January

7th Grade Language Arts

Norris

Week of January 30 – February 3, 2017

 

Monday 1/30

Objective

(Student will…)

Demonstrate understanding of the novel on a written test. Finish the poster of the 7 Decisions for Success from the novel, TYTG started last week. RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a 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.7.3 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).

Teacher Activities

EAGLE Lesson– Essay Writing(Refer to Power Point). TW give essay portion of the TYTG FINAL test. TW direct students to finish the poster from last Friday. Have students turn in TYTG packets.

Student Activities

Do EAGLE Lesson. Write 3 essays for the TYTG FINAL test. Finish the poster from yesterday, turn in TYTG packets. HOMEWORK: # 18/ “Geoengineering” will be due TOMORROW Tuesday, January 31

Assessment/Evaluation

TYTG Poster – The Seven Decisions of Success

TYTG Final TEST – ESSAY Questions

TYTG PACKET

 

 

Academic Vocabulary

THEME

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

 

 

REFLECTION/ RE-TEACH

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

 

Tuesday 1/31

Objective

(Student will…)

Demonstrate understanding of the novel on a written test. Finish the poster of the 7 Decisions for Success from the novel, TYTG started last week 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. RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Teacher Activities

EAGLE Lesson – Analysis of Character. (Refer to Power Point). Administer M/C portion of TYTG Final Test. Collect posters at the end of class.

Student Activities

Do EAGLE Lesson. Complete M/C portion of TYTG Final Test. Finish and turn in TYTG poster.HOMEWORK: # 18/ “Geoengineering” will be due TOMORROW Tuesday, January 31.

Assessment/Evaluation

TYTG Final TEST

TYTG Poster – The Seven Decisions for Success

 

Academic Vocabulary

syntax, characterization, diction, tone, flashback, figurative language, simile, metaphor, onomatopoeia, personification, alliteration, hyperbole, oxymoron, allusion, pun, conflict, theme, protagonist, antagonist, internal conflict, external conflict, setting, point of view, first person

Additional Resources

The Young Traveler’s Gift

 

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

REFLECTION/ RE-TEACH

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

 

Wednesday 2/1 (Early Release at 2:20)

Objective

(Student will…)

PARCC practice. 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. RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Teacher Activities

EAGLE Lesson #-Good Answer/GREAT Answer. (Refer to Power Point) TW lead students to read and annotate the poem, “Poppies in the Wheat” and the short drama, A Town Meeting,(HW #16) then lead students to closely examine questions before they answer.

Student Activities

Do EAGLE Lesson. Read two selections, highlighting important details, examine questions and answer.HOMEWORK: # 19 / “THE KING; CANCER” will be due Tuesday, February 7TH !

Assessment/Evaluation

HOMEWORK #16 make up assignment

Academic Vocabulary

syntax, characterization, diction, tone, flashback, figurative language, simile, metaphor, onomatopoeia, personification, alliteration, hyperbole, oxymoron, allusion, pun, conflict, theme, protagonist, antagonist, internal conflict, external conflict, setting, point of view, first person

Additional Resources

Copies of “Poppies in the Wheat” and A Town Meeting assignment

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

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for Chapter 7.

 

Thursday 2/2

Objective

(Student will…)

Read for comprehension and identify elements of literature. 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. RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Teacher Activities

EAGLE Lesson # – Literary Terms . (Refer to Power Point) Have students practice comparing two selections – fiction and nonfiction. Read two selections in the Pearson text “A Day’s Wait” (p. 240) and “Barrio Boy”(p. 234)

Student Activities

Do EAGLE Lesson. Read to compare and contrast a fiction and nonfiction text. HOMEWORK: # 19 / “THE KING; CANCER” will be due Tuesday, February 7TH !

Assessment/Evaluation

 

Academic Vocabulary

syntax, characterization, diction, tone, flashback, figurative language, simile, metaphor, onomatopoeia, personification, alliteration, hyperbole, oxymoron, allusion, pun, conflict, theme, protagonist, antagonist, internal conflict, external conflict, setting, point of view, first person

Additional Resources

 

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

REFLECTION/ RE-TEACH

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

 

Friday 2/3

Objective

(Student will…)

Compare and contrast a fiction and nonfiction text in a 2 paragraph essay. . RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Teacher Activities

EAGLE Lesson # – Evaluate Plot . (Refer to Power Point). TW direct students to make a web to compare and contrast the fiction and nonfiction stories they read. Have students write a 2 paragraph essay and compares and contrasts the two stories.

Student Activities

Do EAGLE Lesson. Make a web to compare and contrast the fiction and nonfiction stories they read. Write a 2 paragraph essay and compares and contrasts the two stories.. HOMEWORK: # 19 / “THE KING; CANCER” will be due Tuesday, February 7TH !

Assessment/Evaluation

What Elements of an American Gothic novel have been present in the novel so far?

Academic Vocabulary

American Gothic novel, syntax, characterization, diction, tone, flashback, figurative language, simile, metaphor, onomatopoeia, personification, alliteration, hyperbole, oxymoron, allusion, pun, conflict, theme, protagonist, antagonist, internal conflict, external conflict, setting, point of view, first person

Additional Resources

 

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

REFLECTION/ RE-TEACH

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

 

 

 

 


  Week of January 23-27, 2017

 

MRS. NORRIS Monday, January 23, 2017

Weekly Learning Target:

(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

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. CHAPTER 9 Quiz. 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 #17/”Tea” & “United Nations” DUE Tuesday, January 24th

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

TYTG Student Packets DUE FRIDAY, JANUARY 27

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: renders, circumstances, dispensation, regenerate, calamity, dissolution, arrogance, persist, precursor, literary, inaudible, concussion, regal

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, January 24, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – E -Emotional Language. TW FINISH 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 finishes 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 #17/”Tea” & “United Nations” DUE Tuesday, January 24th

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

TYTG Student Packets DUE FRIDAY, JANUARY 27

 

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: renders, circumstances, dispensation, regenerate, calamity, dissolution, arrogance, persist, precursor, literary, inaudible, concussion, regal

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, January 25, 2017 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 administer VOCABULARY TEST for Ch. 7-11. Student packets WILL BE DUE FRIDAY, JANUARY 27.

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 take VOCABULARY QUIZ Ch. 7-11. SW will have completed ALL assignments given within student packet by FRIDAY, JANUARY 27. FOR A GRADE. ONLINE HOMEWORK #18/”Geoengineering” DUE Tuesday, January 31st

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

VOCABULARY PUZZLE CH. 7-11

 

TYTG Student Packets DUE FRIDAY, JANUARY 27

 

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: renders, circumstances, dispensation, regenerate, calamity, dissolution, arrogance, persist, precursor, literary, inaudible, concussion, regal

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, January 26, 2017

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 INTRODUCE TYTG “Seven Decisions of Success” POSTER.

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 create a poster showing TYTG “Seven Decisions of Success” POSTER. SW complete ALL assignments given within student packet. FOR A GRADE. ONLINE HOMEWORK #18/”Geoengineering” DUE Tuesday, January 31st

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

TYTG Student Packets DUE FRIDAY, JANUARY 27

 

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: renders, circumstances, dispensation, regenerate, calamity, dissolution, arrogance, persist, precursor, literary, inaudible, concussion, regal

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, January 27, 2017

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 allow student to finish TYTG “Seven Decisions of Success” POSTER. 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 finish TYTG “Seven Decisions of Success” POSTER. SW complete ALL assignments given within student packet. FOR A GRADE ONLINE HOMEWORK #18/”Geoengineering” DUE Tuesday, January 31st

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

TYTG “Seven Decisions of Success” POSTER due today.

 

TYTG Student Packets DUE TODAY FRIDAY, JANUARY 27

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: renders, circumstances, dispensation, regenerate, calamity, dissolution, arrogance, persist, precursor, literary, inaudible, concussion, regal

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 DUE TODAY

REFLECTION/ RE-TEACH

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

 

 


 

  Week of January 9-13, 2017

 

MRS. NORRIS Monday, January 9, 2017

Weekly Learning Target:

(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

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. CHAPTER 7 P. 84-99. 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 #16/”Poppies” and “Town Meeting” DUE Tuesday, January 17th

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

  1. http://www.annefrank.org/en/Subsites/Home/

http://www.annefrank.org/en/Subsites/Home/Enter-the-3D-house/#/house/21/

http://www.annefrank.org/en/Subsites/Home/Enter-the-3D-house/#/house/0/hotspot/5481/video/

http://www.annefrank.org/en/Subsites/Home/About-the-house/

 

http://www.history.com/topics/world-war-ii/anne-frank/videos/concentration-camp-liberation?m=528e394da93ae&s=undefined&f=1&free=false#

 

WATCH THESE FOLLOWING TWO:

https://www.youtube.com/watch?v=ea6u90FqMKQ The Short Life of Anne Frank Pt. 1

https://www.youtube.com/watch?v=tJlTMSDPyEw The Short Life of Anne Frank Pt. 2

 

https://www.youtube.com/watch?v=i0G3mTRh9ro

 

REFLECTION/ RE-TEACH

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

 

Tuesday, January 10, 2017

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 #16/”Poppies” and “Town Meeting” DUE Tuesday, January 17th

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.

 

Wednesday, January 11, 2017 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 #16/”Poppies” and “Town Meeting” DUE Tuesday, January 17th

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.

 

Thursday, January 12, 2017

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 #16/”Poppies” and “Town Meeting” DUE Tuesday, January 17th

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, January 13, 2017

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 #16/”Poppies” and “Town Meeting” DUE Tuesday, January 17th

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.

 

 

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