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7th Grade

7th Grade. Daily Lessons. Friday, January 3, 2014 Day1. Practice Prior Skills. Learning Goals. Diagram and label the following sentence: Over the Christmas Holidays the students gave their friends gifts and received presents from their parents.

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7th Grade

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  1. 7th Grade Daily Lessons

  2. Friday, January 3, 2014Day1 Practice Prior Skills Learning Goals • Diagram and label the following sentence: • Over the Christmas Holidays the students gave their friends gifts and received presents from their parents. • Students will choose a book for Book Summary and Book Talk due Friday, February 28, 2014

  3. AssignmentDue Friday, February 28, 2014 Book Summary Rubric – Upload to turnitin.com for a test grade.

  4. AssignmentDue Friday, February 28, 2014 Book Talk Rubric – Present in class for a test grade.

  5. Book Talk Task – Test Grademrscaple.com

  6. Book Talk Taskmrscaple.com

  7. Book Talk Task Overview

  8. Book Talk Checklist

  9. Book Talk Examples • Click for videos of Book Talk Examples • Click here for more book talk information at mrscaple.com.

  10. Assignment – Due Monday, January 6 • Search for book for book talk and summary. • 5th grade level or higher • 165 page minimum

  11. Closing • Have you found a book yet? • Is it something that is at least 5th grade level and higher 165 page minimum? • Is it a book that interests you? • You will be required to bring it every day to class and to enrichment. • You may do one additional Book Summary and Book Talk for extra credit.

  12. Tuesday, January 7, 2014Day 2 Practice Prior Skills Learning Goals • Diagram and label the following sentence: • The students enjoyed the break from school. • Have book out for Mrs. Caple’s approval (165 page minimum). • Word of the Week: Conundrum (n) anything that puzzles. Example: I am in a bit of a conundrum because I do not know which vacation to take: tour Europe or tour Alaska. • Diagramming - To recognize and apply passive sentences and linking verbs.

  13. Access Prior Knowledge • Parts of a Sentence • What types of verbs have we been diagramming? • Who or what part of the sentence performed the action?

  14. Passive Sentences • Some sentences are passive, meaning the subject does not perform the verb. • Example: The assignment was completed by the student.

  15. Passive Sentences

  16. Passive Verbs

  17. Passive Verbs

  18. Passive Verbs

  19. Assignment

  20. Linking Verbs • Linking verbs do not perform an action; they only link the subject to a predicate noun or predicate adjective. • Example: Mrs. Caple is a teacher. • Mrs. Caple is linked to the predicate noun of being a teacher. • Example: Mrs. Caple is nice. • Mrs. Caple is linked to the predicate adjective nice.

  21. List of Linking Verbs • Click on mrscaple.com /grammar/ diagramming/ 7.1 to continue this lesson. • If you count all of the forms of to be as one word, there are only 13 linking verbs. • Forms of to be: be, am, is, are, was, were, been, being • Other linking verbs: appear, become, feel, grow, look

  22. Assignment • Complete 1-5 of 7.1 to practice using linking verbs.

  23. Exit Assessment • Write a passive sentence. • Write a sentence using a linking verb and predicate noun. • Write a sentence using a linking verb and predicate adjective.

  24. Closing • What is the difference between active and passive verbs or sentences? • List Linking verbs

  25. Wednesday, January 8, 2014Day 3 Practice Prior Skills Learning Goals • Label the following sentence as active or passive: • The school was run by the principal. • Lesson One Informative Essay: To analyze thesis statements.

  26. Access Prior Knowledge • What is an argumentative essay? • What is a claim sentence?

  27. Informative Essay • What is the purpose of an informative essay? • To explain or to provide information about a topic. • Examples of Informative Essays: • Explaining a process • Describing events • Analyze causes

  28. Thesis Statement • It should clearly state the purpose or main idea of the essay. • It should be written as the last sentence of the first paragraph and be written again in the first sentence of the last paragraph. • It should contain the following criteria: • Be clear and precise • Fulfill the requirements of the test prompt (Answer the question) • Be based upon the texts provided.

  29. An informative/explanatory essay explains or provides information about a topic. • Examples: Explaining the rules of a game or describing the living conditions at summer camp. • A writer always writes for a purpose. • An argumentative essay is written to encourage the reader to agree with the writer on the issue. The claim is the main point that the writer wants the reader to agree. • An informative essay is written to inform the reader of the topic. The thesis statement should state the central idea of the essay. • It will be written in the last sentence of the first paragraph.

  30. Activity 1A Making a Thesis Statement Precise (p. 28) Rewrite each thesis statement to make it clearer and more precise.

  31. Activity 1A Making a Thesis Statement Precise (p. 28) Rewrite each thesis statement to make it clearer and more precise.

  32. Activity 1A Making a Thesis Statement Precise (p. 28) Rewrite each thesis statement to make it clearer and more precise.

  33. Activity 1A Making a Thesis Statement Precise (p. 28) Rewrite each thesis statement to make it clearer and more precise.

  34. Activity 1A Making a Thesis Statement Precise (p. 28) Rewrite each thesis statement to make it clearer and more precise.

  35. Activity 1A Making a Thesis Statement Precise (p. 28) Rewrite each thesis statement to make it clearer and more precise.

  36. Closing • What is a thesis statement? • Which type of writing requires a thesis statement? • Review Words of the Week. • If time allows, students may read book.

  37. Thursday, January 9, 2014Day 4 • Read book for book Talk

  38. Friday, January 10, 2014Day 4 Practice Prior Skills Learning Goals • Write a passive sentence and a sentence using a linking verb with a PN and PA. Then diagram each one. • Parts of a Sentence Quiz, Monday on Junoed.com. Informative Essay Lesson 2: To recognize and analyze relevant details to support thesis statement.

  39. Access Prior Knowledge • What is a thesis statement? • What type of essay would use a thesis statement? • Where should it appear in the essay?

  40. A writer should support the thesis statement with supporting details. • Some examples of supporting details are: facts, examples, incidents, analogies, causes, and effects. • Strong supporting details directly relate or support thesis.

  41. Thesis Statement: In the United States, the percentage of the population legally allowed to vote has increased since 1788. • Which of the following is more relevant to the above thesis statement? • The Nineteenth Amendment, which gives women the right to vote, was ratified in 1920. • In a typical presidential election, between 55 percent and 65 percent of people who were legally allowed to vote cast votes. The first detail is relevant because it describes a legal change that increased the percentage of people who could vote. The second one is irrelevant because it focuses on who chooses to vote, instead of who is legally allowed to.

  42. Activity 2A Identifying Supporting Details (p. 29) Place a checkmark in the correct column in each row to indicate whether the statement is relevant to this thesis statement: In the United States, the percentage of the population legally allowed to vote has increased since 1788.

  43. Activity 2A Identifying Supporting Details (p. 29) Place a checkmark in the correct column in each row to indicate whether the statement is relevant to this thesis statement: In the United States, the percentage of the population legally allowed to vote has increased since 1788.

  44. Activity 2A Identifying Supporting Details (p. 29) Place a checkmark in the correct column in each row to indicate whether the statement is relevant to this thesis statement: In the United States, the percentage of the population legally allowed to vote has increased since 1788.

  45. Activity 2A Identifying Supporting Details (p. 29) Place a checkmark in the correct column in each row to indicate whether the statement is relevant to this thesis statement: In the United States, the percentage of the population legally allowed to vote has increased since 1788.

  46. Activity 2A Identifying Supporting Details (p. 29) Place a checkmark in the correct column in each row to indicate whether the statement is relevant to this thesis statement: In the United States, the percentage of the population legally allowed to vote has increased since 1788.

  47. Activity 2A Identifying Supporting Details (p. 29) Place a checkmark in the correct column in each row to indicate whether the statement is relevant to this thesis statement: In the United States, the percentage of the population legally allowed to vote has increased since 1788.

  48. Activity 2A Identifying Supporting Details (p. 29) Place a checkmark in the correct column in each row to indicate whether the statement is relevant to this thesis statement: In the United States, the percentage of the population legally allowed to vote has increased since 1788.

  49. Activity 2A Identifying Supporting Details (p. 29) Place a checkmark in the correct column in each row to indicate whether the statement is relevant to this thesis statement: In the United States, the percentage of the population legally allowed to vote has increased since 1788.

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