April


 

  Week of April 16-20, 2018

 

MRS. NORRIS Monday, April 16, 2018

Weekly Learning Target:

vMC900439610[1]

(What will students know & be able to do as a result of this lesson?)

 

Unit 4.1 (45 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

 

 

 

Focus

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.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.

 

Reinforce and/or support

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.7.9 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.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.7.5 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, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate

command of Language standards 1–3 up to and including grade 7 on page 52 [of the full ELA

Common Core State Standards document].)

W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 7 Reading standards to literature (e.g., “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”).

Recur

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – E – Essay Writing (10 minutes). TW continue reading Tangerine. P. 50 - 70. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to read a novel for pleasure and understanding, identifying key elements of a novel

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell Work: EAGLE LESSON Week 33 - – E – Essay Writing (refer to power point). SW continue reading Tangerine p. 50 - 70.


RI.7.1,4, 5

Assessment (Have students met the learning target? What does success look like?)

 

 

Tuesday, April 17, 2018

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – Analyze Character (10 minutes) TW allow classes to finish all reading through p. 94. TW review through p, 94 for TEST #3 tomorrow. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to read a novel for pleasure and understanding, identifying key elements of a novel.

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: SW complete daily bell work – week 33 – A –Analyze Character (refer to power point). SW will finish reading through p. 94. SW listen as teacher reviews events in the novel from p. 94. SW review for Tangerine TEST #3.


RL7.2, 3, 4; W.7.3

Assessment (Have students met the learning target? What does success look like?)

 

 

 

 

Wednesday, April 18, 2018 PLC Early Release Day!

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – G –Good Answer/GREAT Answer (10 minutes). Review events before you administer Tangerine TEST #3. Give TEST #3.Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to read a novel for pleasure and understanding, identifying key elements of a novel

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: SW complete daily bell work – week 33 – G - Good Answer/GREAT Answer (refer to PowerPoint). SW listen as teacher reviews through p.94. SW take Tangerine TEST #3.


RL.7.1, 2, 3, 4, 5

Assessment (Have students met the learning target? What does success look like?)

Tangerine TEST #3

 

 

 

Thursday, April 19, 2018

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Devices (10 minutes).TW introduce SINKHOLE NEWS ASSIGNMENT. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to read a novel for pleasure and understanding, identifying key elements of a novel

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell Work: EAGLE LESSON Week 33 - L- Literary Device (refer to power point). SW listen as teacher introduces SINKHOLE NEWS ASSIGNMENT. Begin assignment as time permits.


RI.7.1,4, 5

Assessment (Have students met the learning target? What does success look like?)

Tangerine Sinkhole News Assignment – due tomorrow Friday, April 20

 

 

 

Friday, April 20, 2018

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – E – Emotional Language/Bell Work Quiz (10 minutes). TW review SINKHOLE NEWS ASSIGNMENT. TW allow students to work on assignment.5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to read a novel for pleasure and understanding, identifying key elements of a novel

Student Activities (Why are the outcomes of this lesson important in the real world? – future learning?)

Student Activities: Bell Work: EAGLE LESSON Week 30 E- Emotional Language (refer to PowerPoint). SW listen as teacher reviews SINKHOLE NEWS ASSIGNMENT. Finish Sinkhole assignment. FOR A GRADE.


RI.7.1, 4, 9; W.7.2

Assessment (Have students met the learning target? What does success look like?)

SINKHOLE NEWS ASSIGNMENT

 

 

 

  Week of April 9-13, 2018

 

MRS. NORRIS Monday, April 9, 2018

Weekly Learning Target:

MC900439610[1]

(What will students know & be able to do as a result of this lesson?)

 

Unit 4.1 (45 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

 

 

 

Focus

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.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.

 

Reinforce and/or support

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.7.9 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.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.7.5 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, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate

command of Language standards 1–3 up to and including grade 7 on page 52 [of the full ELA

Common Core State Standards document].)

W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 7 Reading standards to literature (e.g., “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”).

Recur

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Teacher Activities/ Resources (How will the students be learning this?)

Teacher Activities: TW facilitate daily Eagle Lesson – E – Essay Writing (10 minutes). TW allow classes to listen to the CD as they begin to read Tangerine. Finish all reading through p. 22. Last 5 minutes of class: Questions and Comments Wrap-Up Time.