Code Orange

Please follow the “Flipped Classroom” schedule.  Remember that the Code Orange page requires the password that was given to you in class today.

WEDNESDAY – Read chapters 3-4 and 5-6.  Complete study guides and journals for 3-4 and 5-6.

THURSDAY – Read chapters 7 and 8 and complete study guides and journals for chapter 7 and 8.

FRIDAY – Read chapter 9 and complete study guide and journal for chapter 9

When we return from break you will have a quiz over chapters 3, 4, and 5.

Here is the link to Code Orange vocabulary.  You will have a summative over ALL terms once we finish the book.  Students received a hard copy of the terms to study in class today.

https://quizlet.com/_14vt85

 

 

November 13 – November 17, 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. ELAGSE7RI1: 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. 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.
ELAGSE7RL3: Analyze how particular elements of a story or drama interact
(e.g., how settings shape the characters or plot). 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).
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.
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. 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.
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. 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. 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 will begin reading chapters 1 and 2 in Code Orange.  They will complete their study guides and journals for chapters 1 and 2.

TUESDAY – Quiz over chapters 1 and 2.  Students will continue reading chapters 3 and 4 and work on their study guides and journals for chapters 3 and 4.

WEDNESDAY – Only 1st period will meet today.  A “Flipped Classroom” will be used for 4th period today.  Read chapters 5-6 and work on your study guides and journals for chapters 5 and 6.  (Performing Arts Day)

THURSDAY – “Flipped Classroom”:  1st and 4th periods – Read chapters 7 and 8 and complete study guides and journals for chapters 7 and 8.  (Guidance Lesson with Mrs. Abernathy)

FRIDAY – “Flipped Classroom”:  1st and 4th periods – Read chapter 9 and complete study guide and journal for chapter 9.  (Social Studies Cultural Extension Day)

Wednesday, November 8, 2017

Homework for tonight:

Read the article in your packet about New York’s five boroughs and color code the map.  Here is the link to the map that we viewed in class.

Also, write a paragraph about which borough you would like to live in.  You must use three or more reasons from the text to support your claim.

New York’s 5 Boroughs

NY City Map-1zzbm67

November 6 – November 10, 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. ELAGSE7RI1: 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. 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.
ELAGSE7RL3: Analyze how particular elements of a story or drama interact
(e.g., how settings shape the characters or plot). 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).
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.
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. 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.
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. 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. 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 will complete a K.W.L. chart about September 11, 2001 and then read several articles to acquire background knowledge in preparation for our novel study.

TUESDAY – Teacher Work Day – No school for students

WEDNESDAY – Students will discuss the articles read in Monday’s class.  They will watch a short video which describes New York’s five boroughs.  Students will read about the boroughs and as they read, they will highlight important information.  They will also color code and label a map of New York City.

THURSDAY – Students will read an article “Saving the World from Smallpox” and answer several questions.  They will also learn about the history of smallpox on Roosevelt Island.

FRIDAY – Students will learn about Homeland Security and the advisory color chart.  They will also conduct a mini research assignment about smallpox.

October 30 – November 3, 2017

Q2 Summative Assessment retake grades have been entered into Synergy.

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.

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.

ELAGSE7RI8: 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.

ELAGSE7SL2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

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.

MONDAY – Students will further their understanding of nonfiction text through analysis of the author’s point of view.  Students will take notes over steps to identifying and analyzing POV.  Students will complete a practice worksheet for homework and will go over it Tuesday.

TUESDAY – Surprise Lesson!!

WEDNESDAY – Thinking about both sides, students will be asked to come up with reasons to support both sides of an argument then they will explain what their own point of view is and why.  Students will complete a comprehension worksheet for homework.

THURSDAY – Author’s POV versus Your POV.  Students will receive several short passages.  Once they read the passage they will write an explanation of why they agree or disagree with the author’s POV.  They will move to different sides of the room and share their responses.

FRIDAY – POV Scavenger Hunt.  Students will read two different articles.  Statement cards will be randomly placed throughout the room and students will need to find the cards and record their answers under the correct column on their recording sheets.  They will continue to “hunt” until they have recorded all the statements.

HOMEWORK: Please make sure  you complete the homework that has been assigned.

FORMATIVE ASSESSMENT FRIDAY OVER MOOD/TONE AND POINT OF VIEW

 

 

 

 

 

October 23 – October 27, 2017

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.

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.

ELAGSE7RI8: 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.

ELAGSE7SL2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

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.

MONDAY – Guest Speaker in Theatre.  Students will listen to a presentation by author Kim Hardy.

Here is the link to Quizlet again so you can study the terms.

https://quizlet.com/_3vdija

TUESDAY – Text Feature Vocabulary Set 2 quiz today.  After the quiz students will take brief notes over steps to identifying and analyzing an author’s point of view in nonfiction text.  Students will complete a practice worksheet using the strategies learned in class.

WEDNESDAY – Continuing with Tuesday’s lesson, students will be given a reading passage which includes questions about the reading.  The questions encourage students to think about how the author’s point of view (POV) might have affected how the reading passage was written.  We will complete one with teacher modeling, another for partner practice, and one for independent practice.

THURSDAY – Text Features Summative Assessment. If time allows after the assessment, students will continue working on POV.  They will begin analysis of an author’s POV versus their OWN POV.  Students will receive a paragraph to read and then write an explanation of why they agree or disagree with the author’s POV.  Students will move to either side of the room depending on their POV.

FRIDAY – Current Events Friday: Students will be using laptops and directed towards several online news sources to complete their first current event reflection.  Teacher will model how to access the online news source and the requirements for the reflection.Written reflection organizers are due at the end of class.

HOMEWORK:  Study for vocabulary formative assessment and text features summative assessment.

 

 

 

 

 

 

October 16 – October 20, 2017

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.

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.

ELAGSE7RI8: 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.

ELAGSE7SL2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

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.

MONDAY – Students completed their ABC graphic organizer which contains terms for nonfiction text features.   If you missed any parts of the notes, here is the PowerPoint ABCBOOKofTextFeatures-2mkbuor  They also received their second set of vocabulary terms for text features.  There will be a quiz over these terms towards the end of the week.  Here is the link to Quizlet to help you study.

https://quizlet.com/_3vdija

TUESDAY – Students are learning about mood, tone, and style in nonfiction text.  They will take some brief notes and practice identifying the mood, tone and style of some sample pieces.

WEDNESDAY – Continuing with nonfiction text features and structure, students will complete an activity where they will read several passages to determine the tone and mood.  They will be required to give evidence for their responses by making references to the passages for support.

THURSDAY – Students will be learning about an author’s point of view in nonfiction texts and will be able to identify it using signal words for their analysis.

FRIDAY – Students will be completing several activities on point of view: Thinking about both sides, comprehension, author’s POV vs. their own POV, compare/contrast two POV’s and higher order thinking questions.

HOMEWORK:  Study the terms from vocabulary set 2.