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
May 21 – May 25, 2018

2. Micki Kaminski 7th Grade ELA Agendas
7th Grade ELA: Hours 1,2 and 3,4
May 21 – May 25, 2018

3. 7th Grade ELA Standards Reading Writing Speaking/Listening Language
RL Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 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 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
RL Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
RL Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
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.7.4d - 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 – Fictional Story Elements in Guided/Strategy Groups
Plot Structure, Craft, Figurative Language
2. Read to Self – IDR Self Selected Book - Enjoyment
3. Word Work – Greek and Latin Roots Unit 7
4. Work on Reading – Read Aloud The Last Invisible Boy
5. Work on Writing – The Literary Essay
6. ELA Activity – Speaking and Listening Accountable Talk Literature Circles
7. Warm Up Practice – May 21 – 25 Week 36
8. Technology – Audio of Stories and Video Clips Theme
Reading/Writing Workshop Stations

5. Guided Reading/Writing Assignments
Story Elements and Structure / Theme
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
What Do Fish Have to Do with Anything?
T4 and Questioning
Comprehension RL
Orange
Yellow
The Treasure of Lemon Brown
Green
Blue
Raymond’s Run
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

12. Reader’s Response 9
Where does Finn think his dad has gone after death? Where does he believe he will end up after he dies? Do you agree with him? Why or why not? What do you think will happen to you? Why do you believe this?

13. Reader’s Response 10
Have you ever lost anyone close to you? What did it feel like? How long did it take you to heal? What kinds of things remind you of him or her?

14. Vocabulary in Individual Stories Greek and Latin Roots Unit 7
Monday, May 21, 2018
Famous Inspiration
ELA Responsibilities
Complete the Theme Packet with individual story – Partner work
Introduction and figurative language for Literary Essay
Complete Cartoon Comic Strip/Story
Reading Workshop
Strategy/Skill Story Elements (Fiction)
Theme
Shared Reading Individual Stories
Read Aloud The Last Invisible Boy
Mrs. K R O Y G B V
Rotations IDR and Theme Unit
Language/Word Work
Vocabulary in Individual Stories
Greek and Latin Roots Unit 7
log, max, nov, pel, strict
Writing Workshop
Notes
Literary Analysis Writing
Introduction to Literary Essay
Determine at least 2 elements of figurative language
FRIDAY
HOURS 4,5,6
NO SCHOOL MONDAY

15. I agree / disagree with Sean Swarner’s quote. He meant …
I agree / disagree with Sean Swarner’s quote. He meant …. when he stated… I can relate to this quote because…
You must have at least
3-5 sentences.

17. THEME Individual Stories

18. Ways to Find Theme

19. Prompts To Ask About Theme

21. Discovering Themes with a Partner

22. Collecting Supporting Evidence

23. Vocabulary in Individual Stories Greek and Latin Roots Unit 7
Tuesday, May 22, 2018
Word of the Week
ELA Responsibilities
Complete the Theme Packet with individual story – Partner work
Introduction and figurative language, Theme for Literary Essay Paragraphs
Complete Cartoon Comic Strip/Story
Reading Workshop
Strategy/Skill Story Elements (Fiction)
Theme
Shared Reading Individual Stories
Read Aloud The Last Invisible Boy
Mrs. K R O Y G B V
Rotations IDR and Theme Unit
Language/Word Work
Vocabulary in Individual Stories
Greek and Latin Roots Unit 7
log, max, nov, pel, strict
Writing Workshop
Notes
Literary Analysis Writing
Theme and Supporting Evidence
Introduction, Figurative Language Paragraph
Concluding Paragraph
FRIDAY
HOURS 4,5,6
NO SCHOOL MONDAY

24. NOUN
summit, height
The ziggurats were pyramid-shaped temples the Sumerian architects built.

25. Greek and Latin Roots Unit 7

26. Vocabulary in Individual Stories Greek and Latin Roots Unit 7
Wednesday, May 23, 2018
Figurative Language
ELA Responsibilities
Final Literary Essay Due Today
Complete Cartoon Comic Strip/Story
Reading Workshop
Strategy/Skill Story Elements (Fiction)
Theme
Shared Reading Individual Stories
Read Aloud The Last Invisible Boy
Mrs. K R O Y G B V
Rotations IDR and Theme Unit
Language/Word Work
Vocabulary in Individual Stories
Greek and Latin Roots Unit 7
log, max, nov, pel, strict
Writing Workshop
Notes
Literary Analysis Writing
Intro, Figurative Language, Theme, and Concluding Paragraphs
Peer edit Papers and Finalize
FRIDAY
HOURS 4,5,6
NO SCHOOL MONDAY

27. Suspense is a literary device that authors use to keep their readers’ interest alive throughout the work. It is a feeling of anticipation that something risky or dangerous is about to happen.
Movies use cliffhangers to make sure their audience feels suspense over what is going to happen next.

28. Thursday, May 24, 2018 Reading Workshop Notes ELA Responsibilities
Creative Writing
ELA Responsibilities
Final Literary Essay Due Today
Complete Cartoon Comic Strip/Story
“Glory Road” Questions
Reading Workshop
Strategy/Skill Story Elements (Fiction)
Theme
Shared Reading Individual Stories
Read Aloud The Last Invisible Boy
Mrs. K NONE
Rotations IDR and Theme Unit
Language/Word Work
Writing Workshop
Notes
Literary Analysis Writing
“Glory Road” Discussion Questions
Intro, Figurative Language, Theme, and Concluding Paragraphs
Peer edit Papers and Finalize
FRIDAY
HOURS 4,5,6
NO SCHOOL MONDAY

29. My favorite fairy tale as a child was ….. because …

31. Glory Road Anticipation Guide

32. Glory Road Movie Questions
Glory Road is set during the peak of the Civil Rights Movement. What situations in the movie stood out to you as being very different from how people are treated today?
Did this film help you understand why the Civil Rights Movement is such an important part of America’s history?
In your opinion, why was the true story behind Glory Road such an important story to tell?
How does Coach Haskins change his recruiting methods after the traditional methods fail?
Have you ever wanted to be part of something — knowing you could do well—only to be rejected? Or have you ever rejected someone because of their race, the way they talked, the clothes they wore, or where they lived? Describe your experience.
Name some of the behaviors that players on the Texas Western team had to overcome in order to become winners.

33. NO CLASS TODAY Friday, May 25, 2018 Reading Workshop Notes
Critical Thinking
ELA Responsibilities
Reading Workshop
NO CLASS TODAY
Language/Word Work
Writing Workshop
Notes
TODAY
HOURS 4,5,6
NO SCHOOL MONDAY

34. 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.
I am different from my peers because… I stand out from a crowd by …

35. Micki Kaminski 8th Grade Social Studies Agendas
Hour 6
May 21 – May 25, 2018

36. 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.
U4.2 Regional and Economic Growth Describe and analyze the nature and impact of the territorial, demographic, and economic growth in the first three decades of the new nation using maps, charts, and other evidence.
U4.2.1 Comparing Northeast and the South – Compare and contrast the social and economic systems of the Northeast and the South with respect to geography and climate and the development of • agriculture, including changes in productivity, technology, supply and demand, and price • industry, including entrepreneurial development of new industries, such as textiles • the labor force including labor incentives and changes in labor forces • transportation including changes in transportation and impact on economic markets and prices • immigration and the growth of nativism • race relations • class relations
U The Institution of Slavery – Explain the ideology of the institution of slavery, its policies, and consequences.
U4.3.1 Explain the origins of the American education system and Horace Mann’s campaign for free compulsory public education.
U4.3.2 Describe the formation and development of the abolitionist movement by considering the roles of key abolitionist leaders (e.g., John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Sojourner Truth, William Lloyd Garrison, and Frederick Douglass), and the response of southerners and northerners to the abolitionist movement.
U4.3.3 Analyze the antebellum women’s rights (and suffrage) movement by discussing the goals of its leaders (e.g., Susan B. Anthony and Elizabeth Cady Stanton) and comparing the Seneca Falls Resolution with the Declaration of Independence.
U4.3.4 Analyze the goals and effects of the antebellum temperance movement.
U4.3.5 Evaluate the role of religion in shaping antebellum reform movements.
U5.1 The Coming of the Civil War Analyze and evaluate the early attempts to abolish or contain slavery and to realize the ideals of the Declaration of Independence. 8 – U Explain the differences in the lives of free blacks (including those who escaped from slavery) with the lives of free whites and enslaved peoples.
U5.1.2 Describe the role of the Northwest Ordinance and its effect on the banning of slavery (e.g., the establishment of Michigan as a free state).
U5.1.3 Describe the competing views of Calhoun, Webster, and Clay on the nature of the union among the states (e.g., sectionalism, nationalism, federalism, state rights).
U5.1.4 Describe how the following increased sectional tensions • the Missouri Compromise (1820) • the Wilmot Proviso (1846) • the Compromise of 1850 including the Fugitive Slave Act • the Kansas-Nebraska Act (1854) and subsequent conflict in Kansas • the Dred Scott v. Sandford decision (1857) • changes in the party system (e.g., the death of the Whig party, rise of the Republican party and division of the Democratic party)
U5.1.5 Describe the resistance of enslaved people (e.g., Nat Turner, Harriet Tubman and the Underground Railroad, John Brown, Michigan’s role in the Underground Railroad) and effects of their actions before and during the Civil War.
U5.1.6 Describe how major issues debated at the Constitutional Convention such as disagreements over the distribution of political power, rights of individuals (liberty and property), rights of states, election of the executive, and slavery help explain the Civil War.

37. Critical Thinking in Social Studies Student Responsibilities
Monday, May 21, 2018
Critical Thinking in Social Studies
Student Responsibilities
Study for Chapter 15 Assessment
Test Tomorrow
Chapter 15 Sections 1-4
Chapter Activities
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading Unit 4 Chapter 15 Pages
Writing Sections 1-4 WS 1-27
Section Summary, Vocabulary
Builder, BIO, Primary Sources
Chapter 15 A Divided Nation Vocabulary and Important People
Notes
CHAPTER 15 TEST TOMORROW
The Big Idea(s)
A Divided Nation

38. Critical Thinking In Social Studies

39. Critical Thinking in Social Studies Student Responsibilities
Tuesday, May 22, 2018
Critical Thinking in Social Studies
Student Responsibilities
CHAPTER 15 TEST TODAY
Chapter 15 Sections 1-4
Chapter Activities
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading Unit 4 Chapter 15 Pages
Writing Sections 1-4 WS 1-27
Section Summary, Vocabulary
Builder, BIO, Primary Sources
Chapter 15 A Divided Nation Vocabulary and Important People
Notes
CHAPTER 15 TEST TODAY
The Big Idea(s)
A Divided Nation

40. Critical Thinking In Social Studies

41. Critical Thinking in Social Studies Student Responsibilities
Wednesday, May 23, 2018
Critical Thinking in Social Studies
Student Responsibilities
16.1 WS 2-7 PP 8,9
Due TOMORROW
Chapter 16 Section 1
The War Begins
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading Unit Pages
Writing Section 1 WS 2-7 PP 8,9
Story, Map, Timeline, Summary,
Vocabulary Builder
Abraham Lincoln, cotton diplomacy, Fort Sumpter, Winfield Scott,
border states
Notes
FINAL EXAM TUESDAY 6/5
The Big Idea(s)
Civil War broke out between the North and the South in 1863.

42. Critical Thinking In Social Studies

43. Critical Thinking in Social Studies Student Responsibilities
Thursday, May 24, 2018
Critical Thinking in Social Studies
Student Responsibilities
16.2 WS 10,11,14 PP 12,13
Due TOMORROW
Chapter 16 Section 2
The War in the East
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading Unit Pages
Writing Section 1 WS 10,11,14 PP 12,13
Summary and Vocab Builder
Stonewall Jackson, Battle of Antietam, Robert E. Lee, Second Battle of Bull Run, Seven Days Battle, ironclads, Bull Run
Notes
FINAL EXAM TUESDAY 6/5
The Big Idea(s)
Confederate and Union faced off in Virginia and at sea.

44. Critical Thinking In Social Studies

45. Critical Thinking in Social Studies Student Responsibilities
Friday, May 25, 2018
Critical Thinking in Social Studies
Student Responsibilities
Review for Final Exam
Due Wednesday 5/30
Review Chapters 3-15
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading Units 3-5 Chapters 3-16
Writing Review WS for Chapters 3-16
Chapters 3-16
People and Vocabulary Terms
Notes
FINAL EXAM TUESDAY 6/5
The Big Idea(s)
Chapters 3-16

46. Critical Thinking In Social Studies