Name: Mackie

Subject: ELA

Week: Sept. 25 Oct 7, 2016

Thursday
Friday

Monday

Tuesday

Wednesday

Standards

All of Unit3 standards

All of Unit 3 standards

ELACC7RL1
ELACC7RL4
ELACC7W9
ELACC7SL1
ELACC7L5

ELACC7L1a & b

W.A.L.T.

Examine personal data

from Unit 1 pre test

Examine personal data

from Unit 1 pre test

Phrases and clauses

W.I.L.F.

Students will look

over their results from
Unit post test and
determine what they
standards they have
mastered, and which
ones they need to work
on.
Daily Oral Lang

Students will look over

their results from Unit post
test and determine what
they standards they have
mastered, and which ones
they need to work on.

Simple sentence, compound

sentence, compound
complex sentences, and
complex sentence
Students will be able to
determine the different
types of sentences in a book
and explain why it is
important to vary sentences
types in writing.

Students will be able to

determine the different types
of sentences in a book and
explain why it is important
to vary sentences types in
writing.

Students will be able to

identify the different types
of figurative language that
the author uses in The
Hobbit

Daily Oral Lang

Daily Oral Lang

Daily Oral Lang

Daily Oral Lang

What are the types of

sentence structures?
Notes over sentences types,
clauses, and phrases
In groups, have students
compile a list of their
sentences from homework
and have they identify the
clauses, and phrases that
are used in each sentence.
If time, have students share
their findings to the class

What are the different parts

of a sentence?
Examine a few chosen
sentences, explaining
sentence components to
students
1. What are the elements of
a phrase?
2. What are the elements of
a clause?
3. How do phrases and
clauses work together to
make compound, complex,
and compound/complex
sentences.
4. What do you think an
optimum mixture of these

Review over chapter 1

Warm-up:
Opening:
I do:
We do:
You do:

What
data tell
us about
What can data tell us about
ourcan
learning
experience?
our learning experience?
Students will complete
Notes over sentences
their data work sheet using
types, clauses, and
their graded Unit 5pre test.
phrases
In groups, have
students compile a list
of their sentences from
homework and have
they identify the
clauses, and phrases
that are used in each
sentence.
If time, have students
share their findings to
the class

ELACC7RL3
ELACC7RL4
ELACC7W9
ELACC7L4
ELACC7L5
ELACC7L1
Figurative language
(Simile, metaphor, allusion,
personification, etc.)

Discuss plot and character

in Chapter 2, modeling
appropriate notes
Introduce literary concepts
to be analyzed in
assessment writing,
providing definitions and
examples from text of each
(ensure that students take
appropriate notes): diction,
syntax, tone, figurative
language, (use powerpoint
from introducing The
Hobbit) imagery,
symbolism
If time, Conduct group
read-aloud Chapter 3

types of sentences would

look like? Would it vary
depending on the author or
the piece and its tone and
purpose?
Closure

Tier Levels

Homework

Standard parking: what is

your top 2 standards you
need to work on the most?

Write 3 complex sentences,

and 2 compound complex
sentences.

What are the types of

clauses found in a sentence?

Tier I
Provide students with
copies of blank note sheets
and certain key words to
focus on during the
presentations
Tier II
Provide Key words for the
student to focus on during
the presentations and guide
their notes
Tier III
Students will create their
own note sheets and will
determine on their own
which words to focus on
during presentation
Read Chapter 2

Conduct small group

teaching
Student-Student teaching

Read Chapter 2

(student notes should reflect

information gathering on at
least one or two literary
elements)
http://www.youtube.com/
watch?v=L3HJ1brXr6s
What is the tone of The
Hobbit?
What is the diction of the
story?
Does the author use any
specific syntax?
Tier 1
Provide students with
copies of blank note sheets
and certain key words to
focus on during the
presentations
Tier II
Provide Key words for the
student to focus on during
the presentations and guide
their notes
Tier III
Students will create their
own note sheets and will
determine on their own
which words to focus on
during presentation
If not able to in class, have
students read ch. 3, and
Locate and write down 2
examples of each of the
following in the text:
1. Simple sentence
2. Compound sentence
3. Compound/complex
sentence
4. Complex sentence