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Hello students and parents!  Welcome to a new school year!  I teach 7th grade Language Arts at Tippit Middle school! 

Education & Teaching Background:

  • Texas A& M International University, Bachelor of Science in Sec. Ed. (6-12)
  • 19 years teaching experience
  • Taught Spanish, English as a Second Language, and English
  • Worked at United Independent School District (Laredo, Texas), Elgin Independent School District, Round Rock Independent School District

Contact Information:

First Day Handouts

GO EAGLES!!

 

 

 

 

 

 

Georgetown Independent School District


 

Lesson Plans for Veronica Smalley

Nov. 17-20

Language Arts

 

Monday, November 16, 2008:

1. All-- Literature: (30 minutes) Students will be reading the classic novel, a Christmas carol,  in conjunction with the play by Israel Horvitz, “A Christmas carol: scrooge and Marley,” from the prentice hall literature textbook, in order to compare two versions of the same piece of literature.  At the culmination of the unit, students will be writing a compare/contrast, cause/effect essay on how scrooge changes as a dynamic character.  Today, students will be orally reading the first half of stave 1 from the novel: p.  1-12.

2. All—(40 minutes)--Verb review for test on Wednesday--page 330-331 ex. 28-30, 32, 34-35

3. All—(20 minutes) Students are to work on their ACC study questions for Stave 1.


HOMEWORK: Complete review for verb test.
 

Tuesday, November 17, 2008:

1. All—(25 minutes)--We will go over the verb review out loud.  Students will turn their review in to me to be entered in the grade book.

2. All—Literature: (30 minutes) Students will be reading the classic novel, A Christmas Carol in conjunction with the play by Israel Horvitz, “A Christmas carol: scrooge and Marley,” from the prentice hall literature textbook, in order to compare two versions of the same piece of literature.  At the culmination of the unit, students will be writing a compare/contrast, cause/effect essay on how scrooge changes as a dynamic character.  Today, students will be orally reading the last half of stave 1 from the novel: p.  13-24.

3. All—(20 minutes) Summarization: Students will each cut five strips about one inch wide from one sheet of green or red construction paper.  They will then write a summary of Stave 1 from A Christmas Carol, using the formula SOMEBODY, WANTED, BUT, SO THEN.  The first strip will answer the phrase “somebody.”  The second strip will complete the phrase “wanted_______________.”  The third strip will answer the phrase “but________________.” And so on.  When done, each student will roll the strips into links and connect all five together to form a summary chain for the first chapter of the novel. These may be saved by taping them to the chalk ledge. At the end of each stave, students will add to their own individual chains with another summary until the novel is done.

4. All—(20 minutes) Students are to work on their ACC study questions for Stave 1.

HOMEWORK: verb test tomorrow!!

Wednesday, November 18, 2008:

1. All--VERB TEST

2. Literature: (40 minutes) Students will be reading the classic novel, A Christmas Carol in conjunction with the play by Israel Horvitz, “A Christmas carol: scrooge and Marley,” from the prentice hall literature textbook, in order to compare two versions of the same piece of literature.  At the culmination of the unit, students will be writing a compare/contrast, cause/effect essay on how scrooge changes as a dynamic character.  Today, students will be orally reading the play found on pages 644-654 according to the roles that they were assigned yesterday.

3. All---Students will use the remainder of the class to work on their study questions.

HOMEWORK: none

Thursday, November 19, 2008:

1. Literature: (30 minutes) Students will be reading the classic novel, a Christmas carol,  in conjunction with the play by Israel Horvitz, “A Christmas carol: scrooge and Marley,” from the prentice hall literature textbook, in order to compare two versions of the same piece of literature.  At the culmination of the unit, students will be writing a compare/contrast, cause/effect essay on how scrooge changes as a dynamic character.  Today, students will be orally reading the first half of stave 2 from the novel: p.  26-37.

2.  Literature: (30 minutes) Summarization: Students will each cut five strips about one inch wide from one sheet of green or red construction paper.  They will then write a summary of Stave 1 from A Christmas Carol, using the formula SOMEBODY, WANTED, BUT, SO THEN.  The first strip will answer the phrase “somebody.”  The second strip will complete the phrase “wanted_______________.”  The third strip will answer the phrase “but________________.” And so on.  When done, each student will roll the strips into links and connect all five together to form a summary chain for the first chapter of the novel. These may be saved by taping them to the chalk ledge. At the end of each stave, students will add to their own individual chains with another summary until the novel is done.

3.  Literature:  (30 minutes) Students will create “links” tables in order to learn vocabulary words for the novel at a rate of three words per day. (3 words will be done today)

4. Students will use the remaining of class time to work on their study questions.

HOMEWORK: none

Friday, November 20, 2008:

1.  Literature:  (30 minutes) Students will create “links” tables in order to learn vocabulary words for the novel at a rate of three words per day. (3 words will be done today)

2.  Literature: (30 minutes) Students will be reading the classic novel, a Christmas carol, in conjunction with the play by Israel Horvitz, “A Christmas carol: scrooge and Marley,” from the prentice hall literature textbook, in order to compare two versions of the same piece of literature.  At the culmination of the unit, students will be writing a compare/contrast, cause/effect essay on how scrooge changes as a dynamic character.  Today, students will be orally reading the second half of stave 2 from the novel: p. 38-48.

3. All—Students will use the remaining class time to work on their study questions.

 

HOMEWORK: none 

 

Assessment

1. verb review--daily grade

2. vocabulary L.I.N.C.S. tables—daily grade

3. summarization “story chains”—daily grade

4. verb test

 

Accommodations/Modifications/Differentiation
GT differentiation is denoted by an *.

Accommodations and modifications made according to student IEP's.