December

7th Grade Language Arts

Norris

 

  Week of December 19-23, 2016

 

Mrs. NORRIS Monday, December 19, 2016

Weekly Learning Target:

(What will students know & be able to do as a result of this lesson?)

 

Unit 2.2 (20 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

Focus

RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas

influence individuals or events, or how individuals influence ideas or events).

RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

RI. 7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Reinforce and/or support

RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author

distinguishes his or her position from that of others.

RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and

information, using strategies such as definition, classification, comparison/contrast, and

cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and

multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other

information and examples.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas

and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate

command of Language standards 1–3 up to and including grade 7 on page 52 [of the full ELA

Common Core State Standards document].)

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of phrases and clauses in general and their function in specific

sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal

differing relationships among ideas.

c. Place phrases and clauses

L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Recur

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW administer SCA #2 as the Semester Exam in the computer lab. Assessment for SCA #2.

Goal is for students to make 80% or higher on final test over novel and for students to make 85% or higher on re-assessment on SCA #2.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: SW take SCA #2 for the Semester Exam in the computer lab. FOR A GRADE.

Online Homework #15/Brandenburg Gate due Tuesday, Dec. 20th

RL7.1, 2, 3, 9 RI.7.1, 2, 3, 4, 6 W.7.1 a-e, 2 a-f L.7.1 a-c, 2 a-b, 3, 4 a-d

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

 

Students will be exposed to the reading in literature with a novel and engaging with reading informational texts.

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction

Vocabulary from TYTG: gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift; TYTG Student Packet

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

Tuesday, December 20, 2016

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW allow students to finish Semester Exam (SCA #2) and then finish Online Homework assignment #15.

.

Goal is for students to be exposed to a play/drama piece.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: SW finish Semester Exam (SCA #2) and then finish Online Homework assignment #15.

Online Homework #15/Brandenburg Gate due Tuesday, Dec. 20th

RL7.3, 5

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

 

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction

Vocabulary from TYTG: gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift; TYTG Student Packet

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

Wednesday, December 21, 2016 PLC Early Release Day!

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson- G- Grammar. TW introduce students to “A Christmas Carol: Scrooge and Marley, Act II” Pearson Book p. 500-534. TW expose students to the purpose of reading a play/drama piece with dialogue. TW have students listen to play on CD and follow along in book.

Goal is for students to be exposed to a play/drama piece.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell Work: EAGLE LESSON Week 18 - E- Emotional Language (refer to PowerPoint). SW listen as teacher introduces “A Christmas Carol: Scrooge and Marley, Act II” Pearson Book p. 500-534. SW be exposed to the purpose of reading a play/drama piece with dialogue. SW listen to play on CD and follow along in book.

NO online Homework until AFTER Christmas break!

RL7.3, 5

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

 

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction

Vocabulary from TYTG: gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift; TYTG Student Packet

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

Thursday, December 22, 2016

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Devices (refer to PowerPoint).

TW review over “A Christmas Carol: Scrooge and Marley Acts I and II”. TW facilitate students into pairs. TW give students standards RL.7.3 and RL.7.5 and have students make multiple choice questions for the play/drama.

Last 5 minutes of class: Questions and Comments Wrap-Up Time

Goal is for students to be exposed to building a question though reading and standard lesson.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell Work: EAGLE LESSON Week 18 - L- Literary Device (refer to PowerPoint). SW listen as teacher reviews over “A Christmas Carol: Scrooge and Marley Acts I and II”. SW be put into pairs. SW take standards RL.7.3 and RL.7.5 and make multiple choice questions for the play/drama.

NO online Homework until AFTER Christmas break!

RL7.3, 5

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

Students will be exposed to the reading in literature with a novel and engaging with reading informational texts.

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction

Vocabulary from TYTG: gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift; TYTG Student Packet

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

Friday, December 23, 2016

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: SCA/EOC make-up day

.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: SCA/EOC make-up day

NO online Homework until AFTER Christmas break!

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

 

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction

Vocabulary from TYTG: gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift; TYTG Student Packet

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

 


imagesEHLKYV54

 

  Week of December 12-16, 2016

 

MRS. NORRIS Monday, December 12, 2016

Weekly Learning Target:

MC900439610[1]

(What will students know & be able to do as a result of this lesson?)

 

Unit 2.2 (20 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

Focus

RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas

influence individuals or events, or how individuals influence ideas or events).

RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

RI. 7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Reinforce and/or support

RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author

distinguishes his or her position from that of others.

RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and

information, using strategies such as definition, classification, comparison/contrast, and

cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and

multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other

information and examples.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas

and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate

command of Language standards 1–3 up to and including grade 7 on page 52 [of the full ELA

Common Core State Standards document].)

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of phrases and clauses in general and their function in specific

sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal

differing relationships among ideas.

c. Place phrases and clauses

L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Recur

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – E -Emotional Language. TW continue with students the novel “The Young Traveler’s Gift” by Andy Andrews. TW read to students the novel and informational texts within the student packet.

Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for students to read a novel and informational texts in class, participating in class discussion, and completing assignments given.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: SW complete daily Eagle Lesson -Week 17 E -Emotional Language. SW listen as teacher continues with the novel “The Young Traveler’s Gift” by Andy Andrews. SW listen as teacher reads the novel and informational texts within the student packet. SW completed assignments given within student packet. FOR A GRADE. ONLINE HOMEWORK #14 Bird Nests/ DUE Tuesday, Dec. 13th

RL7.1, 2, 3, 9 RI.7.1, 2, 3, 4, 6 W.7.1 a-e, 2 a-f L.7.1 a-c, 2 a-b, 3, 4 a-d

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

 

Students will be exposed to the reading in literature with a novel and engaging with reading informational texts.

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction

Vocabulary from TYTG: gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift; TYTG Student Packet

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

Tuesday, December 13, 2016

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – E -Emotional Language. TW continue with students the novel “The Young Traveler’s Gift” by Andy Andrews. TW read to students the novel and informational texts within the student packet.

Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for students to read a novel and informational texts in class, participating in class discussion, and completing assignments given.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: : SW complete daily Eagle Lesson -Week 17 E -Emotional Language. SW listen as teacher continues with the novel “The Young Traveler’s Gift” by Andy Andrews. SW listen as teacher reads the novel and informational texts within the student packet. SW completed assignments given within student packet. FOR A GRADE. ONLINE HOMEWORK #14 Bird Nests/ DUE Tuesday, Dec. 13th

RL7.1, 2, 3, 9 RI.7.1, 2, 3, 4, 6 W.7.1 a-e, 2 a-f L.7.1 a-c, 2 a-b, 3, 4 a-d

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

 

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction Vocabulary from TYTG: gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift; TYTG Student Packet

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

Wednesday, December 14, 2016 PLC Early Release Day!

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – E -Emotional Language. TW continue with students the novel “The Young Traveler’s Gift” by Andy Andrews. TW read to students the novel and informational texts within the student packet.

Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for students to read a novel and informational texts in class, participating in class discussion, and completing assignments given.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: : SW complete daily Eagle Lesson -Week 17 E -Emotional Language. SW listen as teacher continues with the novel “The Young Traveler’s Gift” by Andy Andrews. SW listen as teacher reads the novel and informational texts within the student packet. SW completed assignments given within student packet. FOR A GRADE. ONLINE HOMEWORK #15/Brandenburg Gate/ DUE Tuesday, Dec. 20th

RL7.1, 2, 3, 9 RI.7.1, 2, 3, 4, 6 W.7.1 a-e, 2 a-f L.7.1 a-c, 2 a-b, 3, 4 a-d

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

 

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction Vocabulary from TYTG: gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift; TYTG Student Packet

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

Thursday, December 15, 2016

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Devices (refer to PowerPoint).

TW continue with students the novel “The Young Traveler’s Gift” by Andy Andrews. TW read to students the novel and informational texts within the student packet

Last 5 minutes of class: Questions and Comments Wrap-Up Time

Goal is for students to be introduced to reading a novel in class, participating in class discussion, and completing assignments given.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell Work: EAGLE LESSON Week 17 - L- Literary Device (refer to PowerPoint). SW listen as teacher continues with the novel “The Young Traveler’s Gift” by Andy Andrews. SW listen as teacher reads the novel and informational texts within the student packet. SW completed assignments given within student packet. FOR A GRADE. ONLINE HOMEWORK #15/Brandenburg Gate/ DUE Tuesday, Dec. 20th

RL7.1, 2, 3, 9 RI.7.1, 2, 3, 4, 6 W.7.1 a-e, 2 a-f L.7.1 a-c, 2 a-b, 3, 4 a-d

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

Students will be exposed to the reading in literature with a novel and engaging with reading informational texts.

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction Vocabulary from TYTG: gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift; TYTG Student Packet

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

Friday, December 16, 2016

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – E – Essential Vocabulary (refer to PowerPoint). TW continue with students the novel “The Young Traveler’s Gift” by Andy Andrews. TW read to students the novel and informational texts within the student packet.

Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for students to be introduced to reading a novel in class, participating in class discussion, and completing assignments given.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell Work: EAGLE LESSON Week 17 E- Essential Vocabulary (refer to PowerPoint). SW listen as teacher continues with the novel “The Young Traveler’s Gift” by Andy Andrews. SW listen as teacher reads the novel and informational texts within the student packet. SW completed assignments given within student packet. FOR A GRADE. ONLINE HOMEWORK #15/Brandenburg Gate/ DUE Tuesday, Dec. 20th

RL7.1, 2, 3, 9 RI.7.1, 2, 3, 4, 6 W.7.1 a-e, 2 a-f L.7.1 a-c, 2 a-b, 3, 4 a-d

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

Students will be exposed to the reading in literature with a novel and engaging with reading informational texts.

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfictionVocabulary from TYTG: gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift; TYTG Student Packet

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

 

 


imagesF71DLVN6

 

  Week of December 5-9, 2016

 

MRS. NORRIS Monday, December 5, 2016

Weekly Learning Target:

MC900439610[1]

(What will students know & be able to do as a result of this lesson?)

 

Unit 2.1 (20 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

Focus

RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas

influence individuals or events, or how individuals influence ideas or events).

RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

RI. 7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Reinforce and/or support

RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author

distinguishes his or her position from that of others.

RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and

information, using strategies such as definition, classification, comparison/contrast, and

cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and

multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other

information and examples.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas

and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate

command of Language standards 1–3 up to and including grade 7 on page 52 [of the full ELA

Common Core State Standards document].)

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of phrases and clauses in general and their function in specific

sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal

differing relationships among ideas.

c. Place phrases and clauses

L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Recur

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – E -Emotional Language. TW continue with students the novel “The Young Traveler’s Gift” by Andy Andrews. TW read to students the novel and informational texts within the student packet.

Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for students to read a novel and informational texts in class, participating in class discussion, and completing assignments given.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: SW complete daily Eagle Lesson -Week 16 E -Emotional Language. SW listen as teacher continues with the novel “The Young Traveler’s Gift” by Andy Andrews. SW listen as teacher reads the novel and informational texts within the student packet. SW completed assignments given within student packet. FOR A GRADE.

RL7.1, 2, 3, 9 RI.7.1, 2, 3, 4, 6 W.7.1 a-e, 2 a-f L.7.1 a-c, 2 a-b, 3, 4 a-d

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

 

Students will be exposed to the reading in literature with a novel and engaging with reading informational texts.

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift

TYTG Student Packet

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

Tuesday, December 6, 2016

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – Annotation. TW continue with students the novel “The Young Traveler’s Gift” by Andy Andrews. TW read to students the novel and informational texts within the student packet. Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for students to be introduced to reading a novel in class, participating in class discussion, and completing assignments given.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: SW complete daily bell work – week 16 – A -Annotation. SW listen as teacher continues with the novel “The Young Traveler’s Gift” by Andy Andrews. SW listen as teacher reads the novel and informational texts within the student packet. SW completed assignments given within student packet. FOR A GRADE.

RL7.1, 2, 3, 9 RI.7.1, 2, 3, 4, 6 W.7.1 a-e, 2 a-f L.7.1 a-c, 2 a-b, 3, 4 a-d

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

Students will be exposed to the reading in literature with a novel and engaging with reading informational texts.

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift

TYTG Student Packet

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

 

 

Wednesday, December 7, 2016 PLC Early Release Day!

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – G -Grammar – (refer to PowerPoint).

TW continue with students the novel “The Young Traveler’s Gift” by Andy Andrews. TW read to students the novel and informational texts within the student packet.

Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for students to be introduced to reading a novel in class, participating in class discussion, and completing assignments given.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: SW complete daily bell work – week 16 – G -Grammar (refer to PowerPoint). SW listen as teacher continues with the novel “The Young Traveler’s Gift” by Andy Andrews. SW listen as teacher reads the novel and informational texts within the student packet. SW completed assignments given within student packet. FOR A GRADE.

RL7.1, 2, 3, 9 RI.7.1, 2, 3, 4, 6 W.7.1 a-e, 2 a-f L.7.1 a-c, 2 a-b, 3, 4 a-d

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

Students will be exposed to the reading in literature with a novel and engaging with reading informational texts.

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift

TYTG Student Packet

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

 

 

Thursday, December 8, 2016

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Devices (refer to PowerPoint).

TW continue with students the novel “The Young Traveler’s Gift” by Andy Andrews. TW read to students the novel and informational texts within the student packet

Last 5 minutes of class: Questions and Comments Wrap-Up Time

Goal is for students to be introduced to reading a novel in class, participating in class discussion, and completing assignments given.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell Work: EAGLE LESSON Week 16 - L- Literary Device (refer to PowerPoint). SW listen as teacher continues with the novel “The Young Traveler’s Gift” by Andy Andrews. SW listen as teacher reads the novel and informational texts within the student packet. SW completed assignments given within student packet. FOR A GRADE.

RL7.1, 2, 3, 9 RI.7.1, 2, 3, 4, 6 W.7.1 a-e, 2 a-f L.7.1 a-c, 2 a-b, 3, 4 a-d

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

Students will be exposed to the reading in literature with a novel and engaging with reading informational texts.

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift

TYTG Student Packet

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

 

 

Friday, December 9, 2016

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – E – Essential Vocabulary (refer to PowerPoint). TW continue with students the novel “The Young Traveler’s Gift” by Andy Andrews. TW read to students the novel and informational texts within the student packet.

Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for students to be introduced to reading a novel in class, participating in class discussion, and completing assignments given.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell Work: EAGLE LESSON Week 16 E- Essential Vocabulary (refer to PowerPoint). SW listen as teacher continues with the novel “The Young Traveler’s Gift” by Andy Andrews. SW listen as teacher reads the novel and informational texts within the student packet. SW completed assignments given within student packet. FOR A GRADE.

RL7.1, 2, 3, 9 RI.7.1, 2, 3, 4, 6 W.7.1 a-e, 2 a-f L.7.1 a-c, 2 a-b, 3, 4 a-d

Assessment (Have students met the learning target? What does success look like?)

Student discussion/Student daily work

Students will be exposed to the reading in literature with a novel and engaging with reading informational texts.

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift

TYTG Student Packet

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

 

 

 

 


The “Christopher Columbus” Debate – Hero or Villain?

 

READ the following articles and decide for YOURSELF how you feel.  Write a paragraph defending your opinion and give at least 2 VALID reasons for your opinion.  Start with a topic sentence that states your opinion, give 2 reasons which support your opinion, and end with a conclusion statement.  Type your paragraph in a WORD document and SAVE to your “H” drive under the title:  Columbus

 

Article - He's the Explorer/Exploiter You Just Have to Love/Hate

http://www.nytimes.com/1992/10/12/us/he-s-the-explorer-exploiter-you-just-have-to-love-hate.html

 

Editorial – Christopher Columbus’ accomplishments need not be overshadowed by his role in promoting slavery

 

http://articles.courant.com/2013-10-11/news/hc-ed-on-columbus-day-celebrate-explorer-accomplis-20131011_1_christopher-columbus-bold-explorer-western-hemisphere

 

Editorial – Columbus the Exploiter Should be Remembered

 

http://www.deseretnews.com/article/252439/CHRISTOPHER-COLUMBUS---HERO-OR-EXPLOITER.html?pg=all

 

10 Facts about Columbus you may not know

http://www.history.com/news/10-things-you-may-not-know-about-christopher-columbus   

 

Cast your Vote:

http://www.debate.org/opinions/should-christopher-columbus-be-considered-a-hero

Christopher Columbus:  Hero or Villain?

http://www.biography.com/news/christopher-columbus-day-facts

Columbus Day 2014 – Hero, Villain, or Maybe Both

http://abcnews.go.com/US/columbus-day-2014-hero-villain/story?id=26108367

Writing Your Opinion Essay

Prompt:  Do you think Christopher Columbus was a hero or a villain?

 

Sentence 1:  Your TOPIC SENTENCE.  State your opinion clearly.

Sentence 2: CONCRETE DETAIL #1  This sentence is your first fact that supports your topic sentence. Do not write any of your own opinions here.

Sentence 3:  COMMENT #1  Write your specific thought, feeling, emotion (opinion) that supports Concrete Detail #1. 

Sentence 4:  COMMENT #2  Write another personal thought, feeling, emotion (opinion) that also supports Concrete Detail #1.

Sentence 5:  CONCRETE DETAIL #2  This sentence is your second fact that supports your topic sentence. Do not write any of your own opinions here.

Sentence 6:  COMMENT #2  Write your specific thought, feeling, emotion (opinion) that supports Concrete Detail #2. 

Sentence 7: COMMENT #2  Write another personal thought, feeling, emotion (opinion) that also supports Concrete Detail #2.

Sentence 8:  CONCLUSION:  Say your topic sentence in a new and fresh way. 

EXAMPLE COLUMBUS ESSAYS

 

ESSAY #1

 

          In my opinion, Christopher Columbus was a hero.  He opened up the ‘New World’ for trade with Europe.   He didn’t actually discover the New World because there were people who were already here, but he was brave enough to sail into uncharted and unknown waters to fulfill his dream.  This took lots of courage because no one had done it before.  He also helped prove that the world was round, and not flat.  Even though many people believed this to be true, Columbus was actually willing to risk his own life to prove it.  I think this makes him a true hero to lead his men into the unknown.  Because Columbus explored by sailing to the Americas, I think he can be called a hero. 

 

 

In my opinion, Christopher Columbus was a villain.  He exploited the native peoples that he found on the islands where he landed.  He took many of the ‘Indians’ back to Europe with him and sold them as slaves.  His men made the people work to find gold for them.   He had wrong intentions in beginning his voyage in the first place.  He really left to find gold and riches which would make him wealthy and famous.  He didn’t even know where he was.  He thought he was in India.  He is a villain because of the hardships he caused the native people and should not be glorified for his actions. 

 

 

 

 

 


 






 

 

 

 


 

 

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