May 10

May 14th – 18th, 2018

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.

Essential Skills Review-28de0j4

Main Idea and Text Structure Summative Review Guide-2f5qx1m

 

 

Monday Tuesday Wednesday Thursday Friday
Novel – Feathers

-Wrap up novel

-Finish and turn in journal entries.

 

 

Olympic Day

Status Check: Comprehension questions over the second section of the novel.

Preview the Prompt: What role does the concept of hope play in the novel?

Response to Literature: Summative Performance Task Cultural Extension Day
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May 6

May 7th – 11th, 2018

 Monday, 5.7.18  Tuesday, 5.8.18  Wednesday, 5.9.18  Thursday, 5.10.18  Friday, 5.11.18
Predict: Using what we know, make a logical prediction. Connect:

1. to the world

2. to yourself

Analyze Setting: How does the setting impact the conflict in the story?   Understanding Theme: Using evidence from the novel, what theme is starting to be revealed?
Novel – Feathers

Independent reading of chapters 7 and 8.

-15 for journal entry

 

 

 

Novel – Feathers

-Read/Listen for 30 minutes.

-15 for journal entry

 

 

 

Novel – Feathers

-Read/Listen for 30 minutes.

-15 for journal entry

I am out of the building today to watch my son pole vault at the State Track and Field Meet

-Status Check over the novel so far

If time permits, students will analyze the poem that inspired the novel -“Hope is the Thing with Feathers’ by Emily Dickinson.

 

Novel – Feathers

-Read/Listen for 30 minutes

-15 for journal entry

 

 

 

Measure the Mood: How would you describe the MOOD of this section? Defend. Chronicle the Change: Give a specific example of a change that has happened in the novel. Significant Scene: Students share a scene they think is significant and why?   Lasting Line: What line from the novel has stayed with you? Why?
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April 27

April 30th – May 4th, 2018

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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April 21

April 23- 27th, 2018

Monday

Tuesday

Wednesday

Thursday

Friday

Where I’m From Poem

-Explicitly go over guidelines, rubric, poem template and model a poem created by the teacher.

-Allow time to work on rough draft of poem.

Where I’m From Poem

Continuation of poem

 

Teacher will briefly meet with each student to provide feedback.

Where I’m From Poem

– Check it off! – using guideline sheet, students will check requirements on their rough draft.

– Publish final copy of poem. (hand written)

Where I’m From Poem

 

Collaborative groups: Present in groups of four or five.

Complete self and peer assess forms.

Students complete the Reading Inventory for the third and final time for the 2017/2018 school year.
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April 15

April 16th – 20th, 2018

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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April 5

April 9th – 13th, 2018

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.

Monday: Collaborative Groups: Using various texts, students will read a passage, answer 3 selected response and create a BCR using the RACE strategy. Resource #1. Citing Textual Evidence-1z6v0jb   Resource #2. R.A.C.E._Constructed_Response_practice-2g9p0je

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.)

WednesdayUsing 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.

Test Prep PPT: R.E.L.A.X.

Read the question carefully.

Examine every answer choice.

Label your answer in the passage.

Always check your work.

X out answers that cannot possible be right.

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March 25

March 26th – March 30th, 2018

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.

Practice EOG directions-2k9f8ea – This is an awesome source and there are additional practice tests if you need further practice.

Friday: Cultural Extension day planned by the Social Studies Department – No Reading lesson.

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March 19

March 19th – 23rd, 2018

Standards: ELAGSE7SL1, ELAGSE7RI&L10, ELAGSE7L4, ELAGSE7RI, RI4, ELAGSE7RI&L3,  ELAGSE7W10,  ELAGSE7RI&L1,  ELAGSE7RL6,   ELAGSE7RL10,  ELAGSE7RL5

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.

Monday: Amigo Brothers with guided questions. Amigo+Brothers+Story – Piri Thomas-11zavb6

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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March 11

March 12th – 16th, 2018

We are continuing our investigation of IDENTITY.  This week our focus will incorporate literary and informational texts.

Monday: Analyzing Poetry: Thumbprint by Eve Merriam – Focus on Figurative Language, Theme and Paraphrasing Thumbprint-172wxre – Formative

Tuesday: Media Center – Computers –  Investigating Fingerprints – Guided Research Fingerprint Basics Card-148thd9  Use this PowerPoint to help complete the guided research. fingerprint101-1i05cwn – Formative 

Wednesday: Early Release DayLast 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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March 4

March 5th – 9th, 2018

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.

Standards: ELAGSE7SL1, ELAGSE7RI&L10, ELAGSE7L4, ELAGSE7RI, ELAGSE7RI&L3,  ELAGSE7W10,  ELAGSE7RI&L1,  ELAGSE7RL6,   ELAGSE7RL10

Monday: Names/Nombres – Students will listen to the audio version as well as have access to the text. Complete text dependent questions with evidence based answers. Names Nombres-1eq580l

Tuesday: The Medicine Bag with Guided Reading Sheet Medicine Bag – Guided Reading-2g2l07c    u2_medicine_bag_se-text (1)-1x99m3n – This is a pdf file of the story.

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.

Friday: Summative assessment over the selections.

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