Elise Bartz

Practicum Lesson Plans

7th Grade English Glade Spring Middle School

My Schedule: M/W/F 8:00-2:45

Friday: September 15th, 2017

SOLS:

7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.

Activity:

Teenbiz 3000 - Reading Activities On Chromebooks

*Working in small groups to help students with comprehension.
What is expected: Work individually on your chromebook and finish the articles
provided. Once you read the article, do the activity and record your score on your sheet.
If you do not get a 100 the first time, try the activity again. Record your second try as
well. If you finish, you can pick out an article that you have not read yet. Do the activity
on this sheet and record that score. If you dont like the scores of the ones above, we can
use these scores to replace them.
Commented [EB1]: Various Reading levels: 3rd grade -
11th grade - students needed to practice reading a lot. I
helped with fluency and comprehension. I tried to make
it fun and interesting and asked questions during
reading. I also worked in small groups and tried to build
relationships with these students so that they could feel
more comfortable reading with me.
Monday: September 18th, 2017

SOLS Covered for Papas Parrot Commented [EB2]: This was the first time I taught a
new lesson/concept. I felt that the reading went well and
that my lesson was taught in an effective way.
7.4 The student will read to determine the meanings and pronunciations of unfamiliar
words and phrases within authentic texts.
e) Use context and sentence structure to determine meanings and differentiate among
multiple meanings of words

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.
b) Compare and contrast various forms and genres of fictional text.
c) Identify conventional elements and characteristics of a variety of genres.
e) Make, confirm, and revise predictions. g) Make inferences and draw conclusions based
on the text.
l) Use reading strategies to monitor comprehension throughout the reading process.

7.7 The student will write in a variety of forms with an emphasis on exposition, narration,
and persuasion.

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.

Activity: Commented [EB3]: I could have done a better job with

questioning. My supervisor said to make sure to give
students time to think about an answer before I give the
Journal Warm Up: answer. I think part of my problem was nerves and made
Is it normal for teenagers to want to spend more time with their friends than with their sure after this to always let students develop and discuss
family? Explain. their ideas.

Journal Discussion Use Popsicle sticks to call on students to share ideas. (If students do
not want to share, do not make them.)

Vocabulary: Defining the words and using the words in a sentence.

Be sure to go over words and define each word for class before doing the worksheet.
Keep students involved ask them to use the words in a sentence to connect the meaning
of the word to the sentences.

Reading: Papas Parrot - Cynthia Rylant

Audio recording Questions Throughout

Questions During reading

1. Based on the picture, why might people find parrots appealing as pets? (Prior
Knowledge)
2. What details make this fictional narrative seem realistic?
3. Why is Harry embarrassed by his father?
4. What does Harry do after school to help his father?
5. What clues point to the meaning of the word bin?

Critical Thinking Discussion Questions After Reading

1. Do you think Harry should tell his Father what he learned from Rocky? Why or why
not?
2. In the past, why did Harry and his friends visit Mr. Tillian after school? Why have
Harry and his friends stopped visiting Harrys father?
3. Who is Rocky? Why does Mr. Tillian buy Rocky?
Wednesday: September 20th, 2017

SOLS:

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.
b) Compare and contrast various forms and genres of fictional text.
c) Identify conventional elements and characteristics of a variety of genres.
e) Make, confirm, and revise predictions. g) Make inferences and draw conclusions based
on the text.
l) Use reading strategies to monitor comprehension throughout the reading process.

Activity: Commented [EB4]: The discussion on this day was

Journal Entry: Why do you think Harry is embarrassed by his father in the story? Can you intended to go along with the reading, but the students
were unable to connect this. I should have created a
think of a time where you have been embarrassed? Explain. better journal that was more open-ended.

Journal Discussion Use Popsicle sticks to call on students to share ideas. (If students do
not want to share, do not make them.)

A and B Block

Context Clues Video

Context Clues Discuss what they know about using context clues while reading.

Context Clues Worksheet Using context clues to unlock meaning

Test on Papas Parrot - Partner work and can use book if needed.

C Block

Finish Papas Parrot Complete questions at end of story (1-3)

1. Do you think Harry should tell his Father what he learned from Rocky? Why or why
not?
2. In the past, why did Harry and his friends visit Mr. Tillian after school? Why have
Harry and his friends stopped visiting Harrys father?
3. Who is Rocky? Why does Mr. Tillian buy Rocky?

Context Clues Video

Context Clues Discuss what they know about using context clues while reading.
Context Clues Worksheet Using context clues to unlock meaning

Test on Papas Parrot Partner work and Can use book if needed
Friday: September 22nd, 2017

SOLS:

7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.

Activity:

IXL Chromebooks: Working on Nouns/Pronouns/Adjectives Commented [EB5]: My mentor teacher wanted me to

use this program for this lesson. I felt that it was useful
however, it was hard for the students to grasp and they
Teenbiz Articles if time - Reading for comprehension became easily frustrated. I ended up doing a lot of small
group work on this day.
Monday: September 25th, 2017

SOLS:

7.4 The student will read to determine the meanings and pronunciations of unfamiliar
words and phrases within authentic texts.
e) Use context and sentence structure to determine meanings and differentiate among
multiple meanings of words

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.
b) Compare and contrast various forms and genres of fictional text.
c) Identify conventional elements and characteristics of a variety of genres.
e) Make, confirm, and revise predictions.
g) Make inferences and draw conclusions based on the text.
l) Use reading strategies to monitor comprehension throughout the reading process.

Activity:

Journal Entry:

Agree or disagree?
We learn more from people who are different from us. Explain.

Journal Discussion Give an Introduction Into Reading

Examples of Purpose Flapbook Notes under each flap.
Persuade, Inform, Entertain Have students cut out flaps and paste to notebook paper.
Notes will be done together. I will write on my flapbook using the elmo and they will
copy my notes. Ask students for examples and makes sure to use their ideas for notes.
Persuade: The author is trying to get you to do or try something. Examples:
Commercials/Billboards/Opinions/Reviews
Commented [EB6]: The flapbook made the lesson more
interactive, but the students took the freedom I gave
them on this day and became very chatty. My mentor
teacher and I had to refocus the class multiple times and I
felt that it was my fault. Maybe I should have just done
notes but I was trying to make it more fun. I guess you
could say I had a tough day. It happens in the world of 7 th
grade.

Inform: The author is trying to give you information and teach you facts.
Examples: Documentaries/nonfiction/news articles/recipes

Entertain: The author is trying to make you enjoy the story by keeping the readers
attention. Examples: Fiction/Fantasy/Mystery/Comics

At the end review what was just learned. Ask what certain categories different types of
books go in. Example: Comics Entertain Commercials: Persuade
 *Put in binders when finished Tab 2

Reading Sheet Recognize details that indicate the authors purpose

Introduce vocabulary for Suzy and Leah

Vocabulary: Defining the words and using the words in a sentence.

Be sure to go over words and define each word for class before doing the worksheet.
Keep students involved ask them to use the words in a sentence to connect the meaning
of the word to the sentences.

Background Video This story is historical so be sure to outline the events going on
during the time of the story.

Introducing Author and Story Commented [EB7]: I used a video about World War II
for the introduction to this story. I felt that this video
would provide some context for the students, however, I
Reading story Suzy and Leah ended up having them discuss this topic as well to
reinforce what they were going to learn.
*Have students get out sheet of paper for questions during the story.

Questions during story 1-15 Make sure students are engaged while reading and go over
questions during story.
Wednesday: September 27th, 2017

SOLS:

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.
b) Compare and contrast various forms and genres of fictional text.
c) Identify conventional elements and characteristics of a variety of genres.
e) Make, confirm, and revise predictions. g) Make inferences and draw conclusions based
on the text.
l) Use reading strategies to monitor comprehension throughout the reading process.

Activity: Commented [EB8]: I felt that the students had trouble

Finish reading Suzy and Leah Have a discussion about the book when finished.
Test on Reading Can use book to look back at the story. Read aloud A lot of students
need that extra support.
with the story because of the historical knowledge
needed. Looking back, I should have introduced and gone
over the historical context in a better way. Maybe an
activity? Incorporating their history knowledge in a
better way would have helped.

Grammar Practice: Last 10 min.

Working On Helping Verbs and Linking Verbs

Introduce in book and have students write correct answers on board.

Friday: September 29th, 2017

Teenbiz 3000 Chromebooks Working on reading comprehension.
Patriots Pen Contest Writing Practice
Prompt: Americas Gift To Our Generation Is (Contest That Is Nation Wide)
Commented [EB9]: I worked with small groups on this
day to help support students who were struggling with
reading comprehension and fluency. I asked questions
during reading and they seemed to be more engaged
when they were asked questions about the story.

Working on paragraph 1 and a sentence hook. Teaching how to use a quote to hook
readers.

*Use sheet provided to help develop ideas

Monday: October 2nd, 2017

SOLS:

7.7 The student will write in a variety of forms with an emphasis on exposition, narration,
and persuasion.
a) Identify intended audience.
b) Use a variety of prewriting strategies including graphic organizers to generate and
organize ideas.
c) Organize writing structure to fit mode or topic.
d) Establish a central idea and organization.
e) Compose a topic sentence or thesis statement.
h) Expand and embed ideas by using modifiers, standard coordination, and subordination
in complete sentences.
j) Revise sentences for clarity of content including specific vocabulary and information.
k) Use computer technology to plan, draft, revise, edit, and publish writing

Activity:

Journal Time: Patriots Pen Working on Introduction

Review Skills: Commented [EB10]: I helped my mentor teacher

Predicting - Means making a guess about what will happen next in a story.
Context Clues You can figure out meaning of an unfamiliar word by using other
information in the sentence in which it appears.
review content on this day. I made sure to ask questions
and kept the students involved by giving examples and
letting them come up with their own examples. They like
to show off what they know many of them felt very
comfortable with these familiar topics.

Literary Analysis: Fiction and Nonfiction:

Fiction: Literary works that describe made-up people and events.

Nonfiction: literary works that describe real people and events or ideas.
Wednesday, October 4th, 2017

Sols:

7.4 The student will read to determine the meanings and pronunciations of unfamiliar
words and phrases within authentic texts.
e) Use context and sentence structure to determine meanings and differentiate among
multiple meanings of words

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.
b) Compare and contrast various forms and genres of fictional text.
c) Identify conventional elements and characteristics of a variety of genres.
e) Make, confirm, and revise predictions.
g) Make inferences and draw conclusions based on the text.
l) Use reading strategies to monitor comprehension throughout the reading process.

7.7 The student will write in a variety of forms with an emphasis on exposition, narration,
and persuasion.

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.

Activity: Commented [EB11]: This story was a hit! They loved

talking about drama and the discussion I led about this
topic was the best one yet!
Journal: Patriots Pen - Working on Second and Third Paragraph

Background Video On Story And Author Rob Serling

Drama Presentation Elements of Drama - (Powerpoint Attached)

New Vocabulary Words that go along with story:

Read Each Word and give a short definition and sentence and have a different student
make a sentence using the word.
Reading The Monsters Are Due On Maple Street Have students read different parts
to make the story more interactive.
Commented [EB12]: Always be sure to go give clear
examples and use each word that is introduced. Have
students do the same thing. Keep them involved!
Commented [EB13]: Each student got to be a character
they really enjoyed this and even added in their own
interpretations and changed their voices to fit their
character.
Even though this took more time, it was fun to see them
get so excited.
Friday: October 6th, 2017

SOLS:

7.4 The student will read to determine the meanings and pronunciations of unfamiliar
words and phrases within authentic texts.
e) Use context and sentence structure to determine meanings and differentiate among
multiple meanings of words

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.
b) Compare and contrast various forms and genres of fictional text.
c) Identify conventional elements and characteristics of a variety of genres.
e) Make, confirm, and revise predictions.
g) Make inferences and draw conclusions based on the text.
l) Use reading strategies to monitor comprehension throughout the reading process.

7.7 The student will write in a variety of forms with an emphasis on exposition, narration,
and persuasion.

Activity:

Finish Reading Story The Monster Are Due On Maple Street This will take the entire
class.

*Ask questions during reading and review what we have already read before beginning.
Monday: October 9th, 2017

SOLS:

7.8 The student will edit writing for correct grammar, capitalization, punctuation,
spelling, sentence structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence diagrams, to analyze and
improve sentence formation and paragraph structure.
b) Choose appropriate adjectives and adverbs to enhance writing.
c) Use pronoun-antecedent agreement to include indefinite pronouns.
d) Use subject-verb agreement with intervening phrases and clauses.
e) Edit for verb tense consistency and point of view.
f) Demonstrate understanding of sentence formation by identifying the eight parts of
speech and their functions in sentences.
g) Use quotation marks with dialogue.
h) Use correct spelling for commonly used words.

Activity:

Work On Patriots Pen Essay Editing/Rough Draft Due
Test On Reading Can Use Book and Work In Partners At Table
Commented [EB14]: I was able to help and give writing
tips to some of the students. In 7th grade, any type of
competition gets them excited. They loved the idea of
winning a prize for their writing in a national
competition.
Wednesday, October 11, 2017

Sols:

7.4 The student will read to determine the meanings and pronunciations of unfamiliar
words and phrases within authentic texts.
e) Use context and sentence structure to determine meanings and differentiate among
multiple meanings of words

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.
h) Identify the main idea.
i) Summarize text relating supporting details.

Objectives:

Students will be able to summarize story The Monsters Are Due On Maple Street

Students will be able to compare and contrast the written play and movie version of The
Monsters Are Due On Maple Street

Students will learn about a characters motive and will be able to answer questions about
what motivates a character in the story

Activity: Commented [EB15]: After we read the story, we

watched the play. I made sure to remind them to
compare and contrast the play we read and the play we
Block A: watched.

Review and Summarize The Monsters Are Due On Maple Street

Take test on reading Can use book if needed

Block B and C:

The Monsters Are Due On Maple Street - Characters Motives Activity Sheet

A characters motives are the reason for his or her actions. Motives
are usually related to what a character wants, needs, or feels.

Give An Example and have students share their thoughts Commented [EB16]: Ask questions about characters
Did they imagine the characters while reading? How
were they different from what they imagined?
Review Drama What is a monologue and dialogue?
 Watching The Monsters Are Due On Maple Street - remind students to think of
some differences between the written play and movie while watching.

How did you imagine the characters while reading? Were they different than you
expected when you watched the movie.
Friday: October 13th, 2017

SOLS:

7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.

Activity:

TeenBiz 3000 Chromebooks Commented [EB17]: I worked with small reading

Working in small groups to help students with reading comprehension.
groups on this day and helped students who needed that
extra support. I found that if the students were interested
in what they were reading, their comprehension went up.
Who wouldve thought?! Haha
Commented [EB18]: This was my last day and they
made me a teacher survival kit. I was very sad to go, I
had so much in middle school.