Subject: Language Arts Grade: 7 Unit day 1
Standard: 8.2.1 “…students will
write using standard English conventions for sentence structure, usage,
punctuation, capitalization, and spelling.”
Objective: Students will recognize
and use adjectives in descriptive sentences.
Materials: Pre-teaching worksheet,
“What is an Adjective” worksheet (p. 103), Adjective worksheet (p. 104), white
board, dry erase markers, or overhead.
Anticipatory set: Small group work:
Individually, make a list of 5 heroes (real or imaginary.) Pair up with your
elbow partner and compare lists. Decide on one hero to make a list of about
5-10 characteristics of the hero. As a whole group, pick a few groups to share
their lists only, and allow class to guess the hero from the description. (15
minutes)
Instructional sequence:
·
Hand out “pre-teaching” worksheet. Allow 5-7 minutes for students to
complete. Discuss worksheet. (8-10 minutes)
·
Explain that these words are called adjectives, and that adjectives are
words used to describe, identify, or quantify nouns or pronouns. Ask if anyone
remembers what nouns and pronouns are. Many of the characteristics you listed
about your heroes are adjectives. Let’s list some on the board. Explain that
adjectives can describe (five senses), tell “which one,” and express “how
many.”
·
(Modeling phase) Hand out “What is an adjective” worksheet. Read it over together,
emphasizing that you don’t expect them to remember the names (articles,
definite or indefinite articles) but they need to remember what they are and
what they do. Work the first three problems for the class on the overhead.
·
(Guided practice) Work problems 4-10 together, allowing the
students to come to the overhead to demonstrate how to do the problems for the
rest of the class. Have students work the rest independently.
·
Closure: Ask: “What are words that describe nouns or pronouns called?
What do they do?
·
Independent practice: Adjective worksheet. Work the first one or two in
each section to make sure students understand what to do. Finish for class
tomorrow.
·
Enrichment (optional) Instead of worksheet, have advanced students write a 20
adjective sentence. Must include direct or indirect articles and proper
adjectives.
Assessment: Grade worksheet.
Name___________________________________________ Date___________________
Read each pair of sentences.
Underline anything that is different in the second sentence.
1.) a. Chloe had homework.
b. Chloe had several pages of difficult homework.
2.) a. She
put her homework in her folder.
b. She put her homework in her pink
Science folder.
3.) a. Chloe put on her pajamas.
b. Chloe put on her red, fuzzy, footed pajamas.
4.) a. She
climbed into bed and pulled up the blankets.
b. She climbed into her soft bed and pulled up the warm blankets.
5.) a. She
read a story before going to sleep.
b. She read a short, funny story before going to sleep.
Look at the words you underlined.
What do those words seem to do for the sentences?
Do you know what those words are
called?
Subject: Language Arts Grade: 7 Unit day 2
Standard: 8.2.1 “…students will
write using standard English conventions for sentence structure, usage, punctuation,
capitalization, and spelling.
Objective: Students will recognize
and use adjectives in descriptive sentences.
Materials: Journals, article: “The
Real Action Heroes,” copies of “Keeping your eyes open” from article, plus
overhead of “Keeping…”, worksheet page 105
Anticipatory set: Journal prompt: “Can kids
be heroes? Why or how?”
Instructional sequence:
·
Read journal article, “The Real Action Heroes: Fast Acting Kids Save
Lives.” Ask, “Do you think what these girls did was heroic?” Allow for discussion.
·
Ask, “What are adjectives?” Let’s list some adjectives that describe
heroes.
·
(Modeling phase) Hand out copies of “Keeping your eyes open.”
Place transparency on overhead. Instruct class to look for any adjectives in
the article and underline them. Then, ask if there are places in the article
where an adjective would help make the story more interesting.
·
(Guided practice) Choose three adjectives from “hero” list. Ask
class to give ideas for writing a sentence using those adjectives. Then, hand out
worksheet p. 105. Do #1 together.
·
Closure: What can adjectives do for our sentences? (Make them more
descriptive)
·
Independent practice: Finish section A on
worksheet p. 105. Due tomorrow.
·
Enrichment: Do section B on worksheet rather than all of section A. Or, do both
for extra points.
Assessment: Grade worksheets.
Copy of “The Real Action Heroes” for lesson day 2
*Record: 1*
*Title:* The Real Action Heroes: Fast-acting Kids Saves Lives.
*Authors:* Orr, Tamra B.
*Source:* Current Health 1; Oct2002, Vol. 26 Issue 2, p12, 2p, 1bw
*Document Type:* Article
*Subject Terms:* LIFESAVING
ECKERT, Sarah
*Abstract:* Features girls who have taken the effort to save lives,
including Sarah Eckert, who saved a boy from drowning in a pool.
*Lexile:* 610
*Full Text Word Count:* 962
*ISSN:* 0199-820X
*Accession Number:* 7425811
*Persistent link to this record: *
http://0-search.ebscohost.com.rosi.unk.edu:80/login.aspx?direct=true&db=ulh&AN=7425811&site=ehost-live
*Cut and Paste:* <A
href="http://0-search.ebscohost.com.rosi.unk.edu:80/login.aspx?direct=true&db=ulh&AN=7425811&site=ehost-live">The
Real Action Heroes: Fast-acting Kids Saves Lives.</A>
*Database: * MAS Ultra - School Edition
------------------------------------------------------------------------
Section: First Aid & Safety
The Real Action Heroes: Fast-acting Kids Saves Lives
If you think the real action heroes are on the movie screen, check out
these two young ladies!
Have you ever thought that knowing first aid or learning about what to
do in an emergency was a waste of time? Have you ever thought to
yourself that nothing serious could ever happen to you? A lot of kids
feel that way--but unexpectedly, they find out they are wrong. Suddenly,
that information is incredibly important, and they are grateful that
they knew what to do--and so may you. Just take a look at what happened
to these two girls.
Keeping Your Eyes Open
It all happened without a sound. One moment, the 2-year-old was sitting
on the edge of the pool playing with toys under the watchful eyes of his
mother, and the next, he was underwater. While Mom was packing away her
towels to get ready to leave, he reached for his toy truck. With hardly
a splash, he fell into the water.
What happened next could have been a tragedy. Instead, thanks to the
quick actions of a 6-year-old named Sarah Eckert, the toddler was up and
out of the water in seconds. "I knew he couldn't swim," says Sarah, now
9. "So, I jumped up and pulled him out. I put him back on the concrete.
He was coughing and crying because he was really scared." The boy was
OK, and everyone was grateful for Sarah's rescue.
She didn't stop there, however. Just last year, Sarah was eating dinner
at the kitchen table with her 7-year-old brother when he began choking
on some bacon. Mrs. Eckert was on the phone at the time. She hung up
when she heard Sarah yell that the boy was in trouble. Mrs. Eckert used
the Heimlich maneuver, and he was fine, but a little shaken.
"Sarah has a real gift," says her mother proudly. "She has a pulse on
everyone around her. She is a nurturing person and is always aware of
people's moods and emotions." Without a doubt, there are two young boys
today who already owe a big "thank you" to this observant girl.
It's little surprise that this coming summer, Sarah will be taking a
first-aid course for the first
time in her hometown of
has," said Mrs. Eckert.
Truly Taking Charge
In April of last year, 11-year-old Alecia Lightfoot took the "When I'm
in Charge" class from the
American Red Cross in
little idea that she would be using the information she learned in a
real-life situation just three months later.
It began simply enough. Alecia and her 8-year-old cousin Haley were
making candles. An older cousin was taking a nap upstairs. While Alecia
was out of the room for a moment, the wax spilled over onto the
stovetop. Panicking, Haley threw water on the wax. Quickly, it spread
across the range. Within seconds, everything was on fire. Just then
Alecia walked back into the kitchen. "I was upset when I saw my cousin
just standing there, doing nothing," she says. "I quickly took her hand
and then went and got my cousin Corey upstairs. We left the house
immediately," she explains. "I went to each neighbor's house until I
found one at home. They let us in, and I called 9-1-1 from there."
Fortunately, the fire was contained to the stovetop in the kitchen. The
story wouldn't have had such a happy ending, however, if Alecia hadn't
moved so quickly. "I was never really scared," she adds. "I knew what to
do from my class. I was prepared."
Now 12 years old, Alecia was honored by the Oregon American Red Cross
with a gift certificate and a ceremony. "I want kids like me to be aware
that something like this can happen," she says to other kids her age,
"and you have to be ready!"
The biggest heroes are rarely on the silver screen. But they might be
living next door or sitting in the next desk. Here's to Sarah and
Alecia--and other kids whose fast actions and clear thinking help make
the world a better--and safer--place!
What Is Your Fire IQ?
Alecia did a great job getting everyone to safety and calling 9-1-1 when
her house was on fire. Check out how much you know about fire safety.
1. How often should smoke detectors in a house be checked?
A. Once a month
B. Every six months
C. Once a year
2. The greatest danger from a fire comes from what?
A. The flames
B. The smoke
C. The heat
3. Your family should have a fire escape plan. How often should they
practice it?
A. Once a month
B. Every six months
C. Once a year
4. If your house is on fire, when should you call 9-1-1?
A. Before you leave the house
B. While you get your most important belongings
C. After you have left the house
5. Where should you put the smoke alarms in your house?
A. On the first floor and in the basement
B. In the attic and on the second floor
C. On each floor and outside bedrooms
ANSWERS:
1. A; 2. B; 3. B; 4. C; 5. C
Need First-Aid and Safety Information?
Most communities will offer a first-aid class that you can take. Check
out these places to find one:
• American Red Cross
• Hospitals
• Community services
• Girl Scouts/Boy Scouts
Check out the Internet too. Start with the American Red Cross. Visit
them at www.redcross.org/services/ <http://www.redcross.org/services/>
youth/kids.
PHOTO (BLACK & WHITE): Sarah Eckert and a young friend
~~~~~~~~
By Tamra B. Orr
------------------------------------------------------------------------
Copyright of Current Health 1 is the property of Weekly Reader
Corporation. The copyright in an individual article may be maintained by
the author in certain cases. Content may not be copied or emailed to
multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email
articles for individual use.
Source: Current Health 1, Oct2002, Vol. 26 Issue 2, p12, 2p
Item: 7425811
------------------------------------------------------------------------
Subject: Language Arts Grade: 7 Unit day 3
Standard: 8.2.1 “…students will
write using standard English conventions for sentence structure, usage,
punctuation, capitalization, and spelling.”
Objectives: Students will recognize
and choose pronouns and nouns that are used as adjectives.
Materials: “Other words that can be
used as adjectives” worksheet (p. 109) and transparency, “Other Words…”
worksheet p. 110, Book Daily Language Workout p. 10.
Anticipatory set: Correct Mug Shot sentence,
“Amelia Earhart….” on p. 10. Then, write “Some baby
owls live underground in small holes” on the board. Ask if they see any
adjectives. Point out “some” if it wasn’t noticed.
Instructional sequence:
·
Discuss that some nouns and pronouns can be used as adjectives. Hand
out copies of “Other words used as adjectives” worksheet, place transparency on
overhead. Read through first part of worksheet together. Emphasize that they
need not remember the names (definite pronoun, indefinite pronoun, etc…) but
they need to remember what they are.
·
(Modeling phase) Practice #1-10 as a class.
·
(Guided practice) Try #11 on your own. Discuss answers. Repeat
with the rest (to #15.) Check students’ answers as they work to make sure they
understand.
·
Closure: Ask, “What other kinds of words can be used as adjectives?” Tell
class there will be a quiz tomorrow over adjectives.
·
Independent practice: Worksheet p. 110. Finish for tomorrow.
Assessment: Grade worksheet.
Subject: Language Arts Grade: 7 Unit day 4
Standard: 8.1.4 “…students will
identify and apply knowledge of the structure, elements, and literary
techniques to analyze fiction.”
Objectives: Students will listen to
oral reading of a story and describe and draw interpretation of a character.
Students will discuss characters and their importance in fiction.
Materials: journals, dry erase board
and markers, quiz over adjectives, book Hoot, blank paper, crayons,
markers, or colored pencils, character list
Anticipatory set: Journal prompt: “Write
about your favorite storybook or movie character. Why is s/he your favorite?
Use juicy, descriptive adjectives.” (5-10 minutes)
Instructional sequence:
·
Quiz over adjectives. (10-15 minutes.)
·
Share a few favorite characters. Ask, “What are the five main elements
of fiction?” (Plot, setting, character, conflict/resolution, point of view)
“Which of these do you feel are most important?” “What are characters?” “Why are
characters important to a story? Can we have a fiction story without them?”
·
Read pages 1-3 (to break) of Hoot out loud. Hand students blank
paper, crayons, markers, etc…. Draw a picture of what you imagine the running
boy to look like. Add some adjectives or other descriptive words to the side of
your paper, if needed.
·
Divide into small groups of 4 or 5. Compare drawings. Make a list of
differences and similarities. Discuss and decide as a group
on some of the character traits of the running boy that are not physical—in
other words, can you infer something about his personality?
·
Go over answers/responses. Ask students to justify their answers. Ask
students why they think the author didn’t tell us more about the running boy.
(Suspense, make us interested, etc…) Ask students to make predictions about
what we will learn in the rest of the chapter.
·
Talk about the techniques an author uses to describe a character to us.
In other words, how do we get to know a character? (Narrative, character
actions and thoughts, reactions of other characters, author description.)
·
Hand out character lists. Explain that we will be keeping a character
list during the reading of the story, and that we’ll be adding to it as new
characters are introduced and when we learn more about old characters. Ask,
“What characters have we met so far?” Add them to the list, along with any
traits.
·
Continue reading chapter one, as time allows.
·
Closure: Discuss the characters, as well as the setting of the story.
Assessment: Observation of students’
discussions and comparisons of character drawings. Look over drawings, listen
to responses.
Name_________________________ Date___________
Period_________________________
Adjective Quiz
Score ___/10
Underline the adjectives in these sentences. Draw an arrow
from the adjective to the word it modifies (describes). 8 points
1. Tony watched as his last dollar blew away in the sudden
storm.
2. Cute little Chloe loves to gaze into polished mirrors.
3. Jack was an admirable character in the last school
play.
4. Libby sold her glass doll collection at the yard sale.
Use each word as an adjective in a sentence. 2 points
5. These ________________________________________
______________________________________________
6. Chocolate
_____________________________________
______________________________________________
Character List
Book title_____________________________
Character’s name:
Description of the character (physical,
personality, actions, etc…)
Character’s name:
Description of the character (physical,
personality, actions, etc…)
Character’s name:
Description of the character (physical,
personality, actions, etc…)
Character’s name:
Description of the character (physical,
personality, actions, etc…)
Subject: Language Arts Grade: 7 Unit day 5
Standards: 8.1.4 “…students will
identify and apply knowledge of the structure, elements, and literary
techniques to analyze fiction.”
8.4.1 “…students will identify information gained and complete tasks
through listening.”
Objectives: Students will listen to a
story read orally and describe elements of character and setting.
Assessment plan: Listen to student responses,
check over character lists.
Materials: Individual dry erase
boards and markers for each student, character lists (Students should already
have these in their notebooks.)
Instructional sequence:
·
Anticipatory set: Group work: With a partner, use your dry erase boards
to play “pictionary” type game, drawing characters
from books, movies, or TV shows. Review events from previous
day’s reading. Who have we met so far, what do you think or hope we’ll
learn from the rest of chapter one? List these on the board.
·
Finish reading chapter one. During reading, look up/ define new
vocabulary words, such as vandalism, survey stake, monetary damage, etc…
Determine if any of the questions we had were answered.
·
Fill out character lists with new characters.
·
Discussion questions: How do you think it feels to be the new kid?
What are some of the differences between
What does Garret think of the running boy?
What does he think the running boy is? Why do you think that
·
Closing: Informal questioning—student response to the book so far: do
they like it? What do they like, what would make it more enjoyable, etc….
Subject: Language Arts Grade Level: 7 Unit day 6
Standards Addressed: 8.1.4 “…students will
identify and apply knowledge of the structure, elements, and literary
techniques to analyze fiction.”
8.2.2 “…students will write
compositions with focus, related ideas, and supporting details.”
8.3.1 “…students will participate in
group discussion by asking questions ad contributing information and ideas.
8.4.1 “ …students
will identify information gained and complete tasks through listening.”
Objectives: Students will listen and
read along from a book read orally, recall information, and make predictions
for future chapters.
Materials: Admit slip (one per
group), Exit slips (one per student), character lists (students should have
from previous lesson), book: Hoot.
Instructional Sequence:
·
Anticipatory set: Group work: Work in groups (assigned by the teacher)
to recall what we’ve read in Hoot so far. Predict what might happen in
the next chapter. Fill in Admit slip, one per group, about your predictions.
·
Ask for two groups to share their predictions. Make comparisons,
discuss as a group why we made the predictions that we did. What have we
learned so far that makes us believe that our predictions are realistic?
·
Read aloud chapters 2 and 3. Ask for volunteers to read a paragraph or
two.
·
Fill in new characters/descriptions on our character lists. (Students
should name Miss Hennepin, girl who punches
·
Turn to page 32 and re-read
Assessment plan: Read over Admit and Exit
slips, listen to student responses to questions.
Subject: Language Arts Grade level: 7 Unit day 7
Standards Addressed: 8.3.1 “…students will
participate in group discussions by asking questions and contributing
information and ideas.”
8.4.1 “…students will identify
information gained and complete tasks through listening.”
Objectives: Students will listen to
story read orally and recall information about the story, and make inferences
based on reading.
Materials: journals, dry erase board,
markers, book: Hoot, character lists (should already have from previous
lesson).
Instructional Sequence:
·
Anticipatory set: Journal prompt: “Have you ever been bullied or do you
know someone who has? What happened? How did you respond?”
·
Review chapters 2 and 3.
·
Read chapters 4 and 5 aloud. Ask for volunteers to read a paragraph or
two.
·
Fill in character lists (no new characters but more evidence and
descriptions given.)
·
Discussion: Recall
·
Questions regarding chapters: What happened when Officer Delinko fell asleep? How does that make him “look?”
Why does Garrett tell
Do you think
Assessment plan: Observation of students,
listen to individual and group responses to questions.
Subject: Language Arts Grade level: 7 Unit day 8
Standards Addressed: 8.1.1 “…students will identify the main idea and supporting details in what they read.”
8.1.4 “…students will identify and
apply knowledge of the structure, elements, and literary techniques to analyze
fiction.”
8.3.1 “…students will participate in
group discussions by asking questions and contributing information and ideas.”
Objectives: Students will listen to
parts of a story read orally and recall information from the story. Students
will recall facts from chapters read previously.
Materials: Mug shot sentence, page 46 of Daily Language Workouts, book Hoot,
review worksheet chapters 1-7, journals, character lists.
Instructional Sequence:
·
Anticipatory set: sponge: write mug shot sentence on the board. (wind and rain wares down even the most rockiest mountains)
and have students correct it in their journals.
·
Show corrected sentence on the board.
·
Review chapters 4 and 5 from yesterday. “What does Garret tell
·
Read chapters 6 and 7 aloud. Teacher will read all of chapter 6, and
will go around the room and have every student read a paragraph.
·
Discuss the reading in small groups. Respond to these questions: Does
Beatrice know the running boy? How? What did Officer Delinko ask
·
In your groups, fill in any new characters or discoveries about old
characters on your character lists.
·
Hand out review worksheet. These will be due on Friday. Spend remainder
of class time working on the worksheets.
Assessment plan: Observation of students as
they work in their groups, grade worksheets.
Name___________________________________________
Date _________
Hoot Review
Chapters 1-7
1.
__________________________________________________________
2. Where did
__________________________________________________________
3. What did
4. What happened that caused
___________________________________________________________
5. What happens when Officer Delinko falls asleep in his cruiser?
___________________________________________________________
6. What is a mullet?
__________________________________________
7. Think about Officer Delinko’s and Curly’s reasons for
wanting to catch the vandals. How are they the same,
and how are they different?
Same: ___________________________________________________
________________________________________________________________________________________________________________
Different:
________________________________________________
________________________________________________________________________________________________________________
8. What does Beatrice do to
Name___________________________________________
Date _________
Hoot Review
Chapters 1-7
3.
__________________________________________________________
4. Where did
__________________________________________________________
3. What did
8. What happened that caused
___________________________________________________________
9. What happens when Officer Delinko falls asleep in his cruiser?
___________________________________________________________
10. What is a mullet?
__________________________________________
11. Think about Officer Delinko’s and Curly’s reasons for
wanting to catch the vandals. How are they the same,
and how are they different?
Same:
___________________________________________________
________________________________________________________________________________________________________________
Different:
________________________________________________
________________________________________________________________________________________________________________
8. What does Beatrice do to
Subject: Language Arts Grade level: 7 unit day 9
Standards Addressed: 8.4.1 “…students will
identify information gained and complete tasks through listening.”
8.3.1 “…students will participate in
group discussions by asking questions and contributing information and ideas.
8.1.4 “…students will identify and
apply knowledge of the structure, elements, and literary techniques to analyze
fiction.”
Objectives: Students will listen to
and comprehend part of a story read orally and respond to questions raised by
the text.
Materials: Journals, character lists,
book: Hoot.
Instructional sequence:
·
Journal Prompt: “In chapter 9, which we’ll read today,
·
Review chapters 6 and 7.
·
Read chapters 8 and 9 aloud.
·
Fill out character lists.
·
Discuss the reading. Ask, “Now that we’ve read chapter 9, what did
·
Remind students that review worksheet is due tomorrow.
Assessment plan: Read journals, listen to
students’ responses to questions.
Subject: Language Arts Grade level: 7 unit day 10
Standards Addressed: 8.1.4 “…students will
identify and apply knowledge of the structure, elements, and literary
techniques to analyze fiction.”
8.1.1 “…students will identify the
main ideas and supporting details in what they have read.”
8.3.1 “…students will participate in
group discussions by asking questions and contributing information and ideas.
Objectives: Students will listen to
parts of a story read orally and analyze the character development of one of
the main characters. Students will recall and put in order important events in
the story read previously.
Materials: Large sheets of
construction paper (one per group.) Markers, “Character Ö sheet and Traits List” worksheet, character
lists, book: Hoot.
Instructional Sequence:
·
Group work: On a large piece of construction paper, create a timeline
of important events that have happened so far in the story. Collect review
worksheets.
·
Compare groups’ timelines. Discuss any differences and similarities.
Discuss reasons the groups may have chosen the same or different events.
·
Review chapters 8 and 9. “How does
·
Read chapters 10 and 11 aloud. Fill in any changes to character lists
during the reading.
·
Hand out copies of “Character Ö sheet and Traits List.”
Examine Beatrice’s character so far in the book. Has she stayed the same (flat)
or has she changed (round)? Draw an illustration of what you think Beatrice
looks like in the box. Look through the box of common character traits and
underline those traits that describe Beatrice before today’s reading (chapters
1-9.) Circle any traits that you think might describe her from what we’ve read
in chapters 10 and 11. On the line, write a few sentences about whether you
think that Beatrice has changed, or if you think her behavior is “normal” for
her. Be sure to justify your answers. This is an opinion only; there is no
right or wrong answer. Turn in on Monday.
Assessment: Check timelines for
accuracy, listen to and observe students as we review and discuss chapters,
grade checklists (due Monday)
Subject: Language Arts Grade level: 7 unit day 11
Standards: 8.1.4 “…students will identify and apply knowledge of the structure, elements, and literary techniques to analyze fiction.”
8.3.1 “…students will participate in group
discussions by asking questions and contributing information and ideas.”
8.4.1 “…students will identify
information gained and complete tasks through listening.”
Objectives: Students will listen to
and discuss issues related to a story read orally. Students will list and
describe characters from the reading.
Materials: Book Hoot,
character lists.
Instructional Sequence:
·
Anticipatory set: Small group discussion “Discuss a time when you
helped a friend or when a friend helped you.”
·
Review chapters 10 and 11.
·
Read chapters 12 and 13 aloud, ask for volunteers to read.
·
Discuss reading.
·
Fill out character lists for new characters and update old characters.
Assessment: Observe students as they
participate in group discussion; check character lists.
Subject: Language Arts Grade level: 7 unit day 12
Standards: 8.1.4 “…students will
identify and apply knowledge of the structure, elements, and literary
techniques to analyze fiction.”
8.2.1 “…students will write using
standard English conventions for sentence structure, usage, punctuation,
capitalization, and spelling.”
8.2.4 “…students will demonstrate
the use of multiple forms to write for different audiences and purposes.”
8.4.1 “…students will identify
information gained and complete tasks through listening.”
Objectives: Students will recall
information from previous readings, listen to part of a story read orally,
recall information from the reading, and write an opinion based on the reading.
Materials: journals, book Hoot,
exit slips, character lists.
Instructional Sequence:
·
Anticipatory set: journal prompt: “Would you ever tell a lie to protect
a friend? Why or why not?”
·
Review chapters 12 and 13. What happened at the hospital when they were
checking in Mullet Fingers? Why did
·
Read chapters 14 and 15. Take turns reading a paragraph.
·
Fill in character lists to update old characters.
·
Hand out exit slips and have students fill out. They can discuss their
responses with a neighbor if time remains. Hand in exit slips.
Assessment: Read journals, listen and
observe students as they answer review questions, and check exit slips.
Subject: Language Arts Grade level: 7 unit day 13
Standards: 8.1.4 “…students will
identify and apply knowledge of the structure, elements, and literary
techniques to analyze fiction.”
8.2.1 “…students will write using standard English
conventions for sentence structure, punctuation, usage, capitalization, and spelling.”
Objectives: Students will edit a
sentence for conventions and grammar; students will recall information from
previously read story and listen to and recall information from a story read
orally; students will identify character traits and compare two characters from
a story.
Materials: Book Hoot, teacher
book Daily Language Workouts level 7 p. 42, Character Comparison
worksheets, character lists.
Instructional Sequence:
·
Anticipatory set/sponge: edit Mug Shot Sentence found on page 42 of Daily
Language Workouts that begins, “1,000,000 different…” Go over corrections.
·
Review chapters 14 and 15
·
Read chapter 16 aloud. Fill in new descriptions of old characters.
·
Hand out Character Comparison worksheet. Go over process: Tell students
to pick any two characters from their character list. List their similarities
and differences. Do an example for them and model the traits that can be
compared, such as physical traits, age, likes, hobbies, behavior, etc….
·
Character comparison sheet is due on Friday.
Assessment Strategy: Check mug shot sentence,
observe student responses during the review, check
Character comparison worksheet (Friday.)
Subject: Language Arts Grade level: 7 unit day 14
Standards: 8.1.4 “…students will
identify and apply knowledge of the structure, elements, and literary
techniques to analyze fiction.”
8.2.4 “…students will demonstrate
the use of multiple forms to write for different audiences and purposes.”
Objectives: Students will recall
information from previous reading and listen to part of a story read orally.
Students will list character traits of two different characters and
compare/contrast them.
Materials: journals, book Hoot,
character lists, Character Comparison worksheets (from yesterday.)
Instructional Sequence:
·
Anticipatory set: Journal prompt: “If you
could join or help any “cause,” like Greenpeace or PETA, what would it be and
why?”
·
Invite students to share ideas about responses to journal, if they’d
like.
·
Discuss and review chapter 16.
·
Read chapter 17 aloud. Have a short discussion over the events. Fill in
any new information on character lists.
·
Allow students time to finish Character Comparison, begin reading
chapter 18. Finish reading chapter 18 for tomorrow.
Assessment: Read journal prompts,
observe student responses to review questions, check Character Comparison
worksheets (Friday)
Subject: Language Arts Grade level: 7 unit day 15
Standards: 8.1.2 “…students will
identify, locate, and use multiple resources to access information on an
assigned or self-selected topic.”
8.3.1 “…students will participate in
group discussions by asking questions and contributing information and ideas.”
8.3.2 “…students will use multiple
presentation styles for specific audiences and purposes.”
Objectives: Students will respond to
questions from previous reading in a small group; students will listen to a
short journal article read orally; students will access information from the
Internet to prepare a short speech.
Materials: Chapter 18 Hoot
review sheets (one per group), journal article “Rainforest Heroes” from
February 2003 edition of WILD magazine (vol. 7, Issue 1), computers with
Internet access, website www.kidssavingtherainforest.com
and presentation checklist.
Instructional Sequence:
·
Group work: With your group, answer the following review questions
about chapter 18 of Hoot. (Hand review worksheet to each group.)
·
Collect group worksheets.
·
Read “Rainforest Heroes” out loud. Briefly discuss the article.
·
Go to computer lab (or bring in mobile lab) and direct students to the
website, www.kidssavingtherainforest.com
Click on the “projects” link. Instruct students to pick a project that looks
interesting to them and read about it.
·
Hand out presentation checklist. Instruct students to prepare a short 1
to 2 minute speech about the project they researched, and explain why it is
something they would like to be a part of, and how they would help.
Presentations are due on Monday.
·
Also for Monday, students need to read chapter 19.
Assessment: Check over group
worksheets, observe students as they work on the computers, listen to
presentations (Monday).
“Rainforest Heroes” article
for lesson 15
*Record: 1*
*Title:* Rainforest Heroes. (cover story)
*Authors:* Balpataky, Katherine
*Source:* WILD; Feb2003, Vol. 7 Issue 1, p36, 4p, 7c
*Document Type:* Article
*Subject Terms:* ASSOCIATIONS, institutions, etc.
WILDLIFE conservation
*Abstract:* Highlights the effort of Kids Saving the Rainforest
organization to save
*Lexile:* 1180
*Full Text Word Count:* 944
*Accession Number:* 9087986
*Persistent link to this record: *
http://0-search.ebscohost.com.rosi.unk.edu:80/login.aspx?direct=true&db=ulh&AN=9087986&site=ehost-live
*Cut and Paste:* <A
href="http://0-search.ebscohost.com.rosi.unk.edu:80/login.aspx?direct=true&db=ulh&AN=9087986&site=ehost-live">Rainforest
Heroes.</A>
*Database: * MAS Ultra - School Edition
------------------------------------------------------------------------
Section: CONSERVATION
Rainforest Heroes
Saving
Kids Saving the Rainforest is more than up to the challenge.
When Janine Rice Licare-Andrews (below) moved to Manuel Antonio, Costa
Rica, with her mom eight years ago, she left behind all the malls,
restaurants, bookstores, and
amusement parks of her
Living on the edge of a rainforest for the first time in her life,
Janine was amazed by the anteaters, ocelots, iguanas, and sloths in her
backyard. But she also saw that these creatures were in danger of losing
their homes--all around her, new buildings were being constructed and
the rainforest was being destroyed. In 1998, Janine and her friend
Aislin Livingstone decided to do something about it. They sold crafts,
such as painted rocks and papier mâché vases, on the side of the road
and used the profits to buy and preserve some land. "First we thought of
buying two acres of rainforest from a non-profit organization in Costa
Rica. But we weren't sure if our money was actually going to save the
rainforest, so my mom helped us start our own organization," says
Janine. And that's how Kids Saving the Rainforest (KSTR) began.
Now, more than 50 kids in
by selling their own art and crafts in the KSTR store at the Hotel Mono
Azul near their ecotourism high school (Colegio Ecoturistico del
Pacifico). KSTR also has a Web site where people around the world can
donate money, buy the local crafts, people's artwork, T-shirts, and
greeting cards. So far, they've raised over $20,000!
They also started an animal rehabilitation centre two years ago when the
girls discovered an abandoned, injured baby sloth that had fallen out of
a tree. They named the baby sloth Little Buddy. Little Buddy has since
been released back into the forest, but his stow is told in a book
entitled The Legend of Little Buddy, one of the books sold on the KSTR
Web site.
Other orphaned and injured animals have followed in Little Buddy's
footsteps, and the centre is now treating three more sloths, a kinkajou,
and a parrot (all babies). Of course, Janine and Aislin get a lot of
help with the centre from Lissy, a forestry engineer; Chip, the
administrative director; Janine's mom; and volunteers from their school.
One species that receives special attention from KSTR is the endangered
mono titi, or red-backed squirrel monkey. The monkeys are often hit by
cars while crossing the road or electrocuted while crossing on
electrical wires, so KSTR has been raising money to build monkey bridges
to give them a better place to cross. Joining forces with the local
electric company, they have put up 49 blue nylon ropes that hang above
the road and the electrical wires--and the solution seems to be working.
Saving the monkeys also means saving the forest, so KSTR also runs an
adopt-a-tree program. "We've planted over 4,000 saplings, but we will be
planting another 8,000 when the rainy season starts again in April,"
Janine says.
Last, but certainly not least, KSTR runs an environment and art summer
camp to allow other kids to get involved. Janine works as a counsellor,
teaching campers about plants and animals and how to protect them. "We
also plant trees, learn about recycling, try organic farming, and create
artwork--some of which is sold in our store," she says. Janine hopes the
camp will teach kids that they can make a difference in the world around
them. "If I can get this far, so can other kids!"
Tropical rainforests are home to more than 50 per cent of the world's
plant and animal species.
Three-toed sloths spend their lives upside down. They sleep for more
than 15 hours a day and rarely leave the trees--resting, eating, mating,
and even giving birth in the canopy.
Mono titi, or red-backed squirrel monkeys, are active all day long,
eating fruit, leaves, berries, seeds, eggs, nuts, insects, spiders, and
lizards. They are endangered, and the main threats to their survival are
the use of pesticides and habitat loss.
Found from
forest and feed mainly on fruit and insects. They have tails that act
like an extra hand, helping them to grasp branches as they climb, and a
very long tongue, which they use to slurp up honey and nectar. They are
part of the raccoon family.
To learn more about KSTR, visit their Web site at
www.kidssavingtherainforest.org <http://www.kidssavingtherainforest.org>
PHOTO (COLOR): Thirteen-year-old Janine is the co-founder of Kids Saving
the Rainforest.
PHOTO (COLOR): Alei Kline and James and Ava Hawkinson travelled from
PHOTO (COLOR): Environmental Education
introduces Valentine, a three-toed sloth to the kids at camp. Munching
on a flower, Valentine is the center of attention.
PHOTO (COLOR): Janine and veterinarian Dr. Martinez treat a baby sloth
at the rehabilitation centre. The centre is funded by artwork made by
kids who attend the camp and local schools.
PHOTO (COLOR): Alei and his mom Mary found KSTR on the Internet before
travelling
to
at home about the value of the rainforest.
PHOTO (COLOR): KSTR posts a hand-painted sign near each monkey bridge.
PHOTO (COLOR): Forestry engineer Lissy Villareal plants a sapling with
the help of three camp kids. It's one of 8,000 trees the group plans to
replant on deforested land this coming April.
~~~~~~~~
By Katherine Balpataky
------------------------------------------------------------------------
Copyright of WILD is the property of Tribute Publishing Inc.. The
copyright in an individual article may be maintained by the author in
certain cases. Content may not be copied or emailed to multiple sites or
posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for
individual use.
Source: WILD, Feb2003, Vol. 7 Issue 1, p36, 4p
Item: 9087986
Hoot Chapter 18 Review
1. What does Officer Delinko find when he patrols the construction site?_________________________________________________________
2. How does Officer Delinko feel about the discovery? ____________
_____________________________________________________________
3. Why does Mullet Fingers refuse
_____________________________________________________________
4. Imagine
_______________________________________________________________________________________________________________________________________________________________________________________
Hoot
Chapter 18 Review
1. What does Officer Delinko find when he patrols the construction site?_________________________________________________________
2. How does Officer Delinko feel about the discovery? ____________
_____________________________________________________________
3. Why does Mullet Fingers refuse
_____________________________________________________________
4. Imagine
_______________________________________________________________________________________________________________________________________________________________________________________
Presentation Guidelines and Checklist
Name________________________________________________
Prepare a short 1 to 2 minute presentation on the project
you researched on the website www.kidssavingtherainforest.com.
Be sure to state the name of the project, tell why you found it interesting,
and explain how you would help (or what you could do.) You may bring one small
3x5 notecard, but do not read from it. Use it only to
help “jog” your memory if you get stuck. One point is given for each item met
on the checklist for a total of 9 possible points.
Information
I said
the name of the project _____
I explained
what the project is _____
Interest
I
explained why the project was interesting to me _____
Involvement
I
explained what I would do to help _____
Presentation
I used
my notecard only to jog my memory _____
I spoke
clearly so everyone could hear _____
I made
eye contact with members of the audience _____
I spoke
at a comfortable, relaxed rate _____
I kept
my presentation within the 1 to 2 minute time limit _____
Comments
Total Points_____/9
Subject: Language Arts Grade level: 7 unit day 16
Standards: 8.1.1 “…students will
identify the main idea and supporting details in what they have read.”
8.3.2 “…students will use multiple presentation
styles for specific audiences and purposes.”
Objectives: Students will recall
information from what they have read; students will demonstrate public speaking
skills by sharing an opinion with their classmates in a short oral
presentation.
Materials: clock or stopwatch, book Hoot,
quiz.
Instructional Sequence:
·
Begin with a quiz over chapter 19. Students
will have the choice to either write a brief synopsis of the chapter or draw a
picture of something that happened in the chapter and write a sentence
describing the picture.
·
Oral Presentations: Draw sticks or go by rows. Each student has between
one and two minutes to complete his/her presentation.
Assessment: Check quizzes for
understanding of chapter 19, fill out checklists for
each student’s presentation (included in previous day’s lesson.)
Subject: Language Arts Grade level: 7 unit day 17
Standards: 8.1.4 “…students will
identify and apply the knowledge of structure, elements, and literary
techniques to analyze fiction.”
8.2.4 “…students will demonstrate
the use of multiple forms to write for different audiences and purposes.”
Objectives: Students will listen to a
story read orally and recall information from the story. Students will write
about a character using information from the story and inferences made based on
the reading.
Materials: clock or stopwatch if
needed to finish presentations, journals, “Biopoem”
guidelines, Biopoem example, biopoem
rubrics, book Hoot, character lists.
Instructional
Sequence:
·
Journal prompt: “Write about a celebrity you feel is a good role model.
What makes them a good role model?”
·
Finish presentations, if needed.
·
Discuss and review chapter 19. “What do you think the “bright popping
lights” were that Officer Delinko saw?” “Describe
Kimberly Lou Dixon. What stereotypes does she seem to fit?”
·
Read chapter 20 aloud. Ask for volunteers.
·
Introduce “Biopoems” project. Hand out Biopoem guidelines sheet and biopoem
rubric. Say, “A biopoem is a poem that describes a
person or character. We will be writing a biopoem
about one of the characters in Hoot. You will get to choose the
character you write your poem about. I’ve given you a handout that you can use
as a guideline or a template for how to write your poem, but you don’t need to
follow the style exactly. Let me read you an example to illustrate what I
mean.”
·
Read students an example of a biopoem. Stress
that the elements—the
number of characteristics asked for in the template—are what are
important, not the exact format. Students may simply fill in the blanks or may
wish to be more creative. Bonus points will be awarded to students who take a
more creative approach to the project, but no points will be lost if students
“fill in the blanks.” Stress that what is important is a thorough knowledge of
your character and his or her “motivation;” that is, what makes them do what
they do.
·
Students will look at their character lists and pick a character to
write their biopoem on. Teacher will record choices.
Assessment: Read journals, listen to
and observe students as they answer review questions, check biopoems
(due Friday.)
Biopoems
Biopoems describe a person in a poetic form.
Here’s how it works:
Line1. First name,
nickname
Line 2. Four traits that describe character
Line 3. Relative (“brother,” “sister,” “friend,” etc.)
of_____________
Line 4. Lover of_________________(list
three things or people)
Line 5. Who feels ___________________(three
items)
Line 6. Who needs___________________(three
items)
Line 7. Who fears____________________(three
items)
Line 8. Who gives____________________(three
items)
Line 9. Who would like to see____________________(three
items)
Line 10. Resident of_________________
Line 11. Last name
Example
The Magic Man,
Born Earvin Johnson.
Strong, Brave,
Outspoken, Respected
Why you?
You “the man!” But how do you feel now:
Stupid? Confused? Lonely?
Even the Magic Man
needs love, support, family.
You fear dying,
rejection, loss.
Will you live to see
another ten years?
Your children grow up?
Your place in
the Hall of Fame?
Resident of the world
Magic Johnson
You still “the Man!”
Taken
from Content Area Reading 8th ed. by Richard T. Vacca and Jo Anne L. Vacca, Pearson Publishing, 2005.
Name
________________________________________________________
|
Biopoem Rubric |
Excellent! 3 points |
Very Good! 2 points |
Hmm…
1 point |
Oops!
0 points |
|
Follow Template Guidelines |
I included all of the
items that the template asked for. |
I
included most of the items that the template asked for, but I need to add one
or two more. |
I included some of the items that the template asked for, but I need to include three or four more. |
I included a few of the
items that the template asked for, but I need to include 5 or more. |
|
Accuracy of Facts |
All of my facts are
accurate. |
Most
of my facts are accurate, but I need to check one or two. |
Some of my facts are
accurate, but I need to check three or four. |
A few of my facts are
accurate, but I need to check on five or more. |
Word Choice
|
I used words that are very
descriptive and that add flair to my poem. |
I used a lot of
descriptive words and a little flair, but I could add some more flair to my
poem. |
I used some descriptive
words, but I need to add more descriptive words and a lot of flair. |
I need to change most of
my ordinary words to descriptive words, and add my own flair to the poem. |
Creativity
(earn bonus points for trying!) |
|
I made the poem my own by
formatting the poem in my own style. |
I attempted to add my own
style to the poem, but I mostly followed the style of the template. |
|
Comments:
Total Points ________/ 9 + Bonus _____ = _________
Subject: Language Arts Grade level: 7 unit day 18
Standards: 8.1.4 “…students will
identify and apply knowledge of the structure, elements, and literary
techniques to analyze fiction.”
8.2.1 “…students will write using standard English
conventions for sentence structure, usage, punctuation, capitalization, and
spelling.”
8.2.4 “…students will demonstrate the use of
multiple forms to write for different audiences and purposes.”
8.4.1 “…students will identify information gained
and complete tasks through listening.”
Objectives: Students will listen to a
story read orally, will recall information read to them, will participate in
group discussion, and will demonstrate knowledge of character by writing about
him/her.
Materials: Book Hoot,
character lists, biopoems guidelines and rubrics,
teacher book Daily Language Workouts page 28.
Instructional Sequence:
·
Sponge activity: edit Mug Shot Sentence “although the blue whale…” on
page 28 of Daily Language Workouts.
·
Review chapter 20.
·
Read chapter 21 aloud. Ask for volunteers.
·
Fill out character lists for new descriptions of old characters.
·
Discuss the significance of the names the author gives the characters.
·
Allow time for students to work on Biopoems.
Assessment: Check Mug Shot sentences,
listen to student responses to discussions, observe students as they work on
their biopoems.
Subject: Language Arts Grade level: 7 unit day 19
Standards: 8.1.4 “…students will identify and apply knowledge of the structure, elements, and literary techniques to analyze fiction.”
8.2.4 “…students will demonstrate
the use of multiple forms to write for different audiences and purposes.”
Objectives: Students will demonstrate
an understanding of what they read by answering questions orally; students will
make connections from the reading to their lives through written responses;
students will utilize technology to publish biopoems.
Materials: Book Hoot,
computers with word processing program, journals, biopoems,
construction paper, markers, glue.
Instructional Sequence:
·
Journal Prompt: “Which character from Hoot are you most like and
why? Or conversely, which character from Hoot are you least like and
why? Be sure to use specific examples.”
·
Students will read the Epilogue in Hoot silently.
·
Discuss chapter 21 and the Epilogue. Focus on character development
through the story. Which character’s actions surprised you the most? Make a
list of characters that remained “flat”/static, and characters that were
round/detailed and changing.
·
Go to computer lab to publish biopoems. Allow
students to mount their poems on construction paper and add artistic
embellishments for display. Biopoems due tomorrow
(Friday.)
Assessment: (Friday) Check biopoems according to rubric, read journals, observe
students and listen to responses to questions.
Subject: Language Arts Grade level: 7 unit day 20
Standards: 8.1.4 “…students will
identify and apply the knowledge of the structure, elements, and literary
techniques to analyze fiction.”
8.1.7 “…students will demonstrate
the ability to analyze literary works, nonfiction, films, or media.”
8.3.1 “…students will participate in
group discussions by asking questions and contributing information and ideas.”
8.4.1 “…students will identify
information gained and complete tasks through listening.”
Objectives: Students will demonstrate
an understanding of both the plot and underlying theme of Hoot by
participating in a group discussion. Students will also demonstrate the ability
to connect what was read to real life, and share evidence-based opinions about
the story. Students will display good listening skills by paying attention to
and responding to statements made by other group members.
Materials: Book Hoot; small
sticky notes; laminated red, green, and yellow 2x3 cards.
Instructional Sequence:
·
Sponge: Use the sticky notes to mark sections in Hoot that you
particularly liked, or which troubled or confused you, or which you would like
to talk about.
·
Collect biopoem projects.
·
Call the group together for a
·
After explaining the “rules” for the Red/Green circle talk, inform
students that you will be looking for originality, depth of thought, and
genuineness in their statements. Begin the discussion by posing this question,
“This book would be considered realistic fiction. How realistic do you think
the events in this story were?” Other questions for discussion can include,
“What message do you think the author was trying to get across in this story?”
“Did reading this story make you feel like you needed to take responsibility
for our environment and why or how?” “Do you consider Roy, Mullet Fingers, and
Beatrice to be heroes? What is a hero?” “Would Roy, Mullet Fingers, and
Beatrice consider themselves heroes?” “Which part of the story did you like the
most? Explain.” “How did meeting Mullet Fingers change
·
Wrap up and give a short description of next week’s plans. We will be
doing a Writer’s Workshop all next week as we work on an essay about “If I
could be a hero.” Start thinking about what kind of a hero you would like to
be. Would you have special powers or would you be an ordinary person who does
extraordinary things, like Roy and Mullet Fingers? What is important to you?
What would you do to protect it? Make some notes and bring them to class on
Monday.
·
Monday we will also have a short quiz over Hoot, and hand in character
lists.
Assessment: Grade biopoems,
observe student’s behavior/body language during Red/Green circle talk, listen
and assess student’s statements for originality, depth of thought, and
genuineness. Give participation points for paying attention.
Subject: Language Arts Grade level: 7 unit day 21
Standards: 8.1.1 “…students will
identify the main idea and supporting details in what they have read.”
8.2.2 “…students will write
compositions with focus, related ideas, and supporting details.”
8.2.3 “...students will revise and edit descriptive
compositions.”
Objectives: Students will revise
sentences to add more detail and descriptive words. Students will recall the
events in a story to answer questions on a quiz. Students will begin to
generate and organize ideas for a descriptive essay.
Materials: Quiz over Hoot,
teacher book Daily Language Workouts level 7, essay
rubric.
Instructional Sequence:
· Group work: As a group, revise this See Me sentence (a See Me sentence is a short, non-descriptive sentence that students revise to add more details. Finished product is usually about 5 or 6 sentences long.)-- “He is strong.” Turn in one paragraph per group.
· Collect Character Lists.
· Quiz over Hoot.
· Begin discussing essay project. Essay topic is “If I could be a hero.”
· Discuss different types of heroes, what heroes are, things that heroes do, etc…
· Hand out rubric for essay. Essay is to be one full page, at least three paragraphs long, and is to use a lot of vivid, descriptive language. Begin by doing the pre-writing strategy RAFT with the students. (What Role will the author play, who is the Audience, what Form will the writing take, and what is the Topic.)
· Brainstorm ideas for essay and share with a neighbor or teacher.
Assessment: Grade quiz, check character lists, observe students as they brainstorm ideas.
Descriptive Essay—“If I Could Be a Hero”
Name______________________________________ Date______________
|
Essay
Rubric |
Excellent! 4
points |
Pretty
good! 3
points |
Hmm….. 2
points |
Oops! 1
point |
|
Descriptive Elements |
I used descriptive
adjectives and other vivd words. The reader has a
clear picture of what I’ve described. |
I used some descriptive
adjectives and words, but I need to help the reader get a clearer picture of
what I’ve described. |
I used a few descritive adjectives and words, but my reader will need
me to give a better description in order to develop a picture from it. |
I need to add descritive adjectives and vivid words so that my reader
can get a picture of what I’ve tried to describe. |
|
Grammar and Conventions |
My sentences,
capitalization, spelling, and punctuation were correct with fewer than 3
mistakes. |
My sentences,
capitalization, spelling, and punctuation were corret
with only 4 or 5 mistakes. |
I have 6 or 7 mistakes in
my sentences, punctuation, spelling, or capitalization. |
I have 8 or more mistakes
in my sentences, spelling, caitalization, or
punctuation. |
|
Organization |
My essay is well-organized
and flows well from one idea to the next. |
My essay is somewhat
organized, but I need to work on my transitions. |
My essay is loosely
organized, and I need to add transition words to make it flow. |
My essay jumps from one
idea to the next in no order. I need to organize like thoughts and use
transition words to make it easier for my reader to follow. |
Comments:
Total
Score ________/12 points
<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0
Transitional//EN">Hoot Final Quiz
Name________________________________________________________
1.
In your own words, describe the plot of Hoot.
2.
What lesson does the author seem to want us to learn? Justify your response.
3.
List as many characters as you can remember from the story. Try to name at
least ten.
Subject: Language Arts Grade level: 7 unit day 22
Standards: 8.2.2 “…students will
write compositions with focus, related ideas, and supporting details.”
8.2.4 “…students will demonstrate
the use of multiple forms to write for different audiences and purposes.”
8.4.1 “…students will identify
information gained and complete tasks through listening.”
Objectives: Students will recall and
review the six traits of writing and use this knowledge to begin a descriptive
essay; students will listen to an example of an essay and use it to develop
ideas for their own essay; students will collect and organize ideas into a
rough draft.
Materials: journals, sample essay,
rubric (from Monday).
Instructional Sequence:
- Journal Prompt: Make a
list of qualities you wish you had.
- Review the six traits
of writing (Ideas, Organization, Voice, Word Choice, Sentence Fluency,
Conventions). Spend more time discussing Word Choice, because this is a
descriptive essay.
- Go over expectations
again for essay. Describe yourself as a hero. What would you look like,
what would you wear, what would you do. After
reading your essay, your audience should be able to “see” you—would they
recognize you as a hero if they saw you on the street?
- Read sample essay to class.
- Begin working on rough
drafts.
Assessment: Read journals, observe
students as we review and as they begin their rough drafts.
Subject: Language Arts Grade level: 7 unit day 23
Standards: 8.2.3 “…students will
revise and edit descriptive compositions.”
8.2.4 “…students will demonstrate
the use of multiple forms to write for different audiences and purposes.”
Objectives: Students will demonstrate
knowledge of grammar, punctuation, and conventions by editing a descriptive
paragraph. Students will use descriptive language and standard
English conventions to write a descriptive essay.
Materials: Mug Shot Paragraph from
page 108 Daily Language Workouts level 7 (copies of unedited paragraph
for students and one on transparency for overhead), overhead and markers,
paper, essay rubric (from Monday)
Instructional Sequence
- Sponge: Edit the Mug
Shot paragraph for errors.
- Go over errors that the
students should have corrected.
- Review editing techniques.
Examples include: reading the paper backwards to look for spelling errors,
using spell check and grammar check on a word processing program to look
for errors, reading the essay out loud to listen for any mistakes or
problems with fluency, asking a parent or friend to read it to see if it
makes sense, asking someone to read it to you so you can hear how it
sounds to someone else, etc…
- Teach peer editing
strategy called TAG. Tell what you liked, ask questions, and
give suggestions.
- Finish working on rough
drafts. Rough drafts should be finished tomorrow.
Assessment: Check over Mug Shot
Paragraphs, observe students as they work on rough drafts.
Subject: Language Arts Grade level: 7 unit day 24
Standards: 8.2.3 “…students will
revise and edit descriptive compositions.”
Objectives: Students will demonstrate
knowledge of editing techniques by editing and revising a rough draft alone and
with a partner.
Materials: journals, rough drafts,
red pens for editing, digital camera, computers with photo editing software.
Instructional Sequence
- Journal Prompt: “To me,
writing is…”
- Break into partners.
Read each other’s rough drafts. Use the TAG strategy (Tell what you liked,
Ask questions, Give suggestions.)
- Ask your partner, “Did
this make sense to you? Is there anything I forgot to add or anything you
want to know more about? Can you picture my description in your mind?”
- Edit essays together
for spelling, grammar, and convention errors.
- Begin working on cover
art for final essays. Take a photograph with digital camera of each
student. Upload onto computers, and let students use photo editing program
to create pictures of themselves as heroes. Add backgrounds, captions, and
a title. If needed, ask the technology teacher to demonstrate how to use
Photoshop.
- Tomorrow we will
publish our final drafts.
Assessment: Read journals, observe
students as they work in partners and as they work on their cover art.
Subject: Language Arts Grade level: 7 unit day 25
Standards: 8.2.2 “…students will
write compositions with focus, related ideas, and supporting details.”
8.2.4 “…students will demonstrate the use of
multiple forms to write for different audiences and purposes.”
Objectives: Students will demonstrate
knowledge of descriptive words, grammar, spelling and English conventions as
they publish a descriptive essay.
Materials: computers with word
processing programs, rough drafts, essay rubrics.
Instructional Sequence
- Group work: As a group,
write a limerick that begins, “There once was a student from
- Share limericks with
the class.
- Move to computer lab or
bring in mobile laptop lab to publish essays.
- Check over essay one
final time before turning it in. Assess yourself with your rubric. Paper
clip cover page to the essay—be sure your name is on it!
- Final essay draft due
Monday (may hand in today if finished. We will have some time to finish on
Monday if needed.)
- Read a book if finished
early.
Assessment: Read limericks, grade
essays according to rubric.