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 12 – March 16, 2018

2. Micki Kaminski 7th Grade ELA Agendas
7th Grade ELA: Hours 1,2 and 3,4
March 12 – March 16, 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/Strategy Groups
Plot
2. Read to Self – IDR Self Selected Book - Enjoyment
3. Word Work – Word Generation Unit 3.14
Should Children Be Prohibited From Becoming Actors At an
Early Age?
4. Work on Reading – Read Aloud House Arrest
5. Work on Writing – The Argument Citizenship/Conduct/Grade
6. ELA Activity – Speaking and Listening Accountable Talk
7. Warm Up Practice – March Week 26
8. Technology – Word Generation Unit 3.14 Video Clips
Reading/Writing Workshop Stations

5. Guided Reading/Writing Assignments
Fictional Story Elements/Plot
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
Accident Prone
Question Sets
Story Map
FIC
Orange
Yellow
A Bad Move
Green
Surprise Encounter
Blue
The Run
Violet
See If I Care

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
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?

13. Reader’s Response
Compare José’s family and house to Timothy’s. What do you think Timothy feels about José’s family? How does he feel when he’s at José’s house? What role does José and his family play in Timothy’s life?

14. Emerge, Exploit, Furthermore, Confront, Interfere
Monday, March 12, 2018
Famous Inspiration
ELA Responsibilities
“Virtual Ed” Argument Rdg (Practice)
3.14 Word Cards Word Gen
ELA Grade/Conduct Argument Essay
Intro, Reasons, Evidence, Feasible Solution, Conclusion
Reading Workshop
Strategy/Skill Story Elements (Fiction)
Theme
Shared Reading Word Generation 3.14
Read Aloud House Arrest
Mrs. K NONE Leveled Short Stories
Rotations IDR and “Virtual Ed”
Language/Word Work
Word Generation Unit 3.14
Emerge, Exploit, Furthermore, Confront, Interfere
Writing Workshop
Notes
Thursday
½ Day
Hours 1,2,3
Conferences
12:30-3 and 5-8
Argument Writing
Review of Argument Writing
Write (at least 3 paragraphs) essay arguing grade and conduct in ELA class.

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

16. Should Children Be Prohibited From Becoming Actors At an Early Age?
Unit 3.14
Should Children Be Prohibited From Becoming Actors At an Early Age?

17. Discussion Questions . What are some of the negative effects of
becoming a celebrity at an early age?
. Why do child actors often have trouble as adults?
. Should parents be allowed to decide whether
their children perform?
. Do you think you could handle the pressure of
being a child celebrity?

18. Accountable Talk

20. Should Children Be Prohibited From Becoming Actors At An Early Age?
Video Clip(s)
Child Actor Tips and Tricks … (2:40)

21. Emerge (v) – to become known; to come into view
Alana, or Honey Boo Boo emerged as an audience favorite in the hit show Toddlers & Tiaras, a reality TV show about beauty pageants for young girls.
What TV shows with child actors have emerged as hits over the last year?

22. Exploit (v) – to make use of, often unfairly
Some people argue that shows like Here Comes Honey Boo Boo and Toddlers and Tiaras exploit young children for the purpose of entertainment.
In some countries, students have to clean their classrooms at the end of the day. Do you think these countries are exploiting students or teaching them a valuable lesson?

23. Exploit (n) – an exciting or daring act, an adventure
Shania loved hearing about her mother’s teenage exploits which included a pie-eating contest.
Describe your most recent exploit. Who was there and what happened?

24. Furthermore (adv) – in addition to what came before
Critics say that child actors are unprepared for fame, and furthermore, that they are unable to protect their own earnings.
What is a book or movie that kept you interested from the beginning to the end? (Try this: The plot of ________________ (title) was interesting because ______________. Furthermore, the characters interested me because ___________________.

25. Confront (v) – to face, especially in challenge
Some worry that these children will be confronted by viewers throughout their lives and reminded of embarrassing childhood behavior that they would rather forget.
How would you confront a friend who you suspected was saying bad things about you behind your back?

26. Interfere (v) – to get in the way of; to prevent something from being done properly
Some people also argue that participating in a reality TV show does not interfere with a child’s ability to become a happy and productive adult.
Do you think students should interfere when they see someone being bullied?

27. A – Young children should be prohibited from acting.
TAKE A STAND WRITING
A – Young children should be prohibited from acting. or
B – Children should have the right to decide to pursue an acting career at any age.
C – Parents should be responsible for making decisions about their child’s acting career.
You must support your position with clear reasons and specific examples. Try to use relevant words from the Word Generation list in your response.
Emerge
Exploit
Furthermore
Confront
Interfere

28. Emerge, Exploit, Furthermore, Confront, Interfere
Tuesday, March 13, 2018
Word of the Week
ELA Responsibilities
Virtual Ed Argument Rdg
3.14 Word Cards Word Gen
ELA Grade/Conduct Argument Essay
Rough Draft
Peer Edit and Revise
Reading Workshop
Strategy/Skill Story Elements (Fiction)
Theme
Shared Reading New Green
Read Aloud House Arrest
Mrs. K R O Y
Rotations IDR and WW (Word Gen Cards)
Language/Word Work
Word Generation Unit 3.14
Emerge, Exploit, Furthermore, Confront, Interfere
Writing Workshop
Notes
Thursday
½ Day
Hours 1,2,3
Conferences
12:30-3 and 5-8
Argument Writing
Review of Argument Writing
Rough Draft
Peer Edit and Revise

29. ADJECTIVE
Two people or groups agree to do something similar for each other
The plan will only work if both sides fulfill their reciprocal (mutual) obligations.

31. Emerge, Exploit, Furthermore, Confront, Interfere
Wednesday, March 14, 2018
Figurative Language
ELA Responsibilities
“Cash Courses” Argument Rdg (Assess)
3.14 Word Cards Word Gen
ELA Grade/Conduct Argument Essay
Final Paper for Conferences
Reading Workshop
Strategy/Skill Story Elements (Fiction)
Theme
Shared Reading One School At A Time
Read Aloud House Arrest
Mrs. K G B V
Rotations IDR and WR (Cash Courses)
Language/Word Work
Word Generation Unit 3.14
Emerge, Exploit, Furthermore, Confront, Interfere
Writing Workshop
Notes
Thursday
½ Day
Hours 1,2,3
Conferences
12:30-3 and 5-8
Argument Writing
Review of Argument Writing
Final Writing of Essay

32. the emotional feeling or atmosphere that a work of literature produces in a reader
Disneyland: The happiest place on earth.
McDonald’s: I’m lovin’ it.
KFC: Finger lickin’ good.

34. Emerge, Exploit, Furthermore, Confront, Interfere
Thursday, March 15, 2018
Creative Writing
ELA Responsibilities
“Cash Courses” Argument Rdg (Assess)
3.14 Word Cards Word Gen
ELA Grade/Conduct Argument Essay
Final Paper for Conferences
Reading Workshop
Strategy/Skill Story Elements (Fiction)
Theme
Shared Reading Blue Lagoon
Read Aloud House Arrest
Mrs. K R O Y
Rotations IDR Scooby Doo Mysteries
Language/Word Work
Word Generation Unit 3.14
Emerge, Exploit, Furthermore, Confront, Interfere
Writing Workshop
Notes
Today
½ Day
Hours 1,2,3
Conferences
12:30-3 and 5-8
Argument Writing
Review of Argument Writing
Final Writing of Essay

36. My favorite quote is …… from….. because …….

37. Emerge, Exploit, Furthermore, Confront, Interfere
Friday, March 16, 2018
Critical Thinking
ELA Responsibilities
“Cash Courses” Argument Rdg (Assess)
3.14 Word Cards Word Gen
ELA Grade/Conduct Argument Essay
Final Paper for Conferences
Reading Workshop
Strategy/Skill Story Elements (Fiction)
Theme
Shared Reading The Most Powerful Thing in the World
Read Aloud House Arrest
Mrs. K NONE
Rotations IDR and Media Center
Language/Word Work
Word Generation Unit 3.14
Emerge, Exploit, Furthermore, Confront, Interfere
Writing Workshop
Notes
Writing Around the Room
St Patrick’s Day Stories…
NWEA Reading and Writing Norms
Bagel Friday
$1.00

39. 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 do/not think all paper back books should/not be transferred to digital books because ……

41. St. Patty’s Day Stories
On St. Patrick's Day, my best friend gave me a four leaf clover…
On St. Patrick's Day, I was walking to school when out jumped a leprechaun…
When I looked outside my window on St. Patrick's Day, I saw a pot of gold…
On St. Patrick's Day, I rushed out the school doors and there was a beautiful rainbow…
“He, he, he.  You can’t catch me!” he chanted.

42. Micki Kaminski 8th Grade Social Studies Agendas
Hour 6
March 12 – March 16, 2018

43. 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.

44. Critical Thinking in Social Studies Student Responsibilities
Monday, March 12, 2018
Critical Thinking in Social Studies
Student Responsibilities
10.2 WS 2,3 PP4,5
DUE TOMORROW
Chapter 10 Section 1
Determine Who is Speaking
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 and PP4,5
Summary, Vocabulary Builder
Nominating Conventions,
Jacksonian Democracy,
Martin Van Buren
Notes
Chapter Test
Friday
The Big Idea(s)
Jackson’s victory in the election of 1828 marked a change in American Politics .

45. Critical Thinking In Social Studies

46. Critical Thinking in Social Studies Student Responsibilities
Tuesday, March 13, 2018
Critical Thinking in Social Studies
Student Responsibilities
10.2 WS 6,7 and PP 8-11
Due TOMORROW
Chapter 10 Section 2
Matching
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 6,7 and PP 8-11
Summary, Comp Practice
Daniel Webster, Panic of 1837, States’ Rights Doctrine, Nullification Crisis, Tariff of Abominations, McCulloch v. Maryland
Notes
Chapter Test
Friday
The Big Idea(s)
Andrew Jackson’s Presidency was marked by political conflicts.

47. Critical Thinking In Social Studies

48. Critical Thinking in Social Studies Student Responsibilities
Wednesday, March 14, 2018
Critical Thinking in Social Studies
Student Responsibilities
Review WS 26
10.3 Summary WS 18,19
Chapter 10 Section 3
True and False
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 18,19
Section Summary and
Vocabulary Builder
Indian Removal Act, Trail of Tears, Sequoyah, Indian Territory, Bureau of Indian Affairs
Notes
Chapter Test
Friday
The Big Idea(s)
President Jackson supported the policy of Indian removal.

49. Critical Thinking In Social Studies

50. Critical Thinking in Social Studies Student Responsibilities
Friday, March 16, 2018
Critical Thinking in Social Studies
Student Responsibilities
Chapter 10 Test
Complete Pages Chapter 10
Chapter 10 Section 3
True and False
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 18,19
Section Summary and
Vocabulary Builder
Indian Removal Act, Trail of Tears, Sequoyah, Indian Territory, Bureau of Indian Affairs
Notes
Chapter Test
TODAY
The Big Idea(s)
President Jackson supported the policy of Indian removal.

51. Should Children Be Prohibited From Becoming Actors At an Early Age?
Unit 3.14
Should Children Be Prohibited From Becoming Actors At an Early Age?

52. Should Children Be Prohibited From Becoming Actors At An Early Age?
Video Clip(s)
Child Actor Tips and Tricks … (2:40)

53. A – Young children should be prohibited from acting.
TAKE A STAND WRITING
A – Young children should be prohibited from acting. or
B – Children should have the right to decide to pursue an acting career at any age.
C – Parents should be responsible for making decisions about their child’s acting career.
You must support your position with clear reasons and specific examples. Try to use relevant words from the Word Generation list in your response.
Emerge
Exploit
Furthermore
Confront
Interfere