March

Mrs. Norris

  Week of March 20-24, 2017

MRS. NORRIS Monday, March 20, 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 -Emotional Language (10 minutes). TW discuss quote on p. 322; review poetry terms and strategies in text – p.324-329. TW review steps forClose Reading: Poetryp. 314. TW pass out worksheets for the song, “Roar” by Katy Perry. TW give instructions for completion of the song/poem analysis. 5 minutesof class: Questions and Comments Wrap-Up Time.

Goal is for scholars to read a poem, figure out the main idea of the poem by following step by step analysis (TP-CASTT) and answer text dependent questions..

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

Student Activities: SW complete daily Eagle Lesson -Week 29 E -Emotional Language. SW listen as teacher reviewsquote on p. 322;SW review poetry terms and strategies in text – p.324-329. SW review steps forClose Reading: Poetryp. 314. SW review worksheets for the song, “Roar” by Katy Perry. SW listen as teacher gives instructions for completion of the song/poem

RL7.1, 2, 3, 5 “

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

 

 

Tuesday, March 21, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – Annotation (10 minutes) TW review with scholars’ TW pass out worksheets for the song, “Roar” by Katy Perry. TW give instructions for completion of the song/poem analysis Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to read a passage, figure out the main idea per paragraph, play quiz-quiz matching game, and fill out matching worksheet.

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

Student Activities: SW complete daily bell work – week 29 – A –Annotation (refer to power point). SW work on completing “Roar” worksheets analyzing song/poem,

RL7.1, 2, 3, 5

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

 

 

 

 

Wednesday, March 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 (10 minutes). TW allow students to finish “Roar” project. Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to read a passage, figure out the main idea per paragraph, and answer text dependent questions.

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

Student Activities: SW complete daily bell work – week 29 – G -Good Answer/GREAT Answer (refer to PowerPoint). SW work to finish “Roar” project.

RL.7.1, 2, 3, 5

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

Scholar Testing over taught objectives/standards

Scholar discussion/Scholar daily work

Scholar collaboration building

 

 

 

Thursday, March 23, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Devices (10 minutes). TW administer short poetry assessment on p. XXX in text.Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to read a passage, figure out the main idea per paragraph, and answer text dependent questions.

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

Student Activities: Bell Work: EAGLE LESSON Week 29 - L- Literary Device (refer to power point). SW take short poetry assessment in book on p. XXX. FOR A GRADE.

RI.7.1, 5, 6

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

 

 

 

 

Friday, March 24, 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). TWwrap up poetry unit with remainder of poems in texts. “Life” p. 343; “Fog” p. 346; “Train Tune” p. 353; “Full Fathom Five” p. 354; “Sarah Cynthia…” p. 356; “Onomatopoeia” p. 358; “Stopping by Woods on a Snowy Evening” p. 365; “Annabel Lee” p. 366; “Father William” p. 368; “Jim” p. 370; ‘in Just-“ p. 378.IN PURPLE TEXT: “The Writer” p. 80; “Flint” p. 81; “Oranges” p. 82-83; “Fable” p. 136; “Thumbprint” p. 137; “If” p. 138; “The Village Blacksmith” p. 171; “Primer Lesson” p. 294; “The Blind Men and the Elephants” p. 422;

Goal is for scholars to read a poem, and analyze using TP-CASTT method of poetry analysis.

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

Student Activities:Bell Work: EAGLE LESSON Week 27 E- Essential Vocabulary (refer to PowerPoint). SW wrap up poetry unit with remainder of poems in texts. “Life” p. 343; “Fog” p. 346; “Train Tune” p. 353; “Full Fathom Five” p. 354; “Sarah Cynthia…” p. 356; “Onomatopoeia” p. 358; “Stopping by Woods on a Snowy Evening” p. 365; “Annabel Lee” p. 366; “Father William” p. 368; “Jim” p. 370; ‘in Just-“ p. 378.IN PURPLE TEXT: “The Writer” p. 80; “Flint” p. 81; “Oranges” p. 82-83; “Fable” p. 136; “Thumbprint” p. 137; “If” p. 138; “The Village Blacksmith” p. 171; “Primer Lesson” p. 294; “The Blind Men and the Elephants” p. 422;

FOR A GRADE.

RI.7.1, 2, 4

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

 

 

 

 

 

 

  Week of March 13-17, 2017

 

MRS. NORRIS Monday, March 13, 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). TW allow students to finish any Poetry Analysis Presentations. TW discuss quote on p. 322; review poetry terms and strategies in text – p.324-329. TW review steps for Close Reading: Poetry p. 314. TW divide students into pairs to complete poetry analysis of remaining poems. Hand out Poetry Analysis Worksheets. Poems include: “Life” p. 343; “Fog” p. 346; “Train Tune” p. 353; “Full Fathom Five” p. 354; “Sarah Cynthia…” p. 356; “Onomatopoeia” p. 358; “Stopping by Woods on a Snowy Evening” p. 365; “Annabel Lee” p. 366; “Father William” p. 368; “Jim” p. 370; ‘in Just-“ p. 378. IN PURPLE TEXT: “The Writer” p. 80; “Flint” p. 81; “Oranges” p. 82-83; “Fable” p. 136; “Thumbprint” p. 137; “If” p. 138; “The Village Blacksmith” p. 171; “Primer Lesson” p. 294; “The Blind Men and the Elephants” p. 422; 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to read a poem, figure out the main idea of the poem by following step by step analysis (TP-CASTT) and answer text dependent questions.

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

Student Activities: SW complete daily Eagle Lesson -Week 28 E –Essay Writing. SW listen as teacher discusses quote on p. 322; reviews poetry terms and strategies in text – p. 324-329. SW review steps for Close Reading: Poetry p. 314. SW work with a partner to complete poetry analysis of remaining poems using Poetry Analysis Worksheets.

RI.7.2, 3, 5, 8

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

 

 

Tuesday, March 14, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – A - Analyze Character (10 minutes). TW help student pairs finish their Poetry Analysis Worksheets Poems include: “Life” p. 343; “Fog” p. 346; “Train Tune” p. 353; “Full Fathom Five” p. 354; “Sarah Cynthia…” p. 356; “Onomatopoeia” p. 358; “Stopping by Woods on a Snowy Evening” p. 365; “Annabel Lee” p. 366; “Father William” p. 368; “Jim” p. 370; ‘in Just-“ p. 378. IN PURPLE TEXT: “The Writer” p. 80; “Flint” p. 81; “Oranges” p. 82-83; “Fable” p. 136; “Thumbprint” p. 137; “If” p. 138; “The Village Blacksmith” p. 171; “Primer Lesson” p. 294; “The Blind Men and the Elephants” p. 422; Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to read a poem, figure out the main idea of the poem by following step by step analysis (TP-CASTT) and answer text dependent questions.

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

Student Activities: SW complete daily bell work – week 28 – A – Analyze Character (refer to power point). SW work with a partner to complete poetry analysis of remaining poems using Poetry Analysis Worksheets.

RL.7.1, 4,5, 6; W.7.3

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

 

 

 

 

Wednesday, March 15, 2017 PLC Early Release Day!

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

Teacher Activities:TW facilitate daily Eagle Lesson – G -Grammar (10 minutes). TW help student pairs finish their Poetry Analysis Worksheets Poems include: “Life” p. 343; “Fog” p. 346; “Train Tune” p. 353; “Full Fathom Five” p. 354; “Sarah Cynthia…” p. 356; “Onomatopoeia” p. 358; “Stopping by Woods on a Snowy Evening” p. 365; “Annabel Lee” p. 366; “Father William” p. 368; “Jim” p. 370; ‘in Just-“ p. 378. IN PURPLE TEXT: “The Writer” p. 80; “Flint” p. 81; “Oranges” p. 82-83; “Fable” p. 136; “Thumbprint” p. 137; “If” p. 138; “The Village Blacksmith” p. 171; “Primer Lesson” p. 294; “The Blind Men and the Elephants” p. 422; Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to read a poem, figure out the main idea of the poem by following step by step analysis (TP-CASTT) and answer text dependent questions.

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

Student Activities: SW complete daily bell work – week 28 – G -Grammar (refer to PowerPoint). SW work with a partner to complete poetry analysis of remaining poems using Poetry Analysis Worksheets.

RI.7.1, 2, 3, 5

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

 

 

 

 

 

Thursday, March 16, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Devices (10 minutes). TW help student pairs finish their Poetry Analysis Worksheets Poems include: “Life” p. 343; “Fog” p. 346; “Train Tune” p. 353; “Full Fathom Five” p. 354; “Sarah Cynthia…” p. 356; “Onomatopoeia” p. 358; “Stopping by Woods on a Snowy Evening” p. 365; “Annabel Lee” p. 366; “Father William” p. 368; “Jim” p. 370; ‘in Just-“ p. 378. IN PURPLE TEXT: “The Writer” p. 80; “Flint” p. 81; “Oranges” p. 82-83; “Fable” p. 136; “Thumbprint” p. 137; “If” p. 138; “The Village Blacksmith” p. 171; “Primer Lesson” p. 294; “The Blind Men and the Elephants” p. 422; Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to read a poem, figure out the main idea of the poem by following step by step analysis (TP-CASTT) and answer text dependent questions.

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

Student Activities: Bell Work: EAGLE LESSON Week 28 - L- Literary Devices (refer to power point). SW work with a partner to complete poetry analysis of remaining poems using Poetry Analysis Worksheets.

RL.7.4; W.7.1

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

 

 

 

 

Friday, March 17, 2017 Happy St. Patrick’s Day!!

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 take scholars to computer lab for teacher evaluations. TW have students complete Skills Assessment for Poetry on p. 392. Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to read a poem, figure out the main idea of the poem by following step by step analysis (TP-CASTT) and answer text dependent questions.

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

Student Activities:Bell Work: EAGLE LESSON Week 27 E- Essential Vocabulary (refer to PowerPoint). SW complete Skills Assessment for Poetry on p. 392.

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

Skills Assessment p. 392

 

 

 

 

 

  Week of March 6 – March 10, 2017

 

MRS. NORRIS Monday, March 6, 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). TW introduce poetry to scholars. (10 minutes) TW show PowerPoint presentations on POETRY. This section of poetry will be in the Pearson Book p. 324-327. Terms to define and present: poetry, lines, stanzas, stanza break, refrain, variations, alliteration, repetition, onomatopoeia, denotation, connotation, imagery, figurative language, simile, metaphor, personification, forms of poetry: narrative, Haiku, Free Verse, Lyric, Ballads, Concrete, Limericks. Last 5 minutes of class: Questions and Comments Wrap-Up Time.

Goal is for scholars to understand and enjoy reading poetry.

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 listen as teacher introduces poetry. (10 minutes) SW will be introduced to poetry terminology and take NOTES on poetry terms. (36 minutes) This section of poetry will be in the Pearson Book p. 324-327. Terms to understand: poetry, lines, stanzas, stanza break, refrain, variations, alliteration, repetition, onomatopoeia, denotation, connotation, imagery, figurative language, simile, metaphor, personification, forms of poetry: narrative, Haiku, Free Verse, Lyric, Ballads, Concrete, Limericks.

RL.7.5, 7; W.7.4, 6

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

 

 

Tuesday, March 7, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – A –ANALYZE CHARACTERS (10 minutes). TW divide students into 4 groups. Students will read the required poem and answer the required questions to each poem.TW instruct students to answer the sections on p. 328 entitled “Draw Conclusions” and “Forms of Poetry” (20 minutes) TW have each group read their poem aloud and present their answers to the following questions: 1.) Paraphrase the poem. 2.) What kind of poem is it? 3.) Explain the figurative language and how it adds to the poem. 4.) Describe the tone. 5.) Describe any SHIFT in the poem. 6.) What is the THEME? (20 minutes). Introduction: Draw Conclusions and Forms of Poetry p. 328, “Winter” p. 331, “The Rider” p. 332-333, “Seal” p. 334-335, “Haiku” p. 336. Questions p. 337.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 – ANALYZE CHARACTERS (refer to power point). SW read the required poem and answer the required questions to each poem: 1.) Paraphrase the poem. 2.) What kind of poem is it? 3.) Explain the figurative language and how it adds to the poem. 4.) Describe the tone. 5.) Describe any SHIFT in the poem. 6.) What is the THEME?SW in each group read their poem aloud and present their questions and answer.“Winter” p. 331, “The Rider” p. 332-333, “Seal” p. 334-335, “Haiku” p. 336. Questions p. 337.

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 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 TW divide students into 4 groups. Students will read the required poem and answer the required questions to each poem.TW instruct students to answer the sections on p. 328 entitled “Draw Conclusions” and “Forms of Poetry” (20 minutes) TW have each group read their poem aloud and present their answers to the following questions: 1.) Paraphrase the poem. 2.) What kind of poem is it? 3.) Explain the figurative language and how it adds to the poem. 4.) Describe the tone. 5.) Describe any SHIFT in the poem. 6.) What is the THEME? “Life” p. 343, “The Courage…” p. 344, “Mother to Son” p. 345, “Fog” p. 346. Questions p. 347. 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 – G - Good Answer/GREAT Answer (refer to PowerPoint). ). SW read the required poem and answer the required questions to each poem: 1.) Paraphrase the poem. 2.) What kind of poem is it? 3.) Explain the figurative language and how it adds to the poem. 4.) Describe the tone. 5.) Describe any SHIFT in the poem. 6.) What is the THEME?SW in each group read their poem aloud and present their questions and answer. Introduction: Draw Conclusions and Figurative Language p. 340, “Life” p. 343, “The Courage…” p. 344, “Mother to Son” p. 345, “Fog” p. 346. Questions p. 347. FOR A GRADE.

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

 

 

 

Thursday, March 9, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Terms (10 minutes).TW divide students into 4 groups. Students will read the required poem and answer the required questions to each poem.TW instruct students to answer the sections on p. 328 entitled “Draw Conclusions” and “Forms of Poetry” (20 minutes) TW have each group read their poem aloud and present their answers to the following questions: 1.) Paraphrase the poem. 2.) What kind of poem is it? 3.) Explain the figurative language and how it adds to the poem. 4.) Describe the tone. 5.) Describe any SHIFT in the poem. 6.) What is the THEME? Introduction: Paraphrase and Sound Devices p. 350, “Train Tune” p. 353, “Full Fathom Five” p. 354-355, “Sarah Cynthia Stout…” p. 356-357, “Onomatopoeia” p. 358. Questions p. 359. 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 read the required poem and answer the required questions to each poem: 1.) Paraphrase the poem. 2.) What kind of poem is it? 3.) Explain the figurative language and how it adds to the poem. 4.) Describe the tone. 5.) Describe any SHIFT in the poem. 6.) What is the THEME?SW in each group read their poem aloud and present their questions and answer. Introduction: Paraphrase and Sound Devices p. 350, “Train Tune” p. 353, “Full Fathom Five” p. 354-355, “Sarah Cynthia Stout…” p. 356-357, “Onomatopoeia” p. 358. Questions p. 359.

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 10, 2017

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

Teacher Activities:TW facilitate daily Eagle Lesson – E – EVALUATE PLOT/Bell Work Quiz (10 minutes). TW divide students into 4 groups. Students will read the required poem and answer the required questions to each poem.TW instruct students to answer the sections on p. 328 entitled “Draw Conclusions” and “Forms of Poetry” (20 minutes) TW have each group read their poem aloud and present their answers to the following questions: 1.) Paraphrase the poem. 2.) What kind of poem is it? 3.) Explain the figurative language and how it adds to the poem. 4.) Describe the tone. 5.) Describe any SHIFT in the poem. 6.) What is the THEME? (20 minutes). Introduction: Paraphrase and Sound Devices p. 362, “Stopping by Woods…” p. 365, “Annabel Lee” p. 366-367, “Father William” p. 368-369, “Jim” p. 370. Questions p. 371. 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- EVALUATE PLOT (refer to PowerPoint). SW read the required poem and answer the required questions to each poem: 1.) Paraphrase the poem. 2.) What kind of poem is it? 3.) Explain the figurative language and how it adds to the poem. 4.) Describe the tone. 5.) Describe any SHIFT in the poem. 6.) What is the THEME?SW in each group read their poem aloud and present their questions and answer. Introduction: Paraphrase and Sound Devices p. 362, “Stopping by Woods…” p. 365, “Annabel Lee” p. 366-367, “Father William” p. 368-369, “Jim” p. 370. Questions p. 371. FOR A GRADE.

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

 

 

 

 

 


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