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
January 22-26, 2018

2. Micki Kaminski 7th Grade ELA Agendas
7th Grade ELA: Hours 1,2 and 3,4
January 22-26, 2018

3. ON DEMAND TIMED WRITING
ABC+D Strategy

4. ON DEMAND TIMED WRITING
ABC+D Strategy

5. 7th Grade ELA Standards Writing Speaking/Listening Language Reading
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.
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.

6. Guided Reading/Writing Assignments
Reading Comprehension Strategies
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
NONE
Orange
Yellow
Green
Blue
Violet

7. Reading/Writing Workshop Stations
Mrs. Kaminski – Inferring and Drawing Conclusions
2. Read to Self – IDR Self Selected Book - Enjoyment
3. Word Work – Word Generation Unit 3.12 Pre and Reading
Should Single Gender Education be an Option for Everyone?
4. Work on Reading – Read Aloud – House Arrest
“We Didn’t Start the Fire” by Billy Joel
5. Work on Writing – The Argument Writing Step Up to Writing Format
ELA Activity – Speaking and Listening Accountable Talk
Word Cards Packet for Units 3.11 and 3.12
7. Warm Up Practice – January 22-26, Week 20
8. Technology – Cyber Ethics Unit
PBIS Videos
Reading/Writing Workshop Stations

8. 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.

11. Reading Workshop Notes
Monday, January 22, 2018
Famous Inspiration
ELA Responsibilities
Word Generation Unit 3.11 and 3.12
Word Cards
Reader’s Response House Arrest
PBIS Review
Reading Workshop
Strategy/Skill Close Main Ideas Details
Determine Importance
Summarization
Shared Reading Word Gen Unit 3.12
Read Aloud House Arrest
Mrs. K NONE
Rotations NONE
Language/Word Work
Word Generation Unit 3.12
Gender, Comprise, Adapt,
Conduct, Paradigm
Writing Workshop
Notes
Bagel Sale
Friday
Viewing and Accountable Talk
American Pastime Movie
- Historical Fiction movie about the Japanese Internment Camps in USA during WWII

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

13. Should Single- Gender Education Be an Option for Everyone?
Unit 3.12
Should Single- Gender Education Be an Option for Everyone?

14. Discussion Questions . What are some advantages of single-gender
education for boys? For girls?
. What are some disadvantages of single-gender
. How could going to a single-gender school make
it difficult for boys or girls to adapt to situations
with both genders?

15. Accountable Talk

17. Should Single-Gender Education Be an Option for Everyone?
Video Clip(s)
Single Gender Classrooms? (3:55)

18. Gender (n) – social category related to sexual identity
A new law has made single-gender education available to students who cannot afford to go to private schools.
Discuss a time when you were not allowed to participate in an activity because of your gender.

19. Comprise (v) – to make up; to form
Men and women comprise the workforce.
Do you think it’s important that a school be comprised of an equal number of boys and girls?

20. Adapt (v) – to change to fit a new situation
If boys and girls grow up without the experience of working together, the may have trouble adapting to mixed-gender situations.
Why might students have a hard time adapting to middle school?

21. Conduct (v) – to behave in a particular manner; to plan and carry out
To prepare students to succeed as adults, they must learn how to conduct themselves around the opposite sex.
Do you think it is dishonest to conduct yourself one way in front of some friends and differently in front of other friends?

22. Conduct (n) – behavior
The guide discussed appropriate conduct before allowing the class to enter the museum.
How does your conduct change when you are in a classroom versus when you are at the shopping mall?

23. Paradigm (n) – a model or example; a framework
Supporters of the single-gender paradigm in education say that boys and girls learn better in separate settings.
What are some rules that you would include in your personal paradigm for success?

24. Tuesday, January 16, 2018 Reading Workshop Notes Word of the Week
ELA Responsibilities
Cyber Ethics Lesson 1
Word Generation Unit 3.11 and 3.12
Word Cards
Reader’s Response House Arrest
PBIS Review
Reading Workshop
Strategy/Skill Close and Critical Reading
Shared Reading Safe Online Talk
Read Aloud House Arrest
Mrs. K NONE
Rotations NONE
Language/Word Work
Word Generation Unit 3.12
Gender, Comprise, Adapt,
Conduct, Paradigm
Writing Workshop
Notes
Bagel Sale
Friday
Cyber Ethics Lesson 1
Safe Online Talk
Take Three Organizer
Internet Traffic Light
Assessment

25. NOUN
A government run by only a few; usually the very wealthy
A system of government in which power is held by a small group is an oligarchy.

26. Lawrence Kohlberg’s Classic Moral Dilemma
Heinz’s wife was dying from a particular type of cancer. Doctors said a new drug might save her. The drug had been discovered by a local pharmacist and Heinz tried desperately to buy some, but the pharmacist was charging ten times the money it cost to make the drug.
Heinz could only raise half the money, even after help from family and friends. He explained to the pharmacist that his wife was dying and asked if he could have the drug at a lower price or pay the rest of the money later. The pharmacist refused, saying that he had discovered the drug and was going to make money from it. The husband was desperate to save his wife, so later that night he broke into the pharmacy and stole the drug.

28. Wednesday, January 24, 2018 Reading Workshop Notes Figurative Language
ELA Responsibilities
Cyber Ethics Lesson 2
Word Generation Unit 3.11 and 3.12
Word Cards
Reader’s Response House Arrest
PBIS Review
Reading Workshop
Strategy/Skill Close and Critical Reading
Shared Reading A Creator’s Responsibilities
Read Aloud House Arrest
Mrs. K NONE
Rotations NONE
Language/Word Work
Word Generation Unit 3.12
Gender, Comprise, Adapt,
Conduct, Paradigm
Writing Workshop
Notes
½ Day Friday Hours 4,5,6
Bagel Sale
Friday
Cyber Ethics Lesson 2
A Creator’s Responsibilities
Case Studies
Jigsaw Reading
Assessment

29. a person who is opposed to, struggles against, or competes with another; opponent; adversary
Since Gina is my main competition for the promotion, I consider her to be my antagonist.

30. Support your response with textual evidence.
Reader’s Response
Based on the section “Week 1,” what can you conclude about the protagonist Timothy so far?
Support your response with textual evidence.

31. Thursday, January 25, 2018 Reading Workshop Notes Creative Writing
ELA Responsibilities
Word Generation Unit 3.11 and 3.12
Word Cards
Reader’s Response House Arrest
WINGS Writing Argument
PBIS Review
Reading Workshop
Strategy/Skill Close Read Talk to the Text
Making Inferences
Drawing Conclusions
Shared Reading Wings
Read Aloud House Arrest
Mrs. K NONE
Rotations NONE
Language/Word Work
Word Generation Unit 3.12
Gender, Comprise, Adapt,
Conduct, Paradigm
Writing Workshop
Notes
Bagel Sale
Friday
Song Analysis and Argument
What is the message about society?
Is there to much of an emphasis on materialistic things?

32. Choose a favorite song of yours and write the chorus (repeating pattern).

33. Friday, January 26, 2018 Reading Workshop Notes Critical Thinking
ELA Responsibilities
Word Generation Unit 3.11 and 3.12
Word Cards
Reader’s Response House Arrest
WINGS Writing Argument
PBIS Review
Reading Workshop
Strategy/Skill Text Dependent Questions
Shared Reading Greek Myth NIKE
Read Aloud House Arrest
Mrs. K NONE
Rotations NONE
Language/Word Work
Word Generation Unit 3.12
Gender, Comprise, Adapt,
Conduct, Paradigm
Writing Workshop
Notes
Circle in the Grizzly Den
What is the message about society?
Is there to much of an emphasis on materialistic things?
Share out our responses for WINGS
Argument Statements in Hallway
Bagel Sale
TODAY

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.
If I created a UTOPIAN society it would look like…It would be located…and it would be different than society today by…

35. Micki Kaminski 8th Grade Social Studies
Social Studies: Hour 6
January 22-26, 2018
This Photo by Unknown Author is licensed under CC BY-SA

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 USHG ERA 4 – EXPANSION AND REFORM ( ) U4.1 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.
U Challenge of Political Conflict – Explain how political parties emerged out of the competing ideas, experiences, and fears of Thomas Jefferson and Alexander Hamilton (and their followers), despite the worries the Founders had concerning the dangers of political division, by analyzing disagreements over • relative power of the national government (e.g., Whiskey Rebellion, Alien and Sedition Acts) and of the executive branch • foreign relations (e.g., French Revolution, relations with Great Britain)• economic policy (e.g., the creation of a national bank, assumption of revolutionary debt)
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).

37. Critical Thinking in Social Studies Student Responsibilities
Monday, January 22, 2018
Critical Thinking in Social Studies
Student Responsibilities
Section 7.3 Summary WS 22,23
Comprehension WS GREEN
PP Notes 24,25
Chapter 7 Section 3
Who is Speaking?
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Chronological Order, Cause/Effect, Problem/Solution
Reading Section 3 Pages
Challenges for the New Nation
Writing Section 3 Summary WS 22,23
GREEN Pages WS 22-29
French Revolution, Neutrality Proclamation, Privateers, Jay’s Treaty, Little Turtle, Treaty of Greenville, Whiskey Rebellion
Notes
7.3, 7.4 Quiz
F 1/26
Chapter 7 Test
T 1/30
The Big Idea(s)
The United States faced significant foreign and domestic challenges under Washington.

39. Critical Thinking in Social Studies Student Responsibilities
Tuesday, January 23, 2018
Critical Thinking in Social Studies
Student Responsibilities
Section 7.3 Summary WS 22,23
Comprehension WS GREEN
PP Notes 24,25
Chapter 7 Section 3
Who is Speaking?
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Chronological Order, Cause/Effect, Problem/Solution
Reading Section 3 Pages
Challenges for the New Nation
Writing Section 3 Summary WS 22,23
GREEN Pages WS 22-29
French Revolution, Neutrality Proclamation, Privateers, Jay’s Treaty, Little Turtle, Treaty of Greenville, Whiskey Rebellion
Notes
7.3, 7.4 Quiz
F 1/26
Chapter 7 Test
T 1/30
The Big Idea(s)
The United States faced significant foreign and domestic challenges under Washington.

40. Critical Thinking in Social Studies Student Responsibilities
Wednesday, January 24, 2018
Critical Thinking in Social Studies
Student Responsibilities
Section 7.4 Summary WS 30,31
Comprehension WS GREEN
PP Notes 32,33
Chapter 7 Section 4
Which Came First?
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Chronological Order, Cause/Effect, Problem/Solution
Reading Section 4 Pages
Challenges for the New Nation
Writing Section 4 Summary WS 30,31
PINK Pages WS 30-37
Political Parties, Federalist Party, Democratic Party, XYZ Affair, Alien and Sedition Acts, Kentucky and Virginia Resolutions
Notes
7.3, 7.4 Quiz
F 1/26
Chapter 7 Test
T 1/30
The Big Idea(s)
The development of political parties in the United States contributed to differing ideas about the role of the federal government.

42. Critical Thinking in Social Studies Student Responsibilities
Thursday, January 25, 2018
Critical Thinking in Social Studies
Student Responsibilities
Section 7.4 Summary WS 30,31
Comprehension WS GREEN
PP Notes 32,33
Chapter 7 Section 4
Which Came First?
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Chronological Order, Cause/Effect, Problem/Solution
Reading Section 4 Pages
Challenges for the New Nation
Writing Section 4 Summary WS 30,31
PINK Pages WS 30-37
Political Parties, Federalist Party, Democratic Party, XYZ Affair, Alien and Sedition Acts, Kentucky and Virginia Resolutions
Notes
7.3, 7.4 Quiz
F 1/26
Chapter 7 Test
T 1/30
The Big Idea(s)
The development of political parties in the United States contributed to differing ideas about the role of the federal government.

43. Critical Thinking in Social Studies Student Responsibilities
Friday, January 26, 2018
Critical Thinking in Social Studies
Student Responsibilities
Sections 7.3 and 7.4 Quiz
Word Generation Unit 3.12 Debate
Chapter 7 Sections 3,4
Review for Quiz
ELA in Social Studies
Key Terms / People
Strategy/Skill Main Idea, Chronological Order, Cause/Effect, Problem/Solution
Reading Section 4 Pages
Challenges for the New Nation
Writing Section 4 Summary WS 30,31
PINK Pages WS 30-37
Word Generation Unit 3.12
Gender, Comprise, Adapt, Conduct, Paradigm
Notes
SECTIONS 7.3, 7.4
QUIZ TODAY!!
CHAPTER 7
TEST TUESDAY
The Big Idea(s)
The development of political parties in the United States contributed to differing ideas about the role of the federal government.

44. A – Public schools should all be co-ed.
TAKE A STAND WRITING
A – Public schools should all be co-ed. or
B – Public schools should offer co-ed and single-gender options.
C – Public schools should provide single-gender education only.
You must support your position with clear reasons and specific examples. Try to use relevant words from the Word Generation list in your response.
Gender
Comprise
Adapt
Conduct
Paradigm