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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 June 4 – June 8, 2018
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Micki Kaminski 7th Grade ELA Agendas
7th Grade ELA: Hours 1,2 and 3,4 June 4 – June 8, 2018
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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.
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Reading/Writing Workshop Stations
Mrs. Kaminski – Informational Text Promises to Keep By Sharon Robinson 2. Read to Self – IDR Self Selected Book - Enjoyment 3. Word Work – Greek and Latin Roots Units 7,8 4. Work on Reading – Read Aloud The Last Invisible Boy 5. Work on Writing – Modes of Writing 6. ELA Activity – Speaking and Listening Accountable Talk Warm Up Practice – May 28 – June 1 8. Technology – Elements of Literature Teacher ED Videos Jackie Robinson BIO Reading/Writing Workshop Stations
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ON DEMAND TIMED WRITING
ABC+D Strategy
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ON DEMAND TIMED WRITING
ABC+D Strategy
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Monday, June 4, 2018 Reading Workshop Notes Famous Inspiration
ELA Responsibilities Promises to Keep Read Why My Father?/Play Ball Pages 28-49 Questions 72-89 Compare/Contrast Writing Key Words Reading Workshop Strategy/Skill Informational Close Reading Shared Reading Promises To Keep Read aloud Pages 28-49 Read Aloud The Last Invisible Boy Activity/Lesson Text Dependent Questions citing evidence to support responses Language/Word Work Writing Workshop FINAL EXAM WED 6/6 Notes Compare and Contrast Writing Reread page 41 paying close attention to the image. What was the significance of the relationship between Pee Wee Reese and Jackie Robinson?
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I agree / disagree with Serena Williams’ quote. She meant …
I agree / disagree with Serena Williams’ quote. She meant …. when she stated… I can relate to this quote because… You must have at least 3-5 sentences.
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Tuesday, June 5, 2018 Reading Workshop Notes Word of the Week
ELA Responsibilities Promises to Keep A Civil Rights Champion/ Jackie’s Legacy Pages 50-62 Questions 90-97 Compare/Contrast Writing Key Words Reading Workshop Strategy/Skill Informational Close Reading Shared Reading Promises To Keep Read aloud Pages 50-62 Read Aloud The Last Invisible Boy Activity/Lesson Text Dependent Questions citing evidence to support responses Language/Word Work Writing Workshop FINAL EXAM TOMORROW Notes Compare and Contrast Writing How was Jackie Robinson’s Family’s experience similar to those of the great migration?
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No negative connotation was intended by using the word "short."
ADJECTIVE of a word or expression No negative connotation was intended by using the word "short."
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ELA Final Exam Wednesday, June 6, 2018 Reading Workshop Notes
Figurative Language ELA Responsibilities Reading Workshop ELA Final Exam Strategy/Skill Informational Close Reading Shared Reading Final Exam Read Aloud The Last Invisible Boy Activity/Lesson Text Dependent Questions citing evidence to support responses Language/Word Work FINAL EXAM TODAY Writing Workshop Notes Argument Writing Should girls be allowed to participate with boys in sports?
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a stanza Each of the three couplets in a stanza begins with the same letter, so that the alphabet is repeated
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Greek and Latin Roots Unit 8
Thursday, June 7, 2018 Creative Writing ELA Responsibilities Promises to Keep Packet How Jackie Robinson Changed Baseball Questions 1-8 Greek and Latin Roots Unit 8 Reading Workshop Strategy/Skill Informational Close Reading Shared Reading How Jackie Robinson Changed Baseball (CommonLit) Read Aloud The Last Invisible Boy Activity/Lesson Text Dependent Questions citing evidence to support responses Language/Word Work Greek and Latin Roots Unit 8 Have a Great Day!! Writing Workshop Notes Language Greek and Latin Roots Activity Discussion Questions
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This summer I plan on …
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Greek and Latin Roots Unit 8
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Friday, June 8, 2018 Reading Workshop Notes Have a Great Weekend
Critical Thinking ELA Responsibilities Promises to Keep Assessment About My Father Reading Review of Greek and Latin Roots Units 1- 8 Writing Assessment Reading Workshop Strategy/Skill Informational Close Reading Shared Reading About My Father Read Aloud The Last Invisible Boy Activity/Lesson Text Dependent Questions citing evidence to support responses Language/Word Work Writing Workshop Notes Promises to Keep Assessment What is one thing that you learned about Jackie Robinson that have an impact on you? Explain. Have a Great Weekend
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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 could change one thing in the world, it would be.. because…
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Micki Kaminski 8th Grade Social Studies Agendas
Hour 6 June 4 – June 8, 2018
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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. I Can Statements… Chapters 16 and 17 from United States History I can illustrate political, economic and social reasons why the Southern states seceded. I can clarify the reasons why the Upper South and Lower South seceded at different times. Using critical events and battles during the war I can give reasons for the North’s victory. I can compare and contrast the political and military leadership of the North and South during the war. I can identify aspects of the Gettysburg Address that reflect the ideals of the Declaration of Independence. I can demonstrate how the war affected various social groups and the landscape of America. I can describe the difference between free blacks (those who escaped from slavery), free whites and enslaved blacks. I can identify provisions within the Northwest Ordinance that had an impact on the banning of slavery (e.g. the establishment of Michigan as a free state. I can give illustrations of the advantages and disadvantages of the North and South (geographic, economic, technological) during the war. I can identify the strengths of Lincoln's presidency. I can defend the progression of Lincoln's policies towards emancipation. I can portray the different roles of African Americans in the Civil War (i.e. soldiers, rebels and slaves.) I can identify the ways that women were involved in the Civil War.
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Critical Thinking in Social Studies Student Responsibilities
Monday, June 4, 2018 Critical Thinking in Social Studies Student Responsibilities STUDY FOR FINAL EXAM Final Exam Review ELA in Social Studies Key Terms / People Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading The Gettysburg Address Writing Comprehension Questions Notes FINAL EXAM TOMORROW The Big Idea(s) I can identify aspects of the Gettysburg Address that reflect the ideals of the Declaration of Independence.
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Critical Thinking in Social Studies Student Responsibilities
Tuesday, June 5, 2018 Critical Thinking in Social Studies Student Responsibilities FINAL EXAM FINAL EXAM ELA in Social Studies Key Terms / People Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading Chapters 8-16 Writing Chapters 8-16 People and Vocabulary for Chapters 8-16 Notes FINAL EXAM TODAY The Big Idea(s) FINAL EXAM
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ELA in Social Studies Notes SUB TODAY BEST BEHAVIOR
Wednesday, June 6, 2018 Critical Thinking in Social Studies Student Responsibilities WS 6,9 Challenges Due TOMORROW Anticipation Guide Begin Holocaust Unit ELA in Social Studies Key Terms / People Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading The Roots of Anti-Semitism and Years of Turmoil in Germany Writing WS 6, 9 Video Clips on D-Day (3:10) D-Day The Great Crusade (10:25) Notes SUB TODAY BEST BEHAVIOR The Big Idea(s) Prejudice with the Jews did not begin with the Holocaust.
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Critical Thinking in Social Studies Student Responsibilities
Thursday, June 7, 2018 Critical Thinking in Social Studies Student Responsibilities WS 12,15,18 Challenges Due TOMORROW Introduction to the Holocaust Unit ELA in Social Studies Key Terms / People Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading The Nazi Rise to Power The Nazi View of Religion The Nazi Attack on Jews Writing WS 12,15,18 Video Clip(s) (30:00) Notes Have a Great Day!! The Big Idea(s) Mein Kampf, Hitler’s book, offered a blueprint for Germany’s future.
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ELA in Social Studies Notes SUB TODAY BEST BEHAVIOR
Friday, June 8, 2018 Critical Thinking in Social Studies Student Responsibilities WS 30,33,36 Challenges Due MONDAY Introduction to the Holocaust Unit ELA in Social Studies Key Terms / People Strategy/Skill Main Idea, Supporting Details, Chronological Order, Cause/Effect Reading Establishing Concentration Camps The Major Concentration Camps Survival in a Concentration Camp Writing WS 30, 33, 36 Video Clip WWII Crash Course (13:00) Notes SUB TODAY BEST BEHAVIOR The Big Idea(s) The Nazi’s were not the fist to try isolating large groups into camps.
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