Name: James Durham Date: 3/3

Subject: Language Arts Grade Level: 7

Standards - Standard - CC.1.2.7.B

Cite several pieces of textual evidence to support analysis of what the

text says explicitly as well as inferences, conclusions, and/or
generalizations drawn from the text.

- Standard - CC.1.5.7.C

Analyze the main ideas and supporting details presented in diverse media
formats (e.g. visually, quantitatively, orally) and explain how the ideas
clarify a topic, text, or issue under study.

- CCSS.ELA-Literacy.RH.6-8.7:

Integrate visual information (e.g., in charts, graphs, photographs, videos,

or maps) with other information in print and digital texts.

Objectives 1. Given a pictures which display a narrative, students will be able to

accurately answer comprehension questions posed by the textbook

2. Given six narrative photographs, students will be able to make an

informed prediction on what would be in a seventh picture
Assessments Formative:

- The comprehension questions will be used to assess objective one.

- Student drawings/captions will be collected to assess objective two.

Summative:

- End-of-unit assessment

Materials Student materials:

- PDN sheets

- Writing utensils

- Textbooks

- Notebooks

Teacher materials:

- Google Slides presentation

- Textbook
Intro/Hook 1. All of the PDNs this week are on a previously prepared sheet which the
 students already have

2. Read for the students the day’s PDN question: How would you answer
the popular job interview question, “Tell me about a time you had to
work with someone else, even if you didn’t want to. Why is it important
to be able to work with others?”

3. Distribute textbooks while students work on their PDNs

4. Lead discussion on today’s PDN

Body/Procedure 1. Ask students to put away their PDNs and open their textbooks to page
413

2. Discuss with the students what the term “visual literacy” means

3. Display the vocabulary terms from the story

a. Use this time to circulate the classroom as students work to

scaffold when needed.

4. Complete the vocabulary terms and discuss the “examples,” which are
just pictures -- why?

5. Discuss “How we interact with photography”

6. Allow students, individually, to look through the slides and make notes.

7. Ask table groups to do the same thing together

8. Do this one more time whole class utilizing numbered heads

9. Work on the comprehension questions as a group (page 417)

10. Students will then create their own picture to hang up which will be
“photograph 7:” -- this will include a caption

11. After students complete this drawing assignment, do a class gallery walk
with all the students’ pictures on their desks.
Closure 1. Lead a guided discussion on the common themes of the pictures

a. How do they relate to our unit’s guiding question?

Accommodations 7-08:
Students with difficulties:

JE.S. -- ED; ADHD

CYM.LF. -- SLD

AM.R. -- ADHD, SLD, MHC

- There is a co-teacher in the room for these students, but

 monitoring and checking in with them often is imperative and
helps them remain on task

- Circulate the room as to meet with these students and keep them
focused during vocabulary terms

- Provide sentence starters on the board for these students

- Talk with Miss Sweeney before class to see how long

these students will be out at supplemental instruction.

7-05:
Students with difficulties:

LH.WC. -- ED, ADHD

- Encourage this student to use resource when needed

- Allow this student use of their “anger pass” at any time

MO.G. -- ED

- Encourage this student to take their work to the resource room

- Keep track of this students’ bathroom passes

Accelerated students:

NE.TG. -- Gifted, ADHD

- Direct higher level questions to this student

- Encourage this student to be active in larger class discussion

7-06:
Students with difficulties:

B.CE. -- SLD

JA.C -- OHI, ADHD, MHC

DM.K -- SLD severe

EM.M. -- SLD

JA.OD. -- SLD, ADHD

SA.R. -- SLD, ADHD

JD.P. -- SLD

RM.R. -- SLD

D.R. -- SLD

KE.T. -- SLD, MHC

H.VB. -- OHI
SLM.W. -- ED

- There is a co-teacher in the room for these students, allowing

for consistent academic and behavioral assistance

- Provide classwide sentence starters during the PDN

IE.G. -- ADHD, MHC

SA.R. -- SLD, ADHD

- Allow ample time for these students to speak in class, giving

attention intentionally as to keep them involved and engaged

For accelerated learners:

MA.NJ. -- Gifted

- Redirect this student quickly and with specific intent when they
become disengaged

- Pose higher level questions to this student as to keep them

engaged and challenged

7-07:
Students with difficulties:

JQ.S. -- ED, MHC

- Allow this student to go to resource room as needed, as they

become frustrated easily

- Check in with this student early and often, making sure they are
an active part of class discussion

JA.C. -- ADHD, F&SC, MHC

- Provide this student with plenty of positive attention in class as

to keep them engaged, on task, and avoiding any negative
behavior

- Keep this student away from JQ.S.

MM.MC. -- SLD

A.M. -- SLD, ADHD, MHC

V.R -- SLD, MHC

M.RR. -- SLD

- Check in often with these students, as they tend to struggle more

so than the others in the class

- These students struggle with writing assignments, so scaffold

them often during the vocabulary portion of the lesson