Procedures: 10 minutes: Procedures Processing and take notes on BIST Cornell Paper

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1 Stacey Chavours _August 27, 2012 Room 212 7th Grade Language Arts Essential Question: How do readers use the elements of plot to create a quality summary? Standard: RL.7.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Materials: list that personal, specific, diverse and unpretentious: ideas from your own experience that will inspire students to generate their own ideas. Overhead transparencies of Jed and Marnie s first day writing territories lists; Trimmed photocopies of collecting your writing territories for students to tape into notebook; Glue or Tape; Bell-ringer: 15 minutes Silent read. Procedures: 10 minutes: Procedures Processing and take notes on BIST Cornell Paper Reading: 15 minutes - Pass out step by step reading log. Discuss how to write a summary of reading show 5 finger Chart. Pass out questioning Costa s house. Together, use elmo and fill out reading log. Reading log goes into their binder. Pass out Writer s Notebook and Table of Contents. Have students glue Table of Contents into their Writer s Notebook on the first page. Write down: p. 2 What Poetry Can Do List; p. 4 Writing Territories; p. 6 Questions to Mine Your Heart; p. 7 Ideas for Writer s Notebook; p. 11 What s In My Journal; p. 12 Rules for Writer s Workshop; p. 13 Freewriting Rules; p. 15 Questioning Strategy Costa s House; p Square Card; p. 17 Exit Card Template Vocabulary: 20 minutes: Give out the 4 square vocabulary sheets and paste on p. 16. Complete a vocabulary card together using the word procedure an official way of doing something strategy for synonym and difference for antonym. Show students how to complete a 4 square vocabulary card using a think- aloud on the overhead. Explain to students that in order to understand new vocabulary, they need to know what makes up a word s definition. Students should ask themselves What is it? in order to know the definition. Tell them developing a vocabulary map provides another way to elaborate on important concepts. Tell them that expanding definitions helps students attain a better meta- cognitive awareness about how well they know a concept. Ask: If you can t map a word, what does that tell you about how well you understand the word? Why does mapping a word lead to long term retention of the concept? Pass out the steps to completing a vocabulary map. Students should complete a card. Writing: 10 minutes Writing Territories Discuss the process of writing. Show students my list and other sample lists. Allow students to tape the collecting your writing paper into notebook. Have students write their lists in their writer s notebook. Literature: 25 minutes Continue Elements of Literature plot powerpoint Exit Pass Pass out exit pass template for students to paste in their Writer s Notebook. Discuss how to fill it out. 1

2 Stacey Chavours August 27, 2012 Room 212 7th Grade Language Arts Essential Question: How do readers use the elements of plot to create a quality summary? Standard: RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Library Vocabulary: 10 minutes Vocabulary card Vocabulary Lesson: 15 minutes Display these words: en- (cause to be, in, on) enable encourage encircle syn- (together, with) synonym synthesize Say: Most words in English are made by combining prefixes and suffixes with base words and word parts from Greek and Latin. Greek and Latin were languages spoken over 2,000 years ago. This year, we re going to be learning more about the most important prefixes, suffixes, and Greek and Latin roots in the language. If you know these words parts, you will be able to read thousands of words in English. You will also be able to figure out the meanings of thousands of words in English, too! 1. Write the word enable on the board/overhead/lumens. Ask the students, If a person must enable something, what does that mean? So, if it means to allow something, what do you think the prefix en- means? 2. Write the word synonym on the board. Ask the students, If the prefix syn- means, together or with, what do you think the word synonym means? 3. Now let s say we ran into this sentence when we were reading about a teacher encouraging a student. Write the following sentence on the overhead: a. The teacher encouraged the student. How can we figure out what the word encourage means? Discuss with the students how they can combine the meaning of en- with the word form and together with the rest of the sentence, figure out the meaning. 4. There are two things you ll be doing in your writer s notebook today: First, write down your definition for en-. Then, write down our definition for syn-. Poetry and Writing: 10 minutes Maybe Dats Youwr Pwoblem Too by Jim Hall Say, Last week we began to glimpse what poetry can do as a genre and to understand that its subjects are limitless. Today s poem is so bizarre I don t even have a guess as to how Jim Hall came up with the subject or the person. A persona is an imagined speaker. The speaker Jim Hall images for this poem is Peter Parker, aka Spiderman, but with a couple of twists: here, Peter is sick to death of the boring routine of a superhero s life, plus, well, Spiderman has a speech impediment. The voice should be read aloud as written: prepare to become a hyper- emotive Elmer Fudd. Discuss: The repetition of Spiderman creates a cadence or rhythm. The conclusion the last six lines convey the poem s theme: each of us is who we are, and none of us can burn our suits/identities. 2

3 Say, Go back into this funny poem on your own, read it to yourself, and sound its words in your head. This time, please underline your favorite lines the ones that struck you. Then, would you look for and mark the lines that sum up what this poem is about: what is Jim Hall getting at in this deranged monologue? Students should freewrite for five minutes either a poem or prose. Tell them to adopt a persona choose someone from popular culture, a fairy tale, a myth, a legend then explore what his or her life is really like in a poem. 10 minutes Heart Map Literacy: 25 minutes Finish powerpoint for Elements of Literature plot 5 minutes review BIST 1 minute exit card Exit Pass: What makes a good plot? What is the most important thing I learned? How can I use this in other classes? Summarize the events in class. 3

4 Stacey Chavours August 29, 2012 Room 212 7th Grade Language Arts Essential Question: How do readers use the elements of plot to create a quality summary? Standard: RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 20 minutes: Library Poetry and Writing: 15 minutes Footsteps to Follow by Kelli Carter Say, We ve been learning that poems can be about anything. Today we ll begin a new conversation about what poems can be good for: why people write them, what poems do for poets, and what poetry does for people who read it. Kelli was an eighth- grade poet who adored a certain children s book author. He lived in her state and spent a lot of time in local schools, including Kelli s, giving readings and working with kids on their writing. And suddenly, one morning, there he was in the headlines of the local newspaper. He d been arrested, charged with molesting little boys and girls. Kelli s response to the bad news about her favorite author was a poem. He wrote it on the bus on the way to school, tore it out of her notebook, folded it about twenty times, and left it on her teacher s desk. Tell them as I read the poem to look at the use of questions seven of them to create cadence, build a theme, and suggest the poet s confusion. Look at the simple, direct language that gives the poem its emotional power: Where have all the good guys gone? Students should reread the poem and mark the lines you d like to talk about. Also, speculate about why you think Kelli wrote this: what might naming and shaping her feelings in a poem have done for her? Discuss. Discuss the way the pause after little in the second to last line gives the word a double meaning, about the loss of childhood innocence. Discuss because of the coded nature of poetry, Kelli can write about what happened and convey her anguished response to it indirectly. The heroes on horseback, knights, and Lone Rangers function as symbols for the children s author. Discuss how this poem fits into our hero unit. For 5 minutes freewrite a poem your own strong emotions about a situation that troubles you: use a poem to help you capture, define, and get some control over what hurts. Procedures: 5 minutes Review BIST Vocabulary: 20 minutes Roots aster/astro (star) and calor (heat) Say, We ve said that so many words in English come from Latin and Greek, two languages that were spoken over 2,000 years ago. Now, we ll being looking at roots. Roots usually cannot stand by itself as a word, but is a very important part of a word. We know we ve probably found a root in a word when we take off all of the prefixes and suffixes we can and are left with something that doesn t look like a word. For instance, look at these two words. Astronomy Scald Write the words astronomy and scald on the overhead. With astronomy, we can take off nomy and we have the word astro. With scald, we can take off s and what do we have left? Right! cald. Tell students to put it together to come up with the definitions. 4

5 Tell students to write the definition and the two examples in their Reader s Notebook. Literacy: 30 minutes Elements of Literature p. 2 Plot and Duffy s Jacket partner read and answer the active reading questions in the margin. Exit Pass 5

6 Stacey Chavours _August 30, 2012 Room 212 7th Grade Language Arts Essential Question: How do readers use the elements of plot to create a quality summary? Standard: RL.7.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Bell- ringer: 10 minutes silent read; affix acid and corp; and unknown word Poetry and Writing: 15 minutes SIMS: The Game by Elizabeth Spires Say, Today we re back in poems can be about anything territory. This poem knocked me out for at least ten reasons. At the top of my list was imagining your reactions to it. How many of you have ever played the computer simulation game The Sims?... I figured as much. I think you re going to appreciate Sims: The Game and Elizabeth Spires take on how a little kid might interpret the version of grown- up life it presents. The persona of the speaker is a child, for whom the poet creates sincere, childlike diction and emotions. Pay attention to the use of white space to reinforce the voice to create childlike pauses and emphases and the lack of punctuation. The use of stanza breaks to signal and set off categories of information, which function here much as paragraphs do in prose. The use of irony : the humorous differences between real life and the version of real life simulated in SIMS. Read the poem aloud. Tell students to go back into this poem on your own and mark the lines that strike you as funny. Then, we ll talk about Spires use of irony to create humor about the distance between the child s vision of adult life and the real thing. Discuss. Ask students where the irony was and have them mark the text and write irony. Say, Something you can do as an adolescent poet is adopt a childlike persona and create your own ironic situation: speak in a little kid s voice about something a little kid doesn t fully understand yet, but you do. Write your poem in your writer s notebook. Give them five minutes to write. Vocabulary: 10 minutes Suffixes cide (killing) and ure (action, process, result) Write the following words on the board: insect and close. Say, Any ideas about the meaning of insect and close? So what does insecticide mean? Closure? Say, Write down the definition for cide and ure in your writer s notebook. Literacy: 15 minutes Continue with The Wise Old Woman. Exit Pass 6

7 Stacey Chavours August 31, 2012 Room 212 7th Grade Language Arts Essential Question: How do readers use the elements of plot to create a quality summary? Standard: RL.7.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Bell-ringer: 15 minutes Reading log and silent read and affix ary and ive. Vocabulary: 10 minutes Vocabulary card Poetry: 10 minutes Today s poem shifts gears again. I d call it a poem of social consciousness. It s about contemporary American society about the world we live in and whether it s the world we want to live in. Something else a poem can do is draw back, show us the bigger picture of our lives, and ask what s wrong here? I want you to notice the form: unrhymed couplets: stanzas of two line s each. The form: the poem is one long interrogative sentence; the only end- stop punctuation is the question mark after the last line. Sensory language that readers can see and hear. The use of specific brand names to represent contemporary consumerism. The tone: conversational and informal at some points, and rich with figurative language at others. The theme, which is especially clear in the final seven stanzas: how middle- class Americans use stuff and noise to dull our social consciousness our awareness of others who are suffering and need our help. Read the poem out loud. Please go back into this powerful poem on your own and mark its most important lines: the lines where you think the poet s meaning about what s wrong with America today is strongest. Discuss. Write a poem about what s not right about the society we live in, protest it, even show how it could be different. Literature: 10 minutes Finish Duffy s Jacket. 20 minutes Introduce literature circle autobiography books and talk about them. Pass out the literature circle sheets and discuss. Pass out a tub with each book for them to preview and use the five finger rule. On a sheet of paper they should write their name and list the book they want to read. They should write two more books they want to read. Exit Pass 7

8 2002 by Nancie Atwell from Lessons That Change Writers (Portsmouth, NH: Heinemann) Jed s First Day Writing Territories List Lesson 1 8

9 2002 by Nancie Atwell from Lessons That Change Writers (Portsmouth, NH: Heinemann) Marnie s First Day Writing Territories List Lesson 1 9

10 In Collecting Your Writing Territories, Consider... memories: early, earlier, and recent obsessions idiosyncrasies problems dreams itches understandings confusions passions sorrows risks accomplishments fears worries fantasies family, close and distant friends, now and then fads favorites, now and then pets, now and then teachers, now and then places: school, camp, trips, times away with friends and relatives hobbies sports games music books poems songs movies writers and artists food pet peeves beloved things objects and possessions now and then all the loves of your life 2002 by Nancie Atwell from Lessons That Change Writers (Portsmouth, NH: Heinemann) Collecting Your Writing Territories Lesson 1 10

11 Literature Circles: Students will meet at least twice per week. Each student will have a specific role. Everyone will get a chance to work in each role at least once. The roles are numbered (1-5). Students will draw numbers to determine initial roles. All groups will have discussion roles for literature circles. The roles are discussion director, quote finder, illustrator, seed maker, and vocabulary expert. 1. The discussion director (role #1) leads the group in discussion of higher level questions developed by the student. She takes notes during the meeting and makes sure that every group member participates in discussion. 2. The quote finder (role #2) finds important and memorable sections and/or quotes to read out loud to the group. He writes down important passage and the reasons why this passage is important or marks important passages with sticky notes along with notes about why the passage is important. 3. The illustrator (role #3) provides graphic or artistic response to the text through drawings, pictures, or political cartoons. She explains the graphic to the group. 4. The seed maker (role #4) prepares a brief, written summary (at least 1 full paragraph) of the assigned reading. He presents to the group. 5. The vocabulary expert (role #5) finds and shares complicated or important words. He includes at least 5 words from the reading and their definitions. He explains how the words were used in the text. The progression of role assignments for succeeding discussions will be as follows: (1 to 2, 2 to 3, 3 to 4, 4 to 5, 5 to 1) Grading: Students will turn in the work for each role. Your role is worth 20 points. I will be checking mainly for completion, but I will deduct points for lack of effort. Student will get a grade for notes they take on each person s report on the role. While the person discusses his role, each student should make brief notes. Your note taking is part of your 20 points for the role. 11

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13 Q UESTIONS TO H ELP M INE YOUR H EART What has stayed in your heart? What memories, moments, people, animals, objects, places, books, fears, scars, friends, siblings, parents, grandparents, teachers, other people, journeys, secrets, dreams, crushes, relationships, comforts, learning experiences? What s at the center? The edges? What s in your heart? 2002 by Nancie Atwell from Lessons That Change Writers (Portsmouth, NH: Heinemann) Questions to Help Mine Your Heart Lesson 2 13

14 2002 by Nancie Atwell from Lessons That Change Writers (Portsmouth, NH: Heinemann) Peter s Heart Map Lesson 2 14

15 E MERALD M EMORIES They lie there, emerald stones embedded in gold posts, one backing different from the other. I flinch when I recall the sharp pain that lasted only a second. I remember the way my hands learned to absentmindedly turn the backs of the emerald stones, making little indents on the tips of my fingers. Now I pick up my emerald posts and place them beside my other earrings the only gold pair in a sea of silver, a souvenir of the price I paid for something like beauty. Audrey Stoltz 2002 by Nancie Atwell from Lessons That Change Writers (Portsmouth, NH: Heinemann) Emerald Memories Lesson 2 15

16 TABLE T ENNIS This summer, with nothing better to do, I began to play Ping Pong. Soon I was obsessed. I breathed it, I spoke it, it became my fixation. I began to master the techniques: frontspin, backspin, fronthand, backhand, fronthand slam, backhand slam. I learned to love the sound the ball made as it bounded across the warped table. The rivalries that swelled among me and my brothers became so intense that brawls over the matches were commonplace. As the summer wore on I became even more intent on besting my brothers, and I practiced long and longer: frontspin, backspin, fronthand, backhand, fronthand slam, backhand slam. I knew that table by heart, I knew exactly where it ended. I could have played with my eyes closed, just by sound and touch. But the rivalries became too intense, the matches too serious. One day my brothers and I came to a horrible realization. This simple game was tearing our family apart. It was time to abandon Ping Pong for the welfare of the family. But while it lasted it sure was a good way to pass a summer with nothing better to do. Nicholas Miller 2002 by Nancie Atwell from Lessons That Change Writers (Portsmouth, NH: Heinemann) Table Tennis Lesson 2 16

17 O BITUARY FOR A D UTCH D OLL I rip off the colorful wrapping, and my tiny hands grasp two soft braids. The doll s wooden clogs click together, and her deep blue eyes stare up into mine. She is more than a doll. Iintroduce her to her new family, and they throw a ball for her. Only she dances with the prince. But her beauty fades fast as I drag her mercilessly across the kitchen floor, as I play her to death. Now I remember how I felt opening that package. Today her face still turns up to me, but her eyes are hidden in deep black behind empty sockets. The braids are frayed, their honey color coated with gray dust. I brush it away. I want to make her beautiful again. Ipick her up, and her threadbare dress tears. Her cold plastic skin has lost the spark of life that used to ignite my imagination. I lay her down into a box and move on. Alison Rittershaus 2002 by Nancie Atwell from Lessons That Change Writers (Portsmouth, NH: Heinemann) Obituary for a Dutch Doll Lesson 2 17

18 S OUR PATCH K IDS Grinning, ecstatic, crazed, I hand the dollar-fifty to the cashier. She looks like a fan has been blowing on her face on high for way too long. Thankyouhaveaniceday. I know that I will. I snatch the package of watermelon Sour Patch Kids and plop down on the bench outside the convenience store. First I look, then I tear. The loose sugar flies up in my face. I lick it off like a seagull at the beach. Then the process begins. I shake the contents into my lap and gaze into the shiny, glittering, red section of each half melon. Then I pick each one up like an ancient artifact and place it back in the bag, carefully. The sugar sprinkled on my lap I dispose of with my tongue. Then I repeat steps one and two, greedily scarfing every last delectable sugar grain. The whole process takes three hours. The once glittery watermelons no longer sparkle in the sun. I lift the bag to my face and pour the sugar-stripped candy down my gullet. Soon, there is nothing left but sweet aroma wafting from a lifeless bag. It is over not just the bag of candy, not just my money, not just my happiness... but, well, life itself. I frown hard and shove my hands into my pockets. Like a gift from God, a dollar bill finds my fingertips. My life rewinds three hours. Forrest Carver 2002 by Nancie Atwell from Lessons That Change Writers (Portsmouth, NH: Heinemann) Sour Patch Kids Lesson 2 18

19 Table of Contents Heading or Name of Handout Page Number 19

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21 Definition Visual representation Synonyms Antonyms 21

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24 Name Date Class Assignment TOPIC: I can understand how to make meaning out of plot. We will watch a multimedia presentation to help us understand the components of plot to become better readers. What is plot? What can a story s conflict be a struggle with? What is an external conflict? What is an internal conflict? What are complications? What is suspense? What is foreshadowing? What is the climax? What is a resolution? 24

25 Practice: What does each character want? What is the conflict in this story? Is it an internal or external conflict? Write down an example of foreshadowing. What complications have occurred? What are the boldface words examples of? What part of the plot is about to happen? What words and phrases make this part of the story exciting? How is the story s conflict resolved? KEY MESSAGE: 25

26 Quarter 1 Week 1 Draw this chart in your notebook. Add any words you can think of that fit the categories. en- (cause to be, in, on) Enable Encourage Encircle Prefixes Roots Suffixes syn- (together, with) Synonym Synthesize aster/astro (star) Astronomy Asterisk Astronomical calor (heat) Calorie Caloric Scald -cide (killing) Genocide Insecticide Homicide Suicide -ure (action, process, result) Puncture Lecture Fracture Closure 26