Lesson 1 (​ 9/9/19)

Topic: Reading Inventory

Essential Questions Assessments/Assignments Differentiation

● “In what ways can I grow as a reader?” For the purposes of this class, the The reading inventory will be given on laptops.
● “How am I doing as a reader now?” student will take a reading inventory The entire 45 minute block will be given so
assessment to determine the students who may need extra time to complete the
students’ critical reading skills as of assessment will have the ability to do so.
right now. When the students have
finished the reading inventory, they
can work on their response to the
“Seventh Grade” analysis prompts.

Learning Goals Needed Materials

Since this lesson is reserved for the reading inventory, the major goal of this lesson is Classroom set of laptops, Google Slides presentation to help explain directions.
to gather data regarding the students’ reading abilities in order to best meet the needs
of the students throughout the year and help them grow as readers. Lesson Body

The class will begin with greeting the students and using the Google Slides presentation to
assist me in explaining the directions for how the students will complete the reading
inventory. The students will then follow the classroom procedure of picking the laptop
that was assigned to them to complete the reading inventory. The majority of the class
time will be allotted for the students to complete the reading inventory (approximately 25
- 40 minutes). If any students complete the reading inventory early, they can, if they have
chosen their independent reading text, ask to hold a reading conference to receive
permission to read their text. If a student is not ready to have their conference, they may
read or search the classroom library for a text for the independent reading assignment
when they finish the reading inventory.

SOLs

7.4: The student will read and determine the meanings of unfamiliar words and phrases within authentic texts.
7.5:The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, poetry, and drama.
7.6: The student will read and demonstrate comprehension of a variety of nonfiction texts.
 Lesson Sequence

Time Teacher Actions Student Actions

3-5 Provide the students with the directions for taking out their Follow along with the presentation and directions. Ask questions as needed.
minutes laptops, how to access the reading inventory, and what students
will do if they finish the reading inventory early.

25- 40 Monitor students as they complete the reading inventory and The students will complete their reading inventory on their assigned laptops.
minutes assist students as needed with any potential technical issues.
(depending
on the
student)

If students Hold reading conferences with students and assist students in Participate in a reading conference to get their text approved, find a book to
finish the choosing a text for the independent reading assignment if they read in the classroom library, work on the “Seventh Grade” analysis
reading have not chosen a book yet or if they need help finding a text. questions or begin reading their independent text.
inventory
before the
end of
class.
 Lesson 2 (​ 9/10/19)
Topic: Communities and Self

Essential Questions Assessments/Assignments Differentiation

● “In what ways am I shaped by the communities
that I’m involved with?”
● “How can I create or join different/new
communities?”
The students will turn in their response to an analysis
prompt that was focused on “Seventh Grade”, a short
story they read last week through Google Classroom.
The students will also respond to a short survey
regarding their thoughts about what a community is.
The students will complete the majority of their work on
their assigned laptops as they will practice using Google
Classroom during this lesson. However, should the need
arise, students will have the option to provide a written
response for the community based activities.

Needed Materials

Classroom laptops, Slides presentation, “Where I’m From” poem prewrite questions handout

Lesson Body and Sequence

As the students walk into class they will take out their assigned laptops. A Google Slides presentation will display the agenda for what the students will do for the day. Once the
students have logged onto their laptops, they will go onto Google Classroom and complete a survey about their current views and understanding about being a part of a
community or multiple communities. When all of the students have completed the survey, the method for submitting assignments on Google Classroom will be shown to the
students. I will then share a model response to the class for the prewrite questions with my own response. The students will then have the rest of class to complete the prewrite
questions for the poem that they’ll write tomorrow. If the students do not finish their prewrite during class, they will need to finish it for homework. The reading conferences will
continue into this lesson as well. The students will also have the opportunity to read the text they chose for their independent reading assignment as well.
 Lesson Sequence

Time Teacher Actions Student Actions

1- 3 Present and review the agenda for what the students will do for Go over the activities that will be done for the lesson and ask questions as
minutes the lesson. needed.

15 minutes Assist students as they take out their laptops in groups and The students will begin to sign on to Google Classroom. Once there the
provide instructions on how to sign up for Google Classroom. I students will complete the community survey. For the students who needed
will also provide directions on how the students will complete more time to complete the reading survey from the previous lesson, they may
the survey. work on that now.

5 minutes Demonstrate how to submit an assignment on Google If the students have finished their “Seventh Grade” assignment, they can turn
Classroom. them into Google Classroom. If the students are not done, they will have
until 11:59 that night to turn in the assignment.

15 - 20 The directions for completing the prewrite activity will be Follow along with the directions and ask questions as needed.
minutes reviewed. . Complete the prewrite activity.
Monitor students as they complete the prewrite and assist
students as needed.

5 - 10 Conduct reading conferences. Read their independent texts and participate in the pre-reading conference if
minutes they have not done so already (or find a text).
 Lesson 3 ​(9/11/19)
Topic: Building Communities

Essential Questions Assessments/Assignments Differentiation

● “How do I add to the community or
communities I am a part of?”
After the students write their poems and discuss them
within their small groups, they will respond to a series
of critical analysis questions regarding their poems and
what they learned about communities from their small
group discussions.
The students will complete the majority of their work on
their assigned laptops as they will practice using Google
Classroom during this lesson. However, should the need
arise, students will have the option to provide a written
response for the community based activities.

Needed Materials

Classroom laptops, the students’ completed prewrite responses

Lesson Body

The students will be provided with an outline of the activities that they will complete for the day. After the agenda for the day is presented, the original “Where I’m From” poem
and a student example will be read. The poem will also be displayed on the board for the students to read as well. The students will be provided with a template of how to
structure the poem and will then have time in class to write their poems. The poems will be written on the students’ laptops and submitted on Google Classroom. When the
students have finished writing their poems, they will then share them in small groups. The students will then complete a set of analysis questions about the creation of their poems
and what they learned about their group members through the poetry reading. As with the previous two lessons, the students will have a reading conference, if they have not done
so already, or read their independent reading text.
 Lesson Sequence

Time Teacher Actions Student Actions

1- 3 Present and review the agenda for what the students will do for Go over the activities that will be done for the lesson and ask questions as
minutes the lesson. needed.

5 -10 Share the original “Where I’m From” poem and a student Follow along with the presentation and ask questions as needed (after I finish
minutes example, modeling a potential method of writing and structuring reading the poem).
the poem.

20 minutes Provide directions on how to complete the poems, assisting Using the responses from their prewrite, the students will compose a “Where
students as they work and monitoring the students to ensure they I’m From” poem.
stay on task.

5 - 10 Explain the directions regarding how the students will share The students will take turns reading their poems to the small group members.
minutes their poems within their small groups.

5 - 15 Guide students to the post-discussion questions. Complete the post-discussion questions. If the students don’t have enough
minutes time to finish the questions (I anticipate that they won’t finish) the rest will
be for homework.

If students Hold reading conferences with students and assist students in Participate in a reading conference to get their text approved, find a book to
finish the choosing a text for the independent reading assignment if they read in the classroom library, or begin reading their independent text.
reading have not chosen a book yet or if they need help finding a text.
inventory
before the
end of
class.
 Lesson 4 ​(9/12/19)
Topic: Poetry Reflections

Essential Questions Assessments/Assignments Differentiation

● “How do I add to the community or
communities I am a part of?”
The students will individually complete an anticipation
guide for the text and turn it in at the end of class.
There are also a set of analysis questions that the
students will also complete individually and discuss
their responses in their small groups.
The students will complete the majority of their work on
their assigned laptops as they will practice using Google
Classroom during this lesson. However, should the need
arise, students will have the option to provide a written
response for the community based activities.

Needed Materials

Text (“Ma’am, Here’s Your Burger), Anticipation Guide, Analysis Questions, Assigned Laptops

Lesson Body

The class will begin a Google Slides presentation outlining the agenda for the day. The students will have time at the beginning of class to finish working on their poems (the
majority of the students did not finish working on their poems yesterday). When the students have finished writing their poems, they will then share them in small groups. The
students will consider the following items as they share their poems within their small groups:
“Each member of your group will share their poem.
Think of one thing you like about each of the poems your group members wrote.
Think of one thing you found interesting about the poems your group members read.”
The students will then complete a set of analysis questions about the creation of their poems and what they learned about their group members through the poetry reading. As with
the previous two lessons, the students will have a reading conference, if they have not done so already, or read their independent reading text.
 Lesson Sequence

Time Teacher Actions Student Actions

1- 3 Present and review the agenda for what the students will do for Go over the activities that will be done for the lesson and ask questions as
minutes the lesson. needed.

10 minutes Monitor and assist students as they complete their “Where I’m Edit/revise/finalize the “Where I’m From” poems.
From” poems.

10 minutes Explain the directions regarding how the students will share The students will take turns reading their poems to the small group members.
their poems within their small groups.

5 minutes Explain the directions regarding how the students will share The students will take turns reading their poems to the small group members.
their poems within their small groups.

20 minutes Guide students to the post-discussion questions. Complete the post-discussion questions. If the students don’t have enough
time to finish the questions (I anticipate that they won’t finish) the rest will
be for homework.

If students Hold reading conferences with students and assist students in Participate in a reading conference to get their text approved, find a book to
finish the choosing a text for the independent reading assignment if they read in the classroom library, or begin reading their independent text.
reading have not chosen a book yet or if they need help finding a text.
inventory
before the
end of
class.
 Lesson 5 ​(9/13/19)
Topic: Exploring Communities Through Texts

Essential Questions Assessments/Assignments Differentiation

● “In what ways can I change the community, or
communities, I am a part of.”
● “How can communities change based on the
actions of its members?”
The students will complete an anticipation guide which
will prime them for the reading that will be completed
either during this lesson or during Monday’s lesson.
The students will complete the majority of their work on
their assigned laptops as they will practice using Google
Classroom during this lesson. However, should the need
arise, students will have the option to provide a written
response for the community based activities.

Needed Materials

Classroom laptops, “Ma’am, Your Burger Has Been Paid For” article, anticipation guide, Google Slides presentation

Lesson Body

An outline of the activities for this lesson will be provided to the students using a Google Slides presentation. I will then go through the reactions I had while reading the students’
community surveys. I will also share some information about some of the communities I am a part of as well. I will discuss some of the positive aspects of being a part of these
communities. “​How can your involvement in a community change you for the better? For the worse?​” The students will write down their responses on a sticky note or index
card. After the students have written their responses, they will share the responses in their small groups and then answer the same question as a group. Each group will then
choose a member to share their responses with the class. The students will then be given an anticipation guide for “Ma’am, Here’s Your Burger” to complete individually before
the reading. Time permitting, we will read the text in class. Class will end with students being provided an opportunity for individual work (see lesson sequence below).
 Lesson Sequence

Time Teacher Actions Student Actions

3-5 minutes Introduce the agenda for the day and respond to the students’ Review the agenda and the community survey responses.
community surveys.

10 - 15 Provide the students with the question “​How can your
minutes involvement in a community change you for the better? For
the worse?” a​ nd explain how the students will respond.
The students will respond to the question posted on the board by writing on
an index card or sticky note. The students will then share their responses
with the group members, create an answer as a group, choose a
representative to share the response with the class, and then share that
response with the class.

10 -20 Explain the directions on how to complete the anticipation guide Complete the anticipation guide. The anticipation guide will be printed out.
minutes and assist students as they provide their responses.

(​Reading Read the text to the students. Read the text. The text will be available on Google Classroom.
the text
may get
pushed to
Monday)
10 minutes

10 - 15 This is an independent work time. Students will do one of three
minutes things: complete their reading inventory, have their reading
conference, or read the text for their independent reading
assignment. Therefore, I will conduct reading conferences with
the students who have not done them yet.
Students will do one of three things: complete their reading inventory, have
their reading conference, or read the text for their independent reading
assignment.

If students Conduct reading conferences. Read their independent texts and participate in the pre-reading conference if
finish any they have not done so already (or find a text).
of the
activities
early.