Scope of lesson plan: Teacher name: Grade: Subject: Period(s) this lesson will be taught: Lessons 1-5 7 ELA MONDAY Module 1 / Lesson 1: Launching the Text: Reading the Map and Beginning Chapter 1 EngageNY module #/ lesson # / lesson title I can determine the central ideas of a literary text. (RL.7.2) Long-term Targets: (Common Core I can effectively engage in discussions with diverse partners about seventh grade topics, texts, standards addressed) and issues. (SL.7.1) Supporting target(s) I can effectively participate in discussion with my classmates. (These are daily targets. What I can determine the meaning of visual representations on a map. will students know and be able I can read for gist as we begin Chapter 1 in A Long Walk to Water to do as a result of this lesson?) Agenda 1. Opening (Activities / Tasks) A. Engaging the Reader Part I: Scenarios (10 minutes) B. Introducing Learning Targets (10 minutes) 2. Work Time A. Engaging the Reader Part II: Reading the Map (10 minutes) B. Reading First Section of Chapter 1: Getting the Gist in Reader’s Notes (10 minutes) 3. Closing and Assessment A. Debrief: Revisiting Learning Targets and Creating Partner Discussion Criteria (5 minutes) 4. Homework: N/A Resources/ Materials: Discussion Scenarios (numbers 1 and 2 for each pair of students) (What texts, digital resources, & Fist to Five chart materials will be used in this A Long Walk to Water by Linda Sue Park (one per student) lesson?) Document camera I Notice/I Wonder note-catcher (one per student, and one to project on document camera) Reader’s Notes (one per student, and one to project on document camera) Chart paper for new anchor chart: Talk Expectations” “Partner
Scope of lesson plan: Lessons 1-5 Teacher name: Grade: 7 Subject: ELA Period(s) this lesson will be taught: MONDAY EngageNY module #/ lesson # / lesson title Module 1 / Lesson 1: Launching the Text: Reading the Map and Beginning Chapter 1 Long-term Targets: (Common Core standards addressed) I can determine the central ideas of a literary text. (RL.7.2) I can effectively engage in discussions with diverse partners about seventh grade topics, texts, and issues. (SL.7.1) Supporting target(s) (These are daily targets. What will students know and be able to do as a result of this lesson?) I can effectively participate in discussion with my classmates. I can determine the meaning of visual representations on a map. I can read for gist as we begin Chapter 1 in A Long Walk to Water Agenda (Activities / Tasks) 1. Opening A. Engaging the Reader Part I: Scenarios (10 minutes) B. Introducing Learning Targets (10 minutes) 2. Work Time A. Engaging the Reader Part II: Reading the Map (10 minutes) B. Reading First Section of Chapter 1: Getting the Gist in Reader’s Notes (10 minutes) 3. Closing and Assessment A. Debrief: Revisiting Learning Targets and Creating Partner Discussion Criteria (5 minutes) 4. Homework: N/A Resources/ Materials: (What texts, digital resources, & materials will be used in this lesson?) Discussion Scenarios (numbers 1 and 2 for each pair of students) Fist to Five chart A Long Walk to Water by Linda Sue Park (one per student) Document camera I Notice/I Wonder note-catcher (one per student, and one to project on document camera) Reader’s Notes (one per student, and one to project on document camera) Chart paper for new anchor chart: “Partner Talk Expectations”
Seventh%20grade%20ELA%20Module%201%20Lessons%201-5.docx