7th Grade Weekly & Daily Lesson Plan Teacher: Mr. R. Herrera J November 9th – November 13th, 2015 Writing: Argumentative
Pacing Chart Week: 14
Monday / Tuesday / Wednesday / Thursday / Friday
Materials / INB, expository poster, colored pencils, pencil, 4 E’s handout, paper, dictionary/thesaurus / Pencil, assessment, dictionary/thesaurus
INB, expository poster, colored pencils, pencil, 4 E’s handout, paper, dictionary/thesaurus / Pencil, assessment, dictionary/thesaurus
INB, expository poster, colored pencils, pencil, 4 E’s handout, paper, dictionary/thesaurus / Pencil, assessment, dictionary/thesaurus
INB, expository poster, colored pencils, pencil, 4 E’s handout, paper, dictionary/thesaurus / INB, expository poster, colored pencils, pencil, 4 E’s handout, paper, dictionary/thesaurus
Bellwork / Writing
Essential Question:
Why should you include the opposite view when writing an argumentative essay?
Grammar
Essential Question:
Write a sentence using a proper noun.
Write a sentence using a collective noun. / Writing
Essential Question:
What is the reason for writing an argumentative essay?
Grammar
Essential Question:
Write a sentence using verb simple future tense. / Writing
Essential Question:
When you argue about something, should you have evidence first?
Grammar
Essential Question:
What is the difference between a plural and a possessive noun? / Writing
Essential Question:
Why is important to write a final draft to an essay?
Grammar
Essential Question:
How would you use an imperative “Do It!” word in a sentence? / Writing
Essential Question:
Should you always include the opposite view in an argumentative essay?
Grammar
Essential Question:
Write a sentence using the present tense “to be” in a sentence.
Explicit
Vocabulary
1.  Petition
2.  Aspartame
3.  Snake oil
4.  Nicotine
5.  + incidental / ELPS: (if applicable)
* Use words relevant to current reading and/or content areas – academic or domain specific words.
* Show pictures that represent the word. Use realia fi you have it. In partners, students predict through discussion the possible word that the picture represents. Partners speak in formal language using complete sentences.
* Give students the graphic organizer blank “Storm Vocabulary Acquisition”
*Teacher models the pronunciation of the word. Then, students practice saying (pronouncing) multiple times. Clap out syllables. Air write the word in syllables or phonemes. Teacher listens for correct pronunciation. Teacher gives corrective feedback.
* Teacher displays the dictionary definition. Teacher explains the word. All students read it out loud. In partners, students deduce the friendly definition using the dictionary definition, the explanations, and the picture. Teacher selects a suitable friendly definition.
* Students write the word in the rectangle at the top with the color that correlates to the part of speech. Partners determine the part of speech and origin.
* Teacher demonstrates a physical representation of the word at first. (The first two weeks, teacher provides the physical representation of the word. Students learn it. Later, in groups students discuss in compete sentences a possible physical representation.
* Teacher uses word in context (refers to positive, negative, neutral connotations) and provides examples/non- examples and explanations. Can use sentences right out of text. Post sentences in a highly visible place. The whole class reads the sentences out loud daily. In partners, students create examples/ non- examples in complete sentences.
* Check understanding – Teacher poses a sentence using the target word either correctly or incorrectly. Students use signals thumbs up/down. In partners, students must justify why it is right or wrong about the answer.
20-25 minutes
/ ELPS: (if applicable)
* Review picture word cards. As teacher displays the picture, students call out the vocabulary word. Give corrective feedback.
* Teacher demonstrates the physical representation of word. Students call out word.
* Students practice saying the word and the definition multiple times.
*Students sketch their own picture (homework or center).
* Students exchange their sketches with a partner. Students explain to a partner in complete sentences why their own sketch represents the word.
* Check for understanding – Teacher poses a sentence using the target word either correctly or incorrectly. Students use signals thumbs up/down. In partners, students must justify why the sentence is right or wrong.
* Partners discuss the word’s nuances (shades of meaning).
* Partners use the word in a complete sentence.
*See Word Forms section (next). Practice using prefixes and suffixes to change parts of speech and meanings. Use as whole class instruction. Use "I do, We do, You do.”
* Partners discuss the suffixes for tenses or conjugating. Partners discuss the new meaning of the word once the affix has been added. / ELPS: (if applicable)
* Review pictures. As teacher displays the pictures, students call out the vocabulary words. Students repeat the words.
* Review physical representations – students call out words. Partners practice saying the words and practice saying the definition to each other in complete sentences.
* Word Work Day – Partners discuss one or more of the following list: synonyms, antonyms, homonyms, prefixes, suffixes, related words, or cognate.
* Groups play oral language game “Vocabulary Challenge.” They will say the word, use it in a complete sentence, and then demonstrate the physical representation.
10-15 minutes / ELPS: (if applicable)
* Review picture word cards. As teacher displays the picture, students call out the vocabulary word. Give corrective feedback.
* Partners review physical representations and practice saying the word, stating the definition in a complete sentence and using the word in a complete sentence.
* Partners orally rehearse their sentences; then write a sentence. You designate which type of sentence, i.e., simple, Seven-Up+ Sentence, complex, compound, etc…
* Partners discuss to create and write an analogy. Elephant: ______; Ballerina: ______. Or, create a word array. / * Administer an assessment.
(List various forms of assessing vocabulary that you could use.)
Direct Instruction – Writing
“I do”
“We do”
“You do” / AZCCRS
CCSS.ELA.Literacy.7.W.1b
ELPS: (if applicable)
Objective: SWBAT I will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
I- will continue writing the “We Do” argumentative essay.
We- will continue writing the “We Do” argumentative essay.
You- will continue writing the “We Do” argumentative essay.
(List any WUAS strategies applicable to the day’s procedures)
Storm check, partner work, 7-up sentences, engagement strategies (sticks), scaffolding, modeling, frames/visuals / AZCCRS
CCSS.ELA.Literacy.7.W.1b
ELPS: (if applicable)
Objective: SWBAT I will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
I- will continue writing the “We Do” argumentative essay.
We- will continue writing the “We Do” argumentative essay.
You- will continue writing the “We Do” argumentative essay.
(List any WUAS strategies applicable to the day’s procedures)
Storm check, partner work, 7-up sentences, engagement strategies (sticks), scaffolding, modeling, frames/visuals / AZCCRS
CCSS.ELA.Literacy.7.W.1b
ELPS: (if applicable)
Objective: SWBAT I will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
I- will start writing a “We Do” argumentative essay.
We- will start writing a “We Do” argumentative essay.
You- will start writing a “We Do” argumentative essay.
(List any WUAS strategies applicable to the day’s procedures)
Storm check, partner work, 7-up sentences, engagement strategies (sticks), scaffolding, modeling, frames/visuals / AZCCRS
CCSS.ELA.Literacy.7.W.1e
ELPS: (if applicable)
Objective: SWBAT I provide a concluding statement or section that follows from and supports the argument presented.
I- will finish writing the “We Do” argumentative essay.
We- will finish writing the “We Do” argumentative essay.
You- will finish writing the “We Do” argumentative essay. Then the students will start writing the final draft.
(List any WUAS strategies applicable to the day’s procedures)
Storm check, partner work, 7-up sentences, engagement strategies (sticks), scaffolding, modeling, frames/visuals / AZCCRS
CCSS.ELA.Literacy.7.W.1e
ELPS: (if applicable)
Objective: SWBAT I provide a concluding statement or section that follows from and supports the argument presented.
I- will finish writing the “We Do” argumentative essay.
We- will finish writing the “We Do” argumentative essay.
You- will finish writing the “We Do” argumentative essay. Then the students will finish writing the final draft.
(List any WUAS strategies applicable to the day’s procedures)
Storm check, partner work, 7-up sentences, engagement strategies (sticks), scaffolding, modeling, frames/visuals
Checking for Understanding / Read/t-chart / read / T-chart, hand plan / Intro and body / Body and conclusion
In-Class
Support
(PCR Practice) / Target Skill: W.8.2b
Activity: SWBAT
Re-teach
Re-teach the students during small group or whole group the objective that they didn’t master during the benchmarks. / Target Skill: W.8.2b
Activity: SWBAT
Re-teach
Re-teach the students during small group or whole group the objective that they didn’t master during the benchmarks. / Target Skill: W.8.2b

Activity: SWBAT
Re-teach
Re-teach the students during small group or whole group the objective that they didn’t master during the benchmarks. / Target Skill: W.8.2b
Activity: SWBAT
Re-teach
Re-teach the students during small group or whole group the objective that they didn’t master during the benchmarks. / Target Skill: W.8.2b
Activity: SWBAT
Re-teach
Re-teach the students during small group or whole group the objective that they didn’t master during the benchmarks.
Direct Instruction – Grammar
“I do”
“We do”
“You do” / AZCCRS
CCSS.ELA- Language.7.L.1
Objective: SWBAT I will demonstrate command of the conventions of
Standard English grammar and usage when writing or speaking.
I- will review simple verb future tenses.
We- will review simple verb future tenses.
You- will review simple verb future tenses.
(List any WUAS strategies applicable to the day’s procedures)
Storm check, partner work, 7-up sentences, engagement strategies (sticks), scaffolding, modeling, frames/visuals / AZCCRS
CCSS.ELA- Language.7.L.1
Objective: SWBAT I will demonstrate command of the conventions of
Standard English grammar and usage when writing or speaking.
I- will review the imperative “Do It!” words.
We- will review the imperative “Do It!” words.
You- will review the imperative “Do It!” words.
(List any WUAS strategies applicable to the day’s procedures)
Storm check, partner work, 7-up sentences, engagement strategies (sticks), scaffolding, modeling, frames/visuals / AZCCRS
CCSS.ELA- Language.7.L.1
Objective: SWBAT I will demonstrate command of the conventions of
Standard English grammar and usage when writing or speaking.
I- will review compound nouns.
We- will review compound nouns.
You- will review compound nouns.
(List any WUAS strategies applicable to the day’s procedures)
Storm check, partner work, 7-up sentences, engagement strategies (sticks), scaffolding, modeling, frames/visuals / AZCCRS
CCSS.ELA- Language.7.L.1
Objective: SWBAT I will demonstrate command of the conventions of
Standard English grammar and usage when writing or speaking.
I- will review verb tense “to be”.
We- will review verb tense “to be”.
You- will review verb tense “to be”.
(List any WUAS strategies applicable to the day’s procedures)
Storm check, partner work, 7-up sentences, engagement strategies (sticks), scaffolding, modeling, frames/visuals / AZCCRS
CCSS.ELA- Language.7.L.1
Objective: SWBAT I will demonstrate command of the conventions of
Standard English grammar and usage when writing or speaking.
I- will continue to review verb tense “to be”.
We- will continue to review verb tense “to be”.
You- will continue to review verb tense “to be”.
(List any WUAS strategies applicable to the day’s procedures)
Storm check, partner work, 7-up sentences, engagement strategies (sticks), scaffolding, modeling, frames/visuals
Writing Homework / No Homework / No Homework / No Homework / No Homework / No Homework
Grammar Homework / Homework / No Homework / Homework / Homework / No Homework
Prompt:
We Do: After reading “PRO/CON: Are warning labels needed for e-cigarettes?” by Newsela and “Critics of soft-drink advertising claim "diet" soda really isn't” by Newsela, you have learned that just because something is labeled safe or healthy it may not be.
Write an argumentative essay in which you argue the benefits of having something labeled correctly.
Support your position with evidence from both texts.