February 12 – February 16, 2018

Here is what we are working on this week:

ELAGSE7RL1, ELAGSE7RL3, ELAGSE7RL4, ELAGSE7RI4, ELAGSE7RI5, ELAGSE7RL6, ELAGSE7RL10, ELAGSE7RI6, ELAGSE7RI10, ELAGSE7SL1, ELAGSE7L4, ELAGSE7L5, ELAGSE7L6  (For a more detailed account of these standards, please refer to the standards tab in the menu bar)

Here is the link to this week’s Unit 3 vocabulary Quizlet:

https://quizlet.com/150503983/sadlier-vocabulary-workshop-level-b-unit-3-flash-cards/

MONDAY (2/12) Students will begin reading “Amigo Brothers” starting with background information, vocabulary and guided reading activities. PPT presentation showcasing New York City and the Golden Gloves Boxing match.

HOMEWORK – Vocabulary Workshop

TUESDAY (2/13) Today students will continue reading.  As they read, they will complete their guided reading worksheet, authors purpose organizer, and characterization PPT and chart.

Monday and Tuesday’s Daily Warm-Up Week 3_7-xvqwp4

HOMEWORK – Vocabulary Workshop and complete questions 1-14 for Amigo Brothers Amigo+Brothers+Story – Piri Thomas-11xkjjy

WEDNESDAY (2/14)  Continued reading of Amigo Brothers.  Students will view a PPT over Plot and Characterization and complete a plot graphic organizer and characterization chart.

HOMEWORK – Vocabulary Workshop

THURSDAY (2/15)  Students will be working on completing their Amigo Brothers booklets, graphic organizers and will begin working on their graded constructed response.  All handouts (booklet and graphic organizers) are due at the end of class Friday for a formative grade.  The summative on Friday will consist of multiple choice questions and a brief constructed response. Students will have class time to work.

Questions for Thought and Literary Focus Answer Key answer key-1s2etsm

Here is the link to the R.A.C.E.S. presentation we viewed in class today https://prezi.com/lm1h2jni6kp4/races-writing-strategy/

HOMEWORK – Vocabulary Workshop, study terms and study for Amigo Brothers summative  Here is a link and code to a review Quizizz for Amigo Brothers  https://join.quizizz.com Code 654993 

If you are interested in improving your grade on the autobiography/biography/memoir summative assessment or the summative assessment retake, please see me for a review packet.  I will be offering one more opportunity after the break to demonstrate mastery of the standard.

FRIDAY (2/16) Students will take their vocabulary quiz and a summative over “Amigo Brothers”  All “Amigo Brothers” assignments are due today by the end of class.

February 5 – February 9, 2018

  • Station # 9 Links

“Hook” Clips

Clip 1:  There you are Peter!  https://www.youtube.com/watch?v=6s8ZEFUSYAI

Clip 2:  Insults at Dinner          https://www.youtube.com/watch?v=JsJxIoFu2wo

Clips 3: Food Fight!                 https://www.youtube.com/watch?v=YCSbEzI7Nz0

 

“Up” Clip                            https://www.youtube.com/watch?v=F2bk_9T482g

Here is what we are working on this week:

ELAGSE7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.            

ELAGSE7RL3: Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).

ELAGSE7RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. 

ELAGSE7RI4: 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.    

ELAGSE7RI5: 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.

ELAGSE7RL6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. 

ELAGSE7RI6: 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.

ELAGSE7RL10: 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. 

ELAGSE7RI10: 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.

ELAGSE7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.                 

ELAGSE7L4: 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.

ELAGSE7L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

ELAGSE7L6: Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

MONDAY 2/5  Students received their scores on the Q3 summative #1.  Those wishing to retake the assessment tomorrow completed remediation today.  They re-read “The Noble Experiment” and “Eleanor Roosevelt”.  Links to both are posted in previous postings.  Students also received their Unit 2 vocabulary terms and Monday’s vocabulary exercise.  Here is a link to Unit 2 to help you study for the quiz on Friday.  There was no daily warm-up today.

https://quizlet.com/147746879/sadler-oxford-vocabulary-workshop-level-b-unit-2-flash-cards/

TUESDAY 2/6  Some students completed the retake of Q3 summative #1.  Others advanced to literary and nonfiction station activities.  Students will complete a 3 day rotation focusing on essential literary skills such as text structure and text features, organizational patterns, plot, figurative language, author’s purpose, literary elements, conflict, mood and tone, sequencing/cause and effect, and making inferences and drawing conclusions.

WEDNESDAY 2/7  Literary and nonfiction station rotations continue today.

THURSDAY 2/8  Literary and nonfiction station rotations continue today with some students completing all stations.

FRIDAY 2/9   Literary and nonfiction station rotations will be completed today.  Students will turn in their work from any four stations of their choice to be graded.

Daily Warm-ups for week 2 Week 2_7-2bph5an

January 29 – February 2, 2018

Here is what we are working on this week:

ELAGSE7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the    text.
ELAGSE7RI2: 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.
ELAGSE7RI3: 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).
ELAGSE7RI5: 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.

ELAGSE7RI9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing the different evidence or advancing different interpretations of facts.

ELAGSE7L4: 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.

a. 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.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

MONDAY 1-29  Today we begin reviewing skills in order to prepare for the GA Milestones.  Students will begin each day with a Standards warm-up and will close the day with vocabulary.  Students are expected to complete their warm-ups daily along with their vocabulary assignments.  What ever does not get completed in class, of course, needs to be completed at home.  Yes, there is homework tonight!!!

HOMEWORK: Please complete your reading of “Red Scarf Girl” if you did not finish in class.  Be prepared to discuss!  Here is the link to the story. Red-Scarf-Girl-by-Ji-Li-Jiang-plksl1-1p1sn4n  Please also complete your vocabulary exercise Unit 1 – Day 1.  We will go over it in class.  

Please come prepared to class each day.  You will need your binders and 3 dividers: Warm-Ups, Vocabulary, and Notes

Monday’s Warm-Up –Week 1_7-1f3p0ok

TUESDAY 1-30  Today students went over their vocabulary and discussed last night’s reading of “Red Scarf Girl”  Afterwards, we reviewed for the summative assessment that will be tomorrow, Wednesday 1/31.

HOMEWORK:  Study for the summative assessment over autobiography, biography, memoirs, and terms from each of the stories: Eleanor Roosevelt, The Noble Experiment, Red Scarf Girl.  All stories can be found through last week’s blog posts.  

Blank copy of study guide  Study Guide-20931ua

Completed copy of study guide Study Guide Key-14pb3tl

Tuesday’s Warm-Up Week 1_7-1f3p0ok

WEDNESDAY 1-31  Summative assessment over biography, autobiography, memoirs, Eleanor Roosevelt, The Noble Experiment, and Red Scarf Girl has been moved to Thursday. Characteristics of bios memiors and autobios-12fsffq

Wednesday’s Warm-Up Week 1_7-1f3qo1i

HOMEWORK:  Study for the summative assessment over autobiography, biography, memoirs, and terms from each of the stories: Eleanor Roosevelt, The Noble Experiment, Red Scarf Girl.  All stories can be found through last week’s blog posts.  Complete your vocabulary task for the day as well.

Completed copy of study guide Study Guide Key-14pb3tl

THURSDAY 2-1  Today students will take their summative assessment over biography, autobiography, memoirs, Eleanor Roosevelt, The Noble Experiment, and Red Scarf Girl.  Early finishers can work on Tangerine.  Some students will have time tomorrow to finish the assessment if they did not complete it today.

HOMEWORK – Vocabulary Workshop practice quiz and study terms for quiz tomorrow.  Here is a link to Quizlet to help you study.

https://quizlet.com/220528128/vocabulary-sadler-vocabulary-workshop-level-b-unit-1-definitions-flash-cards/

FRIDAY 2-2  Today students took their Unit 1 vocabulary quiz.  Then, students needing to finish the summative will have time to complete it today. Early finishers will work on Tangerine.  Monday we will review the test and those wishing to improve their grade will complete remediation exercises to prepare for the re-test next week.

Daily Warm-ups Week 1 Week 1_7-1f3uj1e

 

January 22-January 26, 2018

Cold and Flu season is in full swing.  Our classroom would LOVE donations of tissues, hand sanitizer, Lysol spray, and Clorox wipes.  Anything is GREATLY appreciated!!! 

Tangerine (PDF)

https://abbalocke.weebly.com/uploads/1/4/4/7/14472852/tangerine-pdf.pdf

Please bring your Tangerine book with you to class each day this week.

Here is what we are working on this week:

ELAGSE7RI3: 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).
ELAGSE7RI4: 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.
ELAGSE7RI5: 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.
ELAGSE7RI6: 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.
ELAGSE7RI9: Analyze how two or more authors writing about the same topic shape their presentations of keyinformation by emphasizing the different evidence or advancing different interpretations of facts.  ELAGSE7RI10: 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.
ELAGSE7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
ELAGSE7L4: 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.

MONDAY – Students worked briefly on their Tangerine assignments.  Afterwards, we had a mini lesson over text connections.  Here is the presentation and notes we did in class today.

HOMEWORK: Complete the Making Connections graphic organizer using Tangerine to make your connections to.

Making Text Connections (1)-20cj290

MakingConnections-1kwn9jh

Text Connections guided notes-1vogimq

TUESDAY – We will review Monday’s homework and have a mini lesson over imagery.  Students will read and analyze a poem and identify sensory details.

HOMEWORK:  Complete the analysis of the poem you received in class today.  Here are the links to the resources we used in class today.  Continue to review your notes, formative assessment this Friday.

Imagery (2)-25hpdxy

Echoes, Pat Mora-qzrlr6

WEDNESDAY – Students will complete a mini lesson over setting and theme.  Here are the links to the presentations we viewed in class today.

setting-lesson-01-21tqqk5

theme-lesson-18ya04j

HOMEWORK:  Continue to study your notes from class each day.  Formative assessment on Friday.

THURSDAY – Today we will read an autobiography by Jackie Robinson.  Here is the link to the story as well as the questions you will answer for homework tonight.  Please be prepared to discuss your responses tomorrow after the quiz.  The Noble Experiment (eBook)-1n1p22s   Answer questions #1 – 3 and #6 – 8

HOMEWORK:  Study for assessment on Friday and complete questions for “The Noble Experiment”

FRIDAY – SKILLS CHECKPOINT (formative assessment).  It will cover flashback, foreshadowing, interpretation, perception, text connections, imagery, setting and theme. Afterwards, we will read two memoirs, Red Scarf Girl and Harriet Tubman.  Students will compare and contrast the two.

 

January 16 – January 19, 2018

Tangerine (PDF)

https://abbalocke.weebly.com/uploads/1/4/4/7/14472852/tangerine-pdf.pdf

Please bring your Tangerine book with you to class each day this week.

Here is what we are working on this week:

ELAGSE7RI3: 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).
ELAGSE7RI4: 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.
ELAGSE7RI5: 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.
ELAGSE7RI6: 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.
ELAGSE7RI9: Analyze how two or more authors writing about the same topic shape their presentations of keyinformation by emphasizing the different evidence or advancing different interpretations of facts.  ELAGSE7RI10: 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.
ELAGSE7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
ELAGSE7L4: 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.

TUESDAY – Students read silently in “Tangerine.”  Afterwards, we had a mini lesson over foreshadowing and flashbacks.

WEDNESDAY -Students read silently in “Tangerine.”  Afterwards, we had a mini lesson over making connections to the text.

THURSDAY -Students read silently in “Tangerine.”  Afterwards, we had a mini lesson over identifying imagery and sensory details and how these literary elements enhance to text.

FRIDAY -Students will have a formative assessment over perspective, interpretation, foreshadowing, flashbacks, text connections and imagery.  Afterwards they will read silently in “Tangerine” and have a mini lesson over setting and theme.

January 8 – January 12, 2018

Here is what we are working on this week:

ELAGSE7RI3: 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).
ELAGSE7RI4: 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.
ELAGSE7RI5: 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.
ELAGSE7RI6: 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.
ELAGSE7RI9: Analyze how two or more authors writing about the same topic shape their presentations of keyinformation by emphasizing the different evidence or advancing different interpretations of facts.  

ELAGSE7RI10: 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.

ELAGSE7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
ELAGSE7L4: 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.

 

TUESDAY – Students completed their mid-term assessments.  Early finishers had D.E.A.R. time to read “Tangerine” or their independent reading book.

WEDNESDAY – Today we began with an introduction to Unit 3 terms.  We began learning about the term interpret by participating in a virtual field trip to a museum.  As students view several paintings, they complete an interpretation worksheet.  Students learn that each person interprets things differently.  This skill will help them interpret literary works.  Afterwards, students will read several relatable situations that will help them practice a variety of reading skills, again, focusing on interpretation.

THURSDAY – Today we will focus on perspective.  Students will read 5 short stories.  After reading each story, they will identify the various perspectives presented within each story.  Afterwards, they will create “Perspective Sunglasses”.

HOMEWORK:  COMPLETE THE AUTHOR’S PERSPECTIVE PRACTICE WORKSHEET YOU RECEIVED IN CLASS TODAY.  WE WILL GO OVER IT TOMORROW.

FRIDAY – Biographies and Autobiographies.  Today we will focus on a biography of Eleanor Roosevelt.  Students will be able to determine how the author feels about the subject, what/who were the writer’s sources, and when was the work written in addition to identifying chronological order.  eleanor roosevelt-2b56o90

January 4th & 5th, 2018

WELCOME BACK AND HAPPY NEW YEAR!!!

Here is what we are working on this week:

ELAGSE7RL10: 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.   

ELAGSE7RI10: 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:  Students reviewed classroom expectations and set New Year goals.  Afterwards, they received a study guide to help prepare for their mid-term assessment that they will take on Friday.  Here is the link to the study guide and answer key midterm study guide-2cjddyl

FRIDAY:  Students will take their mid-term assessment today.  It will count as a formative grade in Synergy.

 

December 18 – December 20, 2017

Here is what we are working on this week:

ELAGSE7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE7RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
ELAGSE7RL3: Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).
 ELAGSE7RL7: 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   angles in a film.
 ELAGSE7RL9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means or understanding how authors of fiction use or alter history.
ELAGSE7RL10: 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.                                                                                                          ELAGSE7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. ELAGSE7L4: 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.a. 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.
ELAGSE7SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

 

MONAY – Students received their scores for “A Christmas Carol” and were given the opportunity to complete an error analysis (test corrections) to earn points towards their score.  Afterwards, we finished watching the movie “A Christmas Carol” and students completed and turned in their compare/contrast graphic organizers.

TUESDAY – Today we worked on analogies using Kahoot.  Students were also given the opportunity to turn in any missing assignments.

WEDNESDAY – Today we worked on comprehension using Kahoot.  Students were once again given the opportunity to turn in missing work before grades are finalized.

Hope you all have a wonderful holiday and enjoy your break!

December 12 – December 15, 2017

Here is what we are working on this week:

ELAGSE7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE7RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
ELAGSE7RL3: Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).
 ELAGSE7RL7: 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   angles in a film.
 ELAGSE7RL9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means or understanding how authors of fiction use or alter history.
ELAGSE7RL10: 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.                                                                                                          ELAGSE7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

ELAGSE7L4: 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.a. 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.
ELAGSE7SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

 

TUESDAY – Today we continued and completed reading  “A Christmas Carol.”

Remember to return your permission slips only if you do NOT have parental permission to view the film.

WEDNESDAY – We will be watching parts of the movie adaptation of “A Christmas Carol” and comparing and contrasting it to the text version that we read in class.

Does our past shape our future? Can people change?  These are some of the questions we will be discussing as we read “A Christmas Carol”

THURSDAY – Summative assessment over “A Christmas Carol”

FRIDAY – Students will be taking their second Reading Inventory

December 4 – December 8, 2017

Here is what we are working on this week:

ELAGSE7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE7RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
ELAGSE7RL3: Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).
 

 ELAGSE7RL7: 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   angles in a film.
 ELAGSE7RL9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means or understanding how authors of fiction use or alter history.
ELAGSE7RL10: 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.                                                                                                          ELAGSE7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

ELAGSE7L4: 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.

a. 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.

ELAGSE7SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

 

MONDAY – Students read the remaining chapters in Code Orange, 15-19 and completed their study guides and journals.

Quiz tomorrow over chapters 15-19

Study guide/journal packets are due this Friday.  No late work will be accepted!

TUESDAY – Quiz over chapters 15-19.  After the quiz we will begin pre-reading activities to prepare for our reading of “A Christmas Carol.”

Summative vocabulary assessment tomorrow.  Here is the link to Quizlet to help you study.

https://quizlet.com/_14vt85

Remember to return your permission slips only if you do NOT have parental permission to view the film.

WEDNESDAY – Summative vocabulary assessment.

Does our past shape our future? Can people change?  These are some of the questions we will be discussing as we read “A Christmas Carol.”

THURSDAY – Continuation and completion of “A Christmas Carol.”

FRIDAY – Students will be in the computer lab taking their 2nd RI assessment.