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. 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, 2013
Second Semester Exam Study Strategy: Inside/Outside Cirles
Description
Inside Outside Circle is a kinesthetic activity that involves all students in the class and that facilitates
short exchanges between students.
Method
The teacher:
• forms two concentric circles containing the same number of students. Students in the inside circle
face a partner in the outside circle.
* asks students to research given topics with the original pairing.
• asks students from the inside circle to share something with their partner in timed activity.
• has students reverse roles. The students on the outside circle share with their partner,
• controls the timing, e.g., “Outside circle, it’s your turn to share for one minute.”
• has the inside circle rotate and the students turn to face their new partner. Each new pairing has to share their expertise on their given topic with the new partner and vice versa. Repeat steps for multiple rounds over multiple days, covering multiple topics.
Considerations
Inside Outside Circle:
• engages all students simultaneously;
• pairs students briefly with classmates with whom they may rarely work;
• allows the teacher to spontaneously increase or decrease the number of different student pairings that occur
Note: Read to Succeed Project is due on Tuesday!!! The students have been reminded.
Note: Second Semester Exam Schedule is as follows:
Tuesday, May 27, 2014: 1st and 2nd periods
Wednesday, May 28, 2014: 5th and 6th
Thursday, May 29, 2014 3rd and 4th
Second Semester Exam Study Strategy: Inside/Outside Cirles
Description
Inside Outside Circle is a kinesthetic activity that involves all students in the class and that facilitates
short exchanges between students.
Method
The teacher:
• forms two concentric circles containing the same number of students. Students in the inside circle
face a partner in the outside circle.
* asks students to research given topics with the original pairing.
• asks students from the inside circle to share something with their partner in timed activity.
• has students reverse roles. The students on the outside circle share with their partner,
• controls the timing, e.g., “Outside circle, it’s your turn to share for one minute.”
• has the inside circle rotate and the students turn to face their new partner. Each new pairing has to share their expertise on their given topic with the new partner and vice versa. Repeat steps for multiple rounds over multiple days, covering multiple topics.
Considerations
Inside Outside Circle:
• engages all students simultaneously;
• pairs students briefly with classmates with whom they may rarely work;
• allows the teacher to spontaneously increase or decrease the number of different student pairings that occur
Note: Read to Succeed Project is due on Tuesday!!! The students have been reminded.
Note: Second Semester Exam Schedule is as follows:
Tuesday, May 27, 2014: 1st and 2nd periods
Wednesday, May 28, 2014: 5th and 6th
Thursday, May 29, 2014 3rd and 4th
May 12-16, 2014
Finish "After Twenty Years" by O. Henry
Vocabulary in Context Practice
Homework: Standardized Reading Practice - Assigned on Tuesday. Due on Monday next week.
Poetry Analysis and Reflection Paragraphs
- The Road Not Taken
- The Man in the Glass
- If You Think You Can
Movie Plot Analysis and Comparative Discussion on O. Henry's two styles
- The Ransom of Red Chief
Finish "After Twenty Years" by O. Henry
Vocabulary in Context Practice
Homework: Standardized Reading Practice - Assigned on Tuesday. Due on Monday next week.
Poetry Analysis and Reflection Paragraphs
- The Road Not Taken
- The Man in the Glass
- If You Think You Can
Movie Plot Analysis and Comparative Discussion on O. Henry's two styles
- The Ransom of Red Chief
Monday, May 5, through Friday, May 9, 2014
Create a Critter Creative Narrative Writing Assignment
Figurative Language, Dialogue, Tone, Mood, Characterization
"After Twenty Years" short story by O. Henry
Create a Critter Creative Narrative Writing Assignment
Figurative Language, Dialogue, Tone, Mood, Characterization
"After Twenty Years" short story by O. Henry
Monday, April 28, through May 2, 2014
Monday, April 28, 2014
* FCAT Testing
* Silent Sustained Reading - Read to Succeed project book
Tuesday, April 29, 2014
* Cold Read Test
Wednesday, April 30, 2014 and Thursday, May 1, 2014
* Tropical Storm Days - No school
Friday, May 2, 2014
* Finish cold read test
Monday, April 28, 2014
* FCAT Testing
* Silent Sustained Reading - Read to Succeed project book
Tuesday, April 29, 2014
* Cold Read Test
Wednesday, April 30, 2014 and Thursday, May 1, 2014
* Tropical Storm Days - No school
Friday, May 2, 2014
* Finish cold read test
Monday, April 7, 2014- through Tuesday,, April 22, 2014
* 2nd period – Homework due – The Heron and the Hummingbird
* 3rd, 4th, 5th, homework due – FCAT Practice test #2
* 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
* 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
* FCAT Bootcamp – Determining Meaning Through Context Clues
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
* Recognizing Comparison and Contrast
* Discovering the Author’s Purpose and Viewpoint
* Drawing Conclusions
* Interpreting Information
* Using Study Skills
* Interpreting Character and Plot
Wednesday, April 23, through Monday, April 28, 2014
* Work on Read to Succeed Projects
Students will read independently and work on completing the various parts of the assignment. Due May 20, 2014
* 2nd period – Homework due – The Heron and the Hummingbird
* 3rd, 4th, 5th, homework due – FCAT Practice test #2
* 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
* 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
* FCAT Bootcamp – Determining Meaning Through Context Clues
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
* Recognizing Comparison and Contrast
* Discovering the Author’s Purpose and Viewpoint
* Drawing Conclusions
* Interpreting Information
* Using Study Skills
* Interpreting Character and Plot
Wednesday, April 23, through Monday, April 28, 2014
* Work on Read to Succeed Projects
Students will read independently and work on completing the various parts of the assignment. Due May 20, 2014
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 - EPAT
Students will use a computer to learn how to navigate through the Florida Comprehensive Assessment Test the week of April 21, 2014
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
* 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 - EPAT
Students will use a computer to learn how to navigate through the Florida Comprehensive Assessment Test the week of April 21, 2014
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
* 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
Reflection:
Last week students were asked to analyze their incorrect answers on three
previous assignments: Standardized Reading Test Practice (“The Dinner Party”, “Home”,
“Gold”, and “The Red Girl”), DEA Probe #1, and DEA Probe #2. They had to write the sentence from the text
that proved the new answer choice or write a detailed explanation on how the
new answer was inferred. We will finish
the second and third part of this reading analysis as a Think/Pair/Share activity
this week. Further analysis of “from Barrio Boy” and “A
Day’s Wait” was put aside to focus on misconceptions during reading
analysis.
Monday, March 17, 2014
* Make-up spelling and vocabulary quiz for band and chorus students
* 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
Tuesday, March 18, 2014
* Pass out and explain Read to Succeed Project for 4th 9 weeks
* Continue with Think/Pair/Share Reading Analysis
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
* 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
Friday, March 21, 2014
* No school for students – Teachers work
* End of the 3rd 9 weeks
* Begin Spring Break – Students return March, 31, 2014
Monday, March 17, 2014
* Make-up spelling and vocabulary quiz for band and chorus students
* 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
Tuesday, March 18, 2014
* Pass out and explain Read to Succeed Project for 4th 9 weeks
* Continue with Think/Pair/Share Reading Analysis
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
* 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
Friday, March 21, 2014
* No school for students – Teachers work
* End of the 3rd 9 weeks
* Begin Spring Break – Students return March, 31, 2014
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, March 3, through Wednesday, March 5, 2014
* Computers on Wheels
- Students will continue to make a newsletter on Publisher for the fiction book they read
- Students will learn to operate a crossword puzzle making software and comic strip making website
- Students will have their projects checked by Mrs. Satterfield and grades given as articles are completed
Thursday, March 6, 2014
* Early Release
* Vocabulary and Spelling Quiz - www.quizlet.com search: mrssatterfield@bruner
Friday, March 7, 2014
* Any unfinished articles for Read to Succeed should be finished over the weekend. Remaining Project articles, puzzles, etc. are due on Monday.
* Go over past assignments
* Computers on Wheels
- Students will continue to make a newsletter on Publisher for the fiction book they read
- Students will learn to operate a crossword puzzle making software and comic strip making website
- Students will have their projects checked by Mrs. Satterfield and grades given as articles are completed
Thursday, March 6, 2014
* Early Release
* Vocabulary and Spelling Quiz - www.quizlet.com search: mrssatterfield@bruner
Friday, March 7, 2014
* Any unfinished articles for Read to Succeed should be finished over the weekend. Remaining Project articles, puzzles, etc. are due on Monday.
* Go over past assignments
Monday, February 24, 2014
* Grammar - correct sentences review
Tuesday, February 25, 2014
* Okaloosa Writes
Wednesday, February 26, 2014, through Thursday, February 27, 2014
* Fiction Reading and Writing
- Students should begin writing articles for their Read to Succeed Projects
- Templates have been provided for assistance
Friday, February 28, 2014
* Computers on Wheels in class
- Students will learn how to open Publisher software, locate the newsletter folder, select a classic newsletter design, type in text boxes, insert pictures, delete elements on the template that are unwanted, change font size, save documents to hard drive and flashdrive, open new pages, etc.
* Grammar - correct sentences review
Tuesday, February 25, 2014
* Okaloosa Writes
Wednesday, February 26, 2014, through Thursday, February 27, 2014
* Fiction Reading and Writing
- Students should begin writing articles for their Read to Succeed Projects
- Templates have been provided for assistance
Friday, February 28, 2014
* Computers on Wheels in class
- Students will learn how to open Publisher software, locate the newsletter folder, select a classic newsletter design, type in text boxes, insert pictures, delete elements on the template that are unwanted, change font size, save documents to hard drive and flashdrive, open new pages, etc.
Monday, February, 17, 2014
Holiday
Tuesday, February 18, 2014 through Friday, February 21, 2014
* Continue with Standardized Test Practice and...
* DEA practice continued Probe 2
* Vocabulary Crossword on DEA Vocabulary
* Powerpoint on Writing Analysis of last two essays - tips
Holiday
Tuesday, February 18, 2014 through Friday, February 21, 2014
* Continue with Standardized Test Practice and...
* DEA practice continued Probe 2
* Vocabulary Crossword on DEA Vocabulary
* Powerpoint on Writing Analysis of last two essays - tips
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).
* Class discussion and analysis of “My First Free Summer” by Julia Alvarez
Literary Focus: Historical Context – the actual political and social events and trends of the time – can explain why characters act and think the way they do.
Literature Standards:
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.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning
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, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium
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.
Objective: Identify, analyze and apply knowledge of the elements of an autobiographical fiction to demonstrate an understanding of the information presented
- Students will address several key questions:
1. What does the text say about Julia’s experience at the American school?
2. How would you feel if you had the same experience?
3. What can you learn about life from the story?
4. What part of the story demonstrated the lesson learned?
5. How did the setting shape the way Julia behaved?
6. How did the author show the different views of Julia’s parents to other parents in the Dominican?
7. What is different about listening to a professional narrator read the story than just reading it yourself?
8. How does the historical context of the story contribute to its meaning?
(Note: Students did a first read by listening to the story on Friday while following along with an interactive paper copy of the story. They were to do a close read over the weekend by annotating the Reader’s Notebook page’s side-margin questions and After You Read exercises. Test on Monday.)
* Ten Question Open Book Test on "My First Free Summer"
Tuesday, February 11, 2014
* Classwork: Standardized Reading Practice
- Students will read the following fiction stories and answer reading comprehension questions:
"The Dinner Party"
"from The Red Girl
"Home"
"Gold
Wednesday, February 12, 2014
* Brief review for spelling and vocabulary quiz tomorrow
* Finish Standardized Reading Practice if not finished.
* 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.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.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.
Thursday, February 13, 2014
* Vocabulary and Spelling quiz
* Discuss Standardized Reading Practice Stories
* Finish DEA Probe #1
Friday, February 14, 2014
* Reinforcement: Literary Analysis: Historical Context extended practice
Materials: Reading Kit pp. 32-33
- Students will read two passages and complete a Venn diagram comparing the situations and reactions of two different characters based on the historical context of the setting
- Students will analyze the historical context of a brief passage on the Aztecs and infer the main idea and supporting details
- Students will analyze a 1640 girl’s journal entry from a Massachusetts Bay Colony and cite textual evidence to support inferences drawn from the historical context
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.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning
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.7.10 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.
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.7.3 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).
* 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 Tuesday.
* 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).
* Class discussion and analysis of “My First Free Summer” by Julia Alvarez
Literary Focus: Historical Context – the actual political and social events and trends of the time – can explain why characters act and think the way they do.
Literature Standards:
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.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning
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, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium
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.
Objective: Identify, analyze and apply knowledge of the elements of an autobiographical fiction to demonstrate an understanding of the information presented
- Students will address several key questions:
1. What does the text say about Julia’s experience at the American school?
2. How would you feel if you had the same experience?
3. What can you learn about life from the story?
4. What part of the story demonstrated the lesson learned?
5. How did the setting shape the way Julia behaved?
6. How did the author show the different views of Julia’s parents to other parents in the Dominican?
7. What is different about listening to a professional narrator read the story than just reading it yourself?
8. How does the historical context of the story contribute to its meaning?
(Note: Students did a first read by listening to the story on Friday while following along with an interactive paper copy of the story. They were to do a close read over the weekend by annotating the Reader’s Notebook page’s side-margin questions and After You Read exercises. Test on Monday.)
* Ten Question Open Book Test on "My First Free Summer"
Tuesday, February 11, 2014
* Classwork: Standardized Reading Practice
- Students will read the following fiction stories and answer reading comprehension questions:
"The Dinner Party"
"from The Red Girl
"Home"
"Gold
Wednesday, February 12, 2014
* Brief review for spelling and vocabulary quiz tomorrow
* Finish Standardized Reading Practice if not finished.
* 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.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.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.
Thursday, February 13, 2014
* Vocabulary and Spelling quiz
* Discuss Standardized Reading Practice Stories
* Finish DEA Probe #1
Friday, February 14, 2014
* Reinforcement: Literary Analysis: Historical Context extended practice
Materials: Reading Kit pp. 32-33
- Students will read two passages and complete a Venn diagram comparing the situations and reactions of two different characters based on the historical context of the setting
- Students will analyze the historical context of a brief passage on the Aztecs and infer the main idea and supporting details
- Students will analyze a 1640 girl’s journal entry from a Massachusetts Bay Colony and cite textual evidence to support inferences drawn from the historical context
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.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning
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.7.10 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.
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.7.3 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).
* 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 Tuesday.
January 27, through February 7, 2014
Monday, January 27, 2014 (first period 9:15-9:32) (2nd period 9:36-9:53)
* 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.)
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.
* 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.
Tuesday, January 28, 2014 through Thursday, January 30, 2014
* Winter Storm - Unexpected school closing
Friday, January 31, 2014
* Powerpoint on Writing Tips
Know Your Transitions!
Are You Addressing a Counterclaim or making a contradiction?
Click on the "More" tab for the Powerpoint slides
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 - Mid year
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
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.
* Wrap up Main Idea and Supporting Details Study
Friday, February 7, 2014
* Reading Assignment: "My First Free Summer"
- Students will listen to a professional narrator read the story as they follow along in their Reader's Notebook
Monday, January 13, 2014
* Semester Exam
Tuesday, January 14, 2014, through Thursday, January 16, 2014
* Read/Think/Pair/Share/Write
- 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
Guiding Question: Do you think teachers should permit informal writing in schoolwork?
Instructions:
1. Close Read: Read the entire article "Teen Writing Makes Teachers :(" straight through, without stopping, to get the "flow"
2. Annotate the Text: Reread and circle important and unfamiliar words. Write the gist/main idea of each paragraph in the margin.
3. Think: On a sheet of notebook paper, write down important details that pertain to the guiding question.
4. Analyze the interaction between the two individuals in the cartoon
5. Pair/Share: Get with a partner and discuss your feelings on the guiding question. Build connections between your opinion and the supporting details in the article. Which details are the most important? Continue to take notes on your discussion.
6. Write an argument essay addressing the guiding question. Use clear reasoning and relevant evidence from the text to support your claim.
* End of 1st Semester - Teacher Workday - Student Holiday
Monday, January 6, 2014
* Read to Succeed Projects Due
Tuesday, January 7, 2014
* Cooperative Learning Jigsaw
General Concept: Each team member is responsible for learning a specific part of a topic. After meeting with members of other groups, who are "expert" in the same part, the "experts" return to their own groups and present their findings. Team members then are quizzed on all topics
Instructions:
1. Sit in any desk at one of the four groups of five desks.
2. Look at the MEMBER NUMBER taped to your desk. That is your member number.
3. Using the resources at your desk, your notes and handouts from the semester, research your assigned topics and record your information on your study guide. These are the member number assignments:
Member 1: Terms 1-8
Member 2: terms 9-16
Member 3: terms 17-25
Member 4: terms 26-33
Member 5: terms 34-41
4. The last 20 minutes of class, break up into pods of the same MEMBER NUMBERS to discuss your area of expertise. Record information on your study guide to inform your group members later. Pod 1: all member ones; pod 2: all member twos; pod 3: all member threes; Pod 4: all member fours; Pod 5: all member fives. Make sure everyone agrees and becomes an expert on the topic they are covering.
Wednesday, January 8, 2014
* Finish Read to Succeed Projects if needed
* Continue with Jigsaw
5. Each pod will break up and return to the original group to inform the other members about their area of expertise.
6. Students will use their study guide to take notes on the group discussion of each topic
Thursday, January 9, 2014
* Early Release
* Continue with Jigsaw
7. Each group member will create a multiple choice question based on the following
Group 1:
Member 1: 1-2; member 2: 9-10; Member 3: 17-18; Member 4: 26-27; Member 5: 34-35
Group 2:
Member 1: 3-4; Member 2: 11-12; member 3: 19-20; member 4: 28-29; member 5 36-37
Group 3:
Member 1: 5-6; Member 2: 13-14; Member 3: 21-22; Member 4: 30-31; Member 5 38-39
Group 4:
Member 1: 7-8: member 2 15-16; Member 3 23-25; Member 4: 32-33; Member 5: 40-41
Friday, January 10, 2014
* Continue with Jigsaw
8. Students will present their questions to their classmates
9. Students will keep track of their level of understanding as a means to study over the weekend
* Read to Succeed Projects Due
Tuesday, January 7, 2014
* Cooperative Learning Jigsaw
General Concept: Each team member is responsible for learning a specific part of a topic. After meeting with members of other groups, who are "expert" in the same part, the "experts" return to their own groups and present their findings. Team members then are quizzed on all topics
Instructions:
1. Sit in any desk at one of the four groups of five desks.
2. Look at the MEMBER NUMBER taped to your desk. That is your member number.
3. Using the resources at your desk, your notes and handouts from the semester, research your assigned topics and record your information on your study guide. These are the member number assignments:
Member 1: Terms 1-8
Member 2: terms 9-16
Member 3: terms 17-25
Member 4: terms 26-33
Member 5: terms 34-41
4. The last 20 minutes of class, break up into pods of the same MEMBER NUMBERS to discuss your area of expertise. Record information on your study guide to inform your group members later. Pod 1: all member ones; pod 2: all member twos; pod 3: all member threes; Pod 4: all member fours; Pod 5: all member fives. Make sure everyone agrees and becomes an expert on the topic they are covering.
Wednesday, January 8, 2014
* Finish Read to Succeed Projects if needed
* Continue with Jigsaw
5. Each pod will break up and return to the original group to inform the other members about their area of expertise.
6. Students will use their study guide to take notes on the group discussion of each topic
Thursday, January 9, 2014
* Early Release
* Continue with Jigsaw
7. Each group member will create a multiple choice question based on the following
Group 1:
Member 1: 1-2; member 2: 9-10; Member 3: 17-18; Member 4: 26-27; Member 5: 34-35
Group 2:
Member 1: 3-4; Member 2: 11-12; member 3: 19-20; member 4: 28-29; member 5 36-37
Group 3:
Member 1: 5-6; Member 2: 13-14; Member 3: 21-22; Member 4: 30-31; Member 5 38-39
Group 4:
Member 1: 7-8: member 2 15-16; Member 3 23-25; Member 4: 32-33; Member 5: 40-41
Friday, January 10, 2014
* Continue with Jigsaw
8. Students will present their questions to their classmates
9. Students will keep track of their level of understanding as a means to study over the weekend
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
* Teacher vs. Students basketball game $2
* Early Release at 1:30
Friday, December 20, 2013
* No School
* Happy Holidays!!!! :) See you all next year!!!!!!!!!!!!!!!! 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
* Teacher vs. Students basketball game $2
* Early Release at 1:30
Friday, December 20, 2013
* No School
* Happy Holidays!!!! :) See you all next year!!!!!!!!!!!!!!!! 2014
December 9-13, 2012
Monday, December 9, 2013
* Novel Study Continued
- Griffin's Calling
* In class reading of chapters 17-18
* Finish vocabulary and comprehension questions for chapters 15 and 16
* Test on Griffin's Calling will be Thursday.
Tuesday, December 10, 2013
* Continue Novel Study - Griffin's Calling
* In class reading of chapters 19 and 20
* Comprehension questions for chapters 17-20 - Drawing Conclusions based on character descriptions
This assignment will be taken for a quiz grade
Wednesday, December 11, 2013
* Griffin's Calling
- Students will have the opportunity to read any chapters they missed
- Students who are completely done will work with a partner or group to study for the test tomorrow.
- Students will be able to use the book and their study packet on the test.
Thursday, December 12, 2013
* Test on Griffin's Calling
Friday, December 13, 2013
* Introduction to new writing prompt: Should Everybody Get a Trophy?
- Students will read background information and begin to draw conclusions based on their reading. As time permits, we will begin prewriting activities.
Monday, December 9, 2013
* Novel Study Continued
- Griffin's Calling
* In class reading of chapters 17-18
* Finish vocabulary and comprehension questions for chapters 15 and 16
* Test on Griffin's Calling will be Thursday.
Tuesday, December 10, 2013
* Continue Novel Study - Griffin's Calling
* In class reading of chapters 19 and 20
* Comprehension questions for chapters 17-20 - Drawing Conclusions based on character descriptions
This assignment will be taken for a quiz grade
Wednesday, December 11, 2013
* Griffin's Calling
- Students will have the opportunity to read any chapters they missed
- Students who are completely done will work with a partner or group to study for the test tomorrow.
- Students will be able to use the book and their study packet on the test.
Thursday, December 12, 2013
* Test on Griffin's Calling
Friday, December 13, 2013
* Introduction to new writing prompt: Should Everybody Get a Trophy?
- Students will read background information and begin to draw conclusions based on their reading. As time permits, we will begin prewriting activities.
December 2 - 6, 2013
Thursday Early Release
* Novel Study all week
Griffin's Calling
- reading and exercises through chapter 16
Thursday Early Release
* Novel Study all week
Griffin's Calling
- reading and exercises through chapter 16
November 25 - 29, 2013
Thanksgiving Holiday
Thanksgiving Holiday
November 11-22, 2013
Monday, November 11, 2013
- Holiday
Tuesday, November 12, 2013
* Continue with reading and writing assignment: "Should Kids be on Reality TV Shows?"
- Students will finish writing their body paragraphs with transitions and supporting details for each of their
reasons
Wednesday, November 13, 2013
* Writing Conclusions:
- Students will write a concluding paragraph for their essay on "Should Kids be on Reality TV Shows?"
- Students should have a strong conclusion that follows from the evidence presented and makes an impact on the reader.
- Students should try to bring their conclusion back around to their intro
Thursday, November 14, 2013
* Begin Novel Study: Griffin's Calling
Note: The author will be coming for visit in January!!
- Students will begin a fiction novel study.
- Students will receive a study guide packet to complete mostly at home
- Students should begin working at home on the assignments for chapters 1-3 immediately
Vocabulary to know for chapters 1-3
eccentric, confrontation, radiance, ponder, winced, tranquility, infatuated, magnificent, penetrate, precious, bold, intervene, infamous, hastily, slaughter, initiate
Friday, November 15, 2012
* Continue with novel study Chapters 1-3
Monday, November 11, 2013
- Holiday
Tuesday, November 12, 2013
* Continue with reading and writing assignment: "Should Kids be on Reality TV Shows?"
- Students will finish writing their body paragraphs with transitions and supporting details for each of their
reasons
Wednesday, November 13, 2013
* Writing Conclusions:
- Students will write a concluding paragraph for their essay on "Should Kids be on Reality TV Shows?"
- Students should have a strong conclusion that follows from the evidence presented and makes an impact on the reader.
- Students should try to bring their conclusion back around to their intro
Thursday, November 14, 2013
* Begin Novel Study: Griffin's Calling
Note: The author will be coming for visit in January!!
- Students will begin a fiction novel study.
- Students will receive a study guide packet to complete mostly at home
- Students should begin working at home on the assignments for chapters 1-3 immediately
Vocabulary to know for chapters 1-3
eccentric, confrontation, radiance, ponder, winced, tranquility, infatuated, magnificent, penetrate, precious, bold, intervene, infamous, hastily, slaughter, initiate
Friday, November 15, 2012
* Continue with novel study Chapters 1-3
November 4 - 8, 2013
* Note: I still could not access my weebly account this week. Here is a brief overview:
* 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: I still could not access my weebly account this week. Here is a brief overview:
* 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, 2012
* Note: I had some problems with my weebly account. I'm sorry these plans were not up this week. Here is a quick review of what we did.
* We finished working on text-based evidence in argumentative writing from Common Core Code X Unit 2 Writing Performance Task
* Note: I had some problems with my weebly account. I'm sorry these plans were not up this week. Here is a quick review of what we did.
* We finished working on text-based evidence in argumentative writing from Common Core Code X Unit 2 Writing Performance Task
October 21 - 25, 2013
Monday, October 21, 2013
* Teacher Work Day - No school for students.
Tuesday, October 22, 2013
Bellringer: Write 4 compound sentences using a comma before the coordinating conjunction, correct capitalization, and punctuation.
Method: Review lesson on subject and predicates in sentences, coordinating conjunctions (for, and, nor, but, or, yet, so) and compound sentences will be projected on the overhead screen as follows:
Review Lesson: A compound sentence consists of two or more independent clauses (also known as simple sentences with a subject and a verb) joined by a comma and co-ordinating conjunctions (for, and, nor, but, or, yet, and so) (FANBOYS)
Use a comma before a co-ordinating conjunction that joins independent clauses .
Example:
Two simple sentences also known as independent clauses that have a subject and verb:
Bob went to the park.
John went to the zoo.
Put them together with a comma and coordinating conjunction to make a compound sentence.
Bob went to the park, and John went to the zoo.
DON'T FORGET THE COMMA BEFORE THE COORDINATING CONJUNCTION!
DON'T FORGET TO CAPITALIZE THE FIRST WORD OF A SENTENCE AND PROPER NOUNS.
DON'T FORGET TO USE PUNCTUATION AT THE END OF EVERY SENTENCE!
* 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). It describes writing like layers of a good hot dog! 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.
Wednesday, October 23, 2013 through Friday, October 25, 2013
* Continue with Common Core Code X Essay
Objective: Prewriting, drafting, editing, and publishing an argumentative essay on the equality or inequality of mental and physical strength in sports performance using text based evidence
- Students will engage with the teacher in the prewriting, drafting, editing, and publishing processes for the writing performance task of Unit 2. Heavy teacher modeling.
- Students will be taught how to start introductory paragraphs broad and then narrow the topic down to their thesis statement. Triangles and Rectangles Graphic organizer will be used to illustrate the concept.
- Students will be taught how to start narrow and restate the claim in the conclusion, leaving the reader with a broad understanding of the topic.
Monday, October 21, 2013
* Teacher Work Day - No school for students.
Tuesday, October 22, 2013
Bellringer: Write 4 compound sentences using a comma before the coordinating conjunction, correct capitalization, and punctuation.
Method: Review lesson on subject and predicates in sentences, coordinating conjunctions (for, and, nor, but, or, yet, so) and compound sentences will be projected on the overhead screen as follows:
Review Lesson: A compound sentence consists of two or more independent clauses (also known as simple sentences with a subject and a verb) joined by a comma and co-ordinating conjunctions (for, and, nor, but, or, yet, and so) (FANBOYS)
Use a comma before a co-ordinating conjunction that joins independent clauses .
Example:
Two simple sentences also known as independent clauses that have a subject and verb:
Bob went to the park.
John went to the zoo.
Put them together with a comma and coordinating conjunction to make a compound sentence.
Bob went to the park, and John went to the zoo.
DON'T FORGET THE COMMA BEFORE THE COORDINATING CONJUNCTION!
DON'T FORGET TO CAPITALIZE THE FIRST WORD OF A SENTENCE AND PROPER NOUNS.
DON'T FORGET TO USE PUNCTUATION AT THE END OF EVERY SENTENCE!
* 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). It describes writing like layers of a good hot dog! 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.
Wednesday, October 23, 2013 through Friday, October 25, 2013
* Continue with Common Core Code X Essay
Objective: Prewriting, drafting, editing, and publishing an argumentative essay on the equality or inequality of mental and physical strength in sports performance using text based evidence
- Students will engage with the teacher in the prewriting, drafting, editing, and publishing processes for the writing performance task of Unit 2. Heavy teacher modeling.
- Students will be taught how to start introductory paragraphs broad and then narrow the topic down to their thesis statement. Triangles and Rectangles Graphic organizer will be used to illustrate the concept.
- Students will be taught how to start narrow and restate the claim in the conclusion, leaving the reader with a broad understanding of the topic.
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
Objective: Finish in-depth analysis of two informational text and introduce students to argumentative writing
- students will complete any remaining analysis questions from the second close depending on period
- 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
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
Homework:
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: 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
Note: Don't forget to work on your crossword puzzle due on Friday.
Wednesday, October 16, 2013
* 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.
Note: Don't forget to work on your crossword puzzle due on Friday.
Thursday, October 17, 2013
* 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 combing evidence with inferences using the graphic organizer
- Students will include counter arguments and rebutalls in their paragraphs
Note: Don't forget your crossword puzzle is due tomorrow!
Friday, October 18, 2013
* Crossword Puzzle Due
* Continue with Code X Writing Performance Task
Objective: 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
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
Objective: Finish in-depth analysis of two informational text and introduce students to argumentative writing
- students will complete any remaining analysis questions from the second close depending on period
- 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
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
Homework:
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: 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
Note: Don't forget to work on your crossword puzzle due on Friday.
Wednesday, October 16, 2013
* 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.
Note: Don't forget to work on your crossword puzzle due on Friday.
Thursday, October 17, 2013
* 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 combing evidence with inferences using the graphic organizer
- Students will include counter arguments and rebutalls in their paragraphs
Note: Don't forget your crossword puzzle is due tomorrow!
Friday, October 18, 2013
* Crossword Puzzle Due
* Continue with Code X Writing Performance Task
Objective: 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
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 in the margins of the book.
Tuesday, October 8, 2013
* Second Due Date for Read to Succeed Projects
* Return Vocabulary quizzes
- students will make corrections to the ones they missed
* 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.
Thursday, October 10, 2013
* Last day to turn in your Read to Succeed Project
* Continue with Common Core Code X Unit 2
- Students will Identify and Analyze Main Idea and Details using a graphic organizer with assistance and modeling from the teacher
Friday, October 11, 2013
* 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.
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 in the margins of the book.
Tuesday, October 8, 2013
* Second Due Date for Read to Succeed Projects
* Return Vocabulary quizzes
- students will make corrections to the ones they missed
* 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.
Thursday, October 10, 2013
* Last day to turn in your Read to Succeed Project
* Continue with Common Core Code X Unit 2
- Students will Identify and Analyze Main Idea and Details using a graphic organizer with assistance and modeling from the teacher
Friday, October 11, 2013
* 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.
September 30 - October 4, 2013
Monday, September 30, 2013
* Don't forget that your Read to Succeed projects are due next week!!!
* Supplemental Reading Assignment Due on Thursday. Open book test on Friday
Nonfiction Formats:
expository writing
persuasive writing
reflective writing
humorous writing
narrative writing
descriptive writing
analytical writing
Genre: Nonfiction Reflective Essay
Materials:
All-in-one workbook pp. 121-123; 126; 137-141
Reader's Notebook pp. 174-182 "I Am a Native of North America"
Reading Skill: Main Idea and Supporting Details; Author's Purpose;
The main idea is the most important idea in a work. Authors often state the main idea directly. They provide key points that support the main idea. Details, such as examples and descriptions, support these points. The main idea may be unstated. The author gives you only the key points or supporting details. Make connections between key points and supporting details. Notice how the writer groups details. Look for sentences that pull details together.
Literary Analysis: A reflective essay is a short work that shows the writer's feeling and thought or reflections about an experience or an idea. The writer wants you to respond with thoughts and feelings of your own.
Graphic Organizers to Aid Understanding: Main Idea Chart; Comparative Venn Diagram; 3 Column Reflection/Response Chart
Integrated Language Skill: Analogies
* 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.
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.
* Think-Pair-Share Strategy for "I Am a Native of North America"
Students will work with a partner to understand the concepts in the reflective essay.
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.
* Open Book and Notes Test on "I Am a Native of North America"
* Continue working on Common Core Code X Lesson
Monday, September 30, 2013
* Don't forget that your Read to Succeed projects are due next week!!!
* Supplemental Reading Assignment Due on Thursday. Open book test on Friday
Nonfiction Formats:
expository writing
persuasive writing
reflective writing
humorous writing
narrative writing
descriptive writing
analytical writing
Genre: Nonfiction Reflective Essay
Materials:
All-in-one workbook pp. 121-123; 126; 137-141
Reader's Notebook pp. 174-182 "I Am a Native of North America"
Reading Skill: Main Idea and Supporting Details; Author's Purpose;
The main idea is the most important idea in a work. Authors often state the main idea directly. They provide key points that support the main idea. Details, such as examples and descriptions, support these points. The main idea may be unstated. The author gives you only the key points or supporting details. Make connections between key points and supporting details. Notice how the writer groups details. Look for sentences that pull details together.
Literary Analysis: A reflective essay is a short work that shows the writer's feeling and thought or reflections about an experience or an idea. The writer wants you to respond with thoughts and feelings of your own.
Graphic Organizers to Aid Understanding: Main Idea Chart; Comparative Venn Diagram; 3 Column Reflection/Response Chart
Integrated Language Skill: Analogies
* 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.
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.
* Think-Pair-Share Strategy for "I Am a Native of North America"
Students will work with a partner to understand the concepts in the reflective essay.
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.
* Open Book and Notes Test on "I Am a Native of North America"
* Continue working on Common Core Code X Lesson
September 23-27, 2013
Supplemental Reading: "The Treasure of Lemon Brown" Side margin questions due on Wednesday. Open book test on Wednesday.
Vocab Quiz moved to Thursday
Vocab Quiz moved to Thursday
September 16-20, 2013
Monday, September 16, 2013
* DEA Testing in room 203 by the cafeteria in the 6th grade hall
Tuesday, September 17, 2013
* DEA Testing room 203
Wednesday, September 18, 2013
* Finish all work and drafting essays on "In the Grip of Graffiti"
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 informational excerpt called "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" base words, affixes re-, un-, and ation- 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 by the cafeteria in the 6th grade hall
Tuesday, September 17, 2013
* DEA Testing room 203
Wednesday, September 18, 2013
* Finish all work and drafting essays on "In the Grip of Graffiti"
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 informational excerpt called "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" base words, affixes re-, un-, and ation- 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
* Reflection Based 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.
Tuesday, September 10, 2013 (Open House 6 p.m.)
* Continued Reinforcement: Verbal review of nouns, pronouns, types of simple sentences. subordinate clauses, and main clauses. Discussion on homework.
* 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
During Reading Strategies:
Teacher-modeled Read and Think Aloud: Reality Central pp. 13-15
Objective: To model metacognitive thought by stopping at points in the passage to think aloud about reading strategies, demonstrating the thought process used in the reading process.
Wrap It Up: p. 15 questions 1-7 All together 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.
Wednesday, September 11, 2013 (substitute)
* Conjunctions - Grammar Handbook Workbook pages
* Finish "Wrap It Up" question in your composition book if not yet completed.
Thursday, September 12, 2013
* Writing Assignment: Teacher Guided
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 5 paragraph essay that is supported by information directly from the text.
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.
Friday, September 13, 2013
* Finish work on "In the Grip of Graffiti"
Due on Monday - All work for "In the Grip of Graffiti"
* Reflection Based 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.
Tuesday, September 10, 2013 (Open House 6 p.m.)
* Continued Reinforcement: Verbal review of nouns, pronouns, types of simple sentences. subordinate clauses, and main clauses. Discussion on homework.
* 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
During Reading Strategies:
Teacher-modeled Read and Think Aloud: Reality Central pp. 13-15
Objective: To model metacognitive thought by stopping at points in the passage to think aloud about reading strategies, demonstrating the thought process used in the reading process.
Wrap It Up: p. 15 questions 1-7 All together 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.
Wednesday, September 11, 2013 (substitute)
* Conjunctions - Grammar Handbook Workbook pages
* Finish "Wrap It Up" question in your composition book if not yet completed.
Thursday, September 12, 2013
* Writing Assignment: Teacher Guided
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 5 paragraph essay that is supported by information directly from the text.
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.
Friday, September 13, 2013
* Finish work on "In the Grip of Graffiti"
Due on Monday - All work for "In the Grip of Graffiti"
September 2 - 6, 2013
Monday, September 2, 2013
* Labor Day Holiday - No school
Tuesday, September 3, 2013
* Reading Reinforcement: "The Three Century Woman" and "The Fall of the Hindenburg
on CD
LACC.7.RI.3.7: Compare and contrast a text to an audio, video, or multimedia version of the text,
analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
LACC.7.RL.3.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
Question: How did hearing the fictional story and nonfictional article read to you help your understanding? Did it bring the characters to life?
* Go to the Media Center to check out books for Read to Succeed Project due October 7, 8, 9, or 10th
Wednesday, September 4, 2013
* Reader's Notebook pages for "The Three Century Woman" and "The Fall of the Hindenburg"
(See Standards listed on 8/27)
Thursday, September 5, 2013
* Pep Rally and Early Release Day - Review for test tomorrow
Each class 20 minutes
Friday, September 6, 2013
* Test on "The Three Century Woman" and "The Fall of the Hindenburg"
(See 8/27 for standards covered during this study.)
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.
LACC.7.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection,
and research.
LACC.7.W.4.10 : 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.
* Correct Quizzes on nouns and pronouns
- Students must write the question, correct answer, and rule that applies from the grammar packet for every question missed.
* Labor Day Holiday - No school
Tuesday, September 3, 2013
* Reading Reinforcement: "The Three Century Woman" and "The Fall of the Hindenburg
on CD
LACC.7.RI.3.7: Compare and contrast a text to an audio, video, or multimedia version of the text,
analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
LACC.7.RL.3.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
Question: How did hearing the fictional story and nonfictional article read to you help your understanding? Did it bring the characters to life?
* Go to the Media Center to check out books for Read to Succeed Project due October 7, 8, 9, or 10th
Wednesday, September 4, 2013
* Reader's Notebook pages for "The Three Century Woman" and "The Fall of the Hindenburg"
(See Standards listed on 8/27)
Thursday, September 5, 2013
* Pep Rally and Early Release Day - Review for test tomorrow
Each class 20 minutes
Friday, September 6, 2013
* Test on "The Three Century Woman" and "The Fall of the Hindenburg"
(See 8/27 for standards covered during this study.)
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.
LACC.7.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection,
and research.
LACC.7.W.4.10 : 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.
* Correct Quizzes on nouns and pronouns
- Students must write the question, correct answer, and rule that applies from the grammar packet for every question missed.
August 26-30, 2013
Monday, August 26, 2013
* Return and correct quiz on nouns
Strategy: pair and think cooperative groups of two
Students will receive 5 points to corrected quizzes. Information will be included on this week's grammar quiz too.
Instructions: Write the questions you missed. Find the correct 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: First Reading of "The Three Century Woman" and "The Fall of the Hindenburg" pp. 6-21
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.
Answer the After You Read Questions on p. 21
Minimum Common Core Standards to be covered through differentiated teaching strategies and materials throughout the study of these two selections:
Reading: Literature
LACC.7.RL.1.2 : 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
LACC.7.RL.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.RL.1.2 : 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.
LACC.7.RL.1.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
LACC.7.RL.2.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
LACC.7.RL.3.9: Compare and contrast a fictional portrayal of a time, place, or character and a
historical account of the same period as a means of understanding how authors of fiction use or alter history.
Reading Informational Text
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.2.5 : 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.
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.3.9 : 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.
Wednesday, August 28, 2013
* Teacher Directed Re-looping of Nouns to build base knowledge and constant reinforcement
* 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
LACC.7.L.1.1:
Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
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
LACC.7.L.1.1:
Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
Early Finishers: Pick up a paper copy of "The Three Century Woman" and "The Fall of the Hindenburg"
Instructions: Read the fiction short story and non-fiction informational article. Answer the side margin questions and questions at the end of the two passages.
* Return and correct quiz on nouns
Strategy: pair and think cooperative groups of two
Students will receive 5 points to corrected quizzes. Information will be included on this week's grammar quiz too.
Instructions: Write the questions you missed. Find the correct 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: First Reading of "The Three Century Woman" and "The Fall of the Hindenburg" pp. 6-21
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.
Answer the After You Read Questions on p. 21
Minimum Common Core Standards to be covered through differentiated teaching strategies and materials throughout the study of these two selections:
Reading: Literature
LACC.7.RL.1.2 : 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
LACC.7.RL.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.RL.1.2 : 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.
LACC.7.RL.1.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
LACC.7.RL.2.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
LACC.7.RL.3.9: Compare and contrast a fictional portrayal of a time, place, or character and a
historical account of the same period as a means of understanding how authors of fiction use or alter history.
Reading Informational Text
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.2.5 : 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.
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.3.9 : 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.
Wednesday, August 28, 2013
* Teacher Directed Re-looping of Nouns to build base knowledge and constant reinforcement
* 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
LACC.7.L.1.1:
Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
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
LACC.7.L.1.1:
Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
Early Finishers: Pick up a paper copy of "The Three Century Woman" and "The Fall of the Hindenburg"
Instructions: Read the fiction short story and non-fiction informational article. Answer the side margin questions and questions at the end of the two passages.
August 19 - 23, 2013
Welcome back to school!!!
Objective: Build relationships, review compound words, and reinforce inferring skills.
Students will play two games that help them get to know each other and reinforce skills.
Find the Missing Piece
Strategy: (CRISS) Think-Pair-Share structured discussion in which students follow a prescribed process that limits off-task thinking and behavior, and accountability is built in because each student must report to a partner, teacher, and then to the class.
1. Students will each be given one half of a compound word.
2. Students must find the student with the other half of the compound word.
3. Students will sit at two desks facing each other and conduct interviews with written notes.
4. Students will come to the front of the room and tell the class their compound word and introduce their partner.
Comic Strip Chaos -
Strategy: Inquiry-based learning that includes discussion and discourse among students with the teacher as the facilitator and a performance task speaking application.
Reading Skill Emphasis: Infer like a detective :)
1. Each student will be given one panel of a 3 panel comic strip.
2. Students must find the other two people whose panels complete the comic.
3. Students must put the panels in order and sit in a row of 3 desks in the correct panel order.
4. Students must have Mrs. Satterfield check the order of their panel before being declared the winner.
5. Students will stand by rows and describe the scenes and words in the comics.
6. Students will participate in a Socratic seminar with Mrs. Satterfield to infer the main idea of the comic strip.
Tuesday, August 20, 2013
* Comic Strip Chaos Round 2 - See above for explanations
* Pass out and go over syllabus, rules, and regulations
Reading Skill: Analyzing Informational text
* Pass out Read to Succeed Project #1
Students will be asked to take notes on the specifics of the directions as Mrs. Satterfield explains each part of the assignment in great detail. Examples will be given and models shown.
Due October 7, 8, 9, or 10th at the latest. No late projects. No exceptions under any circumstances. Get your project in the 7th, 8th, or 9th just in case you wake up sick on the 10th!!
Reading and Writing Skills: inferring like a detective, understanding words in context, literary analysis, providing written textual evidence to support a claim
Graphic Organizers provided: plot map, character wheel
Minimum Common Core Standards covered:
- 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.7.4 Determine the meaning of words and phrases as they are used in a text
Wednesday, August 21, through Thursday, August 22, 2013
Reflection: Students' answers to my question on the 8 parts of speech included: commas, apostrophes, infer, and other random tier 3 domain specific words that they didn't understand how to categorize.
* Begin Remediation Grammar Lesson on Conventions of Standard English: 8 Parts of Speech
Common Core Standards:
- CCSS.ELA-Literacy.L.1.1b Use common, proper, and possessive nouns.
- CCSS.ELA-Literacy.L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He
hops; We hop). - CCSS.ELA-Literacy.L.2.1a Use collective nouns (e.g., group).
- CCSS.ELA-Literacy.L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
Materials: Reality Central Grammar, Usage, and Mechanics Handbook pp. 189-191
*Quiz tomorrow: Take home your Handbook pp. 189-191 to study.
Friday, August 23, 2013
*Quiz on Nouns
* Independent Work on pronouns
Students will work independently to review pronouns.
CCSS.ELA-Literacy.L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
CCSS.ELA-Literacy.L.6.1c
Recognize and correct inappropriate shifts in pronoun number and person.*