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Teacher: Brown/Palmer

Date: March 21, 2012

Class: 7th Grade Pre AP ‘
Alabama COS Grade 7:

Unit: Poetry/Figurative Language

__x___Whiteboard __x___LCD Projector __x___Computer _____Mobi/Smartboard _____PowerPoint/Prezi _____Websites _____Library _____Textbook _____Audio/Visual Clips _____Worksheet _____Graphic Organizer __x___Art Supplies _____Novel/Play _____Articles _____MLA Handbook _____Other: __________________________

___ 7.1 Apply strategies appropriate to the type of reading material, including setting purposes for reading and making generalizations, to comprehend seventh-grade recreational reading materials. ___ 7.2 Relate literary elements and devices to each other, including main idea and supporting details, climax, point of view, and imagery. ___ 7.3 Distinguish among the major genres, including poetry, short stories, novels, plays, biographies, and autobiographies, and subgenres, such as folktales, myths, parables, fables, and science fiction, based on their characteristics. ___ 7.4 Apply strategies that include setting purposes for reading, distinguishing fact from opinion, making generalizations, and reviewing to comprehend informational and functional reading materials. ___ 7.5 Recognize the use of textual elements, including main idea and supporting details, to gain information from various text formats, including graphs. ___ 7.6 Analyze nonfiction, science fiction, mystery or suspense, fantasy, and adventure for distinguishing characteristics. ___ 7.7 Interpret the author's message in various literary, informational, and functional texts. _x__7.8 Compare selections of culturally diverse literature and their characteristics. ___ 7.9 Compose in descriptive, narrative, expository, and persuasive modes with a thesis sentence and introductory, supporting, and concluding paragraphs when appropriate. ___ 7.10 Apply mechanics in writing, including commas to set off nouns of address and following introductory phrases and clauses. ___ 7.11 Apply grammar conventions in writing to pronounantecedent agreement and to subject-verb agreement with inverted word order and with indefinite pronouns as subjects. ___ 7.12 Cite sources used in the research process. ___ 7.13 Apply steps in the research process to identify a problem or issue, locate resources and information, and present findings. ___ 7.14 Present findings from inquiry and research using a variety of resources. ___ 7.15 Demonstrate listening skills, including identifying the main idea, detail, purpose, and bias in group discussions, public speeches, and media messages

Student-Friendly Learning Outcome: I will (students should be able to)… -Brainstorm descriptive terms about the four seasons -Recognize the components of a haiku -Write and illustrate an original haiku

Activities: Quick Write- create a list of: 10 nouns, 10 adjectives, 10 verbs, 10 adverbs that are related to on another. This is to be used as a jumping off point to create the haiku—already having a word list an idea to go from. Brainstorm- whole class, brainstorm different ways to talk about the four seasons. On ELMO. Students will call out descriptive words and I will record them on paper, projected for the whole class to see. Poetry- read aloud various haiku’s, some published, some written by me. Talk about the components of a Japanese haiku and other various forms. Emphasize number of lines, syllables per line, syllables per haiku, the element of nature, and the stop. Creating Haiku’s-students will work individually to create original haiku’s using words from their quick write chart and season brainstorms. Haiku’s must fit in the traditional Japanese form and must be illustrated.

Content Literacy Strategies: Before:
__x___Quick Write _____5-word Prediction _____Table Talk _____Pre-reading Plan _____List-Group-Label _____KWL Chart _____RAFT _____Think-Pair Share _____Preview and Predict _____Preview Chart _____Anticipation Guide _____Knowledge Rating _____Other: ________________________

__x___ Brainstorm _____Say Something _____Semantic Map _____Coding the Text _____INSERT _____Magnet Summary _____Discussion Web _____Journal Response _____Graphic Organizer _____Paired Summarizing _____Quadrant Cards _____Think Aloud _____JIGSAW _____Cubing _____GIST _____Carousel Brainstorm _____QAR _____Think-Pair-Share _____Reciprocal Teaching _____Three-Minute Pause _____Margin Notes _____Venn Diagram _____T-chart __x___Other: ___Chunking/Summarizing____ ___________________

_____3-2-1 _____Save the Last Word for Me _____Exit Slips _____Summarizing _____Other __________________________

Assessments: Summative: Formative: Haiku’s- graded for following form and directions, 100 pts


Accommodations: __x___Extended time _____Accommodated test _____Provide copy of notes _____Preferential seating _____Reduced number of questions _____Shortened writing assignment

Literacy Skills Highlighted: __x___ Reading __x___ Writing __x___ Listening __x___ Speaking __x___ Viewing __x___Visually Representing

_____Hands-on project in lieu of research paper __x___Break materials into chunks __x___Provide written and oral directions __x___Hands-on learning _____Study guide _____Small group learning _____Test read aloud _____Test in small group _____Alternate location _____Reteach _____Retest _____Other: ___________________________________