May

 Lesson Plans -  Week of May 15-19, 2017

 

MRS. NORRIS - Monday, May 15, 2017

Weekly Learning Target:

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

 

Unit 4.1 (45 days)

9 weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

 

 

 

Focus

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

 

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.

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

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.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional

portrayal of a time, place, or character and a historical account of the same period as a

means of understanding how authors of fiction use or alter history”).

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 review and continue with the novel “Tangerine” by Edward Bloor. TW continue with reading of novel and give assignments at appropriate sections of the novel. (p.203-230)

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

Goal is for scholars to read a novel for pleasure and understanding. Scholars will also identify key elements within the story.

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

Student Activities: SW complete daily Eagle Lesson -Week 35 E -Emotional Language. SW listen as teacher reviews over previous reading of the novel “Tangerine” by Edward Bloor. SW listen and follow along as teacher continues with reading of novel and complete assignments given at appropriate sections of the novel. (p.203-230)

RL.7.1, 2, 4, 5, 6

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

Scholar reading a novel for pleasure and understanding

Scholar discussion/Scholar daily work

Scholar collaboration building

 

Tuesday, May 16, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – Annotation (10 minutes) TW review and continue with the novel “Tangerine” by Edward Bloor. TW continue with reading of novel and give assignments at appropriate sections of the novel. (p.230 - 252)

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

Goal is for scholars to read a novel for pleasure and understanding. Scholars will also identify key elements within the story.

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

Student Activities: SW complete daily bell work – week 35 – A –Annotation (refer to power point). SW listen as teacher reviews over previous reading of the novel “Tangerine” by Edward Bloor. SW listen and follow along as teacher continues with reading of novel and complete assignments given at appropriate sections of the novel. (p.230 - 252)

RL7.1, 2, 4, 5, 6

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

Scholar reading a novel for pleasure and understanding

Scholar discussion/Scholar daily work

 

 

 

 

Wednesday, May 17, 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 review and continue with the novel “Tangerine” by Edward Bloor. TW continue with reading of novel and give assignments at appropriate sections of the novel. TW administer TEST #7

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

Goal is for scholars to read a novel for pleasure and understanding. Scholars will also identify key elements within the story.

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

Student Activities: SW complete daily bell work – week 35 – G -Grammar (refer to PowerPoint). SW listen as teacher reviews over previous reading of the novel “Tangerine” by Edward Bloor. SW listen and follow along as teacher continues with reading of novel and complete assignments given at appropriate sections of the novel. SW take TEST #7

RI.7.1, 2, 4, 5, 6

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

Scholar reading a novel for pleasure and understanding

Scholar discussion/Scholar daily work

Scholar collaboration building

TEST #7

 

 

 

Thursday, May 18, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Devices (10 minutes). TW review and continue with the novel “Tangerine” by Edward Bloor. TW continue with reading of novel and give assignments at appropriate sections of the novel. (p. 252 - 270)

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

Goal is for scholars to read a novel for pleasure and understanding. Scholars will also identify key elements within the story.

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

Student Activities: Bell Work: EAGLE LESSON Week 35 - L- Literary Device (refer to power point). SW listen as teacher reviews over previous reading of the novel “Tangerine” by Edward Bloor. SW listen and follow along as teacher continues with reading of novel and complete assignments given at appropriate sections of the novel. (p. 252 - 270)

RL.7.1, 2, 4, 5, 6

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

Scholar reading a novel for pleasure and understanding

Scholar discussion/Scholar daily work

Scholar collaboration building

 

 

 

Friday, May 19, 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 and continue with the novel “Tangerine” by Edward Bloor. TW continue with reading of novel and give assignments at appropriate sections of the novel. (p. 271 - 289)

 

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

Goal is for scholars to read a novel for pleasure and understanding. Scholars will also identify key elements within the story.

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

Student Activities: Bell Work: EAGLE LESSON Week 35 E- Essential Vocabulary (refer to PowerPoint). SW take bell work quiz. SW listen as teacher reviews over previous reading of the novel “Tangerine” by Edward Bloor. SW listen and follow along as teacher continues with reading of novel and complete assignments given at appropriate sections of the novel. (p. 271 - 289)

RL.7.1, 2, 4, 5, 6

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

Scholar reading a novel for pleasure and understanding

Scholar discussion/Scholar daily work

Scholar collaboration building

 

 

 

 





 Lesson Plans -  Week of May 8-12, 2017

 

MRS. NORRIS - Monday, May 8, 2017

Weekly Learning Target:

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

 

Unit 4.1 (45 days)

9 weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

 

 

 

Focus

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

 

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.

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

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.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional

portrayal of a time, place, or character and a historical account of the same period as a

means of understanding how authors of fiction use or alter history”).

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 review and continue with the novel “Tangerine” by Edward Bloor. TW continue with reading of novel and give assignments at appropriate sections of the novel. (p. 137 – 155)

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

Goal is for scholars to read a novel for pleasure and understanding. Scholars will also identify key elements within the story.

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

Student Activities: SW complete daily Eagle Lesson -Week 35 E -Emotional Language. SW listen as teacher reviews over previous reading of the novel “Tangerine” by Edward Bloor. SW listen and follow along as teacher continues with reading of novel and complete assignments given at appropriate sections of the novel. (p. 137 – 155)

RL.7.1, 2, 4, 5, 6

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

Scholar reading a novel for pleasure and understanding

Scholar discussion/Scholar daily work

Scholar collaboration building

 

Tuesday, May 9, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – Annotation (10 minutes) TW review and continue with the novel “Tangerine” by Edward Bloor. TW continue with reading of novel and give assignments at appropriate sections of the novel. (p. 155 - 170)

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

Goal is for scholars to read a novel for pleasure and understanding. Scholars will also identify key elements within the story.

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

Student Activities: SW complete daily bell work – week 35 – A –Annotation (refer to power point). SW listen as teacher reviews over previous reading of the novel “Tangerine” by Edward Bloor. SW listen and follow along as teacher continues with reading of novel and complete assignments given at appropriate sections of the novel. (p. 155 - 170)

RL7.1, 2, 4, 5, 6

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

Scholar reading a novel for pleasure and understanding

Scholar discussion/Scholar daily work

 

 

 

 

Wednesday, May 10, 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 review and continue with the novel “Tangerine” by Edward Bloor. TW continue with reading of novel and give assignments at appropriate sections of the novel. TW administer Test #5. (REVIEW p. 126 – 170 for TEST #5)

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

Goal is for scholars to read a novel for pleasure and understanding. Scholars will also identify key elements within the story.

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

Student Activities: SW complete daily bell work – week 35 – G -Grammar (refer to PowerPoint). SW listen as teacher reviews over previous reading of the novel “Tangerine” by Edward Bloor. SW listen and follow along as teacher continues with reading of novel and complete assignments given at appropriate sections of the novel. SW take Test #5. (REVIEW p. 126 – 170 for TEST #5)

 

RI.7.1, 2, 4, 5, 6

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

Scholar reading a novel for pleasure and understanding

Scholar discussion/Scholar daily work

Scholar collaboration building

TEST #5

 

 

 

Thursday, May 11, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Devices (10 minutes). TW review and continue with the novel “Tangerine” by Edward Bloor. TW continue with reading of novel and give assignments at appropriate sections of the novel. . (p. 170 - ???)

 

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

Goal is for scholars to read a novel for pleasure and understanding. Scholars will also identify key elements within the story.

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

Student Activities: Bell Work: EAGLE LESSON Week 35 - L- Literary Device (refer to power point). SW listen as teacher reviews over previous reading of the novel “Tangerine” by Edward Bloor. SW listen and follow along as teacher continues with reading of novel and complete assignments given at appropriate sections of the novel. (p. 170 - ???)

RL.7.1, 2, 4, 5, 6

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

Scholar reading a novel for pleasure and understanding

Scholar discussion/Scholar daily work

Scholar collaboration building

 

 

6th Period Pep-Rally

Friday, May 12, 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 and continue with the novel “Tangerine” by Edward Bloor. TW continue with reading of novel and give assignments at appropriate sections of the novel. TW administer TEST #6. (Finish reading thru p. 199; REVIEW p. 170-199 for TEST #6)

 

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

Goal is for scholars to read a novel for pleasure and understanding. Scholars will also identify key elements within the story.

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

Student Activities: Bell Work: EAGLE LESSON Week 35 E- Essential Vocabulary (refer to PowerPoint). SW take bell work quiz. SW listen as teacher reviews over previous reading of the novel “Tangerine” by Edward Bloor. SW listen and follow along as teacher continues with reading of novel and complete assignments given at appropriate sections of the novel. SW take TEST #6. (Finish reading thru p. 199; REVIEW p. 170-199 for TEST #6)

 

 

RL.7.1, 2, 4, 5, 6

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

Scholar reading a novel for pleasure and understanding

Scholar discussion/Scholar daily work

Scholar collaboration building

TEST #6

 

 

 

 



  Lesson Plans - Week of May 1 - 5, 2017

 

Mrs. Norris - Monday, May 1, 2017

Weekly Learning Target:

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

 

Unit 4.1 (45 days)

9 weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

 

 

 

Focus

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

 

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.

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

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.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional

portrayal of a time, place, or character and a historical account of the same period as a

means of understanding how authors of fiction use or alter history”).

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 review and continue with the novel “Tangerine” by Edward Bloor. TW continue with reading of novel and give assignments at appropriate sections of the novel. TW allow students to finish the Sinkhole News Article.

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

Goal is for scholars to read a novel for pleasure and understanding. Scholars will also identify key elements within the story.

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

Student Activities: SW complete daily Eagle Lesson -Week 33 E -Emotional Language. SW listen as teacher reviews over previous reading of the novel “Tangerine” by Edward Bloor. SW listen and follow along as teacher continues with reading of novel and complete assignments given at appropriate sections of the novel. SW finish the Sinkhole News Article.

RL.7.1, 2, 4, 5, 6

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

Scholar reading a novel for pleasure and understanding

Scholar discussion/Scholar daily work

Scholar collaboration building

 

Tuesday, May 2, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – Annotation (10 minutes) TW review and continue with the novel “Tangerine” by Edward Bloor. TW continue with reading of novel and give assignments at appropriate sections of the novel. (p. 89 – 94) TW administer TEST #3.

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

Goal is for scholars to read a novel for pleasure and understanding. Scholars will also identify key elements within the story.

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

Student Activities: SW complete daily bell work – week 33 – A –Annotation (refer to power point). SW listen as teacher reviews over previous reading of the novel “Tangerine” by Edward Bloor. SW listen and follow along as teacher continues with reading of novel and complete assignments given at appropriate sections of the novel. (p. 89 – 94) SW take TEST #3.

RL7.1, 2, 4, 5, 6

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

Scholar reading a novel for pleasure and understanding

Scholar discussion/Scholar daily work

TEST #3

 

 

 

Wednesday, May 3, 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 review and continue with the novel “Tangerine” by Edward Bloor. TW continue with reading of novel and give assignments at appropriate sections of the novel. (p. 97 – 112)

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

Goal is for scholars to read a novel for pleasure and understanding. Scholars will also identify key elements within the story.

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

Student Activities: SW complete daily bell work – week 33 – G -Grammar (refer to PowerPoint). SW listen as teacher reviews over previous reading of the novel “Tangerine” by Edward Bloor. SW listen and follow along as teacher continues with reading of novel and complete assignments given at appropriate sections of the novel. (p. 97 – 112)

RI.7.1, 2, 4, 5, 6

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

Scholar reading a novel for pleasure and understanding

Scholar discussion/Scholar daily work

Scholar collaboration building

 

 

 

Thursday, May 4, 2017

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Devices (10 minutes). TW review and continue with the novel “Tangerine” by Edward Bloor. TW continue with reading of novel and give assignments at appropriate sections of the novel. . (p.112 – 126)

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

Goal is for scholars to read a novel for pleasure and understanding. Scholars will also identify key elements within the story.

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

Student Activities: Bell Work: EAGLE LESSON Week 33 - L- Literary Device (refer to power point). SW listen as teacher reviews over previous reading of the novel “Tangerine” by Edward Bloor. SW listen and follow along as teacher continues with reading of novel and complete assignments given at appropriate sections of the novel. (p.112 – 126)

RL.7.1, 2, 4, 5, 6

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

Scholar reading a novel for pleasure and understanding

Scholar discussion/Scholar daily work

Scholar collaboration building

 

 

 

Friday, May 5, 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 and continue with the novel “Tangerine” by Edward Bloor. . (p. 97 – 126) TW administer TEST #4

 

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

Goal is for scholars to read a novel for pleasure and understanding. Scholars will also identify key elements within the story.

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

Student Activities: Bell Work: EAGLE LESSON Week 33 E- Essential Vocabulary (refer to PowerPoint). SW take bell work quiz. SW listen as teacher reviews over previous reading of the novel “Tangerine” by Edward Bloor. (p. 97 – 126) SW take TEST #4.

RL.7.1, 2, 4, 5, 6

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

Scholar reading a novel for pleasure and understanding

Scholar discussion/Scholar daily work

Scholar collaboration building

TEST #4

 

 

 

 

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