February 10

February 12th – 16th, 2018

Monday: I have reserved a class set of computers for today.  Students will be able to work on either their vocabulary task or their FOUR SQUARE tasks. FOUR SQUARE Schwa-16p616v

Tuesday: Independent work day. I will have mini meeting with each student to see were the are in their FOUR SQUARE tasks.  Study for your “Schwa” vocabulary assessment tomorrow.

Wednesday: Vocabulary Assessment – Any remaining time will be spent putting their final touches on their FOUR SQUARE.

Thursday: Students will present their FOUR SQUARES in groups of four of five.

Friday: “The Schwa was Here” summative assessment.  The novel test is not a multiple choice test but rather a written response to literature.

Have a great February break!

 

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February 3

February 5th – 9th, 2018

Monday: Opening Discussion: Problem/Solution: What have been some problems in the novel? What were the solutions? Independent reading of Chapters 17 and 18. Pages 173 – 193. Complete corresponding chapter questions.

Tuesday: Quote Analysis: You never realize when you make little choices, how big those choices can be? Audio Version: Chapters 19 and 20. Complete corresponding chapter questions. Closing Considerations: Emoji: draw 3 emoji to represent how Calvin is feeling in Chapter 19. Explain each with textual evidence.

Wednesday: Opening Discussion: Focus on Friendship: Is Antsy a good friend to the Schwa? Audio Version: Chapters 21 and 22.  Closing Considerations: Evaluate the ending: Were you happy with the ending? What questions are left unanswered?

Thursday: Opening Discussion: Meaningful Moment: What scene or dialogue stands out the most in your mind? -Notebook check over 13-22 tasks – Formative  (The notebook check will be a timed, random check.) –Distribute Vocabulary – vocab quiz on 2.14.18     -Distribute Four Square Performance task – present on 2.15

Friday: Opening Discussion: You be the judge: Should _____ have done _____. Students agree/disagree with reasoning. Quiz – Chapter 13 – 22 – Formative

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January 28

January 29th – February 2nd, 2018

Each day students will have corresponding chapter questions in addition to the active reading focus listed below.  Students who were unable to purchase their own book are welcome to check one out from me.

Monday: Independent reading of chapters 9 and 10.  Active reading focus: Senses: Complete statements with data from text.

I see … I hear … I smell … I feel/touch … I taste … I wonder…  Wrap up/Reflection: Chapter 10 is a turning point in the Schwa’s life and in Antsy’s life. Explain how. Cite evidence to support your analysis.

TuesdayAudio version of chapters 11 and 12.  Active reading focus:

1. One question you think will be on the quiz.  2. Make an inference about Lexie. Use evidence to support your inference.  3. Make a connectionWrap up/Reflection: If you could have a paperclip from anywhere, what would it be an why?

Wednesday: Comprehension check over chapter 1 -12 – Formative assessment

Thursday: Independent reading of chapters 13 and 14.  Active reading focus:  1. The BIG IDEA in this section is…  2. Visualize: Sketch a scene that stands out.  3. Theme: What message is starting to be revealed? Cite evidence. Wrap up/Reflection: Comparing literal and figurative: Think about how a person can be literally and figuratively BLIND. – How is the Schwa, Antsy and Lexie BLIND? Cite details from text.

Friday: Audio version of chapters 15 and 16. Active reading focus: 1. Further Knowledge: What is a topic or concept in the novel you would like to further research? Why? 2. Make note of one unfamiliar word 3. Pick a meaningful quote and why you chose it. Wrap up/Reflection: Character Change: Pick one of the main character and tell me how they have changed/developed over the course of the story.

 

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January 21

January 22nd – 26th, 2018

Standards: RL 1-10

Monday: Building Background Knowledge: 1. Learning about the schwa sound  2. Interview with Neal Shusterman – Guided notes lead students through several clips about the author.

http://www.adlit.org/authors/Shusterman/32989/

Tuesday: Audio version of chapters 1 and 2. As you listen, focus on your active reading skills and complete in your notebook.

1. Ask one question.  2. Make note of one unfamiliar word and try to define the word using context clues. 3. Make one prediction.          *Answer daily questions in your notebook.

Wednesday: Audio version of chapters 3 and 4. As you listen, focus on your active reading skills and complete in your notebook.

1. Make one connection.  2. Visualize a scene that stands out.  3. Make an inference about a character using evidence.                             *Answer daily questions in your notebook.

Thursday: Independent reading of chapters 5 and 6. As you read, focus on your active reading skills and complete in your notebook.

1. Determine the most important events    2. Visualize a scene that stands out. 3. Draw a conclusion about Mr. Crawley using three details from text.  *Answer daily questions in your notebook.

Friday: Audio version of chapters 7 and 8. As you listen, focus on your active reading skills and complete in your notebook .

1. Focus on the funny: where does the author use humor?  2. Make note of one unfamiliar word and try to define the word using context clues  3. Pick a meaningful quote and explain why you chose it. *Answer daily questions in your notebook.

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January 13

January 15th – 19th, 2018

 

Monday: MLK Holiday

Tuesday: “Identity” by Julio Noboa. I will be looking to see if students can a. paraphrase the poem, b. answer comprehension questions related to the poem and c. analyze the elements within the poem. Identity Poem- Polanco(1)-2kvszzn

Wednesday: Focus on understanding perspective while evaluating multimedia sources.

1. Identity – Short, inspirational video

2. The mask we all wear – TEDTALK by Ashanti Branch

In groups, students will answer comprehension questions related to perspective and the content of each clip.

Thursday:  Analyzing Poetry and Perspective – Formative Check

Paired Literary Readings related to Identity – 1. Mask   2. Underface both by Shel Silverstein  – Complete selected and constructed response questions

Friday: Evaluating Nonfiction texts – Formative CheckSet the stage: a. BrainPop tutorial: information privacy b. Is Facebook Changing our Identity – Video Clips

Paired Informational Readings related to Identity 1. Online Identity 2. Losing Yourself-Identity Theft

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January 6

January 8th – 12th, 2018

Standards: ELAGSE7SL1, ELAGSE7RL10, ELAGSE7L4, ELAGSE7RL1, ELAGSE7RL2,  ELAGSE7W10

Monday:  I am Poem     ·Guidelines         ·Directions          ·Review Rubric          ·Provide template and allow kids time to brainstorm

I am poem-2haehva

I AM Rubric-sify1j

Tuesday:  I am Poem – Today’s focus will be on incorporating the correct examples of figurative language.

Check out these resources if you need help reviewing figurative language: Elements of Poetry-293i8r4   figresource-1fxxyyw

Wednesday: I am Poem – Today’s focus will be on editing and publishing their poems – 

Check for C.O.P.S.  Capitalization . Organization . Punctuation . Spelling

Thursday:  I am Poem -Present poems in a small groups of students.   -Students complete a peer form a. list examples of fig. lang. b. 3 things you learned about peer  c. glow/grow I AM Group Sheet-242k33m

The I am poem is a performance task and will go into Synergy as a summative grade.

Friday: Today’s task will be a formative grade. Students will read “Identity” by Julio Noboa. Students will be assessed on if they can  #1 paraphrase, #2 answer comprehension questions and #3 correctly analyze poetic elements within the poem.  Identity Poem- Polanco(1)-2kvg9dy

 

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December 10

December 11th – 15th

Standards and Focus Questions are the same as last week.  Please find the link on the yellow sticky note for resources to help prepare for Friday’s Mid-Term Final.

Monday: Students watch the first half of the Patrick Stewart version of “A Christmas Carol” then work on their movie comparison organizer.

Tuesday: Students watch the second half of the Jim Carrey, animated version of “A Christmas Carol” and work on the corresponding sections of their movie comparison organizer.

Wednesday: Today is a catch up day to complete any work from “A Christmas Carol.”  This includes the movie comparison organizer and the guided notes that correspond with the play.

Thursday: Summative Assessment over “A Christmas Carol.”

Friday: Summative Mid-Term Final

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December 3

December 4th – 8th

Standards: ELAGSE7SL1, ELAGSE7RL7, ELAGSE7RL9, ELAGSE7RL10, ELAGSE7L4, ELAGSE7RL1, ELAGSE7RL2

Targets:

·       To compare and contrast a fictional portrayal of a time and place to the history of the same period SO I can better understand how authors use history to shape their stories.

·       To compare and contrast a written story, drama to it filmed and stage versions SO I can analyze the effects and techniques unique to each medium.

1.       To cite textual evidence to support the analysis of the text as well as draw inferences from the text…

2.       Determine a theme of a text and analyze its development over the course of the text…

3.       Analyze how particular elements of a story or drama interact…SO I can engage more effectively with the text.

Monday: Building Background Knowledge – 1. Charles Dicken BrainPop  2. Research and take notes over the historical time period. Christmas Carol London Overview-1fa905r

Tuesday: Preview key vocabulary from the text. Complete a vocabulary organizer of important or unfamiliar words from the text. Previewing Vocabulary Carol-2cuxzfn

Wednesday: Student will listen to the audio version of the first half of the play, “A Christmas Carol.” Students will have before, during and after questions to complete that relate to the play.

Thursday: Students will independently read the second half of the play and continue with their guided questions.

Friday: View the film version of “A Mickey’s Mouse Christmas Carol” and complete the corresponding section of graphic organizer. A Christmas Carol Movie Comparison-ufss73

 

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November 26

November 27th – December 1st, 2017

Standards: ELAGSE7RI1, ELAGSE7RI3, ELAGSE7RI4,  ELAGSE7RI5,  ELAGSE7SL1

Learning Target: 1. to recognize and distinguish between the different feature of a non-fiction piece SO I can engage more effectively with the text?  2. to analyze nonfiction texts to gain information SO I can better understand and connect to real world events.

Monday: Building Prior Knowledge – What are some text features that help us better understand a non-fiction text?  Students use laptop computers in the media center to view a presentation on TEXT FEATURES and complete a K.I.M. Chart.  Text Features KIM-rdyn1d    This is the primary resource to use to take notes: Text_Features_PPoint_by_Sarita_Rich-1g9snt3  

Below are some additional resources I found that you may find helpful:

Text features powerpoint from Teranden

http://davoniafreeman.cmswiki.wikispaces.net/file/view/Text_Features_PowerPoint_cabrera%5B1%5D.pdf

ABCBOOKofTextFeatures-2mmfsg6

Tuesday: Open Opinion: Which text feature helps you the most when reading non-fiction? We will be in the media center again today.

1. Students will finish the K.I.M. chart they began yesterday.

2. Online Quia game over Text Features             https://www.quia.com/rr/255457.html?AP_rand=553967877

3. Quizlet – if time permit              https://quizlet.com/234097174/text-features-vocabulary-set-2-flash-cards/

Wednesday: Application of Skills – Students read a nonfiction article without the important features and must label the key features of a non-fiction text correctly. (Formative)

Thursday:  Application of Skills – Action Magazine Scavenger Hunt – In pairs, students search through the magazine and complete an organizer identifying: 1. Article/Page   2. Text Feature  3. What do you learn from the specific feature?   4. Why is the text feature important to a reader?

***Check out his resource to help you prepare for the assessment: Text_Features_Chart-2ewbaez

Friday: Summative Assessment – Nonfiction Text Features

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November 11

November 13th – 17th

Standards: 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.

Resources to review before summative assessment over literary genres: fiction, drama and poetry – These are all resources we used along the way, but students may find it beneficial to look at them again.

Poetry Powerpoint Final Version Revised 2014-1u582bp

Elements of Drama-0-1et3iau

Elements of Story7 gr list – one sheet-1r811zi

theme-lesson-18s635f

internal-and-external-conflict-2hctayy

point-of-view-2kajd52

character-types-lesson-02-1kk5w2p

Monday:  4th period only – Partner review- In pair’s, students will self-assess the answers to their study guide. They will debate any discrepancies and come up with a final answer. Due to a performing arts event, I will not see 4th period on Wednesday.  I gave them their study guide on Friday.

All other classes: Students will work to complete a study guide over the literary genres we have been investigating.

Tuesday: 4th period only will take their summative today due to the performing arts performance tomorrow.

All other classes = Partner review – In pair’s, students will self-assess the answers to their study guide. They will debate any discrepancies and come up with a final answer.

Wednesday: Summative Assessment of Literary Texts: Fiction, Drama and Poetry

Thursday: Test Corrections and Reflection’s – Students must analyze their mistakes, choose a new answer, and explain why they got it wrong in the first place. Student who finish will read a nonfiction text as a way to preview our new topic, nonfiction text features.

Friday: Social Studies Cultural Extension Day – No Specific Reading Lesson Today

 

 

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