Lesson Plans
These lesson plans are a guide for our classroom. Teachers are not required to post their plans on-line, but I do so as a courtesy to my students and parents. I’m not always exactly sure how long it will take to complete some assignments. If it takes longer to complete an assignment than originally planned, we may fall behind on the lesson plan. If we breeze through an assignment faster than I planned, we will be ahead of the stated lesson plan. Each student is expected to know where we are in our studies. I will try to keep the plans as current as possible.
Every day or two and at the end of the week I will go back and make the lesson plan reflect what was really done each day, so students who were absent will know what to make up. Check back often.
Every day or two and at the end of the week I will go back and make the lesson plan reflect what was really done each day, so students who were absent will know what to make up. Check back often.
We have been studying argument writing. Here is a great explanation from the Common Core State Initiative Appendix A of what it is and why it is important.
Argument
Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims. Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In grades
K–, the term “opinion” is used to refer to this developing form of argument.
Argument
Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims. Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In grades
K–, the term “opinion” is used to refer to this developing form of argument.
May 19 - 23, 2014
See Regular Language Arts Tab for lesson plan.
2nd semester exam schedule:
Tuesday, May 27, 2014: 1st and 2nd periods
Wednesday, May 28, 2014: 5th and 6th
Thursday, May 29, 2014: 3rd and 4th
See Regular Language Arts Tab for lesson plan.
2nd semester exam schedule:
Tuesday, May 27, 2014: 1st and 2nd periods
Wednesday, May 28, 2014: 5th and 6th
Thursday, May 29, 2014: 3rd and 4th
April 2014: See 2013-2014 Regular Language Arts tab
Monday, March 31, 2014
* FCAT Boot Camp Day 1
Benchmark: Drawing Conclusions and Using Context; Main Idea and Details
Reading Strategy: Labeling paragraphs with one sentence summaries
Testing Strategy: Using the process of elimination
Students will:
- take notes
- understand the benchmarks being assessed on FCAT
- learn some strategies for reading comprehension
- learn strategies for answering questions correctly
- practice labeling strategy
- practice using the process of elimination to rule out wrong answer choices
Materials:
1. FCAT prep packet
2. Notetaking Guide
Tuesday, April 1, 2014
* FCAT Boot Camp Day 2
Answering Questions About Details
Details include statements about characters, dates, events, and other specific information. Understanding the details is the key to understanding the passage as a whole.
Benchmarks: Main Idea and Details; Drawing Conclusions and Using Context
Strategy: Labeling paragraphs with one sentence summaries
Students will:
- take notes
- identify the important event in a passage
- recall details about characters
- explain how certain details add to the main idea of a passage
Materials:
FCAT prep packet
Notetaking Guide
Wednesday, April 2, 2014
* Computer Lab
Students will use a computer to learn how to navigate through the FCAT
Thursday, April 3, 2014
* Pep Rally and Early Release
Friday, April 4, 2014
*FCAT Boot Camp Day 3
Determining the Main Idea
Benchmarks: Drawing Conclusions and Using Context; Main Idea and Details
Students will:
- take notes
- select the main idea of an entire passage
- select the main idea of a paragraph in a passage
- choose the best summary of a passage
- identify the major point expressed
- identify ideas that are emphasized the most
Coming Next Week..........
* FCAT Boot Camp Day 4
Identifying Cause-and-Effect Relationships
Benchmarks: Drawing Conclusions and Using Context; Cause-and-Effect Relationships
Students will:
- take notes
- analyze how one character affects another character in a passage
- determine how specific events affect the outcome of a passage
- determine how certain events lead to certain results
* FCAT Boot Camp Day 5
* Distinguishing Between Fact and Opinions and Between Strong and Weak Arguments
Benchmarks: Drawing Conclusions and Using Context; Fact vs. Opinion and Strong vs. Weak Arguments
Students will:
- take notes
- identify a fact from a passage
- identify an opinion from a passage
- select the strongest argument for an opinion in a passage
- select the weakest argument for an opinion in a passage
Continually Embedded Lesson: Types of context clues
- restatement: Signal Words- in other words, that is, these
- example clues: Signal Words – for example, likewise, such as, especially, in that
- contrast clues: Signal Words – but, however, although, not, still, despite, on the other hand, in contrast
- cause and effect clues: Signal Words – leads to, cause, because, effect, as a result, consequently, since
- definition/explanation clues: Signal - commas
Bloom:
Understanding: can the student explain ideas or concepts?
classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Applying: can the student use the information in a new way?
choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.
Analyzing: can the student distinguish between the different parts?
appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Evaluating: can the student justify a stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate
March 24-28, 2014
Spring Break
* FCAT Boot Camp Day 1
Benchmark: Drawing Conclusions and Using Context; Main Idea and Details
Reading Strategy: Labeling paragraphs with one sentence summaries
Testing Strategy: Using the process of elimination
Students will:
- take notes
- understand the benchmarks being assessed on FCAT
- learn some strategies for reading comprehension
- learn strategies for answering questions correctly
- practice labeling strategy
- practice using the process of elimination to rule out wrong answer choices
Materials:
1. FCAT prep packet
2. Notetaking Guide
Tuesday, April 1, 2014
* FCAT Boot Camp Day 2
Answering Questions About Details
Details include statements about characters, dates, events, and other specific information. Understanding the details is the key to understanding the passage as a whole.
Benchmarks: Main Idea and Details; Drawing Conclusions and Using Context
Strategy: Labeling paragraphs with one sentence summaries
Students will:
- take notes
- identify the important event in a passage
- recall details about characters
- explain how certain details add to the main idea of a passage
Materials:
FCAT prep packet
Notetaking Guide
Wednesday, April 2, 2014
* Computer Lab
Students will use a computer to learn how to navigate through the FCAT
Thursday, April 3, 2014
* Pep Rally and Early Release
Friday, April 4, 2014
*FCAT Boot Camp Day 3
Determining the Main Idea
Benchmarks: Drawing Conclusions and Using Context; Main Idea and Details
Students will:
- take notes
- select the main idea of an entire passage
- select the main idea of a paragraph in a passage
- choose the best summary of a passage
- identify the major point expressed
- identify ideas that are emphasized the most
Coming Next Week..........
* FCAT Boot Camp Day 4
Identifying Cause-and-Effect Relationships
Benchmarks: Drawing Conclusions and Using Context; Cause-and-Effect Relationships
Students will:
- take notes
- analyze how one character affects another character in a passage
- determine how specific events affect the outcome of a passage
- determine how certain events lead to certain results
* FCAT Boot Camp Day 5
* Distinguishing Between Fact and Opinions and Between Strong and Weak Arguments
Benchmarks: Drawing Conclusions and Using Context; Fact vs. Opinion and Strong vs. Weak Arguments
Students will:
- take notes
- identify a fact from a passage
- identify an opinion from a passage
- select the strongest argument for an opinion in a passage
- select the weakest argument for an opinion in a passage
Continually Embedded Lesson: Types of context clues
- restatement: Signal Words- in other words, that is, these
- example clues: Signal Words – for example, likewise, such as, especially, in that
- contrast clues: Signal Words – but, however, although, not, still, despite, on the other hand, in contrast
- cause and effect clues: Signal Words – leads to, cause, because, effect, as a result, consequently, since
- definition/explanation clues: Signal - commas
Bloom:
Understanding: can the student explain ideas or concepts?
classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Applying: can the student use the information in a new way?
choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.
Analyzing: can the student distinguish between the different parts?
appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Evaluating: can the student justify a stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate
March 24-28, 2014
Spring Break
Monday, March 17, 2014
* Make-up spelling and vocabulary quiz for band and chorus students
* Class Analysis of Author’s Purpose Formative Assessment on “Oceans” from last Tuesday.
Students will:
- pair up to discuss and compare their ideas on each of the 5 questions
- share their ideas in a large class discussion
* Homework: Author’s Purpose Summative Assessment: “Pets are Good” Due tomorrow
Instructions: Write a one sentence summary for each paragraph. Answer the 5 questions on the back
Tuesday, March 18, 2014
* Pass out and explain Read to Succeed Project for 4th 9 weeks
* Think-pair-share: In its simplest form, students think about a particular question or scenario
then they pair up to discuss their ideas. They then share their results in a large class discussion.
Think-pair-sharing forces all students to attempt an initial response to the question, which they can
then clarify and expand as they collaborate.
Students will:
- think individually about a particular question (This step was done last week.)
- pair up to discuss and compare their ideas
- share their ideas in a large class discussion
Materials: Standardized Reading Test Practice, DEA Probe #1, DEA Probe #2
Procedure: Students will get with a partner and discuss the questions that they missed and re-answered last week. They must be able to agree and explain to the class why the new answer choice is correct. As time permits today and part or all of tomorrow, students will be called on by the teacher for full explanations to questions that will be assigned to the pairs by the teacher during the pairing part of this activity.
Marzano Cooperative Learning
Gardner: Interpersonal
Bloom:
Understanding: can the student explain ideas or concepts?
classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Applying: can the student use the information in a new way?
choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.
Analyzing: can the student distinguish between the different parts?
appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Evaluating: can the student justify a stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate
Creating: can the student create new product or point of view?
assemble, construct, create, design, develop, formulate, write.
Embedded Lesson: Types of context clues
- restatement: Signal Words- in other words, that is, these
- example clues: Signal Words – for example, likewise, such as, especially, in that
- contrast clues: Signal Words – but, however, although, not, still, despite, on the other hand, in contrast
- cause and effect clues: Signal Words – leads to, cause, because, effect, as a result, consequently, since
- definition/explanation clues: Signal - commas
Standards:
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.
SL.7.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics and texts.
Wednesday, March 19, 2014
* Computers on Wheels – FCAT Explorer
Students will practice FCAT computer skills
Thursday, March 20, 2014
* Continue with Think/Pair/Share
* Possible trip to the Media Center if we finish early
Friday, March 21, 2014 * No school for students – Teachers work
* End of the 3rd 9 weeks
* Begin Spring Break – Students return March, 31, 2014
* Make-up spelling and vocabulary quiz for band and chorus students
* Class Analysis of Author’s Purpose Formative Assessment on “Oceans” from last Tuesday.
Students will:
- pair up to discuss and compare their ideas on each of the 5 questions
- share their ideas in a large class discussion
* Homework: Author’s Purpose Summative Assessment: “Pets are Good” Due tomorrow
Instructions: Write a one sentence summary for each paragraph. Answer the 5 questions on the back
Tuesday, March 18, 2014
* Pass out and explain Read to Succeed Project for 4th 9 weeks
* Think-pair-share: In its simplest form, students think about a particular question or scenario
then they pair up to discuss their ideas. They then share their results in a large class discussion.
Think-pair-sharing forces all students to attempt an initial response to the question, which they can
then clarify and expand as they collaborate.
Students will:
- think individually about a particular question (This step was done last week.)
- pair up to discuss and compare their ideas
- share their ideas in a large class discussion
Materials: Standardized Reading Test Practice, DEA Probe #1, DEA Probe #2
Procedure: Students will get with a partner and discuss the questions that they missed and re-answered last week. They must be able to agree and explain to the class why the new answer choice is correct. As time permits today and part or all of tomorrow, students will be called on by the teacher for full explanations to questions that will be assigned to the pairs by the teacher during the pairing part of this activity.
Marzano Cooperative Learning
Gardner: Interpersonal
Bloom:
Understanding: can the student explain ideas or concepts?
classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Applying: can the student use the information in a new way?
choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.
Analyzing: can the student distinguish between the different parts?
appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Evaluating: can the student justify a stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate
Creating: can the student create new product or point of view?
assemble, construct, create, design, develop, formulate, write.
Embedded Lesson: Types of context clues
- restatement: Signal Words- in other words, that is, these
- example clues: Signal Words – for example, likewise, such as, especially, in that
- contrast clues: Signal Words – but, however, although, not, still, despite, on the other hand, in contrast
- cause and effect clues: Signal Words – leads to, cause, because, effect, as a result, consequently, since
- definition/explanation clues: Signal - commas
Standards:
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.
SL.7.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics and texts.
Wednesday, March 19, 2014
* Computers on Wheels – FCAT Explorer
Students will practice FCAT computer skills
Thursday, March 20, 2014
* Continue with Think/Pair/Share
* Possible trip to the Media Center if we finish early
Friday, March 21, 2014 * No school for students – Teachers work
* End of the 3rd 9 weeks
* Begin Spring Break – Students return March, 31, 2014
Mar
March 10 -14, 2014
Reflection: Friday the students were assigned two reading passages instead of going over DEA assignments due to teacher TDE. The passages were entitled, “from Barrio Boy” and “A Day’s Wait”. Students were asked to compare the fiction and nonfiction passages by answering specific close reading questions posted on the side margins of the literature book. These short passages will help lead into our further discussions on close reading strategies and true comprehension through context clues and author’s purpose.
Monday, March 10, 2014
* Vocabulary and Spelling Words: “from Barrio Boy” and “A Day’s Wait” – Go to www.quizlet.com and search MrsSatterfield@Bruner to find the sets
- Students will receive a list of words and definitions
- Quiz on Friday
* Reading: Comparing Fiction to Nonfiction
Resources:
- Literature Book - “from Barrio Boy” (reflective essay) and “A Day’s Wait” by Ernest Hemingway (short story)
- CD 2
Students will:
- listen to a professional narrator read the two passages
- complete their analysis of the texts by answering the assigned questions
Homework: worksheet to accompany reading assignment – due Wednesday
* Note: Analysis of these two passages will be continued on Wednesday/Thursday after an in-depth lesson on author’s purpose tomorrow and part (maybe all) of Wednesday
Tuesday, March 11, 2014 through Wednesday, March 12, 2014
* Close Reading Lesson
This action researched lesson based on the mid-year DEA summative assessment relates to the reading process part of the 7th grade ELA curriculum, particularly focusing on the content of author's purpose, perspective and bias within and across texts and main idea, relevant details, and conclusions/inferences.in grade-level texts. The lesson will be scaffolded into two close reading sessions. The first part will be teacher modeled, and the second part will be independent practice.This researched based method of close reading encourages students to engage deliberately with the text to understand the central ideas and details. It further allows them to analyze individual words, sentences and the development of ideas over the course of a text, which leads to arriving at an understanding of the text as a whole. The articles presented are cross-content articles that are science based.
The main correlative Next Generation Standards are :
LA.7.1.72: The student will analyze the author's purpose(e.g., to persuade, inform, enterain, explain) and perspective in a variety of texts and understand how the affect meaning. And
LA.7.1.7.3: The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizaing, and identifying relevant details.
The main Common Core Standards include but are not limited to:
Informational Text: Grade 7
Key Ideas and Details
• CCSS.ELA-Literacy.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.
• CCSS.ELA-Literacy.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.
• CCSS.ELA-Literacy.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).
Craft and Structure
• CCSS.ELA-Literacy.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.
• CCSS.ELA-Literacy.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.
• CCSS.ELA-Literacy.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.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.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.
Students will:
- build on prior knowledge of author's purpose
- apply new analytical skills to analyze and understand author's purpose, perspective, and main idea
- understand the relevance of close reading strategies to other subject areas
- analyze the author's purpose and perspective
- understand how author’s purpose and perspective affect meaning
- determine the main idea through inferring
- identify relevant details
- collaborate with the teacher on a modeled close read to uncover multiple layers of meaning through questioning
and annotating the text
- analyze their summative assessment
- complete an independent practice of a close read followed by a formative assessment.
Assessments:
summative assessment – multiple choice questions on author’s purpose after a modeled close read with the teacher; this assessment does not count for a grade
formative assessment – 5 multiple choice question on author’s purpose after an independent close read without teacher assistance; this assessment counts as a quiz grade
Resources:
The resources provided to the students will include the passages entitled, "The Ocean: Our Next Frontier" by Tessa Smith and "Pets are Good for You!" by Edward Lake along with a author's purpose assessment for each article. These resources were selected over others ( like stories from the literature book) due to the short nature of the articles, crosscurricular topics presented, and premade assessments that include appropriate distractor attributes for author's purpose.These materials meet the cognitive needs of all students.
Guiding Questions:
What is the author telling me here?
Are there any hard or important words?
What does the author want me to understand?
How does the author play with language to add to meaning?
Thursday, March 13, 2014
* Reading: Comparing Fiction to Nonfiction
“from Barrio Boy” and “A Day’s Wait”
LA.7.1.7.6; LA7.1.6.1
Students will collaborate with the teacher to discuss:
- author’s purpose
- context clues
- fiction
- nonfiction
Friday, March 14, 2014
* Review vocabulary and spelling words
* Vocabulary and Spelling Quiz – “from Barrio Boy” and “A Day’s Wait” plus all words to date
* Reading Lesson Continued with Mrs. Satterfield
Note: We will test Tuesday on “from Barrio Boy” and “A Day’s Wait”
March 10 -14, 2014
Reflection: Friday the students were assigned two reading passages instead of going over DEA assignments due to teacher TDE. The passages were entitled, “from Barrio Boy” and “A Day’s Wait”. Students were asked to compare the fiction and nonfiction passages by answering specific close reading questions posted on the side margins of the literature book. These short passages will help lead into our further discussions on close reading strategies and true comprehension through context clues and author’s purpose.
Monday, March 10, 2014
* Vocabulary and Spelling Words: “from Barrio Boy” and “A Day’s Wait” – Go to www.quizlet.com and search MrsSatterfield@Bruner to find the sets
- Students will receive a list of words and definitions
- Quiz on Friday
* Reading: Comparing Fiction to Nonfiction
Resources:
- Literature Book - “from Barrio Boy” (reflective essay) and “A Day’s Wait” by Ernest Hemingway (short story)
- CD 2
Students will:
- listen to a professional narrator read the two passages
- complete their analysis of the texts by answering the assigned questions
Homework: worksheet to accompany reading assignment – due Wednesday
* Note: Analysis of these two passages will be continued on Wednesday/Thursday after an in-depth lesson on author’s purpose tomorrow and part (maybe all) of Wednesday
Tuesday, March 11, 2014 through Wednesday, March 12, 2014
* Close Reading Lesson
This action researched lesson based on the mid-year DEA summative assessment relates to the reading process part of the 7th grade ELA curriculum, particularly focusing on the content of author's purpose, perspective and bias within and across texts and main idea, relevant details, and conclusions/inferences.in grade-level texts. The lesson will be scaffolded into two close reading sessions. The first part will be teacher modeled, and the second part will be independent practice.This researched based method of close reading encourages students to engage deliberately with the text to understand the central ideas and details. It further allows them to analyze individual words, sentences and the development of ideas over the course of a text, which leads to arriving at an understanding of the text as a whole. The articles presented are cross-content articles that are science based.
The main correlative Next Generation Standards are :
LA.7.1.72: The student will analyze the author's purpose(e.g., to persuade, inform, enterain, explain) and perspective in a variety of texts and understand how the affect meaning. And
LA.7.1.7.3: The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizaing, and identifying relevant details.
The main Common Core Standards include but are not limited to:
Informational Text: Grade 7
Key Ideas and Details
• CCSS.ELA-Literacy.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.
• CCSS.ELA-Literacy.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.
• CCSS.ELA-Literacy.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).
Craft and Structure
• CCSS.ELA-Literacy.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.
• CCSS.ELA-Literacy.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.
• CCSS.ELA-Literacy.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.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.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.
Students will:
- build on prior knowledge of author's purpose
- apply new analytical skills to analyze and understand author's purpose, perspective, and main idea
- understand the relevance of close reading strategies to other subject areas
- analyze the author's purpose and perspective
- understand how author’s purpose and perspective affect meaning
- determine the main idea through inferring
- identify relevant details
- collaborate with the teacher on a modeled close read to uncover multiple layers of meaning through questioning
and annotating the text
- analyze their summative assessment
- complete an independent practice of a close read followed by a formative assessment.
Assessments:
summative assessment – multiple choice questions on author’s purpose after a modeled close read with the teacher; this assessment does not count for a grade
formative assessment – 5 multiple choice question on author’s purpose after an independent close read without teacher assistance; this assessment counts as a quiz grade
Resources:
The resources provided to the students will include the passages entitled, "The Ocean: Our Next Frontier" by Tessa Smith and "Pets are Good for You!" by Edward Lake along with a author's purpose assessment for each article. These resources were selected over others ( like stories from the literature book) due to the short nature of the articles, crosscurricular topics presented, and premade assessments that include appropriate distractor attributes for author's purpose.These materials meet the cognitive needs of all students.
Guiding Questions:
What is the author telling me here?
Are there any hard or important words?
What does the author want me to understand?
How does the author play with language to add to meaning?
Thursday, March 13, 2014
* Reading: Comparing Fiction to Nonfiction
“from Barrio Boy” and “A Day’s Wait”
LA.7.1.7.6; LA7.1.6.1
Students will collaborate with the teacher to discuss:
- author’s purpose
- context clues
- fiction
- nonfiction
Friday, March 14, 2014
* Review vocabulary and spelling words
* Vocabulary and Spelling Quiz – “from Barrio Boy” and “A Day’s Wait” plus all words to date
* Reading Lesson Continued with Mrs. Satterfield
Note: We will test Tuesday on “from Barrio Boy” and “A Day’s Wait”
Monday,
February 10, 2014
* Return last week’s vocabulary and spelling quizzes and go over the correct answers
- Students will make corrections on their quizzes and use them to study for this week’s quiz
* Assign new vocabulary and spelling words
- Students can practice at home at www.quizlet.com Search: MrsSatterfield@Bruner
- Students will learn common prefixes
CCSS.ELA-Literacy.L.7.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
* Reading Fiction Continued from Friday
Note: Students listened to “The Treasure of Lemon Brown from a CD on Friday and were to finish the close read over the weekend.
Short Story: “The Treasure of Lemon Brown” by Walter Dean Myers
Resources: Reader’s Notebook pp. 79 – 93; CD 2
Vocabulary: characters, motivation, characterization, direct characterization, indirect characterization, theme, universal theme, plot, exposition, rising action, conflict, climax, falling action, resolution, literary devices, foreshadowing, flashback, irony, dialect
Objectives:
- discuss and understand the elements of all short stories
- discuss and understand that literary devices are tools that writers use to make their stories more interesting, more lifelike, or more entertaining
- listen to and evaluate the short story, “The Treasure of Lemon Brown” (CD 2)
* Test on “The Treasure of Lemon Brown”
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio,
CCSS.ELA-Literacy.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
Tuesday, February 11, 2014
* Standardized Reading Practice: "The Dinner Party" "from The Red Girl" "Home" and "Gold"
* DEA Probe #1: Reading Process: Vocabulary Application and Acquisition; Compare/Contrast
- Students will work independently on a Discovery Education Assessment Probe geared towards needed areas of practice.
Standards:
CCSS.ELA-Literacy.L.7.5b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
CCSS.ELA-Literacy.L.7.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
Wednesday, February 12, 2014
* DEA Probe #2
Skill: Reading Process: Vocabulary – fluency, new vocabulary, context clues
- Students will complete a 20 question reading practice
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.7.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.7.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
CCSS.ELA-Literacy.L.7.5b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
* Note: You should be finishing up your Read to Succeed book. We will begin using the computers soon.
Thursday, February 13, 2014
* DEA Probe 1 & 2 Vocabulary Crossword Puzzle
Friday, February 14, 2014
* Standardized Test Practice: Literature
- Students will practice reading skills
* Return last week’s vocabulary and spelling quizzes and go over the correct answers
- Students will make corrections on their quizzes and use them to study for this week’s quiz
* Assign new vocabulary and spelling words
- Students can practice at home at www.quizlet.com Search: MrsSatterfield@Bruner
- Students will learn common prefixes
CCSS.ELA-Literacy.L.7.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
* Reading Fiction Continued from Friday
Note: Students listened to “The Treasure of Lemon Brown from a CD on Friday and were to finish the close read over the weekend.
Short Story: “The Treasure of Lemon Brown” by Walter Dean Myers
Resources: Reader’s Notebook pp. 79 – 93; CD 2
Vocabulary: characters, motivation, characterization, direct characterization, indirect characterization, theme, universal theme, plot, exposition, rising action, conflict, climax, falling action, resolution, literary devices, foreshadowing, flashback, irony, dialect
Objectives:
- discuss and understand the elements of all short stories
- discuss and understand that literary devices are tools that writers use to make their stories more interesting, more lifelike, or more entertaining
- listen to and evaluate the short story, “The Treasure of Lemon Brown” (CD 2)
* Test on “The Treasure of Lemon Brown”
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio,
CCSS.ELA-Literacy.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
Tuesday, February 11, 2014
* Standardized Reading Practice: "The Dinner Party" "from The Red Girl" "Home" and "Gold"
* DEA Probe #1: Reading Process: Vocabulary Application and Acquisition; Compare/Contrast
- Students will work independently on a Discovery Education Assessment Probe geared towards needed areas of practice.
Standards:
CCSS.ELA-Literacy.L.7.5b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
CCSS.ELA-Literacy.L.7.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
Wednesday, February 12, 2014
* DEA Probe #2
Skill: Reading Process: Vocabulary – fluency, new vocabulary, context clues
- Students will complete a 20 question reading practice
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.7.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.7.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
CCSS.ELA-Literacy.L.7.5b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
* Note: You should be finishing up your Read to Succeed book. We will begin using the computers soon.
Thursday, February 13, 2014
* DEA Probe 1 & 2 Vocabulary Crossword Puzzle
Friday, February 14, 2014
* Standardized Test Practice: Literature
- Students will practice reading skills
January 27, through February 7, 2014
Monday, January 27, 2014
* School-wide timed argumentative writing practice test in AA
Standards:
Writing:
Text Types and Purposes
CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-Literacy.W.7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
CCSS.ELA-Literacy.W.7.1d Establish and maintain a formal style.
CCSS.ELA-Literacy.W.7.1e Provide a concluding statement or section that follows from and supports the argument presented.
Production and Distribution of Writing
CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.7.9b Apply grade 7 Reading standards to literary nonfiction (e.g. “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”).
Range of Writing
CCSS.ELA-Literacy.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.
Language
Conventions of Standard English
CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.7.1b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
CCSS.ELA-Literacy.L.7.1c Place phrases and clauses within a sentence
CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.7.2b Spell correctly.
Knowledge of Language
CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.7.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
* Assign Vocabulary 2: Homophones – quiz on Thursday (there, their, they’re, to, two, too, threw, through, and thru plus last week’s words.) www.quizlet.com Class: mrssatterfield@bruner
Standards:
Language
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.7.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
* Go over independent and subordinate clauses assessment
Standards:
Language
Conventions of Standard English
CCSS.ELA-Literacy.L.7.1a Explain the function of phrases and clauses in general and their function in specific sentences.
* Go over parallel structure assignment from Friday
www.chompchomp.com Parallel Structure Exercise 1
Standards
Conventions of Standard English
CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.7.1a Explain the function of phrases and clauses in general and their function in specific sentences.
CCSS.ELA-Literacy.L.7.2a Use a comma to separate coordinate adjectives
Tuesday, January 28, through Thursday, January 30, 2014
* Winter Storm - Unexpected School Closing
Friday, January 31, 2014
* Tips on Writing - Know your transitions and counterclaims vs. contradiction
Monday, February 3, 2014
Note: Don’t forget about your spelling and vocabulary quiz on Thursday. Remember, it is cumulative. Last week’s words will be included. Use www.quizlet.com for fun games that will help you learn these terms. Search mrssatterfield@bruner to get to my vocabulary sets.
* Main Idea and Supporting Details Study
- Students will engage in a variety of teacher supported and unsupported main idea/supporting details exercises.
Literature
Key Ideas and Details
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text
Informational Texts
Key Ideas and Details
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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).
Tuesday, February 4, 2014
* DEA Testing
Wednesday, February 5, 2014
* Continuation of Main Idea and Supporting Details Study
Thursday, February 6, 2014 Early Release
* Spelling and vocabulary quiz ( Vocab 1 and 2)
Standards:
Language
Conventions of Standard English
CCSS.ELA-Literacy.L.7.2b Spell correctly.
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Friday,February 7, 2014
"The Treasure of Lemon Brown" 1st read
January 13-17, 2014
AND
January 6-10, 2014
Check regular language arts. We will be doing the same thing.
AND
January 6-10, 2014
Check regular language arts. We will be doing the same thing.
December 16-20, 2013
Monday through Wednesday
*School-wide reading analysis and writing assignment
http://scope.scholastic.com/issues/11_01_13/Debate
Students will:
- read two informational passages on the varying views of whether only the best competitors at competitions should get trophies or everybody who participates
- look at a picture of 3 kids in uniforms sitting on the sideline looking sad
- complete a T chart of pros and cons on the question prompt, "Should Everybody Get a Trophy?"
- form a personal opinion on the question prompt
- write a hook, formulate a summary of the issue, and write a thesis for their introductory paragraph
- draft a rough draft of their essay answering the question prompt, "Should Everybody Get a Trophy?"
- revise and edit the essay using a dictionary or spell check on a word processor
- hand write or type a final draft
This assignment counts as a test grade and should be completed independently. It may be brought home if needed.
Thursday, December 19, 2013
* Faculty vs. Students basketball game $2
* Early Release at 1:30 p.m.
Friday, December 20, 2013
* No school
* Happy Holidays!!!! See you all in 2014!!!!! :)
Monday through Wednesday
*School-wide reading analysis and writing assignment
http://scope.scholastic.com/issues/11_01_13/Debate
Students will:
- read two informational passages on the varying views of whether only the best competitors at competitions should get trophies or everybody who participates
- look at a picture of 3 kids in uniforms sitting on the sideline looking sad
- complete a T chart of pros and cons on the question prompt, "Should Everybody Get a Trophy?"
- form a personal opinion on the question prompt
- write a hook, formulate a summary of the issue, and write a thesis for their introductory paragraph
- draft a rough draft of their essay answering the question prompt, "Should Everybody Get a Trophy?"
- revise and edit the essay using a dictionary or spell check on a word processor
- hand write or type a final draft
This assignment counts as a test grade and should be completed independently. It may be brought home if needed.
Thursday, December 19, 2013
* Faculty vs. Students basketball game $2
* Early Release at 1:30 p.m.
Friday, December 20, 2013
* No school
* Happy Holidays!!!! See you all in 2014!!!!! :)
December 9-13, 2013
Monday, December 9, 2013
* The Call of the Wild movie
- Students will watch the movie of the novel they just finished.
* Make up test for absent students
Tuesday, December 10, 2103
* The Call of the Wild movie
- Students will finish watching the movie
Wednesday, December 11, 2013
* Note: Don't forget that your Read to Succeed project is due on January 6th.
* Begin new writing prompt: Should Everybody Get a Trophy?
- Students will read background information and begin to draw conclusions
Thursday, December 12, 2013
* Writing Assignment Continued
- Students will begin prewriting on the writing prompt
Friday, December 13, 2013
* Writing Assignment Continued
- Students will continue working on the writing prompt
- Students should use introductory words and phrases correctly
- Students should use proper formatting
- Students should use proper capitalization and punctuation
Monday, December 9, 2013
* The Call of the Wild movie
- Students will watch the movie of the novel they just finished.
* Make up test for absent students
Tuesday, December 10, 2103
* The Call of the Wild movie
- Students will finish watching the movie
Wednesday, December 11, 2013
* Note: Don't forget that your Read to Succeed project is due on January 6th.
* Begin new writing prompt: Should Everybody Get a Trophy?
- Students will read background information and begin to draw conclusions
Thursday, December 12, 2013
* Writing Assignment Continued
- Students will begin prewriting on the writing prompt
Friday, December 13, 2013
* Writing Assignment Continued
- Students will continue working on the writing prompt
- Students should use introductory words and phrases correctly
- Students should use proper formatting
- Students should use proper capitalization and punctuation
December 2-6, 2013
Novel Study - The Call of the Wild
Students will continue reading and comprehending the novel
Test is on Friday.
Novel Study - The Call of the Wild
Students will continue reading and comprehending the novel
Test is on Friday.
November 25-29, 2013
Thanksgiving Holdiday
Thanksgiving Holdiday
November 18 -22, 2013
* Novel Study Continued -
The Call of the Wild by Jack London
- Students will listen to a CD and follow along in the book.
* Novel Study Continued -
The Call of the Wild by Jack London
- Students will listen to a CD and follow along in the book.
November 11 - 15, 2013
Monday, November 11, 2013
* Holiday - No school
Tuesday, November 12, 2013
* Finish writing assignment on "Should Kids Be on Reality TV?"
Wednesday, November 13, 2013 through Friday, November 14, 2013
* Begin Fiction Novel Study: The Call of the Wild by Jack London
Note: There will be quite a bit of work that will have to be completed at home to complete this novel on time.
The following Sunshine State Standards will be covered during our study of The Call of the Wild.
Reading Process
Reading Comprehension Standard: The student uses a variety of strategies to comprehend grade level text.
The student will:
LA.7.1.7.8- use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing,
using graphic and semantic organizers, questioning, and clarifying by checking other sources.
Literary Analysis
Fiction Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of
fiction and literary texts to develop a thoughtful response to a literary selection.
The student will:
LA.7.2.1.1 - identify and analyze the characteristics of various genres (e.g., poetry, fiction, short story,
dramatic literature) as forms with distinct characteristics and purposes;
LA.7.2.1.2 - locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction;
LA.7.2.1.3 - locate various literary devices (e.g., sound, meter, figurative and descriptive
LA.7.2.1.4 - identify and analyze recurring themes across a variety of works (e.g., bravery, friendship, loyalty, good
vs. evil);
LA.7.2.1.5 - develop an interpretation of a selection and support through sustained use of examples and contextual evidence;
LA.7.2.1.6 - compare the use of the same theme in two different literary genres, using their structural features as the basis for the comparison (e.g., novel and play, poem and short story);
LA.7.2.1.7-locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis;
LA.7.2.1.8 - explain how ideas, values, and themes of a literary work often reflect the historical period in
which it was written;
Writing Applications
Informative Standard: The student develops and demonstrates expository writing that provides information related to real-world tasks.
The student will:
LA.7.4.2.3 - write specialized informational/expository essays (e.g., process, description, explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting details, an organizational structure particular to its type, and introductory, body, and concluding paragraphs;
The Call of the Wild by Jack London
Objectives:
o Increase literal reading comprehension
o Deepen interpretations of author’s meaning
o Increase recognition of and facility with literary elements
o Stimulate creative responses to literature
o Exercise critical thinking and writing abilities
Introduction to The Call of the Wild by Jack London – Students should take notes.
o Focus on background information
- Jack London Biography, p. 162 of book
- Critical Commentary about the Novel (p.7 Blue book)
o Elements of the Novel
-
Themes
+ The Nature of Survival: Only the fittest survive in nature.
Questions:
- What characteristics are required to succeed in conflicts against a hostile environment?
- What role does chance or luck play in survival?
+ Civilization vs. Primitive Nature: Even a primitive creature is capable of love.
· Continue with introduction of The Call of the Wild
o Point of View and Characterization
- Limited third-person – We are told not only what Buck does and observes but also what he
thinks as he adjusts to his new environment and reacts to challenges and the other characters. This point of view excludes us from the minds of the other dogs and the human characters. We judge, or infer, their personalities through their actions and through Buck’s opinions of them and, in the case of the humans, through dialogue
o The Setting- Santa Clara Valley, California, south of San Francisco, but it moves quickly to..
- Yukon Territory of northwestern Canada during the years of the Klondike gold rush in the late 1890’s
- London uses changes in the setting as contrast to changes in characters.
o
Similes- Figures of speech are commonly found in this book
- London uses a lot of similes - A common figure of speech that imaginatively compares two seemingly dissimilar things using the words like or as
· Considering Titles Activity p. 13
o Write a paragraph to express your thoughts about “calls.” Then, when you read The Call of the Wild, see if you can figure out what “audible” and “internal” calls are important to the characters.
* Read Novel Notes 1 and 2 and do pre-reading activities
* Illustrate the setting at Judge Miller's place in Santa Clara Valley, California
* Read chapter 1 - Students will listen to a professional reading from a CD The Call of the Wild
o Analyze chapter 1- Unfamiliar details, vocabulary, questions, notes
o Discussion on characters: Novel Organizer p. 31
Students will discover that one way to follow events as you read is to keep track of the characters. Students will chart descriptions of characters from the first chapter.
* Read chapter 2
- Analyze: unfamiliar details, vocabulary, questions, notes
* Tracking the Dog Characters p. 33 Students will chart appearance, personality traits, and typical
actions of the dog characters
Monday, November 11, 2013
* Holiday - No school
Tuesday, November 12, 2013
* Finish writing assignment on "Should Kids Be on Reality TV?"
Wednesday, November 13, 2013 through Friday, November 14, 2013
* Begin Fiction Novel Study: The Call of the Wild by Jack London
Note: There will be quite a bit of work that will have to be completed at home to complete this novel on time.
The following Sunshine State Standards will be covered during our study of The Call of the Wild.
Reading Process
Reading Comprehension Standard: The student uses a variety of strategies to comprehend grade level text.
The student will:
LA.7.1.7.8- use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing,
using graphic and semantic organizers, questioning, and clarifying by checking other sources.
Literary Analysis
Fiction Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of
fiction and literary texts to develop a thoughtful response to a literary selection.
The student will:
LA.7.2.1.1 - identify and analyze the characteristics of various genres (e.g., poetry, fiction, short story,
dramatic literature) as forms with distinct characteristics and purposes;
LA.7.2.1.2 - locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction;
LA.7.2.1.3 - locate various literary devices (e.g., sound, meter, figurative and descriptive
LA.7.2.1.4 - identify and analyze recurring themes across a variety of works (e.g., bravery, friendship, loyalty, good
vs. evil);
LA.7.2.1.5 - develop an interpretation of a selection and support through sustained use of examples and contextual evidence;
LA.7.2.1.6 - compare the use of the same theme in two different literary genres, using their structural features as the basis for the comparison (e.g., novel and play, poem and short story);
LA.7.2.1.7-locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis;
LA.7.2.1.8 - explain how ideas, values, and themes of a literary work often reflect the historical period in
which it was written;
Writing Applications
Informative Standard: The student develops and demonstrates expository writing that provides information related to real-world tasks.
The student will:
LA.7.4.2.3 - write specialized informational/expository essays (e.g., process, description, explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting details, an organizational structure particular to its type, and introductory, body, and concluding paragraphs;
The Call of the Wild by Jack London
Objectives:
o Increase literal reading comprehension
o Deepen interpretations of author’s meaning
o Increase recognition of and facility with literary elements
o Stimulate creative responses to literature
o Exercise critical thinking and writing abilities
Introduction to The Call of the Wild by Jack London – Students should take notes.
o Focus on background information
- Jack London Biography, p. 162 of book
- Critical Commentary about the Novel (p.7 Blue book)
o Elements of the Novel
-
Themes
+ The Nature of Survival: Only the fittest survive in nature.
Questions:
- What characteristics are required to succeed in conflicts against a hostile environment?
- What role does chance or luck play in survival?
+ Civilization vs. Primitive Nature: Even a primitive creature is capable of love.
· Continue with introduction of The Call of the Wild
o Point of View and Characterization
- Limited third-person – We are told not only what Buck does and observes but also what he
thinks as he adjusts to his new environment and reacts to challenges and the other characters. This point of view excludes us from the minds of the other dogs and the human characters. We judge, or infer, their personalities through their actions and through Buck’s opinions of them and, in the case of the humans, through dialogue
o The Setting- Santa Clara Valley, California, south of San Francisco, but it moves quickly to..
- Yukon Territory of northwestern Canada during the years of the Klondike gold rush in the late 1890’s
- London uses changes in the setting as contrast to changes in characters.
o
Similes- Figures of speech are commonly found in this book
- London uses a lot of similes - A common figure of speech that imaginatively compares two seemingly dissimilar things using the words like or as
· Considering Titles Activity p. 13
o Write a paragraph to express your thoughts about “calls.” Then, when you read The Call of the Wild, see if you can figure out what “audible” and “internal” calls are important to the characters.
* Read Novel Notes 1 and 2 and do pre-reading activities
* Illustrate the setting at Judge Miller's place in Santa Clara Valley, California
* Read chapter 1 - Students will listen to a professional reading from a CD The Call of the Wild
o Analyze chapter 1- Unfamiliar details, vocabulary, questions, notes
o Discussion on characters: Novel Organizer p. 31
Students will discover that one way to follow events as you read is to keep track of the characters. Students will chart descriptions of characters from the first chapter.
* Read chapter 2
- Analyze: unfamiliar details, vocabulary, questions, notes
* Tracking the Dog Characters p. 33 Students will chart appearance, personality traits, and typical
actions of the dog characters
November 4 - 8, 2013
* * Note: These plans were not posted due to a problem with my weebly account. Sorry. Problem fixed.
Here is a brief overview of what we did.
-Reading and Writing Lesson - Focus Question: "Should Kids be on Reality TV Shows?"
* Students read two articles on Reality TV shows.
* Students used a T chart to write down the evidence from the text that supported both sides of the issue
* Students chose a side and wrote a short claim statement.
* Students worked with the teacher to work through the writing process for argument writing on the focus
question.
* Students used Scope Magazine's step by step guide to go through each step
* Students learned that introductory paragraphs should have a hook (anecdote, interesting fact, rhetorical question or background information), a transition sentence that links to a brief statement of the issue, and a thesis statement that follows the formula: introductory phrase + claim statement on the topic + three reasons you will discuss in your essay.
* Students learned that each reason from the thesis statement should be elaborated in a separate paragraph with supporting details and acknowledgement and a refute of the opposing side.
* * Note: These plans were not posted due to a problem with my weebly account. Sorry. Problem fixed.
Here is a brief overview of what we did.
-Reading and Writing Lesson - Focus Question: "Should Kids be on Reality TV Shows?"
* Students read two articles on Reality TV shows.
* Students used a T chart to write down the evidence from the text that supported both sides of the issue
* Students chose a side and wrote a short claim statement.
* Students worked with the teacher to work through the writing process for argument writing on the focus
question.
* Students used Scope Magazine's step by step guide to go through each step
* Students learned that introductory paragraphs should have a hook (anecdote, interesting fact, rhetorical question or background information), a transition sentence that links to a brief statement of the issue, and a thesis statement that follows the formula: introductory phrase + claim statement on the topic + three reasons you will discuss in your essay.
* Students learned that each reason from the thesis statement should be elaborated in a separate paragraph with supporting details and acknowledgement and a refute of the opposing side.
October 28 - November 1, 2013
* Note: These plans were not put up this week due to problems with my website. Here is a brief overview of what we did:
Students finished work on the nonfiction narrative "MK" and took a test on it.
Students read an article about military parents and their kids.
Students analyzed the text through after you read exercises
Students wrote an essay on whether military parents should be deployed at the same time.
* Note: These plans were not put up this week due to problems with my website. Here is a brief overview of what we did:
Students finished work on the nonfiction narrative "MK" and took a test on it.
Students read an article about military parents and their kids.
Students analyzed the text through after you read exercises
Students wrote an essay on whether military parents should be deployed at the same time.
October 21 - 25, 2013
* Monday, October 21, 2013
* Teacher Workday - No school for students
Tuesday, October 22, 2013
* Final draft of Writing Performance Task for Unit 2 of Common Core Code X study due.
* Mini-Writing Lesson: 6 Traits of Writing and Writing Signal Words
Objective: Reinforce the characteristics of good writing and specific writing signal words through supplementary
materials
- Students will be given two handouts to be kept and used during writing assignments. One handout is on the 6 Traits of Writing (ideas, organization, voice, word choice, sentence fluency, and conventions). The other handout contains words and phrases that students can use to signal the reader of what is to come in an essay.
- Students will engage in a brief discussion of the handouts with the teacher and told to keep the handouts for all writing assignments.
* Read to Succeed Project for the 2nd 9 weeks instructions passed out and discussed.
- Students will understand the criteria for the 2nd 9 weeks project
- Students will go to the library to pick out a biography or autobiography for the project
Note: This project is due January 6, 2014 and counts as a test grade.
* Review vocabulary words from Unit 2 for test tomorrow
Wednesday, October 23, 2013
* Test on Unit 2 Vocabulary Words
* Reading Assignment: "MK" by Jean Fritz
Materials: Literature book pp. 32-47; All-in-one Workbook
Objective: Read and critically analyze a high complexity text that demonstrates historical context in literature
- Students will make a connection with the text by answering two sentence starters about the essential question, "What is the best way to find the truth?" -p.32
- Students will preview vocabulary words: relation, quest, adequate, deceive, transformation, ignorant p. 32
- Students will read about overseas schools for background information for the selection p. 33
- Students will read the text straight through without stopping to answer questions.
Thursday, October 24, 2013
* Continue with reading assignment on "MK"
- Students will analyze the text in sections and answer critical analysis questions. p. 34-44
- Students will work on After You Read questions pp. 45-47
Reading Skill: Context Clues
Literary Analysis: Nonfiction Narrative Text
Vocabulary Emphasis: Synonyms
Word Study: Latin prefix in- meaning "not" Example: invisible, inactive, incomplete
Friday, October 25, 2013
* Integrated Language Skills for "MK"
Grammar: Common and Proper Nouns p. 46
* Vocabulary Quiz on "MK" vocabulary words
* Writing Assignment: Write a two paragraph compare-and-contrast essay on Jean's feelings about America before and after she arrives in the United States. Use a two column chart or Venn Diagram as a prewriting graphic organizers
Monday, October 14-18, 2013
Monday, October 14, 2013
* Grammar Bell Ringer: Coordinating Conjunctions
- students will receive a practice worksheet explaining that a conjunction connects words or groups of
words, and a coordinating conjunction connects words or groups of words that are similar: two or more verbs, two or more prepositional phrases, or even entire sentences.
- students will be taught an acronym for the coordinating conjunctions: FANBOYS (For, And, Nor, But, Or, Yet, So)
- students will underline conjunctions in sentences
- students will fill in blanks with appropriate conjunctions
- students will review and discuss coordinating conjunctions with the teacher
Materials: Reading Kit p. 112
* Continue with Common Core Code X Reading and Writing Lesson Unit 2 (We actually already did this on Friday.)
Objective: Introduce students to argumentative writing
- students will review the writing performance task for the unit: "Sports performance has just as much to do with mental strength and agility as with physical prowess." Develop or refute this claim in an argumentative
essay.
- students will be directly introduced to argumentative writing with a CLOZE style notetaking guide presented by the
teacher
* Continue with Code X Unit 2 Writing Performance Task (We did this on Friday as well. The students are working well. :) )
Objective: Practice a prewriting strategy by using a 3 box graphic organizer to synthesize information from "Why
We Run" and "What Could Be Better Than a Touchdown?"
- students will identify the topic of the essay: mental vs. physical abilities in sports
- students will identify what the text says
- students will record what they are thinking about the topic
- students will make a claim based on details for the text
- students will acknowledge the opposing claim
* Continue with Code X Unit 2 Writing Performance Task
Objective: Use prewriting strategies
- students will build an argument using a graphic organizer that requires the identification of three arguments
in favor of their claim, counter arguments, and rebuttals.
Homework: Crossword puzzle on academic vocabulary and Words to Know
- students should continue to study these words for a test at the conclusion of this unit
Tuesday, October 15, 2013
* Grammar Assessment on Coordinating Conjunctions
- students will take a short assessment on coordinating conjunctions as a lead-in to writing compound/complex
sentences
Materials: Reading Kit p. 113
Category of grade: 40% homework/classwork/quizzes
* Continue with Code X Unit 2 Writing Performance Task
Objective: Use prewriting strategies
- Students will synthesize information for each paragraph to be written with a two column graphic organizer that requires the recording of text based evidence and inferences or conclusions from the evidence.
- Students with compose each paragraph by combining evidence with inferences using the graphic organizer
- Students will include counter arguments and rebutalls in their paragraphs
Note: Don't forget to work on your crossword puzzle due on Friday.
Wednesday, October 16, 2013
* Continue with Code X Writing Performance Task
Objective 1: Understand the requirements of argumentative writing
- students will study the Argumentation Writing Rubric: Common Core State Standards (Grades 6-12)
- students will discover what a "Pro" level paper involves when it comes to writing an introduction, developing an argument, expressing relationships between ideas, using tier II and III vocabulary, using
formal writing tone, and writing conclusions
Objective 2: Begin the second stage of the writing process: drafting
- Students will learn how to write a thesis statement
- Students will begin to draft the introduction of their essay on the Writing Performance Task
Note: Don't forget to work on your crossword puzzle due on Friday.
Thursday, October 17, 2013
* Continue with Code X Writing Performance Task
- Students will continue to draft their essays. First completed rough draft is due tomorrow for peer editing
Note: Don't forget your crossword puzzle is due tomorrow!
Friday, October 18, 2013
* Crossword Puzzle Due
* Pair-Share Peer Feedback
Objective: Begin the revise and edit stage of the writing process
- Students will self evaluate their essays using the scoring guide on p. 85 of the Common Core Code X book
- Students will peer evaluate essays using the scoring guide on p. 85 of the Common Core Code X book
Homework: Publish your essay in 12 pt. Times New Roman font. Due on Tuesday. Counts as a 60% test/projects grade.
* Monday, October 21, 2013
* Teacher Workday - No school for students
Tuesday, October 22, 2013
* Final draft of Writing Performance Task for Unit 2 of Common Core Code X study due.
* Mini-Writing Lesson: 6 Traits of Writing and Writing Signal Words
Objective: Reinforce the characteristics of good writing and specific writing signal words through supplementary
materials
- Students will be given two handouts to be kept and used during writing assignments. One handout is on the 6 Traits of Writing (ideas, organization, voice, word choice, sentence fluency, and conventions). The other handout contains words and phrases that students can use to signal the reader of what is to come in an essay.
- Students will engage in a brief discussion of the handouts with the teacher and told to keep the handouts for all writing assignments.
* Read to Succeed Project for the 2nd 9 weeks instructions passed out and discussed.
- Students will understand the criteria for the 2nd 9 weeks project
- Students will go to the library to pick out a biography or autobiography for the project
Note: This project is due January 6, 2014 and counts as a test grade.
* Review vocabulary words from Unit 2 for test tomorrow
Wednesday, October 23, 2013
* Test on Unit 2 Vocabulary Words
* Reading Assignment: "MK" by Jean Fritz
Materials: Literature book pp. 32-47; All-in-one Workbook
Objective: Read and critically analyze a high complexity text that demonstrates historical context in literature
- Students will make a connection with the text by answering two sentence starters about the essential question, "What is the best way to find the truth?" -p.32
- Students will preview vocabulary words: relation, quest, adequate, deceive, transformation, ignorant p. 32
- Students will read about overseas schools for background information for the selection p. 33
- Students will read the text straight through without stopping to answer questions.
Thursday, October 24, 2013
* Continue with reading assignment on "MK"
- Students will analyze the text in sections and answer critical analysis questions. p. 34-44
- Students will work on After You Read questions pp. 45-47
Reading Skill: Context Clues
Literary Analysis: Nonfiction Narrative Text
Vocabulary Emphasis: Synonyms
Word Study: Latin prefix in- meaning "not" Example: invisible, inactive, incomplete
Friday, October 25, 2013
* Integrated Language Skills for "MK"
Grammar: Common and Proper Nouns p. 46
* Vocabulary Quiz on "MK" vocabulary words
* Writing Assignment: Write a two paragraph compare-and-contrast essay on Jean's feelings about America before and after she arrives in the United States. Use a two column chart or Venn Diagram as a prewriting graphic organizers
Monday, October 14-18, 2013
Monday, October 14, 2013
* Grammar Bell Ringer: Coordinating Conjunctions
- students will receive a practice worksheet explaining that a conjunction connects words or groups of
words, and a coordinating conjunction connects words or groups of words that are similar: two or more verbs, two or more prepositional phrases, or even entire sentences.
- students will be taught an acronym for the coordinating conjunctions: FANBOYS (For, And, Nor, But, Or, Yet, So)
- students will underline conjunctions in sentences
- students will fill in blanks with appropriate conjunctions
- students will review and discuss coordinating conjunctions with the teacher
Materials: Reading Kit p. 112
* Continue with Common Core Code X Reading and Writing Lesson Unit 2 (We actually already did this on Friday.)
Objective: Introduce students to argumentative writing
- students will review the writing performance task for the unit: "Sports performance has just as much to do with mental strength and agility as with physical prowess." Develop or refute this claim in an argumentative
essay.
- students will be directly introduced to argumentative writing with a CLOZE style notetaking guide presented by the
teacher
* Continue with Code X Unit 2 Writing Performance Task (We did this on Friday as well. The students are working well. :) )
Objective: Practice a prewriting strategy by using a 3 box graphic organizer to synthesize information from "Why
We Run" and "What Could Be Better Than a Touchdown?"
- students will identify the topic of the essay: mental vs. physical abilities in sports
- students will identify what the text says
- students will record what they are thinking about the topic
- students will make a claim based on details for the text
- students will acknowledge the opposing claim
* Continue with Code X Unit 2 Writing Performance Task
Objective: Use prewriting strategies
- students will build an argument using a graphic organizer that requires the identification of three arguments
in favor of their claim, counter arguments, and rebuttals.
Homework: Crossword puzzle on academic vocabulary and Words to Know
- students should continue to study these words for a test at the conclusion of this unit
Tuesday, October 15, 2013
* Grammar Assessment on Coordinating Conjunctions
- students will take a short assessment on coordinating conjunctions as a lead-in to writing compound/complex
sentences
Materials: Reading Kit p. 113
Category of grade: 40% homework/classwork/quizzes
* Continue with Code X Unit 2 Writing Performance Task
Objective: Use prewriting strategies
- Students will synthesize information for each paragraph to be written with a two column graphic organizer that requires the recording of text based evidence and inferences or conclusions from the evidence.
- Students with compose each paragraph by combining evidence with inferences using the graphic organizer
- Students will include counter arguments and rebutalls in their paragraphs
Note: Don't forget to work on your crossword puzzle due on Friday.
Wednesday, October 16, 2013
* Continue with Code X Writing Performance Task
Objective 1: Understand the requirements of argumentative writing
- students will study the Argumentation Writing Rubric: Common Core State Standards (Grades 6-12)
- students will discover what a "Pro" level paper involves when it comes to writing an introduction, developing an argument, expressing relationships between ideas, using tier II and III vocabulary, using
formal writing tone, and writing conclusions
Objective 2: Begin the second stage of the writing process: drafting
- Students will learn how to write a thesis statement
- Students will begin to draft the introduction of their essay on the Writing Performance Task
Note: Don't forget to work on your crossword puzzle due on Friday.
Thursday, October 17, 2013
* Continue with Code X Writing Performance Task
- Students will continue to draft their essays. First completed rough draft is due tomorrow for peer editing
Note: Don't forget your crossword puzzle is due tomorrow!
Friday, October 18, 2013
* Crossword Puzzle Due
* Pair-Share Peer Feedback
Objective: Begin the revise and edit stage of the writing process
- Students will self evaluate their essays using the scoring guide on p. 85 of the Common Core Code X book
- Students will peer evaluate essays using the scoring guide on p. 85 of the Common Core Code X book
Homework: Publish your essay in 12 pt. Times New Roman font. Due on Tuesday. Counts as a 60% test/projects grade.
October 7-11, 2013
Monday, October 7, 2013
* First Due Date for Read to Succeed Projects - Projects may be turned in on Monday, Tuesday,
Wednesday, or Thursday. Turn them in early because they will not be accepted late.
* Continue with Common Core Code X Unit 2
- Students will engage in Socratic conversations with the teacher
- Students will participate in a close read of "Why We Run" by reading chunks of the excerpt with Mrs. Satterfield and responding to critical thinking questions that are presented on the margins of the book.
Tuesday, October 8, 2013
* Second Due Date for Read to Succeed Projects
* Continue with Common Core Code X Unit 2 study
- students will continue/finish writing down the vocabulary words and definitions for "Why We Run"
- students will continue/finish the side margin questions for "Why We Run" (second close-read
chunking independently for a few questions; 3-4 depending on how long the student analyzes the text prior to writing. We will discuss them together tomorrow.
Wednesday, October 9, 2013
* Third Day Due Date for Read to Succeed Projects. Last day is tomorrow! No excuses!
* Continue with Common Core Code X Unit 2
- Students will engage in Socratic conversations with the teacher
- Students will continue chunking parts of the text during a second close read of "Why We Run"
- Students will engage in analytical conversations about the text while reviewing the answers they explored
yesterday.
- Students will Identify and Analyze Main Idea and Details using a graphic organizer with assistance and modeling from the teacher
Thursday, October 10, 2013
* Last day to turn in your Read to Succeed Project
* Continue with Common Core Code X Unit 2
- Students will continue to answer critical analysis questions using a graphic organizer with assistance and
modeling from the teacher.
- Students will analyze a student model of an argumentative essay in preparation for writing their own on the Writing Task Performance Assessment for this unit of study.
Friday, October 11, 2013
* Homework: Crossword Puzzle on Unit 2 Vocabulary
* Continue with Common Core Code X Unit 2
- Students will practice writing thesis statements
- Students will begin to organize their information for their Writing Performance Task.
Monday, October 7, 2013
* First Due Date for Read to Succeed Projects - Projects may be turned in on Monday, Tuesday,
Wednesday, or Thursday. Turn them in early because they will not be accepted late.
* Continue with Common Core Code X Unit 2
- Students will engage in Socratic conversations with the teacher
- Students will participate in a close read of "Why We Run" by reading chunks of the excerpt with Mrs. Satterfield and responding to critical thinking questions that are presented on the margins of the book.
Tuesday, October 8, 2013
* Second Due Date for Read to Succeed Projects
* Continue with Common Core Code X Unit 2 study
- students will continue/finish writing down the vocabulary words and definitions for "Why We Run"
- students will continue/finish the side margin questions for "Why We Run" (second close-read
chunking independently for a few questions; 3-4 depending on how long the student analyzes the text prior to writing. We will discuss them together tomorrow.
Wednesday, October 9, 2013
* Third Day Due Date for Read to Succeed Projects. Last day is tomorrow! No excuses!
* Continue with Common Core Code X Unit 2
- Students will engage in Socratic conversations with the teacher
- Students will continue chunking parts of the text during a second close read of "Why We Run"
- Students will engage in analytical conversations about the text while reviewing the answers they explored
yesterday.
- Students will Identify and Analyze Main Idea and Details using a graphic organizer with assistance and modeling from the teacher
Thursday, October 10, 2013
* Last day to turn in your Read to Succeed Project
* Continue with Common Core Code X Unit 2
- Students will continue to answer critical analysis questions using a graphic organizer with assistance and
modeling from the teacher.
- Students will analyze a student model of an argumentative essay in preparation for writing their own on the Writing Task Performance Assessment for this unit of study.
Friday, October 11, 2013
* Homework: Crossword Puzzle on Unit 2 Vocabulary
* Continue with Common Core Code X Unit 2
- Students will practice writing thesis statements
- Students will begin to organize their information for their Writing Performance Task.
September 30 - October 4, 2013
Monday, September 30, 2012
* Continue with Common Core Code X Lesson
- Identify Evidence Socratic Seminar on "What Could Be Better Than a Touchdown"
- Determining the Central Idea
- The structure of the essay
Tuesday, October 1, 2013
*Don't forget about your Read to Succeed project due on Monday!
* Continue with Common Core Code X Lesson
Academic Vocabulary: communal, insights, amalgamate, elongating, ingenious, involuntary.
Words to Know: populated, aspirations, exploits, human evolution, synonymous, adverse, infinite, serendipitously, succession, bipedal intermediate, utilitarian, appreciation, empathize, invincible,
* Vocabulary Test on Friday for Academic and Words to Know vocabulary words
Word Study: Context Clues and Latin root word -com, meaning "with" or "together"
First Reading of excerpt from "Why We Run" by Bernd Heinrich
Writing Assignment: Summarize the excerpt
Wednesday, October 2, 2013
*Don't forget about your Read to Succeed project due on Monday!
* Continue with Common Core Code X Lesson
Second Close Reading of "Why We Run" with side margin questions
Skills: Words and phrases in Context; Key ideas and details; understanding text structure
Thursday, October 3, 2013
* Pep Rally
* Early Release
* Don't forget about your Read to Succeed project due on Monday.
* Partner Drilling vocabulary words for test tomorrow
Friday, October 4, 2013
* Note: Don't forget that your Read to Succeed Projects are due starting Monday and will not be accepted past Thursday.
* Vocabulary Test
* Continue working on Common Core Code X Lesson
p. 78 Read the Model argumentative essay
p. 79 Analyze the Model
p. 80 Gather Evidence
p. 81 Organize Ideas
Monday, September 30, 2012
* Continue with Common Core Code X Lesson
- Identify Evidence Socratic Seminar on "What Could Be Better Than a Touchdown"
- Determining the Central Idea
- The structure of the essay
Tuesday, October 1, 2013
*Don't forget about your Read to Succeed project due on Monday!
* Continue with Common Core Code X Lesson
Academic Vocabulary: communal, insights, amalgamate, elongating, ingenious, involuntary.
Words to Know: populated, aspirations, exploits, human evolution, synonymous, adverse, infinite, serendipitously, succession, bipedal intermediate, utilitarian, appreciation, empathize, invincible,
* Vocabulary Test on Friday for Academic and Words to Know vocabulary words
Word Study: Context Clues and Latin root word -com, meaning "with" or "together"
First Reading of excerpt from "Why We Run" by Bernd Heinrich
Writing Assignment: Summarize the excerpt
Wednesday, October 2, 2013
*Don't forget about your Read to Succeed project due on Monday!
* Continue with Common Core Code X Lesson
Second Close Reading of "Why We Run" with side margin questions
Skills: Words and phrases in Context; Key ideas and details; understanding text structure
Thursday, October 3, 2013
* Pep Rally
* Early Release
* Don't forget about your Read to Succeed project due on Monday.
* Partner Drilling vocabulary words for test tomorrow
Friday, October 4, 2013
* Note: Don't forget that your Read to Succeed Projects are due starting Monday and will not be accepted past Thursday.
* Vocabulary Test
* Continue working on Common Core Code X Lesson
p. 78 Read the Model argumentative essay
p. 79 Analyze the Model
p. 80 Gather Evidence
p. 81 Organize Ideas
September 23-27, 2013
* Supplemental Reading: Reference Materials - Reader's Notebook Due on Wednesday
September 16 - 20, 2013
Monday, September 16, 2013
* DEA Testing in room 203
Tuesday, September 17, 2013
* DEA Testing in room 203
Wednesday, September 18, 2013
* Finish Reality Central work
Thursday, September 19, 2013
Guest Teacher: Mrs. Soltis our literacy coach will introduce the new Common Core textbook Unit 2: Sports Report to the students and further introduce them to using text-based evidence to support a claim.
Reflection: This lesson will continue on for several weeks and will include reading a sports article, "What Could Be Better Than a Touchdown?" by Kalefa Sanneh and an information excerpt for "Why We Run" by Bernd Heinrich. Find the major components below. Close, modeled reading is time consuming. Critical thinking skills will be modeled by the teacher at a slow pace to insure understanding. The students will need to understand that this thinking process will need to be done much quicker during timed assessments.
Materials: Common Core Code X Student Edition book p. 54 (classroom set; students do not have a copy of
this for home); paper; pen or pencil
Complete Lesson will include the following:
Unit Introduction: In an essay and an excerpt from a nonfiction book, learn how two writers view the thought process behind athletic performance and the roles of both physical prowess and mental power in sports.
Introduction of Writing Performance Task to be done after reading: "Sports performance has just as much to do with mental strength and agility as with physical prowess." Develop or refute this claim in an argumentative essay.
Language Activities on academic vocabulary, word families - suffix "able" p. 56; word study on context clues p.64
Reading Informational Text to identify evidence, key ideas, details, craft and structure pp. 57-59 and pp. 65-71
Writing an Argumentative Essay: Student model, analyze the model, examine the topic, organize your ideas, thesis statements, sentence patterns, revise, edit and publish. Performance Task Rubric provided.
Friday, September 20, 2013
* Continue with "Sports Report" Unit 2 in Common Core Code X book.
* DEA Testing in room 203
Tuesday, September 17, 2013
* DEA Testing in room 203
Wednesday, September 18, 2013
* Finish Reality Central work
Thursday, September 19, 2013
Guest Teacher: Mrs. Soltis our literacy coach will introduce the new Common Core textbook Unit 2: Sports Report to the students and further introduce them to using text-based evidence to support a claim.
Reflection: This lesson will continue on for several weeks and will include reading a sports article, "What Could Be Better Than a Touchdown?" by Kalefa Sanneh and an information excerpt for "Why We Run" by Bernd Heinrich. Find the major components below. Close, modeled reading is time consuming. Critical thinking skills will be modeled by the teacher at a slow pace to insure understanding. The students will need to understand that this thinking process will need to be done much quicker during timed assessments.
Materials: Common Core Code X Student Edition book p. 54 (classroom set; students do not have a copy of
this for home); paper; pen or pencil
Complete Lesson will include the following:
Unit Introduction: In an essay and an excerpt from a nonfiction book, learn how two writers view the thought process behind athletic performance and the roles of both physical prowess and mental power in sports.
Introduction of Writing Performance Task to be done after reading: "Sports performance has just as much to do with mental strength and agility as with physical prowess." Develop or refute this claim in an argumentative essay.
Language Activities on academic vocabulary, word families - suffix "able" p. 56; word study on context clues p.64
Reading Informational Text to identify evidence, key ideas, details, craft and structure pp. 57-59 and pp. 65-71
Writing an Argumentative Essay: Student model, analyze the model, examine the topic, organize your ideas, thesis statements, sentence patterns, revise, edit and publish. Performance Task Rubric provided.
Friday, September 20, 2013
* Continue with "Sports Report" Unit 2 in Common Core Code X book.
September 9-13, 2013
Monday, September 9, 2013
* Reality Central: "In the Grip of Graffiti"
.* Reading and Writing Lesson: "In the Grip of Graffiti"
Materials: Reality Central book pp. 12-15; Composition Book or Spiral Notebook
Pre-reading Strategies:
Objective: Preview the main ideas, connecting subject to the background knowledge of the students.
Kick It Off: You have probably seen graffiti - pictures or words that people draw or write, without permission, on walls or other things. what comes to mind when you think of graffiti? Make a word web graphic organizer to write down your ideas.
Objective: To help students to consolidate information into a meaningful whole to improve comprehension of
information and organization of ideas.
Introduction: Two people look at graffiti on a wall. One says, "That's really ugly." The other says, "Bare walls are uglier. Those drawings are art." What do you think of graffiti? As you read the article, ask yourself: Is graffiti art, or is it damage to property?
Pre-teach vocabulary:
Objective: teach key vocabulary words prior to working with the lesson
Words: conclude, debate, evaluate, perceive, and strategy
Wrap It Up: p. 15 questions 1-7 in composition book. The responses to these question should help you form an opinion on whether graffiti is right or wrong.
Standards to be covered during this study over the next several days:
LACC.7.L.3.4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
LACC.7.L.3.6: 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.
LACC.7.RI.1.1 : Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
LACC.7.RI.1.2: 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.
LACC.7.RI.1.3: 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).
LACC.7.RI.2.6: 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.
LACC.7.RI.3.8: 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.
LACC.7.RI.3.9 : 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.
* Writing Assignment:
Materials: Your own paper. DO NOT WRITE IN THE Writing Journal BOOK! Reality Central Writing Journal pp. 10 - 13
Instructions: Do not rush and create sloppy, unreadable work!!
1. Read, understand, and remember the "Write About It!" paragraph, the Writing Prompt, and the Writing Rubric on page 10 of the Writing Journal.
2. Take a piece of paper and make a graphic organizer like the one on the "Prewrite It" p. 10. Write your opinion on whether Ft. Walton Beach should set aside a wall on a public building for graffiti artists to paint.
3. Follow the "Prewrite It" instructions completely. Reread and make your reasons based on things you
read about in the passage. Include as many text-based reasons as possible in your prewriting list of reasons that support your opinion. Have no less than 3 reasons.
4. Begin "Draft It" on page 11. Write a fully elaborated five paragraph essay that is supported by information directly from the text.
Tuesday, September 10, 2013
* Reloop nouns and pronouns
* Grammar Reinforcement - Teacher-lead re-looping of nouns and pronouns
Materials: Grammar, Usage, and Mechanics Handbook and corrected quizzes on nouns and pronouns
Objective: Students will work with the teacher to demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
* Grammar Lesson: Sentences-
Objective: Understand and explain the four types of simple sentences and the function of main and subordinate clauses
Materials: Grammar, Usage, and Mechanics Handbook page 216
Homework:
1. Write one example for each of the four types of sentences.
2. Write two sentences that contain a main clause and a subordinate clause.
3. Write a sentence that contains a singular possessive noun. Underline the singular possessive noun.
4. Write a sentence that contains a plural possessive noun. Underline the plural possessive noun.
5. Write a sentence that contains a singular possessive pronoun. Underline the singular possessive pronoun.
6. Write a sentence that contains a plural possessive pronoun. Underline the plural possessive pronoun.
LACC.7.L.1.1:
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
LACC.7.L.1.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
* Continue with Reality Central Reading and Writing Assignment from yesterday
5. Do the Vocabulary Workshop on page 12 by creating in your composition or notebook a 3 column chart like the one under "Define It". Follow the instructions.
6. Continue to page13 and do the "Show You Know" short story paragraph in your composition or notebook.
7. "Word Endings" -able - practice p. 13. Write the complete sentence
Writing Standards:
LACC.7.W.1.1: Write arguments to support claims with clear reasons and relevant evidence.
LACC.7.W.3.9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
LACC.7.W.2.5: 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.
LACC.7.W.2.4: 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.
Wednesday, September 11, 2013
* Go over nouns, pronouns, subordinate clauses and main clauses- Remember AAAWWWUUBBIS?
Thursday, September 12, 2013
* Finish "In the Grip of Graffiti"
* Reality Central Reading: Superstitions
* Writing Journal
Friday, September 13, 2013
* All work on "In the Grip of Graffiti" is due on Monday when you walk in the door.
* Finish Superstitions in Reality Central
* Reality Central: "In the Grip of Graffiti"
.* Reading and Writing Lesson: "In the Grip of Graffiti"
Materials: Reality Central book pp. 12-15; Composition Book or Spiral Notebook
Pre-reading Strategies:
Objective: Preview the main ideas, connecting subject to the background knowledge of the students.
Kick It Off: You have probably seen graffiti - pictures or words that people draw or write, without permission, on walls or other things. what comes to mind when you think of graffiti? Make a word web graphic organizer to write down your ideas.
Objective: To help students to consolidate information into a meaningful whole to improve comprehension of
information and organization of ideas.
Introduction: Two people look at graffiti on a wall. One says, "That's really ugly." The other says, "Bare walls are uglier. Those drawings are art." What do you think of graffiti? As you read the article, ask yourself: Is graffiti art, or is it damage to property?
Pre-teach vocabulary:
Objective: teach key vocabulary words prior to working with the lesson
Words: conclude, debate, evaluate, perceive, and strategy
Wrap It Up: p. 15 questions 1-7 in composition book. The responses to these question should help you form an opinion on whether graffiti is right or wrong.
Standards to be covered during this study over the next several days:
LACC.7.L.3.4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
LACC.7.L.3.6: 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.
LACC.7.RI.1.1 : Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
LACC.7.RI.1.2: 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.
LACC.7.RI.1.3: 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).
LACC.7.RI.2.6: 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.
LACC.7.RI.3.8: 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.
LACC.7.RI.3.9 : 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.
* Writing Assignment:
Materials: Your own paper. DO NOT WRITE IN THE Writing Journal BOOK! Reality Central Writing Journal pp. 10 - 13
Instructions: Do not rush and create sloppy, unreadable work!!
1. Read, understand, and remember the "Write About It!" paragraph, the Writing Prompt, and the Writing Rubric on page 10 of the Writing Journal.
2. Take a piece of paper and make a graphic organizer like the one on the "Prewrite It" p. 10. Write your opinion on whether Ft. Walton Beach should set aside a wall on a public building for graffiti artists to paint.
3. Follow the "Prewrite It" instructions completely. Reread and make your reasons based on things you
read about in the passage. Include as many text-based reasons as possible in your prewriting list of reasons that support your opinion. Have no less than 3 reasons.
4. Begin "Draft It" on page 11. Write a fully elaborated five paragraph essay that is supported by information directly from the text.
Tuesday, September 10, 2013
* Reloop nouns and pronouns
* Grammar Reinforcement - Teacher-lead re-looping of nouns and pronouns
Materials: Grammar, Usage, and Mechanics Handbook and corrected quizzes on nouns and pronouns
Objective: Students will work with the teacher to demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
* Grammar Lesson: Sentences-
Objective: Understand and explain the four types of simple sentences and the function of main and subordinate clauses
Materials: Grammar, Usage, and Mechanics Handbook page 216
Homework:
1. Write one example for each of the four types of sentences.
2. Write two sentences that contain a main clause and a subordinate clause.
3. Write a sentence that contains a singular possessive noun. Underline the singular possessive noun.
4. Write a sentence that contains a plural possessive noun. Underline the plural possessive noun.
5. Write a sentence that contains a singular possessive pronoun. Underline the singular possessive pronoun.
6. Write a sentence that contains a plural possessive pronoun. Underline the plural possessive pronoun.
LACC.7.L.1.1:
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
LACC.7.L.1.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
* Continue with Reality Central Reading and Writing Assignment from yesterday
5. Do the Vocabulary Workshop on page 12 by creating in your composition or notebook a 3 column chart like the one under "Define It". Follow the instructions.
6. Continue to page13 and do the "Show You Know" short story paragraph in your composition or notebook.
7. "Word Endings" -able - practice p. 13. Write the complete sentence
Writing Standards:
LACC.7.W.1.1: Write arguments to support claims with clear reasons and relevant evidence.
LACC.7.W.3.9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
LACC.7.W.2.5: 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.
LACC.7.W.2.4: 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.
Wednesday, September 11, 2013
* Go over nouns, pronouns, subordinate clauses and main clauses- Remember AAAWWWUUBBIS?
Thursday, September 12, 2013
* Finish "In the Grip of Graffiti"
* Reality Central Reading: Superstitions
* Writing Journal
Friday, September 13, 2013
* All work on "In the Grip of Graffiti" is due on Monday when you walk in the door.
* Finish Superstitions in Reality Central
September 2 - 6, 2013
Monday, September 2, 2013
Holiday - No school
Tuesday, September 3, 2013
* Reading: "The Three-Century Woman" and "The Fall of the Hindenburg" on CD.
- Students will listen to the fiction short story and nonfiction informational article on CD to enhance reading development, comprehension, and fluency.
- Students will work on academic vocabulary worksheets
- Students will answer questions that pertain to the passages.
* Test on Friday!
* Library Visit: Students will go to the Media Center to check out books for their Read to Succeed book projects.
Wednesday, September 4, 2013
* Reading Assignment Continued on "The Three Century Woman" and "The Fall of the Hindenburg"
Strategy: Chunking and questioning aloud
The students will participate with Mrs. Satterfield in reading chunks of the passages, stopping to discuss specific questions about their comprehension of the passages, and understanding key features of the text.
* Note: Test on Friday.
Thursday, September 5, 2013
* Pep Rally
* Early Release - Study for your test tomorrow!
Friday, September 6, 2013
* Test on "The Three Century Woman" and "The Fall of the Hindenburg"
* Reality Central Reading: "In the Grip of Graffiti" p. 12 Answer question on p. 15
Holiday - No school
Tuesday, September 3, 2013
* Reading: "The Three-Century Woman" and "The Fall of the Hindenburg" on CD.
- Students will listen to the fiction short story and nonfiction informational article on CD to enhance reading development, comprehension, and fluency.
- Students will work on academic vocabulary worksheets
- Students will answer questions that pertain to the passages.
* Test on Friday!
* Library Visit: Students will go to the Media Center to check out books for their Read to Succeed book projects.
Wednesday, September 4, 2013
* Reading Assignment Continued on "The Three Century Woman" and "The Fall of the Hindenburg"
Strategy: Chunking and questioning aloud
The students will participate with Mrs. Satterfield in reading chunks of the passages, stopping to discuss specific questions about their comprehension of the passages, and understanding key features of the text.
* Note: Test on Friday.
Thursday, September 5, 2013
* Pep Rally
* Early Release - Study for your test tomorrow!
Friday, September 6, 2013
* Test on "The Three Century Woman" and "The Fall of the Hindenburg"
* Reality Central Reading: "In the Grip of Graffiti" p. 12 Answer question on p. 15
August 26-30, 2013
Monday, August 26, 2013
* Return and correct quiz on nouns
Students will receive 5 points to corrected quizzes. Information will be included on this week's grammar quiz
too.
Instructions: Write the questions your missed. Find the answer in your grammar packet. Write the correct answer.
Write the rule that tells why the answer is now correct.
Tuesday, August 27, 2013
* Independently finish your quiz revisions from yesterday if you did not complete them. Staple the original quiz to the corrections and turn them in for 5 more quiz points.
*Reading Assignment: "The Three Century Woman" and "The Fall of the Hindenburg"
Students will do an independent first read of a fictional short story and an informational article that are related to each other through historical context.
Wednesday, August 28, 2013
* Teacher Directed Re-looping of Nouns to build base knowledge and constant reinforcement
Materials: Grammar Packet and Quizzes
* Direct Model-Lead Instruction on Pronouns:
1. The teacher will model correct use of pronouns with emphasis on the rules that apply.
2. The teacher will lead students to practice correct use.
3. The teacher will visually assess understanding by walking by students' desks as they do short practice
exercises.
4. The teacher will discuss the answers and use Socratic questioning to engage the students' critical thinking
skills.
Materials: Grammar Packet on the Eight Parts of Speech
Thursday, August 29, 2013 (football game at FWBHS)
* Finish Direct Model-Lead Instruction on Pronouns
Materials: Grammar Packet on the Eight Parts of Speech
* Final Grammar Review: Quiz tomorrow - Nouns and Pronouns
Friday, August 30, 2013
* Quiz on nouns and pronouns
Early Finishers: Pick up a packet of materials on "The Three Century Woman" and "The Fall of the Hindenburg"
Instructions: Re-Read the fiction short story and non-fiction informational article. Do the vocabulary exercises and article questions in the packet.
* Return and correct quiz on nouns
Students will receive 5 points to corrected quizzes. Information will be included on this week's grammar quiz
too.
Instructions: Write the questions your missed. Find the answer in your grammar packet. Write the correct answer.
Write the rule that tells why the answer is now correct.
Tuesday, August 27, 2013
* Independently finish your quiz revisions from yesterday if you did not complete them. Staple the original quiz to the corrections and turn them in for 5 more quiz points.
*Reading Assignment: "The Three Century Woman" and "The Fall of the Hindenburg"
Students will do an independent first read of a fictional short story and an informational article that are related to each other through historical context.
Wednesday, August 28, 2013
* Teacher Directed Re-looping of Nouns to build base knowledge and constant reinforcement
Materials: Grammar Packet and Quizzes
* Direct Model-Lead Instruction on Pronouns:
1. The teacher will model correct use of pronouns with emphasis on the rules that apply.
2. The teacher will lead students to practice correct use.
3. The teacher will visually assess understanding by walking by students' desks as they do short practice
exercises.
4. The teacher will discuss the answers and use Socratic questioning to engage the students' critical thinking
skills.
Materials: Grammar Packet on the Eight Parts of Speech
Thursday, August 29, 2013 (football game at FWBHS)
* Finish Direct Model-Lead Instruction on Pronouns
Materials: Grammar Packet on the Eight Parts of Speech
* Final Grammar Review: Quiz tomorrow - Nouns and Pronouns
Friday, August 30, 2013
* Quiz on nouns and pronouns
Early Finishers: Pick up a packet of materials on "The Three Century Woman" and "The Fall of the Hindenburg"
Instructions: Re-Read the fiction short story and non-fiction informational article. Do the vocabulary exercises and article questions in the packet.
August 19 - 23, 2013
See regular language arts tab