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
March 5 – March 9, 2018

2. Micki Kaminski 7th Grade ELA Agendas
7th Grade ELA: Hours 1,2 and 3,4
March 5 – March 9, 2018

3. 7th Grade ELA Standards Writing Speaking/Listening Language Reading
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).
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.
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. 
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 Groups
Theme and Character
2. Read to Self – IDR Self Selected Book - Enjoyment
3. Word Work – Word Generation Unit 3.13
Should Schools Have a Vocational Track?
4. Work on Reading – Read Aloud House Arrest
5. Work on Writing – The Argument Using a Mystery
6. ELA Activity – Speaking and Listening Accountable Talk
The Stuart Smally Mystery
7. Warm Up Practice – March 5-9 Week 25
8. Technology – Word Generation Unit 3.13 Video Clips
Reading/Writing Workshop Stations

5. Guided Reading/Writing Assignments
Fictional Story Elements
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
Penny Finds a Nickle
Circle
Read and T4
SWBS Strategy
FIC
Orange
Yellow
Square
Green
Blue
Triangle
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
Discuss the author’s usage of figurative language on page 47. What is the effect of comparing the mysterious gift to fireworks and a slant of sunshine? How are these metaphors effective in conveying Timothy’s feelings here?

14. Vocational, inherently, exceed, equivalent, focus
Monday, March 5, 2018
Famous Inspiration
ELA Responsibilities
Delineating Arguments School Conflict
Issue, Perspective and Position
Claim, Reason, Evidence, Explanation
Stuart Smally Timeline
Reading Workshop
Strategy/Skill Story Elements (Fiction)
Character and Setting
Shared Reading The Longest Plunge
Read Aloud House Arrest
Mrs. K NONE (SWBS)
Rotations Penny Finds a Nickle and IDR
Language/Word Work
Word Generation Unit 3.13
Vocational, inherently, exceed, equivalent, focus
Writing Workshop
Notes
Bagel Friday
$1.00
½ Day Friday
Hours 4,5,6
Argument Writing Using a Mystery
The Mystery of Stuart Smally
Read the Witness Statements
Timeline of Events

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

17. School Conflict

18. Blue 3 School Conflict

19. Witness Statements

20. Timeline of Events

21. Vocational, inherently, exceed, equivalent, focus
Tuesday, March 6, 2018
Word of the Week
ELA Responsibilities
Good Deeds / Life Fair? Readings
Due Tomorrow
Stuart Smally Evidence Charts
Reading Workshop
Strategy/Skill Story Elements (Fiction)
Character and Setting
Shared Reading Living Like A Spartan
Read Aloud House Arrest
Mrs. K R O Y (Penny Finds a Nickle)
Rotations IDR and WR (Deeds or Life Fair?)
Language/Word Work
Word Generation Unit 3.13
Vocational, inherently, exceed, equivalent, focus
Writing Workshop
Notes
Bagel Friday
$1.00
½ Day Friday
Hours 4,5,6
Argument Writing Using a Mystery
The Mystery of Stuart Smally
Analyze the Physical Evidence
Complete Evidence Charts

22. VERB
to restate the main points; summarize
We are often asked to recapitulate or repeat reading for comprehension.

24. Analyzing The Physical Evidence

25. Physical Evidence Charts

26. Vocational, inherently, exceed, equivalent, focus
Wednesday, March 7, 2018
Figurative Language
ELA Responsibilities
Continue The Mystery of Stuart Smally
Evidence Charts
Timeline of Events
Reading Workshop
Strategy/Skill Story Elements (Fiction)
Theme
Shared Reading Jesse’s Journal
Read Aloud House Arrest
Mrs. K G B V (Penny Finds a Nickle)
Rotations IDR and WW (Argument Writing)
Language/Word Work
Word Generation Unit 3.13
Vocational, inherently, exceed, equivalent, focus
Writing Workshop
Notes
Bagel Friday
$1.00
½ Day Friday
Hours 4,5,6
Argument Writing Using a Mystery
The Mystery of Stuart Smally
Complete Evidence Charts
Timeline of Events

27. The attitude or approach that the author takes toward the work’s subject.
“I’m so excited that he called! I’ve been hoping to hear from him.” Vs. “Why is that weirdo calling me again after all this time?”

28. Physical Evidence Charts

29. Timeline of Events

30. Vocational, inherently, exceed, equivalent, focus
Thursday, March 8, 2018
Creative Writing
ELA Responsibilities
Continue The Mystery of Stuart Smally
Evidence Charts, Timeline of Events
Personality Profile and Final Report
Are Public Curfews Fair? Reading
Due Tomorrow
Reading Workshop
Strategy/Skill Story Elements (Fiction)
Theme
Shared Reading Day in Life/Musical Prodigy
Read Aloud House Arrest
Mrs. K R O Y Good Deeds / Life Fair
Rotations IDR and WR (Curfews Fair?)
Language/Word Work
Word Generation Unit 3.13
Vocational, inherently, exceed, equivalent, focus
Writing Workshop
Notes
Bagel Friday
$1.00
½ Day Friday
Hours 4,5,6
Argument Writing Using a Mystery
The Mystery of Stuart Smally
Complete Evidence Charts
Timeline of Events
Personality Profile
Final Report

33. Stuart Smally Final Report

34. Vocational, inherently, exceed, equivalent, focus
Friday, March 9, 2018
Critical Thinking
ELA Responsibilities
Continue The Mystery of Stuart Smally
Evidence Charts, Timeline of Events
Personality Profile and Final Report
Are Public Curfews Fair? Reading
Due Today
Reading Workshop
Strategy/Skill Analyzing the Evidence
Shared Reading NONE
Read Aloud House Arrest
Mrs. K NONE
Rotations IDR
Scooby Doo Mysteries
Language/Word Work
Word Generation Unit 3.13
Vocational, inherently, exceed, equivalent, focus
Writing Workshop
Notes
Argument Writing Using a Mystery
The Mystery of Stuart Smally
Complete Evidence Charts
Timeline of Events
Personality Profile
Final Report
Bagel Friday
$1.00
½ Day Today
Hours 4,5,6

35. 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 were to get lost I would like to be lost ……. because ……

36. Micki Kaminski 8th Grade Social Studies Agendas
Hour 6
March 5 - 9, 2018

37. 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.

38. Critical Thinking in Social Studies Student Responsibilities
Monday, March 5, 2018
Critical Thinking in Social Studies
Student Responsibilities
9.3 WS 20,21 and 22-30
Due Wednesday (Tuesday class time)
Chapter 9 Section 3
Fill in the Blank
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading Unit Read Pages
Writing Section 3 WS 20,21 and 22-30
Summary, Comp Practice,
BIOS, and Review
Washington Erving, James Cooper, Hudson River School, Thomas Cole, George Bingham
Notes
CHAPTER 9 TEST THURSDAY
The Big Idea(s)
As the United States grew, development in many cultural areas contributed to the creation of a new American Identity.

39. Critical Thinking In Social Studies

40. Critical Thinking in Social Studies Student Responsibilities
Tuesday, March 6, 2018
Critical Thinking in Social Studies
Student Responsibilities
9.3 WS 20,21 and 22-30
Due TOMORROW
Chapter 9 Section 3
If You Were…
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading Unit Read Pages
Writing Section 3 WS 20,21 and 22-30
Summary, Comp Practice,
BIOS, and Review
Washington Erving, James Cooper, Hudson River School, Thomas Cole, George Bingham
Notes
CHAPTER 9 TEST THURSDAY
The Big Idea(s)
As the United States grew, development in many cultural areas contributed to the creation of a new American Identity.

41. Critical Thinking in Social Studies Student Responsibilities
Wednesday, March 7, 2018
Critical Thinking in Social Studies
Student Responsibilities
Study for Test Tomorrow
Chapter 9 Test Tomorrow
Chapter 9 Sections 1-3
Review for Test
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading Unit Pages
Writing Sections WS 1-29
Review for Test Tomorrow
Nationalism, Henry Clay, American System, Cumberland Road, Erie Canal, Era of Good Feelings, Sectionalism, Missouri Compromise,
John Quincy Adams
Notes
CHAPTER 9 TEST TOMORROW
The Big Idea(s)
A New National Identity
( )

42. Critical Thinking In Social Studies

43. Critical Thinking in Social Studies Student Responsibilities
Thursday, March 8, 2018
Critical Thinking in Social Studies
Student Responsibilities
Chapter 9 Sections 1-3
Review for Test
CHAPTER 9 TEST
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading Unit Pages
Writing Sections WS 1-29
Nationalism, Henry Clay, American System, Cumberland Road, Erie Canal, Era of Good Feelings, Sectionalism, Missouri Compromise,
John Quincy Adams
Notes
CHAPTER 9 TEST TODAY
The Big Idea(s)
A New National Identity
( )

44. Critical Thinking in Social Studies Student Responsibilities
Friday, March 9, 2018
Critical Thinking in Social Studies
Student Responsibilities
Word Generation Argument Writing
10.1 Summary WS 2,3
Chapter 10 Section 1
The Age of Jackson
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
Section Summary
Nominating Conventions, Jacksonian Democracy, Democratic Party, Spoils System, Kitchen Cabinet, Martin Van Buren
Notes
HAVE A GREAT WEEKEND
The Big Idea(s)
The expansion of voting rights and the election of Andrew Jackson signaled the growing power of the American people.

45. Critical Thinking In Social Studies

46. 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

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