D'Emilio's Discoveries

“The more that you read, the more things you will know. The more that you learn, the more places you'll go.” ― Dr. Seuss

3rd and 5th Period

November16

Summative test over your novel is the MONDAY after Thanksgiving break.

 

PROJECT: The project due date is December 4, 2017. Please bring materials with you the Tuesday after Thanksgiving break so that you may work on your project in class.

LAWKI and D&G Project-rx5x2k

 

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Week of November 13th- 17th, 2017

November13

1st, 2nd, 4th Period Classes:

MONDAY: Vocabulary for Chapters 1-2 of Code Orange; Read Chapter 1; journal and share. *** VOCABULARY TEST ON WEDNESDAY.

Code Orange chapters 1 and 2-2kqvcgu

TUESDAY: Students will receive their graphic organizers- Character Investigation Chart. We will review protagonist, antagonist, round, and flat characters. We will discuss and write out information for Mitty Blake, and will continue to write as we are introduced to more characters. Read Chapter 2. Students will then answer chapter 1 and 2 questions in their source books. Chapter 3.

WEDNESDAY: Review vocabulary words. Vocabulary test. Students will read chapters 4-5.

4th Period will not be seen today.

THURSDAY: 4th Period will take their vocabulary test. Students will read chapters 6-7.

FRIDAY: CULTURAL EXTENSION

3rd and 5th Period Classes:

MONDAY: The students received their vocabulary words today. *** Vocabulary test Thursday***. The students then wrote a sentence for each vocabulary word using context clues. This was followed up by reading through chapter 15 and working on the novel packet.

TUESDAY: Students will write responses for chapters 15 and 16 in their journal log. Chapter 17-18 will be read. The students will use this time to work on their novel packet.

WEDNESDAY: Cataclysmic Colloquium. Vocabulary review game. Work on novel packet.

THURSDAY: ***Novel packet is due today***. Vocabulary test. Read chapter 19.

FRIDAY: CULTURAL EXTENSION

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3rd and 4th Period

November9

Poem Modeling Assignment-

Poem Modeling- Do Not Go Gentle Into That Good Night-19cqymp

 

The third rotation of the novel packet will be due Thursday, 11/16/17.

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Week of November 6- 10, 2017

November6

Welcome back! Here are the standards we are visiting 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).
ELAGSE7RL6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
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.

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.

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).
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 key information 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. 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.

 

1st, 2nd, and 4th Period Classes:

MONDAY: Opening: The students made a KWL chart about the events of September 11, 2001. We sensitively discussed the nature of what happened and how the events tie into our novel, Caroline Cooney’s Code Orange, that we will begin this week. Work Session: We viewed the Brain Pop on 9/11 and filled out the columns of their charts. We also tied in current events. Closing: Author’s chair- the students shared what they learned from the video.

TUESDAY: NO SCHOOL- TEACHER WORK DAY

WEDNESDAY: Opening: The 5 Boroughs of New York and gallery walk of note taking. Work Session: Students wrote a constructed response about which borough they would choose to live in and why- using 3 pieces of textual evidence from their notes. Closing: Author’s chair- share response.

THURSDAY: Opening: Map of New York. Work Session: Video Clip-“How We Conquered the Deadly Smallpox Virus”. Students will read an article “Saving the World from Smallpox” and answer comprehension questions. Closing: Students write a two-dollar (or more) summary of the lesson. Each word is worth ten cents.

FRIDAY: Opening: Vocabulary words. Homeland Security: Students will learn about the Homeland Security Advisory System color chart.  Work Session: Read Chapter 1.

 

3rd and 5th Period Classes:

MONDAY: QUARTER 2, SUMMATIVE 1

TUESDAY: NO SCHOOL- TEACHER WORK DAY

WEDNESDAY: Opening: Word Splash and Turn and Talk. Work Period: Part I: The students will add an entry for “Reader’s Response” in their source books. We will listen to “Ordinary World” as we read the lyrics.
After listening to the song, the students will write one paragraph (5-7 sentences) discussing the connection and any thoughts you may have about it. Then the students will choose three lines that stick out to you. How do these lines connect to your novel?

PART II: Read “Do Not Go Gentle Into That Good Night” by Dylan Thomas. Students will then write a poem of their own, modeling the Thomas poem about an aspect of their novel.

THURSDAY: Opening: Chapter 14 response to literature. Work Session: Using the word splash selections, students will continue to work on their poems. (DUE FRIDAY). The students will continue to work on their novel packets.

LAWKI and D&G Chapters13-17wm85w

 

 

FRIDAY: Opening: Think, pair, share poems. Work Session: Chapter 15 response to literature. New vocabulary words for novels. Work on packets. Closing: Author’s Chair: share one quote from the novel that you’ve included in the packet for today and discuss.

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Week of 10/30- 11/3/17

October31

Welcome to the last week of October! I can’t believe how quickly time is flying! Here’s 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: 

1st, 2nd, and 4th Period Classes: “What Do You Know About Sharks?” pgs. 874- 880. Comprehension questions 1-7, skip 5 on 881. Answer practice questions #1-4 on p. 883.

3rd and 5th Period Classes: Graphic novels and quotation wheels of novel packet. Make sure you are finished with chapter 12.

TUESDAY

All classes: Opening: Jerry Seinfeld’s Halloween. Work Session: Round robin writing. Closing:Author’s chair.

 

1st, 2nd, and 4th Period Classes: 

WEDNESDAY – Point of View Brain Pop. 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 – Guidance lesson with Ms. Abernathy

 

 

*** MOVED TO MONDAY 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.

3rd and 5th Period Classes:

WEDNESDAY: NOVEL PACKETS ARE DUE TODAY! Tie up any loose ends about chapters and packet. Brain Pop on point of view.   Fishbowl Discussion: the students will participate in a whole group discussion where a core group of 3 students will begin a discussion that relates to the book then the students will be prompted with real world prompts that challenges them to defend their position on a particular argument.

The other students will take notes, make comments, interject to further energize the discussion and address issues related to the text.

Brain Pop: Point of View

THURSDAY: Point of View in Nonfiction- Students will be asked to come up with reasons to support both sides of an argument then explain what their own then explain their own point of view and reasons to support their position.

Students will read Chapter 13, complete quotation entries/meaning, and work on Graphic Novel during class.

FRIDAY: Guidance lesson with Ms. Abernathy. 

 

*** MOVED TO MONDAY- Opening: Journal Reflection- LAWKI: What is meant by the following lines? “It’s funny how much I’m enjoying things these days? I think we all are. We’re so used to worrying we hardly even notice it.” (P. 211)

DAG: At the end of Chapter 13, why is Julie so scared to go into the stairwell of her own building? Explain.

Students will read Chapter 14, complete quotation entries/meaning, and work on Graphic Novel during class.

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Upcoming Week

October27

The summative retake will be on Wednesday, November 1.

3rd and 4th Period Classes: bring crayons/ colored pencils to class on Monday. Novel packet round 2 is due Wednesday, November 1.

 

Have a wonderful weekend!

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Week of October 23rd- 27th, 2017

October23

This week’s standards:

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.

Resources to help you this week:

Text-Features-Powerpoint-u52rbf

 

Non- Fiction Text Features Poster-1zq4nlq

 

Monday: 1st and 3rd Period Classes: Students attended a guest speaker’s presentation.

2nd and 4th Period Classes: Finished the text features poster. Make sure to study for the text features vocabulary assessment for tomorrow.

Here is the link to Quizlet for the remaining vocabulary words:

https://quizlet.com/_3vdija

5th Period: We handed back the novel packets. We then wrote a journal response specifically for individual novels:

Journal Entry
LAWKI: Describe Miranda and Megan’s conversation. In chapter 7, what are each other’s perspective on religion? Do you think they can continue being friends? Write one paragraph.

DAG: In chapter 7, Alex encounters two different adults who make decisions based on established rules and not empathy. Which do you think is a more effective way of making decisions? Write one paragraph.

 

We wrapped up class with our Brain Pop video and quiz.

 

Tuesday: 1st Period Classes: Finish non-fiction text feature poster.

2nd and 4th Period Classes: Opening: Review Vocabulary Words. Work Session: Identify and analyze point of view. Notes on point of view. Closing: DJ Summary.

FOR BOTH: POV nonfiction (003)-1pbapz3

3rd and 5th Period Classes: *** HAVE CHAPTER 8 READ BEFORE CLASS.

Opening: Journal- response to literature.

LAWKI: How has the changing weather affected the animals of the farm where Jonny had to work?

DAG: As residents of the South, we currently have little to worry about with regard to volcanoes. However, Alex discovers that the force of nature is no joke. Explain what is going on and how will this impact his life?

 

Work Session: Students will fill out the quotation wheel portion of their novel packet. Students will read chapter 9. 3rd Period will complete the Brain Pop from Monday that 5th Period completed.

Wednesday: 1st, 2nd, and 4th Period Classes: Continuation of 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. Brain Pop: Point of View.

3rd and 5th Period Classes: Opening: Journal

LAWKI: As a reader, what concerns do you have about Megan?

DAG: What is body shopping? In what ways does body shopping improve the quality of life for Julie and Alex?

Read chapter 10 and work on packet.

Thursday: 1st, 2nd, and 4th Period Classes: Finish non-fiction point of view. Review for summative.

3rd and 5th Period Classes: Write a news article from a magazine or a newspaper that informs or persuades your audience on any newsworthy issue or event related to the novel – LAWKI OR DAG. Include textual and graphic features and a quote from at least one of the characters. Use the text features we discussed in class last week. You only have to create a page of the magazine or the newspaper.

Friday: 1st, 2nd, and 4th Period Classes: Summative Assessment # 1.

3rd and 5th Period Classes: Opening: Journal. Work Session: Cataclysmic Colloquium.

LAWKI DAG Agenda-1r6ctrj

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For Monday, 10/23/17

October20

1st, 2nd, and 4th Period Classes: Review your ABC Packet notes for the assessment.

3rd and 5th Period Classes: Read chapter 7 of your novel, but stop when you hit chapter 8.

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October 16-20, 2017- 3rd and 5th Period Classes

October16

Conference Week Reminder: Students will be dismissed at 1:30 all week.

Standards:

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.
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 are paired with each other based on their novel choice to complete their Cataclysmic Colloquium sheet from their packet. Students who are reading Life As We Knew It are paired with students reading The Dead and the Gone. 

Tuesday: Students will complete their CC sheet with their partner. Students will then utilize the rest of the class to work on their novel packet.

Wednesday: Students will have class time to complete their packet for the 1st rotation of chapters 1-6.

Thursday: NOVEL PACKETS ARE DUE. Brain Pop: Point of View and activity.

Friday: Non- fiction text features notes.

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October 16-20, 2017 1st, 2nd, and 4th Period Classes

October16

Conference Week Reminder: Students will be dismissed at 1:30 all week.

Standard Focus: ELAGSE7RL1,ELAGSE7RL2,ELAGSE7RL3,ELAGSE7RL5, ELAGSE7RL6,and ELAGSE7RL10

Monday: Students updated their notes over non-fiction text feature notes. We worked on the laptops and worked on the reading log for the students’ choice of New York Times article. These are to completed for homework in order to go over these tomorrow. There will be a formative assessment on Friday over these. *** UPDATED- the assessment will be on Monday, 10/23***

The updated power point is below:

ABCBOOKofTextFeatures (002)-2ccg0tf

Below is a Quizlet  link that will need to be copied and pasted that will be helpful for studying. 🙂

https://quizlet.com/_3vdija

Tuesday: Begin discussion over mood and tone. Brain Pop: Mood and Tone

Wednesday: Continuation of Tuesday’s lesson.

Opening: Text Feature Vocabulary Matching Game.  Students will receive an activity worksheet 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: BrainPop on Point of View.

Friday: Point of View and Tone-Continuation of Thursday’s lesson. Students will complete several activities on point of view:

1. Thinking about both sides
2. Comprehension passages
3. Author’s POV vs. Your POV
4. Compare/
Contrast two points of view
5. Higher Order Thinking Questions

 

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