September

 


7th Grade Language Arts

Henson

 

Week of September 8-12, 2014

 

Monday 9/8

Objective

(Student will…)

Finish R-T-T Characterization Project; view video of R-T-T. Review the standards addressed this nine weeks to prepare for a formative assessment. RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters. RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.7.6 Analyze how an author develops and contrasts the points of view of different characters RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film.

Teacher Activities

EAGLE Lesson – Emotional Language. (Refer to Power Point) Finish the Characterization Project for R-T-T. View the video on MediaCast. In a Whole Group Discussion talk about the point of view of “Rikki-Tikki-Tavi.” Discuss how dialogue develops the characters and their points of view. Next review the parts of the plot and discuss how these elements interact with each other in the story of RTT.

Student Activities

Do EAGLE Lesson . Review the story of “Rikki-Tikki-Tavi” reviewing the five standards addressed this school year. Finish the Characterization Project explaining what kind of character Rikki-tikki is. Also write a paragraph explaining whether you liked the story or the video better with specific reasons as to why. Homework: Focus Terms #2/PLOT due Tuesday, September 9th.

Assessment/Evaluation

In what point of view is RTT told? How does dialogue change the point of view? How does the setting affect the plot? What kind of character is RTT? Between the story and video, which did you prefer? Explain why with specific details from the story and video.

Academic Vocabulary

 

Additional Resources

Formative Assessment Narrative Analysis for tomorrow.

Reflection

 

 

 

 

 

 

 

Tuesday 9/9

Objective

(Student will…)

Demonstrate understanding of standards addressed up to this point. RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters. RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.7.6 Analyze how an author develops and contrasts the points of view of different characters RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film.

Teacher Activities

EAGLE Lesson – Annotation. (Refer to the Power Point) Next have students Write a paragraph to answer the question “Describe the character of RTT.” Finally write whether they preferred the story or the video giving specific reasons for the preference. Take the Formative Assessment over Narrative Analysis. Work on missing work.

Student Activities

Do EAGLE Lesson # 16. Take the Formative Assessment over Narrative Analysis. Do any missing work. Homework: Focus Terms #2/PLOT due Tuesday, September 9th. THAT’S TONIGHT AT MIDNIGHT!!

Assessment/Evaluation

 

Academic Vocabulary

 

Additional Resources

Formative Assessment Narrative Analysis

Reflection

 

 

 

 

 

 

 

Wednesday 9/10 (Early Release at 2:20)

Objective

(Student will…)

Review concepts on which they did not do well on yesterday’s assessment. RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters. RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.7.6 Analyze how an author develops and contrasts the points of view of different characters RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film.

Teacher Activities

EAGLE Lesson # 17 – Grammar. (Refer to Power Point) Do stations based on which standards the students need to work on. There will be one station per standard (RL 7.1, 7.3, 7.4, 7.6, and 7.7) Lesson may come from the CCSS Coach Support or from online. Those who did well on all standards will go to the library to do research online about cobras and India. These activities will continue tomorrow.

Student Activities

Do EAGLE Lesson #17. Work on standards that were lower on the assessment taken yesterday. Those who did well on all 5 standards will do research in the library over cobras and India. HOMEWORK: Focus Terms #3/POV/Conflict Due Tuesday, September 16th

Assessment/Evaluation

 

Academic Vocabulary

 

Additional Resources

 

Reflection

 

 

 

 

 

 

Class Name

Thursday 9/11

Objective

(Student will…)

Review concepts on which they did not do well on Wednesday’s assessment. RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters. RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.7.6 Analyze how an author develops and contrasts the points of view of different characters RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film.

Teacher Activities

EAGLE Lesson # 18 – Literary Devices. (Refer to Power Point) Continue activities from yesterday.

Student Activities

Do EAGLE Lesson #18. Continue the activities started yesterday. . HOMEWORK: Focus Terms #3/POV/Conflict Due Tuesday, September 16th

Assessment/Evaluation

 

Academic Vocabulary

 

Additional Resources

 

Reflection

 

 

 

 

 

 

 

Class Name

Friday 9/12

Objective

(Student will…)

Analyze tone or mood in some video clips by looking at lighting, sound and camera techniques. RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film.

Teacher Activities

EAGLE Lesson # 19 – Essential Vocabulary. (Refer to Power Point) Using several Video Clips of movie trailers, discuss how the tone and mood can be changed just by using different camera techniques, sound, and lighting. Use the video clips for “The Shining,” “Sleepless in Seattle,” and “Willy Wonka and the Chocolate Factory.”

Student Activities

Do EAGLE Lesson . Watch some video clips to determine tone and the affects of sound, lighting, and camera techniques on mood and tone. . HOMEWORK: Focus Terms #3/POV/Conflict Due Tuesday, September 16th

Assessment/Evaluation

How does the mood change with a change of music? How do camera techniques affect mood?

Academic Vocabulary

Setting, mood, tone

Additional Resources

Video clips for “Sleepless In Seattle,” “The Shining,” and Willy Wonka and the Chocolate Factory.”

Reflection

 

 

 

 

 

 

 

 

 

6th Grade Language Arts – Mrs. Henson

 

Week of September 8 - 12, 2014

 

Monday 9/8/14

Objective

(Student will…)

Standards

Preview the big ideas and vocabulary for the unit; Define the concept of change; Write about changes using a graphic organizer and a frame poem

W.6.10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences.

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach.

L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word of phrase important to comprehension or expression.

Student Activities

SB 1.1 & 1.2 (pgs. 4-9) ~ Complete activity 1.1 with teacher guidance to preview the unit, develop vocabulary and unpack Embedded Assessment 1. SB 1.2 ~ Complete activity 1.2 with teacher guidance to explore the concept of change through a variety of texts, summarizing, and responding. Complete a word map Graphic Organizer for “change.” Complete the “Changes in Me” Graphic Organizer and then compose a frame poem (pg. 9). Create a Reader / Writer Notebook and Portfolio (working folder).

Assess./Eval.

Reader / Writer Portfolio

Academic Vocab.

Paraphrase, summarize, genre, point of view first/third person, word map

Add. Resources

SpringBoard Books

Modifications/

Accommodations:

Grouping with purpose to apply collaborative learning strategies: Activating Prior Knowledge; Skimming/Scanning, Marking the Text, Freewriting, Graphic Organizer, Brainstorming, Prewriting, Sketching

Relevance/

Rationale:

Students will read, analyze, and create texts that will examine changes that happen in their lives as well as in the world around them. Through personal response and texts, they will better understand that change is threaded through all of our lives and is the base for creating stories.

 

Tuesday 9/9/14

Objective

(Student will…)

Standards

Preview the big ideas and vocabulary for the unit; Define the concept of change; Write about changes using a graphic organizer and a frame poem

W.6.10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences.

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach.

L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word of phrase important to comprehension or expression.

Student Activities

SB 1.1 & 1.2 (pgs. 4-9) ~ Complete activity 1.1 with teacher guidance to preview the unit, develop vocabulary and unpack Embedded Assessment 1. SB 1.2 ~ Complete activity 1.2 with teacher guidance to explore the concept of change through a variety of texts, summarizing, and responding. Complete a word map Graphic Organizer for “change.” Complete the “Changes in Me” Graphic Organizer and then compose a frame poem (pg. 9). Create a Reader / Writer Notebook and Portfolio (working folder).

Assess./Eval.

Reader / Writer Portfolio

Academic Vocab.

Paraphrase, summarize, genre, point of view first/third person, word map

Add. Resources

SpringBoard Books

Modifications/

Accommodations:

Grouping with purpose to apply collaborative learning strategies: Activating Prior Knowledge; Skimming/Scanning, Marking the Text, Freewriting, Graphic Organizer, Brainstorming, Prewriting, Sketching

Relevance/

Rationale:

Students will read, analyze, and create texts that will examine changes that happen in their lives as well as in the world around them. Through personal response and texts, they will better understand that change is threaded through all of our lives and is the base for creating stories.

 

Wednesday 9/10/14

Objective

(Student will…)

Standards

Identify elements of a narrative by recording evidence of setting, characterization, dialogue, and conflict; Sequence a text’s events chronologically in an outline

W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences

W.6.3b Use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters.

W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Student Activities

SB 1.4 (pgs. 11-12) ~ Discuss/Review the elements of a narrative. View the film clip of “The Lion King” and watch for literary elements: setting, characterization, dialogue, and conflict (internal and external). In groups of 4, Jigsaw the Graphic Organizer having one person focus on ONLY ONE of the 4 columns as the film clip is viewed a second time. Each person will share out the information from their assigned column with the group so that everyone has all 4 columns complete. View the film clip one last time (if needed) and write the sequence of events in this scene in chronological order. Complete “Check Your Understanding” and the Narrative Writing Prompt on page 12.

Assess/Evaluation

Teacher choice: graphic organizer, group participation, Writing Prompt

Academic Vocab.

Characterization, conflict, setting, resolution, dialogue, point-of-view

Add. Resources

Film clip of “The Lion King”

Modifications/

Accommodations

Grouping with purpose to apply collaborative learning strategies: Activating Prior Knowledge; Skimming/Scanning, Marking the Text, Freewriting, Graphic Organizer, Brainstorming, Prewriting, Sketching

Relevance/

Rationale

Students will read, analyze, and create texts that will examine changes that happen in their lives as well as in the world around them. Through personal response and texts, they will better understand that change is threaded through all of our lives and is the base for creating stories.

 

Thursday 9/11/14

Objective

(Student will…)

Standards

Identify elements of a narrative by recording evidence of setting, characterization, dialogue, and conflict; Sequence a text’s events chronologically in an outline

W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences

W.6.3b Use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters.

W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Student Activities

SB 1.4 (pgs. 11-12) ~ Discuss/Review the elements of a narrative. View the film clip of “The Lion King” and watch for literary elements: setting, characterization, dialogue, and conflict (internal and external). In groups of 4, Jigsaw the Graphic Organizer having one person focus on ONLY ONE of the 4 columns as the film clip is viewed a second time. Each person will share out the information from their assigned column with the group so that everyone has all 4 columns complete. View the film clip one last time (if needed) and write the sequence of events in this scene in chronological order. Complete “Check Your Understanding” and the Narrative Writing Prompt on page 12.

Assess/Evaluation

Teacher choice: graphic organizer, group participation, Writing Prompt

Academic Vocab.

Characterization, conflict, setting, resolution, dialogue, point-of-view

Add. Resources

Film clip of “The Lion King”

Modifications/

Accommodations

Grouping with purpose to apply collaborative learning strategies: Activating Prior Knowledge; Skimming/Scanning, Marking the Text, Freewriting, Graphic Organizer, Brainstorming, Prewriting, Sketching

Relevance/

Rationale

Students will read, analyze, and create texts that will examine changes that happen in their lives as well as in the world around them. Through personal response and texts, they will better understand that change is threaded through all of our lives and is the base for creating stories.

 

Friday 9/12/14

Objective

(Student will…)

Standards

Identify elements of a narrative by recording evidence of setting, characterization, dialogue, and conflict; Sequence a text’s events chronologically in an outline

W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences

W.6.3b Use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters.

W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Student Activities

SB 1.4 (pgs. 11-12) ~ Discuss/Review the elements of a narrative. View the film clip of “The Lion King” and watch for literary elements: setting, characterization, dialogue, and conflict (internal and external). In groups of 4, Jigsaw the Graphic Organizer having one person focus on ONLY ONE of the 4 columns as the film clip is viewed a second time. Each person will share out the information from their assigned column with the group so that everyone has all 4 columns complete. View the film clip one last time (if needed) and write the sequence of events in this scene in chronological order. Complete “Check Your Understanding” and the Narrative Writing Prompt on page 12.

Assess/Evaluation

Teacher choice: graphic organizer, group participation, Writing Prompt

Academic Vocab.

Characterization, conflict, setting, resolution, dialogue, point-of-view

Add. Resources

Film clip of “The Lion King”

Modifications/

Accommodations

Grouping with purpose to apply collaborative learning strategies: Activating Prior Knowledge; Skimming/Scanning, Marking the Text, Freewriting, Graphic Organizer, Brainstorming, Prewriting, Sketching

Relevance/

Rationale

Students will read, analyze, and create texts that will examine changes that happen in their lives as well as in the world around them. Through personal response and texts, they will better understand that change is threaded through all of our lives and is the base for creating stories.

 

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