Hello My Name Is...

Chad Compton
7th grade Language Arts

WP

Monday

Tuesday

Wednesday

Thursday

Friday

Daily Lesson Objective:
By the end of this lesson
the student
 will be able to
understand that words
with similar
parts may be related
to each other in
meaning and origin.
Standards to be
addressed:
7.4 The student
will read to determine
 the meanings and
pronunciations of
unfamiliar words
and phrases
within authentic
texts. 
a) Identify word
origins and derivations.
b) Use roots,
cognates, affixes,
synonyms, and
antonyms
to expand vocabulary.
To be successful with
this standard,
students are expected
to

● use common
Greek or
Latin affixes and
roots to predict
the meaning of
unfamiliar words and
make connections
with word families
 (e.g. –phobia, and
–ology).

Warm-up:
Time: 10 minutes
Write on the board
several words with
 prefixes. Allow the
students to come
up with as many
words as they can
think of
that has the
same prefix.
Introduction/Instruction
(Teacher Actions):
Time: 15 minutes
Discuss the Prefix,
Suffix, and Root Word
ppt (English 7 Unit 2
Lesson 17
Instructional
Material 1)
Activity model
for students using
the root word bio,
draw a tree and place
the root word -bio-
“life” at the root section
of the tree. In the
trunk of the tree include
a word using the root
-biology : and define
the word “the study
of life”. In
the branches, put
more words with the
root -bio- along with
definitions. Lastly,
on the twigs
of the branches
use the
word correctly
in a sentence.
Activity/Practice
(Student Actions):
Time: 50 minutes

Students will
create two vocabulary
trees using the
root words
-bene- and -mal-.
Students may use
dictionary to help
find words.

Closing:
Time: 15 minutes

Students will read
AR book silently

until dismissed.
Resources:

https://www.
killeenis
d.org
/teacher
Docs/c45/e27458/
documents/
ANewMenuItem-107219.pdf
In my classroom I use this great resource; Learning Works Greek and Latin Roots- Grade Level 4 to 8 by Trisha Callella


Parent Connection:
addressed





 

 

 


Daily Lesson Objective:
By the end of this
lesson the
student will be able to
understand that words
with similar parts may
be
related to each other in
meaning and origin.
Standards to be
addressed:
7.4 The student will
read to
determine the
meanings and
pronunciations of
unfamiliar
words and phrases
within authentic
texts. poetry.
a) Identify word
origins and
derivations.
b) Use roots,
cognates,
affixes, synonyms,
and antonyms to
expand vocabulary.
To be successful
with this standard,
students are
expected to

● use common
Greek or Latin
affixes and roots
to predict the
meaning of
unfamiliar words
and make
connections
with word
families (e.g.
–phobia, and
–ology).

Warm-up:
Time: 10 minutes
Write on the board
several words
with prefixes. Allow
the students
to come up with as
many words
as they can think of
that has the same
prefix.
Introduction/Instruction
(Teacher Actions):
Time: 15 minutes
Discuss the Prefix,
Suffix,
and Root Word ppt
(English 7
Unit 2 Lesson 17
Instructional
Material 1)
Activity model for
students
using the root
word bio,
draw a tree
and place
the root word
-bio- “life” at
the root section
of the tree.
In the trunk of
the tree include
a word using
the root -biology :
and define the
word “the study of
life”.
In the branches,
put more words with
the root -bio- along
with definitions.
Lastly, on the
twigs of the branches
use the word
correctly in a sentence.
Activity/Practice
(Student Actions):
Time: 50 minutes
Students will
create two
vocabulary
trees using the
root words -bene-
and -mal-. Students
may use dictionary to
help find words.
Closing:
Time: 15 minutes
Students will read
AR book silently
until dismissed.
Resources:

https://www.
killeenisd.org
/teacher
Docs/c45/
e27458/documents/
ANewMenuItem-107219.pdf

In my classroom I use this great resource; Learning Works Greek and Latin Roots- Grade Level 4 to 8 by Trisha Callella
Parent Connection:


Daily Lesson Objective:
By the end of this lesson the student
 will be able to understand that
words with similar parts may be related
to each other in meaning and origin.
Standards to be addressed:
7.4 The student will read to determine the meanings and pronunciations of unfamiliar words and phrases
within authentic texts. poetry.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.
To be successful with this standard, students are expected to

● use common Greek or Latin affixes and roots to predict the meaning of unfamiliar words and
make connections with word families (e.g. –phobia, and –ology).

Warm-up:
Time: 10 minutes
Adjective Review: students will create a list of words that describe the school, a classmate, and a busy street. Students
will then write complete sentences using the adjectives they listed to describe their school, a classmate, and a busy
street.
Introduction/Instruction (Teacher Actions):
Time: 15 minutes
Review Root Words discussed in previous lesson. *bio=life, bene=good/well, mal=bad/evil

Activity/Practice (Student Actions):
Time: 60 minutes
Using the same format (vocabulary tree) students will create trees using the roots -man,manu -ped

Closing:
Time: 5 minutes
Read AR book silently until dismissed.
Resources:

Parent Connection:       
Daily Lesson Objective:
By the end of this
lesson the student
will be able to
understand that words
with similar parts may be
related to each
other in
meaning and origin.
Standards to be
addressed:
7.5 The student
will read and demonstrate
comprehension of a variety
of fictional texts, narrative
nonfiction, and poetry.
a) Describe the elements
of narrative structure
including setting, character
development, plot structure,
theme, and conflict.
g) Make inferences and
draw conclusions based
on the text.
To be successful with
this standard, students
are expected to

● recognize the
elements of narrative
structure including:

setting – time, place,
and duration;
character(s); external conflicts,
such as - individual vs.
individual - individual vs.
nature - individual vs. society -
individual vs. supernatural
- individual vs. technology
internal conflict – individual vs.
self;
plot – development of the
central conflict, including
- initiating event - rising
action - climax - falling
action - resolution
 theme.
● draw inferences.

Warm-up:
Time: 5 minutes
QuickWrite: Have
students create a list of
people who sees the
best in them. Students
must be able to tell you
why they included these
people and in what ways
they show their belief in them.
Introduction/Instruction
(Teacher Actions):
Time: 45 minutes
Read Thank You,
M’am by Langston
Hughes
As you read stop
and discuss the plot
and conflict.
During reading,
have students create
a T-chart labeled
(detail about character
and what I infer) as you
read fill in the
chart. EX: *detail
about the character
in lines 29-31 “Um-hum!
Your face is dirty. I got a
great mind to wash your face for
you. Ain’t you got nobody
home to tell you to wash
your face?” “No’m,” said the
boy. *what I infer- He isn’t well
cared for at home.
Activity/Practice
(Student Actions):
Time: 30 minutes
Writing Assignment:
Students will imagine they
are Roger and are writing a letter
to Mrs. Jones twenty years after
 their encounter.
Include in the
letter what that event meant
to you, the consequences
of that meeting, and the specific
 ways in which it affected
your life and decisions you
made. Also include what you are
doing now and explain how it
connects to your life back
when you met her that night.

Closing:
Time: 5 minutes
Review Grammar on
http://www.super
teachertools.us/
jeopardyx/jeopardy-
review- game.php?
gamefile=44765#.
VZ1QHvlViko

Resources:
http://thethingsyou
canread.blogspot.com
/p/teaching-short- story.html
Thank You, M’am can be found online as well as in Holt McDougal Literature Book

Parent Connection:

Daily Lesson Objective:
Student will answer questions as the teacher reviews Inference, Drawing Conclusions, Elements of Fiction,
Adjectives, Prepositions, and Greek/Latin
Root Words. Student will participate in the class discussion. To be effective, the student will complete Lesson 10
Assessment 1 with a 70% accuracy.
Standards to be addressed:
7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction,
and poetry.
a) Describe the elements of narrative structure including setting, character development, plot structure,
theme, and conflict.
g) Make inferences and draw conclusions based on the text.
To be successful with this standard, students are expected to

● recognize the elements of narrative structure including:

setting – time, place, and duration;
character(s); external conflicts, such as - individual vs. individual - individual vs. nature - individual vs. society -
individual vs. supernatural - individual vs. technology
internal conflict – individual vs. self;
plot – development of the central conflict, including - initiating event - rising action - climax - falling action -
resolution theme.
● draw inferences.
7.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and
paragraphing.
f) Demonstrate understanding of sentence formation by identifying the eight parts of speech and their functions in
sentences.
To be successful with this standard, students are expected to
● examine sentences to identify eight parts of speech with the intent of improving sentence structure and variety,
including; adjectives
7.4 The student will read to determine the meanings and pronunciations of unfamiliar words and phrases
within authentic texts. poetry.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary.
To be successful with this standard, students are expected to

● use common Greek or Latin affixes and roots to predict the meaning of unfamiliar words and
make connections with word families (e.g. –phobia, and –ology).

Warm-up:
Time: 5 minutes

Review skills taught in Unit 2.
Introduction/Instruction (Teacher Actions):
Time: 5 minutes
Unit 2 Assessment is in Interactive Achievement, as well as attached below.
Activity/Practice (Student Actions):
Time: 30 minutes
Students will read and answer questions for Unit 2 Assessment. (English 7 Lesson 20 Assessment 1)
(English 7 Lesson 20 Assessment KEY)
Closing:
Time: 5 minutes
students will read quietly until all students are finished with assessment.
Resources:

Parent Connection:



To view the Parent Connection or other resources in blue or red click on the hyperlink.