unit 1: week 1 (lesson 1-5) gogirl (approximately 6 days...

ESL Escalate Intermediate.Adv7th 1st Nine wks

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UNIT 1: Week 1 (lesson 1-5) GoGirl (Approximately 6 days) pages 4 – 9

1. Overview Students will read, respond to, and discuss informational text.

CONTENT Introduce Theme: Bold Actions

Reading Selection Title: “GoGirl”

Introduce essential questions.

Introduce Academic, Critical, and Personal Vocabulary.

a. Academic Vocabulary: aspect, evaluate, text, cultural, resource.

b. Critical Vocabulary: profile, hips, competitively, inspiration, prosthetic, courtside, confront.

c. Personal Vocabulary: brave, confident, gutsy, fearless, daring, courageous, plucky, forceful.

d. Language Vocabulary: 10k, jogging, to train, running shoes, bounced, race, working out, stretched, the

finish, fitness, ankles, muscles, legs, calves.

e. Compound Words: smokejumpers, airplane, sometimes, firefighters, wildfire, skydive.

f. Multiple-Meaning Words: whipped, pockets, call.

g. The Vocabulary of Myths: underworld, palace, queen, goddess, kingdom, sword, castle, cavern, an offering, rescue, king, servant, hunting, cape, journey, god, to right a wrong.

h. Shades of Meaning.

Grammar: nouns, common, proper, forming plural nouns, plural forms of irregular.

Reading Selections.

Reading Skills: context clues, citing text evidence, cause and effect, and idioms: eating my dust, mega hills, be in

for it, nonfiction narrative, and sequence of events.

Discussion: discuss tone.

Writing Type: a blog.

View video for cause and effect relationships Connor Stroud.

Compare and contrast the video.

LOUISIANA

STUDENT STANDARDS

CONNECTORS

ELP C1 Construct meanings from oral presentations and literary and informational text through

grade appropriate listening, reading, and viewing

ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses,


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FOR ENGLISH LEARNERS

responding to peer, audience, or reader comments and questions

ELP C3 Speak and write about grade-appropriate complex literary and informational texts and topics

ELP C4 Construct grade-appropriate oral and written claims and support them with reasoning and evidence

ELP C5 Conduct research and evaluate and communicate findings to answer questions or solve problems

ELP C6 Analyze and critique the arguments of others orally and in writing

ELP C7 Adapt language choices to purpose, task, and audience when speaking and writing

ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text

ELP C9 Create clear and coherent grade-appropriate speech and text

ELP C10 Make accurate use of standard English to communicate in grade appropriate speech and writing

EP 1 Support analysis of range of grade level complex texts and evidence

EP 4 Build and present knowledge through research by integrating comparing, and synthesizing ideas from text

EP 5 Build upon the ideas of others and articulate their own clearly when working collaboratively

EP 6 Use English structures to communicate context specific messages

2. Resources

T E A C H I N G R E S O U R C E S

Escalate 7th grade Teacher’s Edition

Student Activity Book

www.my.hrw.com

A D D I T I O N A L S U P P O R T I N G R E S O U R C E S

Lexia Core 5

Bilingual Dictionary

Browse Magazine

Brain Pop ESL https://esl.brainpop.com

Brain Pop https://www.brainpop.com

Acts Of Boldness https://www.youtube.com/watch?v=SHoQL9grbw8

HOT’s Question Stems file:///C:/Users/Class/Downloads/HOTSQuestionCards%20(3).pdf

* Ed Helper http://www.edhelper.com * Teachers pay Teachers www.teacherspaidteachers.com

http://www.my.hrw.com/

https://esl.brainpop.com/

https://www.brainpop.com/

https://www.youtube.com/watch?v=SHoQL9grbw8

http://www.edhelper.com/

http://www.teacherspaidteachers.com/


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Idioms in popular songs. https://www.youtube.com/watch?v=JFmiGojGPIQ

3. Activities for Understanding

SUGGESTIONS Students will video to Build Background knowledge and make connection with theme of Bold Actions Reading Selection Title: “GoGirl” Using HOT’s questions stems and sentence frames students will answer an essential question:

1. What does it mean to be bold? Students will complete the Visual Throwdown Activity (student activity book p. 1).

Vocabulary/Spelling

Students will review academic vocabulary and synonyms from the text. (student activity book pp. 3,4) a. Language Vocabulary: 10k, jogging, to train, running shoes, bounced, race, working out, stretched, the

finish, fitness, ankles, muscles, legs, calves. b. Compound words: smokejumpers, airplane, sometimes, firefighters, wildfire, skydive. c. Multiple-Meaning Words: whipped, pockets, call. d. The Vocabulary of Myths: underworld, palace, queen, goddess, kingdom, sword, castle, cavern, an offering,

rescue, king, servant, hunting, cape, journey, god, to right a wrong. e. Shades of Meaning: ran – race: trotted, spirited, jogged, bolted, scampered, scurried, dashed, darted

(student activity book p. 15).

Students will learn to use idioms “see video” (student activity book p. 8). Students will work on the Frayer Model from My Personal List and Academic Vocabulary. Students will answer critical vocabulary (student activity p. 11).

Discussion

Students will use HOT’s question stems and Kagan strategies to discuss the image on p. 4 of student book and on p. 5 of the activity book.

Students will use transitional words and phrases to create a timeline for GoGirl. Students will use first read as a cold reading for Just Right scaffolding support. Students will connect word and theme by exchanging information and ideas (student text book p. 3 & activity

book p. 1- visual 1.2). Comprehension

Students will practice cause and effect. Students will read the text, The Language of Boldness (student text p. 4).


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Students will read the text, “Go Girl” with the teacher as a first read and close reading. (student text pp. 4, 6) Students will use a graphic organizer to create a cause and effect chart of GoGirl. Students will use HOT’s question stems and Kagan strategies to discuss student text book p. 8) Students will highlight in yellow an event, or cause, that could lead to other events. Students will highlight in green effect(s) that happen as a result of this cause. Using HOT’s question stems students will discuss the video of, Connor Stroud. Students will compare and contrast the story “Go Girl” to the video “Connor Stroud” (student activity book p

10).

Students will view video to understand idioms. Students will complete the critical vocabulary activity (student activity book p. 11).

Grammar

Students will identify a sentence and the four kinds of sentences (declarative, interrogative, imperative, and exclamatory).

Students will identify nouns. Students will identify the subject, verb, and object in the sentence. Students will use the modeled set of questions to help them correctly identify the subject, verb, and object of a

sentence (student activity book p. 9).

Performance Task Students will start a Blog (student activity book p. 7). Students will complete the performance task (student activity book pp. 4 – 7).

Agenda Binder

1. Warm up! Daily Edit/Journal 1. Daily Edit/Journal

2. Essential Questions 2. Homework

3. Academic Vocabulary 3. Vocabulary

4. Reading Selections 4. Reading Selection: Text Features/Genre

5. Discussion 5. Writing: Type of Writing

6. Writing/Performance Task 6. Exit Ticket


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UNIT 1: Week 2 (lessons 6-9.4) Smokejumpers: Parachuting Firefighters (Approximately 6 days) pages 10-13

1. Overview

Students will read, respond to, and discuss informational text.


Reading Selection Title: “Smokejumpers.”


Introduce the First Read.

Explore the Topic using Close Reading Activities.

Introduce Academic and Critical Vocabulary.

a. Academic Vocabulary: aspect.

b. Critical Vocabulary: engulfed, intense, spotters, inferno, meadows, and trainees.

c. Compound Words: wildfire, landscape, backpack, and ongoing.

d. Suffix -ee: awardee, interviewee, appointee, employee, and retiree.

How English Works: subject pronouns, object pronouns.

Discussion Support.

Exploring the Topic: students present their boldness speeches.

Reading Skill: author’s purpose.

LOUISIANA

STUDENT STANDARDS

CONNECTORS FOR ENGLISH

LEARNERS


grade appropriate listening, reading, and viewing ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses,

responding to peer, audience, or reader comments and questions ELP C3 Speak and write about grade-appropriate complex literary and informational texts and topics






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2. Resources




www.my.hrw.com


Lexia Core 5


Browse Magazine



Ed Helper http://www.edhelper.com

Smoke Jumpers https://www.youtube.com/watch?v=fcv1K7QsrvI

HOTs question stems file:///C:/Users/Class/Downloads/HOTSQuestionCards%20(3).pdf

*www.teacherspayteachers.com

www.readworks.org





https://www.youtube.com/watch?v=fcv1K7QsrvI

http://www.teacherspayteachers.com/


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SUGGESTIONS Students will watch the video on Smokejumpers to create background knowledge and vocabulary. Students will read the Text Selection: Title: “Smokejumpers: Parachuting Firefighters.” Using HOT’s question stems and sentence frames students will answer the Essential Question:

1. How do the characters in the reading and in the video take bold actions? Vocabulary

Students will review vocabulary (student activity book pp. 13, 14, 17, 19). Students will use the Frayer Model to complete vocabulary activities. Students will answer compound words (student activity book p. 17).

Grammar

Students will identify the subject pronouns. Students will identify the object pronouns (student activity book p. 20). Students will write a clear and coherent blog comment to express opinions.

Comprehension

Using HOT’s question stems students will discuss the image (student test book p. 4). Using Kagan strategies students will exchange information to build background information to support the

nonfiction narrative, describe sequence of events, and identify cause and effect relationships and complete a summary.

Students will read the story, “Smokejumpers: Parachuting Firefighters” and complete the questions (student text book pp. 11, 12).

Students will use the setting the purpose prompt to focus their reading (student activity book p. 12). Students will read the text (student activity book pp. 10-14). Student will read using chunking and cold reading strategies (student text pg. 10-14). Students will read use close reading strategies (student text pg. 10-14).

Students will highlight in yellow, an event (s), or cause, that could lead to other events. Students will highlight in green, effect(s) that happen as a result of this cause. Students will analyze (student activity p. 16).

Discussion

Using HOT’s question stems and Kagan strategies students will collaborate to answer the following questions. 1. How did the blog tell a story, or a narrative, that has a beginning, a middle and an end? 2. Could this blog be about another type of sport? 3. What are the possible risks of communicating online?


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4. How can bloggers stay safe?

Student will complete the activity (student activity book pp. 15, 18). Grammar

Students will identify the simple subjects and complete subject. Students will identify the simple predicate and complete predicate. Students will identify Types of nouns. Students will identify pronouns (student text p. 20). Assessment (pp. V1-V2, h3-H4).

Performance Task

Using HOT’s question stems students will discuss whether or not they would like to be a smokejumper, and why? What are some of the challenges smokejumpers face daily? (teacher’s edition p. 35 & student text book p 13).

Agenda Binder








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UNIT 1: Week 3 (lesson 10.1-15) Hercules: An Underworld Rescue (Approximately 6 days) pages 14-21

1. Overview

Students will read, respond to, and discuss fictional text.


Reading Selection Title: “Hercules: An Underworld Rescue” and “Steven Johnson on the Six

Innovation that Made the Modern World”


Introduce Vocabulary:

a. Academic Vocabulary: culture, cultural, cultured, multicultural.

b. Critical Vocabulary: acquiesce, emanating, voluntary, immensely, descended.

c. Synonyms: rescue/free, ill/sick, sadly/mournfully, finally/lastly, spare/save, infinite/boundless

sadly/mournfully, bountiful/abundant.

d. Homophones: know/no, hear/hear, they’re/their, peace/piece.

e. Critical Vocabulary: conjures up, images, destruction, nomads, formidable, tribes, tribute.



Collaborative Discussion Support.

Reading Skills:

a. Context Clues.

b. Cause and Effect.

Verbs: present, past, and future tense. Exploring the Topic: students present their boldness speeches. Assessment.

LOUISIANA

STUDENT STANDARDS


LEARNERS







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2. Resources




www.my.hrw.com


Lexia Core 5


Browse Magazine



Ed Helper http://www.edhelper.com www.teacherspaidteachers.com

www.readworks.org


Introduction to Mythology https://www.youtube.com/watch?v=OmgG_IJbsfQ

Hercules in the underworld https://www.youtube.com/watch?v=RcS1us6JCzQ ______________________________________________________________________________________________________________________________






http://www.readworks.org/

https://www.youtube.com/watch?v=RcS1us6JCzQ


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SUGGESTIONS Text Selection: Title: “Hercules: An Underworld Rescue.” Students will watch the videos in order create

background knowledge and vocabulary prior to the reading. Essential Question: How do Bold Actions affect others in our communities?

Vocabulary

Students will review vocabulary (student text book p.16-17). Students will understand synonyms and shades of meaning using context clues (student activity book pp. 24-26). Students will view the Power point on Homophones and complete student activity book p. 28.

https://www.slideshare.net/TeachinGal13/homophones-presentation-2636899

Comprehension

Using reading strategies such as chunking, close read, and cold read, students will read “Hercules: An Underworld Rescue,” and complete the activities in the student text pp. 14-18.

Using HOT’s question stems students will discuss characteristics and purpose of mythology. Students will use a graphic organizer to compare and contrast the videos with the text. Prior to reading the story students will watch the video HOW WE GOT TO NOW WITH STEVEN JOHNSON |

"Glass" An Inside Look | PBS https://www.youtube.com/watch?v=bZvWuOtGQfg “Steven Johnson on the Six Innovation that Made the Modern World” (student text book p. 20).

Using HOT’s question stems students will discuss the effects of the innovation and invention of clear glass. Using transition words https://www.youtube.com/watch?v=9kXDhZPSbvI students will describe sequence of

events, and identify cause/effect relationships (student activity book p. 25). Students will highlight in yellow an event (s), or cause that could lead to other events (student workbook p. 25). Students will highlight in green, effect(s) that happen as a result of this cause.

Discussion

Using HOT’s question stems and Kagan strategies students will compare and contrast how characters in the reading have shown bold actions then they will complete student workbook pages 23-27.

Using HOT’s question stems and Kagan strategies Students will discuss the purpose of the story (student textbook p 19). Grammar

Students will identify verbs (student activity book p. 29). Assessment (teacher’s edition p. 51).

https://www.youtube.com/watch?v=bZvWuOtGQfg


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Performance Task

Using sentence frames students will write to explain how “Hercules: An Underworld Rescue” teaches a lesson about life or human nature (teacher’s edition pp. 58, 59 & student book p. 19).

Students will listen to the podcast: “Steven Johnson on the Six Innovations that Made the Modern World.” Using sentence frames they will discuss how the invention of clear glass leads to other innovations? (teacher’s edition p. 66, student text book p. 21 & student activity book p. 27).

Using HOT’s question stems and Kagan strategies students will create a graphic organizer showing how the characters in both stories illustrate bold actions.

Agenda Binder








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UNIT 1: Week 4 (lesson 16-20) Unstoppable Warriors (Approximately 6 days) pages 22-33

1. Overview

Students will read, respond to, and discuss informational text.

________________________________________________________________________________________________________________________


Reading Selection Title: “Unstoppable Warrior,” and “The Crossover”




Academic Vocabulary:

Critical Vocabulary:

Grammar: prefix un- and suffix –less.

Comprehension skills: figurative language, context clues.


Verbs: present, past, and future progressive tense.

Discussion support.

Assessment.

LOUISIANA

STUDENT STANDARDS


LEARNERS















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2. Resources




www.my.hrw.com


Lexia Core 5


Browse Magazine



Attila the Hun https://www.youtube.com/watch?v=tmdPQy6F-dc

History Barbarian invasion of the roman empire : huns empire map 200AD 477AD https://www.youtube.com/watch?v=2gMD5In7z_I

HOTs question stems file:///C:/Users/Class/Downloads/HOTSQuestionCards%20(3).pdf Kagan strategies http://ncsdmentors.weebly.com/uploads/9/6/2/9/9629075/descriptionsofstrategies.pdf


www.readworks.org


SUGGESTIONS Prior to the reading students will watch videos Attila the Hun, and Huns Empire map to build background

knowledge and historical context.




https://www.youtube.com/watch?v=tmdPQy6F-dc

https://www.youtube.com/watch?v=2gMD5In7z_I





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Reading Selection Title: “Unstoppable Warriors,” and “The Crossover” Students will answer essential questions. How did the bold actions of Attila and the Pope affect

history? Vocabulary

Students will review Critical and Academic vocabulary (student activity book pp. 30, 31, 33, 36, 38, 41, 44). Students will answer prefix un- and suffix –less (student activity book p. 35).

Comprehension

Students will read the story, “Unstoppable Warriors” identify the purpose for the text (book pp. 22 – 25). Students will build background knowledge by viewing the short video of twin brothers playing for the NBA

https://www.youtube.com/watch?v=_Miy1XDaW_c. prior to reading the poem, “The Crossover” (student textbook p. 29).

Students will view the short video about types of poetry https://www.youtube.com/watch?v=Pi8cUcviHT8 and be able to identify which structure the poem was written. (student textbook p. 28).

Students will complete the figurative language activity (student activity book p. 40). Students will complete the Visual Clues (student activity book p. 42).

Discussion

Using HOT’s question stems and Kagan strategies students will participate in the Collaborative Discussion about the readings. (student text book pp. 26, 32). Grammar

Students will identify main clause and subordinate clauses (student activity book p. 34). Students will construct sentences using correct progressive verb tense (student activity book p. 37).

Assessment (teacher’s edition pp. 97 V3-V4, H7-H8). Performance Task

Students will develop pre-writing skills by organizing ideas for a narrative poem (teacher’s p.104. Student p. 33).

Agenda Binder







https://www.youtube.com/watch?v=_Miy1XDaW_c


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UNIT 1: Week 5 (lesson 21-30) The Time Machine (Approximately 6 days) pages 34-41

1. Overview

Students will read, respond to, and discuss a science fiction text.


Reading Selection Title: “The Time Machine.”




Academic Vocabulary: resource, resourceful, natural resources.

Critical Vocabulary: inhabiting, reflection, encounter, distract, compass, interruptions, and immense.

Suffix-ly: carefully, sweetly, quietly, properly, and finally.

Reading Skills: figurative language –on the line, the sky’s the limit, shoot for the sun, go ballistic, like looking

for a needle in a haystack, fortune favors the brave.


How English Works: past and future perfect tense.

Student Collaboration: discussion in small groups.

Assessment.

LOUISIANA

STUDENT STANDARDS


LEARNERS














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2. Resources




www.my.hrw.com


Lexia Core 5


Browse Magazine




Kagan strategies http://ncsdmentors.weebly.com/uploads/9/6/2/9/9629075/descriptionsofstrategies.pdf


www.readworks.org


SUGGESTIONS Prior to the reading students will watch trailer of “The Time Machine” to build background knowledge and historical

context. https://www.youtube.com/watch?v=36UQCZEsY9g Reading Selection Title: “The Time Machine.” Students will answer essential questions. How do the characters in the reading take bold actions?








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Vocabulary

Students will review Academic and Critical Vocabulary (student activity book pp. 47, 49, 50). Students will identify denotations and connotations of words (student text book p. 43). Students will be using the Frayer Model to complete their vocabulary activities.

Comprehension

Students will read the story, “The Time Machine” (student text book pp. 34–40). Students will identify the purpose for the text (student text book p. 34 & student activity book p. 46). Students will complete the elements of a story chart (student activity book p. 48).

Discussion

Students will collaborate and discuss using Think-Pair-Share (student textbook p. 42).

Grammar Present perfect tense verbs. Past perfect tense verbs. Future perfect tense verbs. Assessment (teacher’s edition p. 123 & pp. H9-H10).

Performance Task lessons (26-30)

Students will view video to encourage students in writing. Unwritten https://www.youtube.com/watch?v=FIU8Tz5HqMY

Students will develop pre-writing skills such as organizing ideas, concepts, and information in order to write a short story (student activity book p. 44-47 and teacher’s edition p. 126, 127, 130, 131).

Agenda Binder








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UNIT 2: Week 6 (lessons 1-8) Perception and Reality (Approximately 6 days) pages 56 - 61

1. Overview

Students will read, discuss and compose written texts about informational texts, topics and experiences.

CONTENT Introduce Theme: Perception and Reality

Reading Selection Title: “The Language of Perception,” and “Eat’ Em Up!”



Academic vocabulary: normal, abnormal.

Critical vocabulary: digest, evolved, nutrients, lure, prey, notions, tones, vibrant, genetic, precise,

comprehend, capacity, gain.

Multiple-meaning words: volunteer, deck, back, chest, trick, hard.


Reading skills: context clues and citing text evidence.

Grammar: multiple adjectives, compound adjectives, comparative and superlative adjectives, absolute

adjective.

Student collaboration: discussion in small groups.

LOUISIANA

STUDENT STANDARDS


LEARNERS














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2. Resources


Escalate 7th grade Teacher’s Edition Student Activity Book

www.my.hrw.com


Lexia Core 5


Browse Magazine






www.readworks.org


SUGGESTIONS Introduce Theme: Perception and Reality with video “Game of Mind”

https://www.youtube.com/watch?v=5Tb_pL47AVM

Reading Selections Title: “The Language of Perception,” “School Daze,” and“ Eat’ Em Up.” Students will answer essential questions. How can our view of reality change as we perceive new

and different things?








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Vocabulary

Students will review Academic and Critical Vocabulary (student textbook pp. 62, 63, 65, 66, 67) Students will use the Frayer Model as a vocabulary activity.

Comprehension

Students will build background knowledge by viewing short video Magic Card Trick https://www.youtube.com/watch?v=aHr0HvI_LwA “School Daze”

Venus fly tramp. https://www.youtube.com/watch?v=XJ4v6iAUqb0 “Eat’ Em Up.” Students will read the First Read using Chunking, Cold and Close Reading strategies. Students will use strategies for annotation (teacher’s edition p. 175). Students will highlight in yellow, each photograph and caption. Students will find text and underline the text that corresponds to the photograph and caption. Students will write a note that sums up the additional information from the photograph and caption provided.

Discussion

Students will use HOT’s questions stems and Kagan strategies to discuss readings (student text book p. 54). Assessment (teacher’s edition p. 193 & p. V5-V6, H13-H14).

Grammar

Students will identify and use quantitative adjectives. Students will write a blog post (teacher’s edition p. 159). Assessment (teacher’s editions p. 193 & p. V5-V6, H13-H14).

Performance Task


Students will develop pre-writing skills such as organizing ideas, concepts, and information in order to write an informative essay about carnivorous plants (teacher’s edition p.181 & student text book p. 63).

Agenda Binder







https://www.youtube.com/watch?v=aHr0HvI_LwA

https://www.youtube.com/watch?v=XJ4v6iAUqb0


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UNIT 2: Week 7 (lessons 9-12) The Giver –Lessons from the Perry Como Sundae Bar (Approximately 6 days) pages 64 – 69

CONTENT Introduce Theme: Perception and Reality

Reading Selection Title: “ The Giver” “Lessons from the Perry Como Sundae Bar”

Introduce essential questions


Academic Vocabulary: feature, featured.

Critical Vocabulary: grasping, twirled, geriatric, chasm, snowballed, presumed, divine, exception, altering,

proclaimed, asserted, prosperous, inscriptions.

Compound Vocabulary: lifetime, lifelike, well-known, candlelight, rainstorm, eye-catching, newspaper, textbook,

moonlight.

Suffixes: -ance, -ful, and –ous: prosperous, appearance, victorious, powerful, and miraculous.

Reading Skills: context clues and cite text evidence.

Grammar: prepositional phrases as adjectives, modifying subjects, modifying direct objects, modifying subject

complements, consecutive prepositional phrases.

Students Collaboration: discussion in small groups.

Assessment.

LOUISIANA STUDENT

STANDARDS CONNECTORS FOR ENGLISH

LEARNERS














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2. Resources


Escalate 7th Teacher’s Edition


www.my.hrw.com


Lexia Core 5


Browse Magazine






www.readworks.org

____________________________________________________________________________________________________________


SUGGESTIONS Prior to reading students will watch a video to build Background Knowledge.

Utopia becoming Dystopia https://www.youtube.com/watch?v=g58i-H85xn0







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Reading Selections Title: “The Giver” Students will answer essential questions: How does our perception of life change as we grow older?

Vocabulary

Students will review Academic and Critical Vocabulary (student text book pp. 72, 73, 74, & 76). Students will use the Frayer Model as a vocabulary activity. Students will work on Compound Words (student activity book. P. 76).

Comprehension

Students will read the First Read using Chunking, Cold Reading and Close Reading Strategies. Students will unpack a sentence (student text book pp. 71-73 & student activity book p. 77). Students will use modeled sentences (teacher’s edition p. 218). Students will unpack a sentence by looking for a phrase that is central to understanding this sentence. Students will look at the other phrases and think about how they relate to or support the central idea. Students will work in partners to choose a sentence of their own to unpack. Students will share their work as part of a class discussion.

Discussion

Using HOT’s and Kagan strategies students will discuss ideas about the creation of blogs (student text book p.54 & student activity book p. 57).

Grammar

Students will identify adjective clauses in complex sentences (teacher’s edition pp. 224 , 230, 240) Assessment (teacher’s edition p. 243).

Performance Task

Students will draw a and write about a memory. (student text book p. 66)

Agenda Binder








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Unit 2: Week 8 (Lesson 13-15) Hatshepsut: The King Herself (Approximately 6 days) pages 70 - 75

1. Overview

Students will read, respond to, and discuss an informational text.

CONTENT Unit Theme: Perception and Reality

Reading Selection Title: “ Hatshepsut: the King Herself”



Academic Vocabulary: feature, featured.

Critical Vocabulary: grasping, twirled, geriatric, chasm, snowballed, presumed, divine, exception, altering,

proclaimed, asserted, prosperous, inscriptions.

Compound Vocabulary: lifetime, lifelike, well-known, candlelight, rainstorm, eye-catching, newspaper, textbook,

moonlight.

Suffixes: -ance, -ful, and –ous: prosperous, appearance, victorious, powerful, and miraculous.


Grammar: prepositional phrases as adjectives, modifying subjects, modifying direct objects, modifying subject

complements, consecutive prepositional phrases.

Students Collaboration: discussion in small groups.

Assessment.

LOUISIANA STUDENT

STANDARDS CONNECTORS FOR ENGLISH

LEARNERS









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2. Resources


Escalate 7th Teacher’s Edition


www.my.hrw.com


Lexia Core 5


Browse Magazine






www.readworks.org

____________________________________________________________________________________________________________








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SUGGESTIONS

Prior to reading students will watch a short video to build background knowledge. The pharaoh that

wouldn't be forgotten https://www.youtube.com/watch?v=8bYRy_wZEJI

Reading Selections Title: “ Hatshepsut” Students will answer essential questions: How did people perceive Hatsepsut?

Vocabulary

Students will review Academic and Critical Vocabulary (student text book pp. 72, 73, 74, & 76). Students will use the Frayer Model as a vocabulary activity. Students will work on Compound Words (student activity book. P. 76).

Comprehension

Students will read the First Read using Cold Reading and Close Reading Strategies. Students will unpack a sentence (student text book pp. 71-73 & student activity book p. 77). Students will use modeled sentences (teacher’s edition p. 218). Students will unpack a sentence by looking for a phrase that is central to understanding this sentence. Students will look at the other phrases and think about how they relate to or support the central idea. Students will work in partners to choose a sentence of their own to unpack. Students will share their work as part of a class discussion.

Discussion

Using HOT’s questions stems and Kagan strategies students will discuss why the story of Hatshepsut. Using HOT’s question stems and Kagan strategies students will discuss ideas about the creation of blogs (student

text book p.54 & student activity book p. 57). Grammar

Students will identify adjective clauses in complex sentences (teacher’s edition pp. 224 , 230, 240) Assessment (teacher’s edition p. 243).

Performance Task


Students will develop pre-writing skills such as organizing ideas, concepts, and information in order to write and perform a short persuasive speech on what Hatshepsut might give to her citizens (teacher’s edition p. 220 &

student text book p. 74).


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Agenda Binder








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UNIT 2: Week 9 (Lessons 18-20) A Means to an End (Approximately 6 days) pages 76 - 84

1. Overview

Students will read, respond to, and discuss an informational text: social studies.

CONTENT

Introduce Unit Theme: “Perceptions and Reality”

Reading Selection Title: “ A Means to an End”



Academic Vocabulary: perceive, perception, misperception, and perceptive, prosperous, appearance, victorious,

powerful, and miraculous.

Critical Vocabulary: eccentric, plaque, reputation, ruse, cellar, awe, notorious, imminent, equivalent, foremost,

running the country, surpasses, oversaw.

Context and Picture Clues: deserted, ruse, carriage, imminent, distracted, confounds, illicit.

Homophones: hair/hare, for/four, way/weigh, way/weigh, seem/seam, through/threw, hole/whole, week/weak,

real/reel, morning/mourning.

Prefixes: unremarkable, disagree, irresponsible, unimportant, disobey, irregular.

Suffixes: civ-, cent-, jus-.

Grammar: adjective clauses with, when, where, why and relative pronoun that.

Student Collaboration: discussion in small groups.

Assessment (teacher’s edition p. 271 & pp. H19-H20).

LOUISIANA

STUDENT STANDARDS


LEARNERS







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2. Resources


Escalate 7th Teacher’s edition


www.my.hrw.com


Lexia Core 5


Browse Magazine






www.readworks.org 3. Activities for Understanding








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SUGGESTIONS Prior to reading students will view short video to build background knowledge. Mulan https://www.youtube.com/watch?v=TVcLIfSC4OE Reading Selections Title: “A Means To An End” Students will answer essential questions. “ How does the way people dress affect the way we

perceive them? Vocabulary

Students will review Academic and Critical Vocabulary (student text book pp. 85, 94). Students will use context and picture clues to figure out the meaning of unfamiliar words (student activity book

p. 89). Comprehension

Using HOT’s questions stems and Kagan strategies students will discuss the reading (teacher’s edition p. 86). Students will think about the times during the story that things might not be as they appear. Students will try to figure out the mystery before the solution is revealed (student activity book pp. 86-93).

Discussion

Students will collaborate and discuss ideas about the creation of blogs (student text book p. 74 & student activity book pp. 80, 85).

Students will use the prompts given to provide answers to the questions (teacher’s edition p. 255). Grammar

Students will identify adjective clauses in complex sentences (student activity book pp. 83, 84). Assessment (teacher’s edition p. 273 and pp. H19-H20).

Performance Task


Students will develop pre-writing skills such as organizing ideas, concepts, and information in order to write A diary entry in which they are presenting themselves as someone other than who they are.


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Agenda Binder







unit 1: week 1 (lesson 1-5) gogirl (approximately 6 days...

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