Lesson Plan for Grade 7

c. The point of view goes between first and third person and rotates with each chapter. (James and Ruth)

D. The chosen interpretation rests on how the narrator’s character is analyzed through her hidden thoughts.

B. Claim about Reading 1 (state what is the claim that you will be making about your first reading.)

b. These writings acted as both an escape from reality and as lessons for readers.

d. teach the biblical theory of Creation. e. develop a sense of history. 49. Of the following, the one least related to the other four is a. John T. Scopes. b. Clarence Darrow.

10: Using your own knowledge as well as the extract, outline the ways in which the

C. Inferential Questions (“higher-order thinking” within the text). Construct a series of inferential questions (basic questions at the level of

Approaching (C) Beginning (D) Incomplete Evidence (IE) I can create a new idea and justify it using connections from multiple texts and prior knowledge and experiences. I can create a new idea using connections from multiple texts. I can make connections between texts.

c. Explanation of the central points from the article(s): Avoid just using a quote from a source. Explain what you think the author means.

In this section of your portfolio document, state which of the three grammar website(s) you found most useful

I would place Bloom’s Question Starters at the “Assessment” portion of this lesson plan. One assessment guideline listed on the website says: “Students’ responses to the book that was read aloud in class.” Using these questions, the students and I would have an open classroom discussion about what occurred throughout the text. We would read the story together collectively and the students would be sitting on the carpet. After we’ve completed our activity, we would return to the carpet from our desks.

A. I imagine telling this story to students in regard of friendship or in regard of taking care of animals. Also adults would be interested in listening the story to renew their spirit.

The rules we have covered thus far are spelling generalizations. We have gone over the FLOSS rule. This rule states that if a closed syllable word ends in l, f, s, or z then the l, f, s, or z are doubled. We have also extensively worked on the /k/ sound and how to know if it is a c, k, consonant ke, or ck at the beginning or end of a word. Andrew has been given the rules in multisensory lessons and we play games for extra reinforcement. We will continue to review these concepts in future lessons. We will also begin working on the Level 2 scope and sequence next

c. Does the interpretation offer ideas that you can use in your own practice? Why or why not? Be specific in your explanation.

When I completed high school, I started a tutoring class in which my friend joined me. There are many children from poor background in the slum near where I live who could not afford holiday tutoring offered in other places. As we were just out of high school our memories and knowledge was still fresh. We initially had a class of just five students but the number grew to over twenty in one and a half weeks. We teach them Math, Physics, Biology and Chemistry. I take Physics and Chemistry. This was a success and it gave me inspiration and motivation. I felt happy knowing I was changing someone’s life directly by helping them improve their grades. It inspired me and made me want to help as much people as I could. It also helped me in gaining confidence