TeacherKevin Kearney
Subject AreaELA/Journalism
Grade Level7
Week #8
Unit of Instruction
Standard(s) Taught


Learning Targets and Learning Criteria

Write expository texts
Improve writing by planning and revising
Follow the rules and conventions of standard English
Use grade level vocabulary in writing
Compare central ideas in a text
paraphrase grade level text

Classroom Activities

– Do Now: What are your values? Which values are the most important to you? How do these values show up in your life?
– Intro vocab
– List and define values as class (honesty, creativity, grit, loyalty, etc)
– Select values which align with identity
– Choose one value to define and explain its importance and how it manifests in life (1 paragaph informational writing)
– Do Now: What makes you feel the most focused?
– Informative Writing: Developing a Topic (HMH)
– Single paragraph essays – read 2 articles and answer the prompt
– Do Now: What is your earliest memory?
– Thought experiment: the heap of sand (what makes a heap a heap? At what point does a heap lose its status?)
– Compose a 1 paragraph essay answering the question: When is a heap no longer a heap?
– Independent and make up work
– Do Now: Write sentences using as many vocab words as you can.
– District Unit Assessment
– Do Now: What are your favorite and least favorite aspects of this class so far?
– Vocab Quiz

Assignments Due
Additional Resources

Claim (v) state or assert that something is the case
(n) an assertion of the truth of something
Compose (v) write or create (a work of art, especially music or poetry)
constitute or make up (a whole).
“the system is composed of a group of machines”

Conclusion (n) the end or finish of an event or process.
“the conclusion of World War Two”
a judgment or decision reached by reasoning.
“each research group came to a similar conclusion”

Determine (v) figure out, typically as a result of study or research
“the point of our study was to determine what is true, not what is practicable”
cause (something) to occur in a particular way; be the decisive factor in.
“it will be her mental attitude that determines her future”

Elaborate (v) develop or present (a theory, policy, or system) in detail.
“the key idea of the book is expressed in the title and elaborated in the text”
(adj) involving many carefully arranged parts or details; detailed and complicated in design and planning.
“elaborate security precautions”

evidence (n) signs or indications of something.
“there was no obvious evidence of a break-in”

inform (v) give (someone) facts or information; tell.
“he wrote to her, informing her of the situation”

Sequence (n) a particular order in which related events, movements, or things follow each other.
“the content of the program should follow a logical sequence”

Transition (n) the process or a period of changing from one state or condition to another.
“students in transition from one program to another”
(v) undergo or cause to undergo a process or period of change.
“we have transitioned from a high-intensity combat operation to a support role in the community”

value (n) a person’s principles or standards of behavior; one’s judgment of what is important in life.
“they internalize their parents’ rules and values”
the importance, worth, or usefulness of something.
“your support is of great value”
(v) consider (someone or something) to be important or beneficial; have a high opinion of.
“she had come to value her privacy and independence”