Week #3: class reading, journal entries, vocabulary HW with quiz, and Unit 3: The Art of Story Telling – Learning How To Write a Children’s Book…
Greetings! Here is an update for 7th Grade Language Arts (Literature & Writing). I have a hyperlink to my lesson plans for the week of 01/21/14 to 01/24/14. If you would like to view the lesson plans in detail, please do so here >>> Lesson Plans for Week 3 – Quarter 3[click to open word document].
In Language Arts/Literature, students will begin their in class reading of The Pearl by John Steinbeck in several weeks (Week 5 of 3 Quarter). During our in class reading, students are required to take notes for comprehension in the following format – Question, Quotation (MLA Format), Characters, Setting, Connect, Conflict & Summarize. Those notes will help students with their ticket out of class via journal entries that they will be completing after daily reading. Journal entry requirements include students selecting a specific piece of text, cite it in MLA Format, and elaborate on why they selected that particular piece of text to cite. This week students will read The Highwayman & Lazy Peter and the Three Cornered Hat from their Literature & Language textbook. As enrichment, students will also be reading The Time Machine by H.G. Wells. However, this particular reading will only take place 10 pages at a time every Friday of Quarter 3. Students will be given a vocabulary guide [here] as well as other activities to help with comprehension due to The Time Machine’s difficult vocabulary. Students will also work on Buckle Down AIMS for various reading comprehension skills. This week students will be given Week #3′s vocabulary wordson Monday, and they will have two assessments in the form of homework due on 01/23/14 as well as a quiz on 01/24/14. I will also be pulling all of this year’s regularly scheduled vocabulary words from the Scripps National Spelling Bee & SAT lists for 7th Graders >>> [vocabulary guidelines & instructions]… Please make sure your student is completing their vocabulary homework every Monday because we will have a quiz assessment on those words every Friday.
The Friday before we celebrate Dr. Martin Luther King’s birthday, students will get familiar with who Dr. King was and what he stood for. My main objective is that students will be able to identify several key highlights of Dr. King’s life as well as his life’s work with civil rights. I will begin class with a two part bell work prompt: “Who was Dr. Martin Luther King? What are your dreams and how will you make them come true?” I will reach my objective via a reading comprehension worksheet(s) [here & here] as well as a mini biography via YouTube (below). A little about the mini biography via Bio: “A short biography of Dr. Martin Luther King, Jr. He is widely considered the most influential leader of the American civil rights movement. He fought to overturn Jim Crow segregation laws and eliminate social and economic differences between blacks and whites. King’s speeches and famous quotes continue to inspire millions today.”
Students will finish the lesson with a fine arts activity where they will receive two handouts. One will be of a black and white picture [here], and the other one will be filled with famous quotes from Dr. Martin Luther King Jr. [here]. Students will be asked to color in the black and white picture as well as insert their favorite quotes. We will post the finished product around the classroom… Continue reading →
A student asked the other day, “Why do we get Monday off?” It kind of reminded me that some students don’t know, and that it might be important to let them know a little bit about Dr. Martin Luther King. I began with bell work in order to jump-start the conversation. The kids were great, but they didn’t really know too much about what he did in general. However, they did know about his “I Have a Dream” speech, but outside of that, not so much. A few kids knew that he was assassinated in 1968. One student knew that he had been to jail on either one or more occasions, and for some reason or another the students got a chuckle out of that. I was encouraged that they knew a little beyond the famous speech he gave in Washington, D.C. on August 28, 1963…
This limited type of feedback was what I was expecting, so I took it as an opportunity to move on to our view and respond. I found a short clip on youTube via Mojo.com called, “Martin Luther King Jr.: Life and Death.” After the class did some active watching (jotting down the who, the what, the when, the where, and the why), we came back together to participate in an acrostic poem about Civil Rights. We had a short discussion to wrap up the mini-lesson to see if I had reached my goal for the mini-lesson. That main goal being, get a higher percentage of students to understand who Martin Luther King Jr. was beyond his famous speech(s) via bell work, view & respond, acrostic poetry, and a classroom discussion. That being said, the class volunteered to read their acrostic poems, and then we moved on to our Short Story Assignments which was the overall objective for the day. The mini-lesson took about 25 minutes, and hopefully they now know at least one more thing about why we get Monday off for Dr. Martin Luther King’s birthday.