Please see the “Fiction Review” and “Mid Term Resources” tabs on the yellow stick note to help prepare for the final on Monday, May 21st. Below are study guides we completed previously that may prove helpful.
Monday:Author Research: Setting the stage for our upcoming novel – Students will read the transcript of an interview with Jacqueline Woodson and complete guided questions. Then we will watch the interview to make better connections and finish any unanswered questions.
Tuesday & Wednesday: In classroom- computer carts -Students will complete a scavenger hunt of important terms and concepts from upcoming novel, “Feathers.” Questions #1 – 12 is goal for day one Question #13 – 20 is goal for day two
Thursday: Novel – Feathers -Students will read/listen to the first section of the book (25- 30 minutes) Then they will complete their daily journal entry. (15 – 20 minutes)
Friday:Novel – Feathers -Students will read/listen to the second chunk of the book (25- 30 minutes) Then they will complete their daily journal entry. (15 – 20 minutes)
***Each day, we will have opening and closing questions to help build background and check for understanding.
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Monday – Thursday = Bear with us as we overcome what will be a challenging schedule. As you know, 7th grader will complete their Milestone testing this week. Some students will test online and some will take the traditional paper and pencil test. Some students will test during the morning session and some will test during the afternoon testing administration.
Due to all of these factors, students will remain with their homeroom class for the entire day. Before or after testing, kids will complete tasks for each of the academic class. The tasks should be taken seriously and they will be turned into their corresponding teacher.
The Reading task consists of watching the movie “UP” and completing standard’s based questions.
Friday: Today should be a regular schedule. Kids will read a very short story entitled, “Who Are You Today, Marie” by Judith Ortiz Cofer. They will be given a planning sheet to complete over the weekend to assist with the “Where I’m From” poem they will write next week. The created poem is considered a performance task and will represent a summative grade.
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Due to Testing in 6th and 8th grade, we will have our connections classes in the morning each day this week.
The week before the break, we focused on skills and concepts I expect the see on the Milestones. This week our focus will be on writing constructed responses. I predict students will have at least 3 constructed responses on the EOG.
Tuesday:Constructed Response Practice: “Amigo Brothers” was written using the third-person point of view. How would the excerpt be different if Antonio was narrating? Choose one of the scenes and rewrite it from Antonio’s perspective/point of view. (Scenes will be given to students on Tuesday.)
Wednesday: Using a rubric and peer form, students will analyze and provide feedback on their own BCR as well as 3 peers.
Thursday:Constructed-Response Practice: Describe the structure the author uses to organize the text and how it contributes to the development of ideas in the passage.
Friday: Using a rubric and peer form, students will analyze and provide feedback on their own BCR as well as 3 peers.
Monday:Grit: the Power and Passion of Perseverance: Students will view this TED Talk. They will also have a printed copy of said Talk. They will then answer standard based questions related to the TALK.
Tuesday: 518 Lab – Preparing for the Milestones: Student will review BrainPop tutorials over several important concepts I predict will be essential for being better prepared for the EOG Milestone Test.
Wednesday: 518 Lab – Preparing for the Milestones: Continuation of key content review. Students will use the QUIA website to play games while simultaneously practicing skills.
Thursday:518 Lab – Preparing for the Milestones: Today’s focus is completing practice EOG questions related to essentials standards.
Targets: 1. Analyze a variety of text focusing on the concept of IDENTITY SO I can better understand myself and the people around me. 2. Evaluate the interactions between individuals, events, and ideas in a text SO it will help me comprehend literary fiction and make a real-world connection. 3. Examine how particular elements of a story interact with one another, the use of figurative and connotative meanings, and analyzing the structure an author uses to organize a text because it will help me understand how the major sections contribute to the whole and the development of ideas.
Tuesday: Open: What types of conflicts are revealed in the short story? 1. Analyze several scene from the Amigo Brothers and determine the type of conflict. 2. Complete a chart where students are given details about a character and they have to make an inference about said character. Amigo Brothers Infer and Conflict-2iwnh8l
Wednesday: Open: Watch a short clip from an actual Golden Glove Tournament. 1. Review Monday and Tuesday’s tasks. 2. Alphabet Activity: Students demonstrate their knowledge of the text by using every letter of the alphabet to explain something from the story.
Thursday: Collaborative groups: In groups, students complete to tasks. 1. Complete a free form plot flow charts with key events from the short story. 2. Analyze the figurative language within the story and what it show the reader. Amigo Brothers, Figurative language-1ht37rk
Friday: Summative assessment over the Amigo Brothers.
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Wednesday:Early Release Day – Last day of the 3rd Quarter -Class time will be provided to make test corrections on their most recent assessment. *If students finish corrections, they will work on guided research from yesterday
Thursday: I am so excited about today’s lesson. Officer Herman will visit the class and provide a personal fingerprint for each student.If time permits, students will compare their fingerprint with other peers to see how each student has a unique print.
Just in case, I will have a Plan B – 1. Watch clip of “Catch me if you Can”. 2. Students will read an informational text related to Frank Abagnale and answer text-dependent questions.
Friday: How has technology changed our literal and figurative view of IDENTITY? “Online Identity” and “Losing Yourself – Identity Theft” – Informational Readings
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Targets: 1. Analyze a variety of text focusing on the concept of IDENTITY SO I can better understand myself and the people around me. 2. Evaluate the interactions between individuals, events, and ideas in a text SO it will help me comprehend literary fiction and nonfiction and make a real-world connection. 3. Distinguish between text SO I can a. determine theme and how particular elements interact b. compare and contrast two or more text. c. analyze how two or more author’s shape their information. d. evaluate how authors develop and contrast points of view of different characters/narrators in a text.
Wednesday:Students will have the opportunity to make text corrections to the autobiography, biography, memoir and perspective summative. As students finish, they will continue on their questions from yesterday. chapter_1_medicine_bag_pdf-1zutf98 – Check out this extra resource related to The Medicine Bag.
Thursday: Students compare and contrast elements from both texts. Concepts include: Character, Setting, Feeling about heritage, Relationships, Conflict and Theme WorksheetWorks_Comparing_Texts_1-xkjgv1 – If time permits, we may listen to the audio version of The Medicine Bag.