February

  Week of February 27-March 3, 2017

 

MRS. NORRIS Monday, February 27, 2017

Weekly Learning Target:

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

 

Unit 3.2 (15 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

 

 

 

Focus

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.7.1 Write arguments to support claims with clear reasons and relevant evidence.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible

sources and demonstrating an understanding of the topic or text.

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.

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.

e. Establish and maintain a formal style.

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.)

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].)

W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

W.7.8 Gather relevant information from multiple print and digital sources, using search terms

effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for

citation.

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 –ESSAY WRITING (10 minutes). allow students to finish all writing assignments for this week and turn them in. Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to work in collaboration groups with daily objective and to practice working in groups, taking on job roles, and presenting.

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

Student Activities: SW complete daily Eagle Lesson -Week 26 E - ESSAY WRITING. SW finish the Persuasive PSA poster and prepare to present it orally to the class.

RL.7.5, 7; W.7.4, 6

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

Scholar discussion/Scholar daily work

Scholar collaboration building and led presentations

 

Tuesday, February 28, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – A - ANALYSIS OF CHARACTERS (10 minutes). TW have students practice presentations and finish posters. Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to work in collaboration groups with daily objective and to practice working in groups, taking on job roles, and presenting.

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

Student Activities: SW complete daily bell work – week 26 – A – ANALYSIS OF CHARACTERS (refer to power point). SW prepare for poster presentations. RL.7.5, 7; W.7.4, 6

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

Scholar discussion/Scholar daily work

Scholar collaboration building and led presentations

 

 

 

Wednesday, March 1, 2017 PLC Early Release Day!

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

Teacher Activities: TW facilitate daily Eagle Lesson – G –Good Answer/GREAT Answer (10 minutes).

TW have scholars present their posters orally to the class.

Goal is for scholars to work in collaboration groups with daily objective and to practice working in groups, taking on job roles, and presenting.

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

Student Activities: SW complete daily bell work – week 26 – G - Good Answer/GREAT Answer (refer to PowerPoint). SW present their posters orally to the class.

RL.7.5, 7; W.7.4, 6

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

PSA Posters

 

 

 

Thursday, March 2, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Terms (10 minutes). TW have scholars complete the written portion of SCA #3. Last 5 minutes of class: Questions and Comments Wrap-Up Time. Goal is for scholars to work in collaboration groups with daily objective and to practice working in groups, taking on job roles, and presenting.

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

Student Activities: Bell Work: EAGLE LESSON Week 26 - L- Literary Terms (refer to power point). SW complete the written portion of SCA #3.

RL.7.5, 7; W.7.4, 6

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

Scholar discussion/Scholar daily work

Scholar collaboration building and led presentations

 

 

 

Friday, March 3, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – E – Evaluation of Plot/Bell Work Quiz (10 minutes). TW have scholars complete the multiple choice questions on SCA #3 in the computer lab. Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to work in collaboration groups with daily objective and to practice working in groups, taking on job roles, and presenting.

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

Student Activities: Bell Work: EAGLE LESSON Week 26 E- Evaluation of Plot (refer to PowerPoint). SW complete the multiple choice questions on SCA #3 in the computer lab

RL.7.5, 7; W.7.4, 6

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

Scholar discussion/Scholar daily work

Scholar collaboration building and led presentations

 

 

  


Image result for snoopy clip art

  Week of February 20-24, 2017

 

MRS. NORRIS Monday, February 20 , 2017 No School Presidents Day!

Weekly Learning Target:

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

 

Unit 3.2 (15 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

 

 

 

Focus

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.7.1 Write arguments to support claims with clear reasons and relevant evidence.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible

sources and demonstrating an understanding of the topic or text.

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.

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.

e. Establish and maintain a formal style.

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.)

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].)

W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

W.7.8 Gather relevant information from multiple print and digital sources, using search terms

effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for

citation.

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 (10 minutes).

Goal is for scholars to work in collaboration groups with daily objective and to practice working in groups, taking on job roles, and presenting.

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

Student Activities: SW complete daily Eagle Lesson -Week 25 E -Emotional Language

RL.7.2, RI.7.6, 8

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

 

 

Tuesday, February 21, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – Annotation (10 minutes). TW review the reflective essay elements (p. 202). TW will have students read “I Am a Native of North America” (p. 204) Introduce Question#4 on p. 209. Have students fold paper in thirds to create the graphic organizer. Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to work in collaboration groups with daily objective and to practice working in groups, taking on job roles, and presenting.

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

Student Activities: SW complete daily bell work – week 25 – E – Essay Writing (from Monday) A –Analyzing a Character (refer to power point). SW review the reflective essay elements (p. 202). SW read “I Am a Native of North America” (p. 204) using popcorn style reading techniques. SW fold paper in thirds to create the graphic organizer then answer Question #4 on p. 209.

RL.7.2, 3; RI.7.9; W.7.2

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

 

 

 

 

Wednesday, February 22, 2017 PLC Early Release Day!

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

Teacher Activities: TW facilitate daily Eagle Lesson – G –Good Answer/GREAT Answer. TW will have students re-read “I Am a Native of North America” (p. 204) while listening to the CD. Introduce Question #5 on p. 209. Have students answer with their paragraph on the back of the graphic organizer. (21 minutes). Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to work on writing skills with daily objective and to practice those skills in pre-writing and writing activities.

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

Student Activities: SW complete daily bell work – week 25 – G –Good Answer/GREAT Answer (refer to PowerPoint). SW re-read “I Am a Native of North America” (p. 204) while listening to the CD. Answer Question #5 on p. 209 by writing a paragraph with textual evidence for support. Have students answer with their paragraph on the back of the graphic organizer.

RI.7.2, 4

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

Graphic Organizer for Question #4 p. 209 and Paragraph for Questions #5 p. 209

 

 

 

Thursday, February 23, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Terms (refer to Power Point) (10 minutes). TW review the persuasive essay elements (p. 212). TW will have students practice close reading by reading the highlighted portion of p. 213. TW will then direct students to read “All Together Now” (p. 214) Introduce Questions for Literary Analysis on p. 217. Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to work in collaboration groups with daily objective and to practice working in groups, taking on job roles, and presenting.

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

Student Activities: Bell Work: EAGLE LESSON Week 25 - L- Literary Terms (refer to power point). SW review the persuasive essay elements (p. 212). SW practice close reading by reading the highlighted portion of p. 213. SW read “All Together Now” (p. 214) and answer Questions for Literary Analysis on p. 217.

RI.7.3, 4, 5, 6

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

 

 

 

 

Friday, February 24, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – E –Elements of Plot/ (10 minutes). TW allow students to finish all writing assignments for this week and turn them in. Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to work in collaboration groups with daily objective and to practice working in groups, taking on job roles, and presenting.

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

Student Activities: Bell Work: EAGLE LESSON Week 25 E- Elements of Plot (refer to PowerPoint). SW finish all writing assignments for this week and turn them in..

RI.7.3, 4, 5; W.7.2

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

 

 

 

 

 



snoopy valentine

  Week of February 13-17, 2017

 

Mrs. NORRIS Monday, February 13 , 2017

Weekly Learning Target:

MC900439610[1]

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

 

Unit 3.1 (30 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

 

 

 

Focus

RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among

claim(s), reasons, and evidence.

e. Provide a concluding statement or section that follows from and supports the argument

presented.

 

Reinforce and/or support

RL.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.

W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among

claim(s), reasons, and evidence.

e. Provide a concluding statement or section that follows from and supports the argument

presented.

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.

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

f. Provide a concluding statement or section that follows from and supports the information

or explanation presented

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.)

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.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better

understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations

(definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

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 –Essay Writing (10 minutes). TW have students read and highlight questions on a PARCC practice handout. TW monitor as students complete reading and answering questions on the practice PARCC handouts.

Goal is for scholars to practice working in collaboration groups, taking on role jobs, and presenting.

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

Student Activities: SW complete daily Eagle Lesson -Week 24 E –Essay Writing. SW read and highlight questions on a PARCC practice handout. SW complete reading and answering questions on the practice PARCC handouts.

FOR A GRADE.

RL.7.2, RI.7.6, 8

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

PARCC Practice

 

Tuesday, February 14, 2017 Library with Counselor!

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

Teacher Activities: TW facilitate daily Eagle Lesson – Analysis of Character (10 minutes). TW allow students to choose a partner to work with. Then review a handout with information about St. Valentine’s Day. Assign writing newspaper article Valentine’s Day. Use the voice of St. Valentine.

Goal is for scholars to work in collaboration groups with daily objective.

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

Student Activities: SW complete daily bell work – week 24 – A –Analysis of Character (refer to power point). SW work with a partner to complete a cooperative assignment to write a newspaper story explaining Valentine’s Day. Use the voice of St. Valentine.

. FOR A GRADE.

RL.7.2, 3; RI.7.9; W.7.2

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

Writing Assignments

 

 

 

Wednesday, February 15, 2017 PLC Early Release Day!

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

Teacher Activities: TW facilitate daily Eagle Lesson – G –Good Answer/GREAT Answer (10 minutes). TW review writing assignments that will be due today: 1. Venn Diagram for “Barrio Boy” and “A Day’s Wait.” 2 paragraph essay that will compare and contrast those two stories. 2. Use R.A.C.E. to compare THEMES of “The Voyage” and “To the Top of Everest”. Divide notebook paper into 4 squares. Label each square as R.A.C.E. Answer each box by writing your sentence for your THEME paragraph. Use both sides of the paper – one story on each side. 3. Partner assignment to write a newspaper story explaining Valentine’s Day. Use the voice of St. Valentine.

Goal is for scholars to work in collaboration groups with daily objective.

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

Student Activities: SW complete daily bell work – week 24 – G - Good Answer/GREAT Answer (refer to PowerPoint). SW complete and turn in the following essays: 1. Venn Diagram for “Barrio Boy” and “A Day’s Wait.” 2 paragraph essay that will compare and contrast those two stories. 2. Use R.A.C.E. to compare THEMES of “The Voyage” and “To the Top of Everest”. Divide notebook paper into 4 squares. Label each square as R.A.C.E. Answer each box by writing your sentence for your THEME paragraph. Use both sides of the paper – one story on each side. 3. Partner assignment to write a newspaper story explaining Valentine’s Day. Use the voice of St. Valentine.

RL.7.2, 3; RI.7.9; W.7.2

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

Scholar discussion/Scholar daily work

Scholar collaboration building

 

 

 

Thursday, February 16, 2017

No School/Parent Teacher Conferences

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Terms (10 minutes).

 

Goal is for scholars to work in collaboration groups with daily objective.

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

Student Activities: Bell Work: EAGLE LESSON Week 24 - L- Literary Terms (refer to power point).

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

Scholar discussion/Scholar daily work

Scholar collaboration building and led presentations

 

 

 

Friday, February 17, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – E – Evaluate Plot/Bell Work (10 minutes). TW introduce PARCC Packet (5 minutes). TW have scholars read directions at each collaboration table. TW have each collaboration group read story “Endymion Spring”. Each scholar will work as a group to write one main idea sentence per paragraph in their packets (18 minutes). TW have each group review their answers and change their answers if they deem necessary. (23 minutes). Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to practice working in collaboration groups, taking on job roles, and presenting.

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

Student Activities: Bell Work: EAGLE LESSON Week 24 E– Evaluate Plot (refer to PowerPoint). SW turn in bell work. FOR A GRADE. SW listen as teacher reviews PARCC Packet (5 minutes). SW read directions at each collaboration table. SW in collaboration groups first read the story “Endymion Spring”. Each scholar will work as a group to write one main idea sentence per paragraph in their packets (18 minutes). SW review their answers and change their answers if they deem necessary.

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

Scholar discussion/Student daily work

PARCC practice

 

 

 

 

 





Image result for snoopy valentine clipart

  Week of February 6-10, 2017

 

Mrs. NORRIS Monday, February 6 , 2017

Weekly Learning Target:

MC900439610[1]

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

 

Unit 3.1 (30 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

 

 

 

Focus

RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among

claim(s), reasons, and evidence.

e. Provide a concluding statement or section that follows from and supports the argument

presented.

 

Reinforce and/or support

RL.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.

W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among

claim(s), reasons, and evidence.

e. Provide a concluding statement or section that follows from and supports the argument

presented.

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.

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

f. Provide a concluding statement or section that follows from and supports the information

or explanation presented

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.)

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.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better

understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations

(definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

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 –Essay Writing (10 minutes). TW introduce “Reading to compare fiction and nonfiction” Pearson Book p.233. TW activate prior knowledge asking how a child might overcome the difficulties of moving to another country. TW have students read “Barrio Boy” Pearson p. 234-239. TW lead class discussion of questions on p. 239 Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to practice reading strategies.

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

Student Activities: SW complete daily Eagle Lesson -Week 23 E –Essay Writing. SW listen as teacher introduces prior knowledge asking how a child might overcome the difficulties of moving to another country. SW read “Barrio Boy” Pearson p. 234-239, and answer discussion questions on p. 239.

RL.7.2

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

 

 

Tuesday, February 7, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – Analyzing a Character (10 minutes). TW review “Reading to compare fiction and nonfiction” Pearson Book p.233. TW activate prior knowledge asking how a child might overcome the difficulties of moving to another country. TW have students read “A Day’s Wait” Pearson p. 240-244. TW have students write the short essay on p. 245, comparing and contrasting the two narrators. Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to practice working in collaboration groups, taking on job roles, and presenting.

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

Student Activities: SW complete daily bell work – week 23 – A - Analyzing a Character (refer to power point). SW review “Reading to compare fiction and nonfiction” Pearson Book p.233. SW read “A Day’s Wait” Pearson p. 240-244. SW write the short essay on p. 245, comparing and contrasting the two narrators RL.7.2, W.7.2, 2b, 2f, 3, 3a, 3b

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

Comparison/Contract ESSAY

 

 

 

Wednesday, February 8, 2017 PLC Early Release Day!

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

Teacher Activities: TW facilitate daily Eagle Lesson – G –Good Answer/GREAT Answer (10 minutes).

TW introduce comparing two texts. Reading to compare universal themes Pearson Book p. 692-693. “The Voyage…” – A Greek Myth and “To the Top of Everest” – a Blog (10 minutes). TW have scholars work in collaboration groups. Each group will follow direction card: each group will read the Greek Myth: “The Voyage” from Tales from the Odyssey Pearson Book p. 694-697 and answer question on their direction card (24 minutes). Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to work in collaboration groups with daily objective.

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

Student Activities: SW complete daily bell work – week 23 – G –Good Answer/GREAT Answer (refer to PowerPoint). SW listen as teacher introduces comparing two texts- Reading to compare universal themes Pearson Book p. 692-693: “The Voyage…” – A Greek Myth and “To the Top of Everest” – a Blog. SW work in collaboration groups. Each group will follow direction card: each group will read the Greek Myth: “The Voyage” from Tales from the Odyssey Pearson Book p. 694-697 and answer question on their direction card. FOR A GRADE.

RL.7.2, 3

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

Scholar discussion/Student daily work

Scholar packet work and writing

Scholar collaboration building

 

 

 

Thursday, February 9, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Devices (10 minutes).

TW review comparing two texts. Reading to compare universal themes Pearson Book p. 692-693. “The Voyage…” – A Greek Myth and “To the Top of Everest” – a Blog (10 minutes). TW have scholars work in collaboration groups. Each group will follow direction card: each group will read the Blog- “To the Top of Everest” Pearson Book p. 698-706 and answer question on their direction card (30 minutes). TW have collaboration groups share out their answers in whole group (11 minutes) Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to work in collaboration groups with daily objective.

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

Student Activities: Bell Work: EAGLE LESSON Week 23 - L- Literary Device (refer to power point). SW listen as teacher reviews comparing two texts. Reading to compare universal themes Pearson Book p. 692-693. “The Voyage…” – A Greek Myth and “To the Top of Everest” – a Blog. SW work in collaboration groups. Each group will follow direction card: each group will read the Blog- “To the Top of Everest” Pearson Book p. 698-706 and answer question on their direction card. FOR A GRADE.

R[MI1]I.7.9

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

Scholar discussion/Scholar daily work

Scholar packet work and writing

Scholar collaboration building and led presentations

 

 

 

Friday, February 10, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – E – Essential Vocabulary/Bell Work Quiz (10 minutes). TW review over this week’s objectives dealing with folk tales and myths (5 minutes). TW have scholars read direction card at each collaboration table. TW monitor as scholars take on job roles for assignment. 1st- each group will read direction card dealing with figurative language (8 minutes). 2nd- TW have scholars complete assigned questions to answer in each group pertaining to Assessment Skills Pearson Book p. 720-722 (10 minutes). TW have each group present questions with answers (23 minutes). Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to practice working in collaboration groups, taking on role jobs, and presenting.

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

Student Activities: Bell Work: EAGLE LESSON Week 23 E- Essential Vocabulary (refer to PowerPoint). SW take bell work quiz. FOR A GRADE. SW listen as teacher reviews over this week’s objectives dealing with folk tales and myths (5 minutes). SW read direction card at each collaboration table. SW take on job roles for assignment. 1st- each group will read direction card dealing with required text reading and questions (8 minutes). 2nd- SW complete assigned questions to answer in each group pertaining to Assessment Skills Pearson Book p. 720-722 (20 minutes). TW have each group present questions with answers (28 minutes).

FOR A GRADE.

RL.7.2, RI.7.6, 8

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

Scholar discussion/Scholar daily work

Scholar discussion/Student daily work

Scholar collaboration building and led presentations

 

 

 

 

 


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