Sample Curriculum Planning Charts

SAMPLE PLANNING CHARTS 5

Ohio ELA Standards Sample Curriculum Planning Charts: Seventh Grade

John Doe

Liberty University

Legend

A: Art

BS: Brainstorming

CE: Character Education

CON: Conferencing

D: Discussion

DA: Differentiation/Accommodation

E: Evaluation

ED: Editing

ELA: English Language Arts

EX: Teacher Modeling/Example

GA: Group Activity

GO: Graphic Organizer

HS: home/school connection— collaboration with families

HW: Homework

IA: Independent Activity

ET: Exit Ticket

L: Literacy

LE:

M: Math

MU: Music

MO: Movement/Physical Education

NT: Note taking

OA: Opening Activity

PER: Peer Review

PED: Peer Editing

PS: Public Speaking

PW: Partner Work

R: Reading

RS: Research

SS: Social Studies

SA: Stations Activity

T: Technology

TH: Theatre

VC: Video Clip

W: Writing

Running head: SAMPLE PLANNING CHARTS 5

SAMPLE PLANNING CHARTS 4

WS: Worksheet

WEEK 3
Character Trait: Individuality
M- DAY 11	T-DAY 12	W-DAY 13	TH-DAY 14	F-DAY 15
CCSS.ELA-LITERACY.RL.7.4: Figurative language and word meanings	CCSS.ELA-LITERACY.RL.7.4 : Figurative language and word meanings	CCSS.ELA-LITERACY.RL.7.6: Point of view	CCSS.ELA-LITERACY.RL.7.6 : Point of view	CCSS.ELA-LITERACY.RL.7.1: Textual evidence and inference
OA/ELA/PW: Students will turn to their shoulder partners and discuss what the following statements mean: “A picture is worth a thousand words” and “One word is worth a thousand pictures.” D/EX/GO: The teacher will ask students to share the information they discussed concerning the statements above. The teacher will then present information on connotations and denotations. As the teacher presents information on the three different aspects of connotations, the students will fill out their graphic organizers. The teacher will model how to do so. A/BS/GA/PS/W: Students will be placed in groups and will be given a sport/activity in which they will brainstorm words and ideas and create a team name that coincides with the activity they are given in which the connotation of that name fits with the sport/activity. (Example: Ben Logan Brainiacs for the school quiz bowl team.) The students will create a team name, draw a picture of their mascot/emblem, and write an explanation as to why they chose this name and the connotation behind it. Each group will present their team names to the class. Revised from www.scholastic.com ET: Students will state the three types of connotations and provide an example of each. DA: Gifted students, IEP students, and on-level students will be intermingled within groups so gifted students can help IEP students.	OA/ELA/W: The students will look at the two sentences, “The cocky student answered the question with ease” and “The confident student answered the question with ease.” They will write in their journals what each sentence means and the emotional/contextual meaning behind it. D: The teacher will review information and discuss how writers use connotation in fiction to show characters’ moods/feelings. PW/R/SS: With a partner, students will read Part 10 of All the Light We Cannot See by Anthony Doerr. D: The teacher will regroup the students and ask for them to detail the events of part 10. The teacher will discuss connotations and language used throughout the part and the emotional/contextual meaning behind the author’s word choices. WS/HW: Students will be given a specific paragraph from part 10 and they will complete a worksheet in which they are to identify effective words used by the author and the connotations behind the language. The students will discuss how the language makes them feel and think as the reader. Any portion the student does not get done in class will be performed as homework. DA: Gifted students partner read with on-level students. The teacher will read with the IEP students and stop frequently to determine their understanding of the text. DA: Visually-impaired students will listen to the audio version.	OA/ELA/W: Students will be given three minutes to write in their journals the types of point of view they know and pronouns that are used for each. M/VC: Students will watch the video and listen to the rap “Point of View” by Flocabulary. Retrieved from www.flocabulary.com D/EX/GO: The teacher will create an anchor chart with the students’ help concerning the point of views used in writing. The students will follow along by filling out a graphic organizer about point of view. PW/SA/WS: The students will be paired up and placed at different stations. Each station will contain a one-paragraph writing in which the students have to determine what point of view it is written in and the pronouns/context clues they used to determine point of view. The students will fill out a portion of the worksheet at each station. ET/T: Students will take a 10-question Kahoot quiz concerning point of view. Retrieved from www.kahoot.com DA: Gifted students will be partnered with IEP students and on-level students will be partnered with struggling readers/learners who are not identified. DA: Visually-impaired students will have the quiz read to them.	OA/ELA/GA: Students will discuss and identify the point of view used in All the Light We Cannot See. D: The teacher will provide students with a summary of the parts they have read to date. PW/R/SS: With a partner, students will read Part 11 of All the Light We Cannot See by Anthony Doerr. D: The teacher will regroup the students and ask for them to detail the events of part 11. The teacher will discuss with the students the points of view the author uses for the characters and how it affects the characters and the book. IA/W/WS: Individually, students will complete a worksheet in which they identify the point of view of a character, provide examples of word choice/context clues that demonstrate the point of view, and analyze why the author chose to use the specific point of view and if it is beneficial/harmful. E/ET/PW: Students will share their completed worksheet with a classmate who will evaluate it and provide feedback. The students will turn in the worksheet so the teacher can identify if the students comprehend the material. DA: Gifted students partner read with on-level students. The teacher will read with the IEP students and stop frequently to determine their understanding of the text. DA: Visually-impaired students will listen to the audio version.	OA/ELA//T: Students will enter Google classroom and fill out a form concerning what they know and understand about explicit text vs. inferences made from text. D/NT/T: The teacher will present a PowerPoint presentation on explicit vs. inference text and the students will take notes. D/EX/GO/IA/R: As a class, the teacher and students will read the short story “13 and a Half” by Rachel Vail. The teacher will stop intermittently to gauge understanding. Then, the students and teacher together will begin to complete a graphic organizer concerning both explicit information and inferences that can be made from the text. The teacher will model how to complete the graphic organizer. The students will then complete the graphic organizer individually. Retrieved from www.scope.scholastic.com GO/PW/PER/ET: Students will pair up and discuss the inferences they drew from the reading and their reasoning behind them. The students will pair up five times with different students to discuss different inferences they made. They will add to their graphic organizers as needed. DA: IEP students will read a fictional story that is closely aligned with their reading and comprehension skills and work with an aide/intervention specialist.

WEEK 4
Character Trait: Honesty
M- DAY 16	T-DAY 17	W-DAY 18	TH-DAY 19	F-DAY 20
CCSS.ELA-LITERACY.RL.7.1 : Textual evidence and inference	CCSS.ELA-LITERACY.RL.7.2: Central idea and summary writing	CCSS.ELA-LITERACY.RL.7.2 : Central idea and summary writing	CCSS.ELA-LITERACY.RL.7.2 : Central idea and summary writing	CCSS.ELA-LITERACY.RL.7.2 : Central idea and summary writing
OA/ELA/T/VC: The teacher will show the short video “What Is Inference: How to Infer Intended Meaning” by Katie Surber. Retrieved from www.study.com D: The teacher will provide students with a summary of the parts they have read to date. PW/R/SS: With a partner, students will read Part 12 of All the Light We Cannot See by Anthony Doerr. D: The teacher will regroup the students and ask for them to detail the events of part 12. GA/PS/T: The teacher will place the students in groups of three and give each group a specific section of part 12. The students will analyze the text using explicit information and inferences. The students will create a three-slide presentation using their information. The groups will present their PowerPoint slides to the class coinciding with the book’s order of information. ET: Students will turn in their presentations to demonstrate understanding. DA: Gifted students partner read with on-level students. The teacher will read with the IEP students and stop frequently to determine their understanding of the text. DA: Visually-impaired students will listen to the audio version. DA: Gifted students, IEP students, and on-level students will be intermingled within groups so gifted students can help IEP students.	OA/ELA: The teacher will make statements concerning the book thus far and the students will each hold up a sign that reads true or false, depending on whether they agree or disagree with the teacher’s statement. PW/R/SS: With a partner, students will read Part 13 of All the Light We Cannot See by Anthony Doerr. D: The teacher will regroup the students and ask for them to detail the events of part 13. The teacher will discuss the book in its entirety and ask for students’ opinions about the book. The teacher will then discuss the terms theme and main idea. GO/PW/SA/T: Students will be paired up and placed at different stations. Each station will provide clues/hints to information about the main idea and themes of the book. Some stations may have video clips, texts, or short presentations. As the pairs move from each station, they will fill out a graphic organizer to help them make conclusions. D/ET: The class will regroup and the teacher and students will discuss their findings. DA: Gifted students, IEP students, and on-level students will be intermingled within pairs so gifted students can help IEP students. DA: Visually-impaired and hearing-impaired students will be provided with materials for stations that they can’t hear/see.	OA/ELA/W: In their journals, students will write down the elements they think are in summaries. D/NT: The teacher will present the “Somebody Wanted But So Then” method of summary writing. The students will follow allow and take notes. The teacher will then begin instruction concerning how the students will be creatively creating their own summaries of All the Light We Cannot See by Anthony Doerr. BS/RS: Students will begin brainstorming how they would like to present their summaries. Their choices can be comic strip, flip book, PowerPoint presentation, Prezi, poem, song, rap, short skit, or speech. Students can also ask for permission if they have a creative idea of their own. Once they decide on their summary mode, they will begin looking through the book to organize their summaries. CON/ET: Students will discuss with the teacher which summary mode they will be using. DA: IEP students will work with an aid/intervention specialist throughout this process.	OA/ELA/D: The teacher will present a few creative summaries from former students. The teacher will discuss student expectations for the summaries. A/BS/CON/MU/R/RS/T/TH/W: Students will continue to brainstorm, research, and create their summaries. The teacher will conference with students as necessary to make sure they are on target and are including all key elements. ET: Students will turn in a rough draft of their creative summaries. DA: IEP students will work with an aid/intervention specialist throughout this process.	OA/ELA/D: The teacher will present a few creative summaries from former students. A/CON/MU/R/T/TH/W: Students will finish creating their summaries. The teacher will conference with students as necessary to help them finish their summaries. ED/SA: The teacher will set up editing stations and the students will spend three minutes at each station editing and correcting their summaries as needed. E/ET: Students will briefly evaluate their own summaries and check-in with the teacher to make sure their summaries are complete. DA: IEP students will work with an aid/intervention specialist throughout this process.

SAMPLE PLANNING CHARTS 5

SAMPLE PLANNING CHARTS 4

References

Common Core Standards. (2019). English language arts standards for reading literature (grade seven) [PDF file]. Retrieved from http://www.corestandards.org/ELA-Literacy/RL/7/.

Doerr, A. (2014). All the light we cannot see. New York, NY: Simon & Schuster.

Flocabulary. (2015). Point of view [Video file]. Retrieved from https://www.flocabulary.com/unit/point-of-view/.

Sanazaro, C. (2016.) What’s in a name? [Lesson plan]. Retrieved from https://www.scholastic.com/teachers/lesson-plans/teaching-content/whats-name-0/.

Stiber, R. (2017). Point of view [Java-based game]. Retrieved from https://create.kahoot.it/details/point-of-view-review/cadea939-f688-4b98-a06d-968db5a949f8.

Surber, K. (2017). What is inference: How to infer intended meaning [Video file]. Retrieved from https://study.com/academy/lesson/what-is-inference-how-to-infer-intended-meaning.html.

Vail, R. (2018). 13 and a half [PDF file]. Retrieved from https://scope.scholastic.com/issues/2018-19/110118/13-and-a-Half.html.