MS326 Codex Unit 1 - Grade 7 Day 1 9/16 - Unit Introduction: Essential Question: How do important decisions impact a persons

life? Aim: SWBAT identify what the final performance task for this unit will require. Whole SWBAT discuss the unit performance task and what is required in their writing in group order to get full points. lesson day - Do Now: Engage with Think-Pair-Share: Describe a decision you made that changed the direction of your life. What did you experience during the process of making the decision? What did you learn? - Describe the unit objective. (Teachers Guide Page 8) - Read Unit Intro: (Guiding Questions on Teachers Guide Page 8) - Guide students on identifying authors purpose of the texts previewed - Vocab: excerpt, insight, coming to terms - Build Background and focus: Preview writing performance task & review rubric on page 44-45 - Define authors purpose (USE P.I.E. poster - persuade, inform, explain) (Guiding Questions on Teachers Guide Page 9) - Summary & Wrap-Up: Why do authors write about important decisions? Scaffolding & Differentiation: - Develop Prior Knowledge: Geography and Literature (See Teachers Guide Page 9) - Shared reading of passage ELLs Day 2 9/17 Special Needs Top 1/3 -

Aim: SWBAT use context clues to help figure out the meaning of unfamiliar words. - Do Now: Look at page 10 in your book, read the definitions for: - flawless humble endure resolve dramatic transform Whole - Direct Vocabulary Instruction using Academic Vocabulary Routine (TG pg 70): group - Read aloud each Target Word from the novel excerpt to model pronunciation and lesson day have students rate their knowledge of the word following the scale. - Read and project the definitions and have students record the definition in their notebook in the appropriate column. - Discuss and talk about at least two meaningful examples that allow students to use context clues to relate the example to the definition. Have students record their examples in the appropriate column. Their sentence should include enough clues to tell someone else what that word means. (Could be done in pairs with academic discussion and teacher coaching to use the words correctly in context.) Extension: Target Word Analysis- Explain what a word family is and call on a student to share the definition of the word resolve. Chart word family list for the word: resolved, resolution, resolved, unresolved. - Hand out Prefixes and Suffixes Resource. Use the resource to model the meaning of unresolved. Have students define resolution and resolvable. Word Study Activity: - Read aloud the definitions of root word and prefix. Review the meanings of the Latin root form and the prefix trans-. - Have students work independently, or in pairs, to complete questions 13 on page 10. Model how to use roots and prefixes to determine the meaning of transformed. - Write and display this list of words: transplant, transaction, transport. Explain that the root port means to carry. Have students work independently to define the words. - Summary & Wrap-Up: Create a word family list for the Target Words endure and dramatic. I. Dobarganes

MS326 Codex Unit 1 - Grade 7 Day 3 9/18 Text 1 Close Reading Aim: SWBAT synthesize key ideas in the novel to orally summarize the excerpt. SWBAT analyze the authors use of language to summarize Maras thoughts and Whole feelings in lines 1-24. group - First Reading: Read the entire novel excerpt and have students orally summarize lesson day it. (Guiding questions on Teachers Guide pg. 11) - Define free verse poem. Point out the poem at the beginning of the story. Close - Define stanza: a group of lines in a poem that focuses on an idea. Reading - Second Reading: Read chunks of text to dig deeper into the language and ideas. - 1. On demand writing (lines 1-24) on point of view. (Prompt on pg. 11) - 2. Literary analysis (lines 12-24): Answer questions on pg. 11. Help students understand that Mara Alegre and Mara Triste represent different sides of the narrators personality. Point out the transition word nor that marks the shift between the two descriptions, and the authors technique of using Spanish to express Maras perspective. - Summary & Wrap up (orally): Summarize Maras thoughts and feelings on this page. Day 4 Text 1 Close Reading 9/19 Aim: SWBAT analyze how the author uses similes and metaphors to help the reader explain the characters feelings. SWBAT identify textual details to explain the characters actions. - Whole Class: - 3. Literary analysis of lines 25-40. Attention to similes and metaphors in the poem. Answer questions on pg. 12. - 4. On demand writing (lines 25-40) on how the author uses similes and metaphors to help the reader better understand Mara. (Prompt on pg. 12) - Small Group/Partner Work: (Prompts on pg. 13) - 5. Text Structure (Para. 1-2) Guide groups to recognize change in structure from poem to narrative. - 6. Words and Phrases in Context (Para. 2): Guide students to find details that describe the womens passion for PR and details to describe why they left. - 7. On Demand Writing (Para. 3): Point out figurative use of the word hungry for education - Summary & Wrap up (written): What does Mara want to accomplish during her mothers visit? Find her wish in the text, and then write it in your notebook Day 5 9/20 Day 6 9/23

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