
Strategy/Skill Main Idea and Reasons
Argument Reading/Writing
Shared Reading Word Gen Unit 3.13
Schools Vocational Track?
Read Aloud House Arrest
Mrs. K Writing Claims, Reasons, Evidence
Rotations NONE
Language/Word Work
Word Generation Unit 3.13
Vocational, inherently, exceed, equivalent, focus
Writing Workshop
Notes
Argument - Hit ‘em With Your Best Shot
Body Paragraphs (3)
Reasons and Evidence
Explanations with Transitions
Bagel Friday
$1.00

18. I agree / disagree with Rosa Parks’ quote. She meant …
I agree / disagree with Rosa Parks’ quote. She meant …. when she stated… I can relate to this quote because…
You must have at least
3-5 sentences.

19. Should Schools Have a Vocational Track?
3.13
Should Schools Have a Vocational Track?

20. Discussion Questions from the focus of a college-preparatory track?
. How is the focus of a vocational track different
from the focus of a college-preparatory track?
. What are some benefits of a vocational track?
. Why do some people feel that the risks of having a
vocational track exceed the benefits?
. Are comprehensive high schools inherently better
than college preparatory ones?

21. Accountable Talk

23. Should Schools Have a Vocational Track?
Video Clip(s)
What is Vocational Training? (3:44)
Vocational Training Gives Students Real-Life Experiences (3:27)

24. Vocational (adj) – related to a skill, trade, or occupation
Jimmy is in the vocational track at his school; so all his classes are geared toward preparing him to get a job after high school.
What kind of vocational program would interest you most: child care, auto repair, woodworking, hair styling, or plumbing?

25. Inherently (adv) – naturally, belonging to the basic nature of something
Some people think comprehensive schools are inherently better than college preparatory schools.
Do you think people are inherently selfish? Explain.

26. Exceed (v) – to be greater than; to go beyond
People who support college preparatory schools believe that the value of an academic-focused education exceeds the value of job-focused training for high school students.
Which musical artists or sports teams exceeded the expectations of their fans this year?

27. Equivalent (adj) – alike or equal
School segregation ended when lawyers proved that schools serving black and white students were not providing students with equivalent educations.
Which TV show does the best job of giving equivalent representation to people of different races?

28. Focus (n) – center of activity or interest
The focus of his math class is the way that businesses manage money.
Do you think schools need to change their focus from academics to real-world skills?

29. Focus (v) – to direct attention to
Simeon decided to focus on studying instead of playing video games so that he could improve his grades.
Do parents focus too much, or not enough, on manners? Explain your answer.

30. A – High schools should prepare all students for college.
TAKE A STAND WRITING
A – High schools should prepare all students for college. or
B – High schools should provide vocational training for students who know they do not want to go to college.
Create your own
You must support your position with clear reasons and specific examples. Try to use relevant words from the Word Generation list in your response.
Vocational
Inherently
Exceed
Equivalent
Focus

32. Baseball Sharks

33. YELLOW 9 Baseball Sharks

36. Vocational, inherently, exceed, equivalent, focus
Tuesday, February 27, 2018
Word of the Week
ELA Responsibilities
Argument Prompt 8 in Folders
Argument Articles
Delineating Arguments Baseball Sharks
Claims, Reasons, Evidence, Explanations
Counterargument
Reading Workshop
Strategy/Skill Looking at Both Sides YELLOW
Main Idea and Reasons
Shared Reading Baseball Sharks
Read Aloud House Arrest
Mrs. K R O Y
Rotations IDR and WR (Argument Articles)
Language/Word Work
Word Generation Unit 3.13
Vocational, inherently, exceed, equivalent, focus
Writing Workshop
Notes
Argument - Hit ‘em With Your Best Shot
Argument Writing Prompt 8
Body Paragraphs (3)
Reasons and Evidence
Explanations with Transitions
Counter Argument
Bagel Friday
$1.00

37. ADJECTIVE
Occurring every day; mundane
Her quotidian commute was thankfully shorter now that she got transferred.

41. Vocational, inherently, exceed, equivalent, focus
Wednesday, February 28, 2018
Figurative Language
ELA Responsibilities
Argument Prompt 9 in Folders
Delineating Arguments Baseball Sharks
Claims, Reasons, Evidence, Explanations
Counterargument, Intro and Conclusion
Reading Workshop
Strategy/Skill Looking at Both Sides YELLOW
Main Idea and Reasons
Shared Reading Baseball Sharks
Read Aloud House Arrest
Mrs. K G B V
Rotations IDR and WW (Work on Writing)
Language/Word Work
Word Generation Unit 3.13
Vocational, inherently, exceed, equivalent, focus
Writing Workshop
Notes
Argument - Hit ‘em With Your Best Shot
Argument Writing Prompt 9
Introduction and Conclusion
The Hook and Knock Out Punch
Bagel Friday
$1.00

42. A theme in literature that places a character against technology.
Frankenstein is often considered the classic exposition of this theme, with a scientifically created human becoming a destructive monster.

52. Vocational, inherently, exceed, equivalent, focus
Thursday, March 1, 2018
Creative Writing
ELA Responsibilities
Argument Prompt 10 in Folders
Delineating Arguments Baseball Sharks
Word Gen Unit 3.13 Word Cards
Peer Revision and Editing
Does evidence support reason?
Reading Workshop
Strategy/Skill Looking at Both Sides YELLOW
Main Idea and Reasons
Shared Reading Baseball Sharks
Read Aloud House Arrest
Mrs. K 2nd Round of Writing Groups
Rotations IDR and WW (Word Work)
Language/Word Work
Word Generation Unit 3.13
Vocational, inherently, exceed, equivalent, focus
Writing Workshop
Notes
Argument - Hit ‘em With Your Best Shot
Argument Writing Prompt 10
Peer Revision and Editing
Rubric and Directions
Begin Typing Final
Bagel Friday
$1.00

53. Some characteristics of my superhero are…because…

56. Vocational, inherently, exceed, equivalent, focus
Friday, March 2, 2018
Critical Thinking
ELA Responsibilities
Word Gen Unit 3.13 Word Cards
Type of Final Argument Paper
Assessment of Argument Reading
Reading Workshop
Strategy/Skill Looking at Both Sides YELLOW
Main Idea and Reasons
Shared Reading NONE
Read Aloud House Arrest
Mrs. K NONE
Rotations IDR and Media Center
Language/Word Work
Word Generation Unit 3.13
Vocational, inherently, exceed, equivalent, focus
Writing Workshop
Notes
Argument - Hit ‘em With Your Best Shot
Type Argument Final
Introduction
3 Body Paragraphs
Counterargument
Conclusion
Bagel Friday
$1.00

57. I can use it in real life when/because…
I learned … this week.
I can use it in real life when/because…
Draw an emoji to represent the week.
Yes/No, I do/don’t think that vulgar lyrics makes an impact on society because…
Do most kids think it’s OK if they recite these lyrics?

58. Title of Your Argument Paper
Micki Kaminski
March 2, 2018
ELA 1,2
Title of Your Argument Paper
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59. Micki Kaminski 8th Grade Social Studies Agendas
Hour 6
February 26 – March 2, 2018

60. 8th Grade Social Studies Standards
CCSS.ELA-Literacy.RH 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 Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-Literacy.RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
EXPANSION AND REFORM ( ) Challenges to an Emerging Nation Analyze the challenges the new government faced and the role of political and social leaders in meeting these challenges.
U Washington’s Farewell – Use Washington’s Farewell Address to analyze the most significant challenges the new nation faced and the extent to which subsequent Presidents heeded Washington’s advice.
U Establishing America’s Place in the World – Explain the changes in America’s relationships with other nations by analyzing treaties with American Indian nations, Jay’s Treaty (1795), French Revolution, Pinckney’s Treaty (1795), Louisiana Purchase, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine.
U4.1.4 Establishing a National Judiciary and Its Power – Explain the development of the power of the Supreme Court through the doctrine of judicial review as manifested in Marbury v. Madison (1803) and the role of Chief Justice John Marshall and the Supreme Court in interpreting the power of the national government (e.g., McCullouch v. Maryland, Dartmouth College v. Woodward, Gibbons v. Ogden).
U4.2.3 Westward Expansion – Explain the expansion, conquest, and settlement of the West through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from their native lands, the growth of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny.
U4.2.4 Consequences of Expansion – Develop an argument based on evidence about the positive and negative consequences of territorial and economic expansion on American Indians, the institution of slavery, and the relations between free and slaveholding states.
U United States History Investigation Topic and Issue Analysis, Past and Present – Use historical perspectives to analyze issues in the United States from the past and the present; conduct research on a historical issue or topic, identify a connection to a contemporary issue, and present findings (e.g., oral, visual, video, or electronic presentation, persuasive essay, or research paper); include causes and consequences of the historical action and predict possible consequences of the contemporary action.

61. Critical Thinking in Social Studies Student Responsibilities
Monday, February 26, 2018
Critical Thinking in Social Studies
Student Responsibilities
9.1 WS 2,3 and 6-11
Due Wednesday
Chapter 9 Section 1
Chronological Order
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading Unit Read Pages
Writing Section 1 WS 2,3, 6-11
Summary, Comp Practice,
Democracy, July 4th Address
James Monroe, Monroe Doctrine, Adams-Onis Treaty, Rush-Bagot Agreement, Convention of 1818, Simon Bolivar
Notes
9.1, 9.2 QUIZ FRIDAY
The Big Idea(s)
The United States peacefully settled disputes with foreign powers.

62. Critical Thinking In Social Studies

63. Critical Thinking in Social Studies Student Responsibilities
Tuesday, February 27, 2018
Critical Thinking in Social Studies
Student Responsibilities
9.1 WS 2,3 and 6-11
Due Wednesday
Chapter 9 Section 1
Chronological Order
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading Unit Power Point WS 4,5
Writing Section 1 WS 2,3, 6-11
Summary, Comp Practice,
Democracy, July 4th Address
James Monroe, Monroe Doctrine, Adams-Onis Treaty, Rush-Bagot Agreement, Convention of 1818, Simon Bolivar
Notes
9.1, 9.2 QUIZ FRIDAY
The Big Idea(s)
The United States peacefully settled disputes with foreign powers.

64. Critical Thinking in Social Studies Student Responsibilities
Wednesday, February 28, 2018
Critical Thinking in Social Studies
Student Responsibilities
9.2 WS 12,13 and 16-19
Due Friday Before Quiz
Chapter 9 Section 2
If You Were There…
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading Unit Read Pages
Writing Section 2 WS 12, 13, 16-19
Summary, Map Activity
Comprehension Practice
Nationalism, Henry Clay, American System, Cumberland Road, Erie Canal, Era of Good Feelings, Sectionalism, Missouri Compromise,
John Quincy Adams
Notes
9.1, 9.2 QUIZ FRIDAY
The Big Idea(s)
A rising sense of national unity allowed some regional differences to be set aside and national interests to be served.

65. Critical Thinking In Social Studies

66. Critical Thinking in Social Studies Student Responsibilities
Thursday, March 1, 2018
Critical Thinking in Social Studies
Student Responsibilities
9.2 WS 12,13 and 16-19
Due Friday Before Quiz
Chapter 9 Section 2
If You Were There…
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading Unit Read Pages
Writing Section 2 WS 12, 13, 16-19
Summary, Map Activity
Comprehension Practice
Nationalism, Henry Clay, American System, Cumberland Road, Erie Canal, Era of Good Feelings, Sectionalism, Missouri Compromise,
John Quincy Adams
Notes
9.1, 9.2
QUIZ TOMORROW
The Big Idea(s)
A rising sense of national unity allowed some regional differences to be set aside and national interests to be served.

67. Critical Thinking in Social Studies Student Responsibilities
Friday, March 2, 2018
Critical Thinking in Social Studies
Student Responsibilities
Word Generation Debate
9.1, 9.2 Quiz
Practice Work from 9.1, 9.2
Review for Sections
9.1, 9.2 Quiz
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Supporting Details, Cause/Effect
Reading Word Generation Unit 3.13
Writing Debate (Claim and Reasons)
Should Schools have a
Vocational Track?
Word Generation Unit 3.13
Vocational, inherently, exceed, equivalent, focus
Notes
9.1, 9.2 QUIZ TODAY
The Big Idea(s)
Are comprehensive high schools inherently better than
college-prep ones?

68. A – High schools should prepare all students for college.
TAKE A STAND WRITING
A – High schools should prepare all students for college. or
B – High schools should provide vocational training for students who know they do not want to go to college.
Create your own
You must support your position with clear reasons and specific examples. Try to use relevant words from the Word Generation list in your response.
Vocational
Inherently
Exceed
Equivalent
Focus

69. Should Schools Have a Vocational Track?
Video Clip(s)
What is Vocational Training? (3:44)
Vocational Training Gives Students Real-Life Experiences (3:27)