November

November

7th Grade Language Arts

 Henson

 

Week of November 16-20, 2015

 

Monday 11/16

Objective

(Student will…)

Make connections between fiction and non-fiction, use strategies to understand and analyze an informative text. RI.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. SL.7.1 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. RI.7.4 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. RI.7.5 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. RL. and RI.7.10 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.

Teacher Activities

EAGLE Lesson #43 Emotional Language (Refer to power point). Do a Shared Reading (Pre-AP Independent Reading; Highlight Text for figurative language, characterization, important details) of chapter 5, pages 52-69 of The Young Traveler’s Gift. Do the vocabulary activity using Context Clues and the comprehension questions. Plan a time line for Chamberlain’s life including major points in his life and career as well as 3 pictures or symbols. (Pre-AP will do 10 major points and non-Pre-AP will do 8.)

Student Activities

Do EAGLE Lesson. Read Ch. 5 of TYTG; work on vocabulary in packet p. 15-16. HOMEWORK: #12/POETRY IS DUE Tuesday, Nov. 17th.

Assessment/Evaluation

Why are the events on your timeline important? Why did you choose them?

Academic Vocabulary

gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle

 

Additional Resources

The Young Traveler’s Gift

The Young Traveler’s Gift packet

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use discussion/review to gauge comprehension for each chapter.

 

Tuesday 11/17

Objective

(Student will…)

Make a statement and justify your position based on textual evidence. SL.7.1 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. W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

Teacher Activities

EAGLE Lesson # 44 – Annotation. (Refer to the Power Point). Quick Quiz over Ch. 5. Watch a video about the life of a civil war soldier. (http://videos.howstuffworks.com/discovery/27984-assignment-discovery-the-life-of-a-civil-war-soldier-video.htm) Next read an excerpt from “The Civil War Journal of Stephen Keyes Fletcher.” (TYTG packet pages 16-18) Compare the two accounts of life as a civil war soldier. Using Pair and Share, discuss what life was like. Make a judgment and back it up with evidence. Answer the rest of the questions on page 15-18 of TYTG packet.

Student Activities

Do EAGLE Lesson. Take QQ Ch. 5. Watch a video and read an excerpt from a Civil War journal. Make a judgment about life as a Civil War soldier and justify it in a written paragraph.

Assessment/Evaluation

How would you describe the life of a Civil War soldier? Why would you describe it that way? How would you have ended the war?

 

Chapter 5 Quick Quiz

Academic Vocabulary

gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle

Accumulated 

Additional Resources

The Young Traveler’s Gift

The Young Traveler’s Gift packet

 http://www.trumanlibrary.org

http://videos.howstuffworks.com/discovery/27984-assignment-discovery-the-life-of-a-civil-war-soldier-video.htm

WATCH FIRST before working on PACKETS

The Civil War Journal of Stephen Keyes Fletcher excerpt

 

http://www.history.com/topics/american-civil-war/american-civil-war-history/videos/chamberlain-defends-little-round-top Battle of Gettysburg video

 

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use short ‘Check for Understanding’ Quizzes to gauge comprehension for each chapter. Chapter 5 today

 

Wednesday 11/18 (Early Release at 2:20)

Objective

(Student will…)

Read a novel for comprehension as well as relate literature to different time periods and historical figures. Determine the meaning of vocabulary words by using context clues. RL.7.10 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. RI.7.4 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.

Teacher Activities

EAGLE Lesson #41 – Grammar. (Refer to Power Point) Orally Review the first 5 chapters of the novel The Young Traveler’s Gift. Be sure to cover the famous characters encountered by Michael Holder up to this point. Create a time line for Chamberlain’s life including major points in his life and career as well as 3 pictures or symbols. (Pre-AP will do 10 major points and non-Pre-AP will do 8.) Do the vocabulary activity using Context Clues and the comprehension questions in the TYTG packet on page 16-18.

Student Activities

Do EAGLE Lesson. Create a time line of Chamberlain’s life. HOMEWORK: #13/ INFORMATIONAL TEXTS is due Tuesday, December 1

Assessment/Evaluation

Where is Michael this time? Who does he meet? What’s going on when Michael arrives? What is the third decision for success?

 

Timeline of Chamberlain’s Life

Academic Vocabulary

gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle, stout, convictions, consensus, tentative, passionate, procrastinate

Additional Resources

The Young Traveler’s Gift

The Young Traveler’s Gift packet

Poem “The Ballad of Joshua Chamberlain” by Denis Corish

 

DVD “Gettysburg” Col. Joshua Chamberlain’s speech to Union troops

 

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use short ‘Check for Understanding’ Quizzes to gauge comprehension for each chapter. Review Chapter 5 results.

 

Thursday 11/19

Objective

(Student will…)

Make connections between fiction and non-fiction, use strategies to understand and analyze an informative text. RI.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. SL.7.1 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. RI.7.4 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. RI.7.5 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. RL. and RI.7.10 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.

Teacher Activities

EAGLE Lesson # 42 – Literary Devices. (Refer to Power Point) Do a Shared Reading of chapter 6, pages 70-83 of The Young Traveler’s Gift. Do the vocabulary activity using Context Clues and the comprehension questions in the TYTG packet on page 16.

Student Activities

Do EAGLE Lesson. Take a quick quiz over chapter 6. Watch a video and read an excerpt from Christopher Columbus’s journal. Analyze how point of view and setting contribute to the meaning of piece of literature. HOMEWORK: #13/ INFORMATIONAL TEXTS is due Tuesday, December 1

Assessment/Evaluation

What does the video say about Columbus?

Academic Vocabulary

gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle, stout, convictions, consensus, tentative, passionate, procrastinate

Additional Resources

The Young Traveler’s Gift

The Young Traveler’s Gift packet http://video.nationalgeographic.com/video/kids/history-kids/christopher-columbus-kids/

Christopher Columbus –Mini-Biography

History Channel Documentary about Columbus Part 1

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use short ‘Check for Understanding’ Quizzes to gauge comprehension for Chapter 6.

 

Friday 11/20

Objective

(Student will…)

Read a first person account of an event. Determine meaning of unfamiliar words using context clues. RL.7.10 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. RI.7.4 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.

Teacher Activities

EAGLE Lesson # 43 – Essential Vocabulary. (Refer to Power Point) Do a Shared Reading of chapter 6, pages 70-83 of The Young Traveler’s Gift. Do the vocabulary activity using Context Clues and the comprehension questions in the TYTG packet on page 11.

Orally Review what was read yesterday and take a Quick Quiz over chapter 6. Watch a video about the life of Christopher Columbus. (http://video.nationalgeographic.com/video/kids/history-kids/christopher-columbus-kids/) Next do a Shared Reading of “Christopher Columbus: Extracts from Journal.” (TYTG packet pages 19-21) Compare the two accounts of Christopher Columbus. Review first and third person point of view. Discuss the two points of view and the major differences in the effect of point of view on the piece of literature. Using Pair and Share, discuss what changes happened because of Christopher Columbus’s discovery. Discuss how the setting influences the meaning of literary text. Answer the rest of the questions for chapter 6 on pages 19-21 of TYTG packet. Finish activities started yesterday.

Student Activities

Do EAGLE Lesson. Take a quick quiz over chapter 6. Watch a video and read an excerpt from Christopher Columbus’s journal. Analyze how point of view and setting contribute to the meaning of piece of literature Finish activities started yesterday. HOMEWORK: #13/ INFORMATIONAL TEXTS is due Tuesday, December 1

Assessment/Evaluation

What does the video say about Columbus?

How does point of view affect the text?

TYTG Chapter 6 Quick Quiz

Academic Vocabulary

gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle, stout, convictions, consensus, tentative, passionate, procrastinate

Additional Resources

The Young Traveler’s Gift

The Young Traveler’s Gift packet

TYTG Chapter 6 Quick Quiz

 

http://video.nationalgeographic.com/video/kids/history-kids/christopher-columbus-kids/

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud

REFLECTION/ RE-TEACH

Use EAGLE Lessons to review/re-teach reading strategies; use short ‘Check for Understanding’ Quizzes to gauge comprehension for each chapter.

 


TYTG
Research Topics for Chapter 3

 

AFTER you finish the Ch. 1-3 Vocabulary Test, check out these websites for more information on President Truman; the atomic bomb; WWII; Potsdam, Germany; “the buck stops here”; the Manhattan Project; AND the new Safety Protocol for our school.

 

Truman’s Classified Documents:

https://www.google.com/search?q=truman+classified+documents&safe=strict&biw=1024&bih=743&tbm=isch&tbo=u&source=univ&sa=X&ved=0CCsQsARqFQoTCNabxNzW98gCFcNUPgodN7EOYA

Truman Biography:

http://www.trumanlittlewhitehouse.com/key-west/president-truman-biography.htm

 

Atomic Bomb and New Mexico

http://www.cbsnews.com/news/70-years-after-atomic-bomb-test-new-mexico-residents-still-affected/

Atomic Bomb Sites in U.S.

https://www.google.com/search?q=atomic+bomb+sites+in+us&safe=strict&biw=1024&bih=743&tbm=isch&tbo=u&source=univ&sa=X&ved=0CDgQsARqFQoTCMv_roTY98gCFcNZPgodQfwIAQ

 

New Safety Protocol for Highland Middle School:

http://iloveuguys.org/

 

           
                                   
                       
                       
           
           
                       
           

 

           
                    

                               
                        
                                            
                        
                       
             

 

           
                       
           

 

        
                          
           

 

                                   
                       
                       

 

           
                       
                   
                       
                          
                          

 

           

 

            

 

 

 

 

 

 

 

 

 

 

 

 

Monday 11/18

Objective

(Student will…)

 

Standards:

I will illustrate an aspect of Jonas’s heroic journey in a graphic novel format. I will use framing, angles, color, and details for effect.            

 

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories.)

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

W.8.3. (c) Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

 

Teacher Activities

Direct the students in creating and completing a graphic novel (comic book) over The Giver.

Student Activities

The Assignment is in the SpringBoard book pages 99-101. Students are to work in a group to create a visual representation, in the form of a graphic novel, illustrating Jonas’s journey in relationship to the hero’s journey archetype. You will also write a reflective text analyzing how Jonas’s journey fits into the archetypal pattern of the hero’s journey and explaining the choices you made in creating the text. You will present your text to the class.

Get into their groups to brainstorm ideas for their graphic novel.

Collaborate (work together) to start creating their graphic novel.

Discuss what angles, frames, color, and details they are going to include in the graphic novel.

Write a reflective text over their graphic novel telling why they chose the scenes they chose and the different framing and angle techniques.

Each scene will be colored, have a box for narration and word bubbles for characters speaking.

 

Assessment/Evaluation

Prewriting Notes and Group Participation

Final Grades: Group Participation / Essay / Presentation / Illustration

Academic Vocabulary

 

 

 

Modifications/Accomodations:

Pre-AP defines all ten words and General Education defines the first five words. Elusive (adj) predominately (adv) diligent (adj) intangible (adj) unconstitutional (adj) deliberating (v) oppressed (adj)assiduously (adv) virtuous (adv) retribution (n)

Pg. 241 Brown Literature book

 

 Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, and Presenting.

Relevance/

Rationale:

 

Additional Resources

Students will learn how to write in an expository format, collaborate with team members, and do an oral presentation.

 

 The Give; SpringBoard book, Literature book

 

 

 

Tuesday 11/19

Objective

(Student will…)

I will illustrate an aspect of Jonas’s heroic journey in a graphic novel format. I will use framing, angles, color, and details for effect.

 

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories.)

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

W.8.3. (c) Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

 

Teacher Activities

Direct the students in creating and completing a graphic novel (comic book) over The Giver

Student Activities

The Assignment is in the SpringBoard book pages 99-101. Students are to work in a group to create a visual representation, in the form of a graphic novel, illustrating Jonas’s journey in relationship to the hero’s journey archetype. You will also write a reflective text analyzing how Jonas’s journey fits into the archetypal pattern of the hero’s journey and explaining the choices you made in creating the text. You will present your text to the class.

 Get into their groups to brainstorm ideas for their graphic novel.

Collaborate (work together) to start creating their graphic novel.

Discuss what angles, frames, color, and details they are going to include in the graphic novel.

Write a reflective text over their graphic novel telling why they chose the scenes they chose and the different framing and angle techniques.

Each scene will be colored, have a box for narration and word bubbles for characters speaking.

 

Assessment/Evaluation

Prewriting Notes and Group Participation

Final Grades: Group Participation / Essay / Presentation / Illustration

Academic Vocabulary

 

Modifications/Accomodations:

 

 

 Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, and Presenting.

Relevance/

Rationale:

 

Additional Resources

Students will learn how to write in an expository format, collaborate with team members, and do an oral presentation.

 

 The Giver; SpringBoard book

 

 

 

Wednesday 11/20

Objective

(Student will…)

I will illustrate an aspect of Jonas’s heroic journey in a graphic novel format. I will use framing, angles, color, and details for effect.

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories.)

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

W.8.3. (c) Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

 

Teacher Activities

Direct the students in creating and completing a graphic novel (comic book) over The Giver

Student Activities

The Assignment is in the SpringBoard book pages 99-101. Students are to work in a group to create a visual representation, in the form of a graphic novel, illustrating Jonas’s journey in relationship to the hero’s journey archetype. You will also write a reflective text analyzing how Jonas’s journey fits into the archetypal pattern of the hero’s journey and explaining the choices you made in creating the text. You will present your text to the class.

 

Get into their groups to brainstorm ideas for their graphic novel.

Collaborate (work together) to start creating their graphic novel.

Discuss what angles, frames, color, and details they are going to include in the graphic novel.

Write a reflective text over their graphic novel telling why they chose the scenes they chose and the different framing and angle techniques.

Each scene will be colored, have a box for narration and word bubbles for characters speaking.

 

 

Assessment/Evaluation

Prewriting Notes and Group Participation

Final Grades: Group Participation / Essay / Presentation / Illustration

Academic Vocabulary

 

Modifications/Accomodations:

 

 

 

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, and Presenting.

Relevance/

Rationale:

 

Additional Resources

Students will learn how to write in an expository format, collaborate with team members, and do an oral presentation.

 

 

The Giver; SpringBoard book

 

 

Class Name

Thursday 11/21

Objective

(Student will…)

I will illustrate an aspect of Jonas’s heroic journey in a graphic novel format. I will use framing, angles, color, and details for effect.

 

 

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories.)

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

W.8.3. (c) Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

 

Teacher Activities

Direct the students in creating and completing a graphic novel (comic book) over The Giver

Student Activities

The Assignment is in the SpringBoard book pages 99-101. Students are to work in a group to create a visual representation, in the form of a graphic novel, illustrating Jonas’s journey in relationship to the hero’s journey archetype. You will also write a reflective text analyzing how Jonas’s journey fits into the archetypal pattern of the hero’s journey and explaining the choices you made in creating the text. You will present your text to the class.

 

Get into their groups to brainstorm ideas for their graphic novel.

Collaborate (work together) to start creating their graphic novel.

Discuss what angles, frames, color, and details they are going to include in the graphic novel.

Write a reflective text over their graphic novel telling why they chose the scenes they chose and the different framing and angle techniques.

Each Scene will be colored, have a box for narration and word bubbles for characters speaking.

 

 

 

Assessment/Evaluation

Prewriting Notes and Group Participation

Final Grades: Group Participation / Essay / Presentation / Illustration

Academic Vocabulary

 

Modifications/Accomodations:

 

 

 

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, and Presenting.

Relevance/

Rationale:

 

Additional Resources

Students will learn how to write in an expository format, collaborate with team members, and do an oral presentation.

 

 

The Giver; SpringBoard book

 

 

Class Name

Friday 11/22

Objective

(Student will…)

I will illustrate an aspect of Jonas’s heroic journey in a graphic novel format. I will use framing, angles, color, and details for effect.

 

 

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories.)

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

W.8.3. (c) Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

 

Teacher Activities

Watch presentations; taking notes; grading each group as they present.

Student Activities

SAT vocab quiz; Elusive (adj) predominately (adv) diligent (adj) intangible (adj) unconstitutional (adj)

The Assignment is in the SpringBoard book pages 99-101. Students are to work in a group to create a visual representation, in the form of a graphic novel, illustrating Jonas’s journey in relationship to the hero’s journey archetype. You will also write a reflective text analyzing how Jonas’s journey fits into the archetypal pattern of the hero’s journey and explaining the choices you made in creating the text. You will present your text to the class.

 

Students will begin presenting their graphic novels to the class.

 

Students will also be grading their peers ensuring that they are paying attention to all of the presentations.

 

Assessment/Evaluation

Final Grades: Group Participation / Essay / Presentation / Illustration

Academic Vocabulary

 

Modifications/Accomodations:

 

 

 

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, and Presenting.

Relevance/

Rationale:

 

Additional Resources

Students will learn how to write in an expository format, collaborate with team members, and do an oral presentation.

The Giver; SpringBoard book

 

 

 

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