April


 

  Week of April 29- May 3, 2019

 

MRS. NORRIS Monday, April 29, 2019

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 review Tangerine. P. 50 -94. TW review events before you administer Tangerine TEST #3. Give TEST #3. TW introduce SINKHOLE NEWS ASSIGNMENT if time allows.

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 listen as teacher reviews Tangerine p. 50 – 94. SW take Tangerine TEST #3. SW listen as teacher introduces SINKHOLE NEWS ASSIGNMENT if time allows.


RI.7.1,4, 5

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

Tangerine TEST #3

 

Tuesday, April 30, 2019

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

Teacher Activities: TW facilitate daily Eagle Lesson – Analyze Character (10 minutes) TW introduce SINKHOLE NEWS ASSIGNMENT. TW have students complete the first page of the handout before they begin writing the news story. 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 listen as teacher introduces SINKHOLE NEWS ASSIGNMENT. SW complete the first page of the worksheet, filling in all the details for the news story before they begin writing. FOR A GRADE.


RL7.2, 3, 4; W.7.3

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

Tangerine Sinkhole News Assignment – due Wednesday, May 2

 

 

 

Wednesday, May 1, 2019 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). TW allow students to finish their 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: SW complete daily bell work – week 33 – G - Good Answer/GREAT Answer (refer to PowerPoint). SW finish SINKHOLE NEWS ASSIGNMENT and turn it in. FOR A GRADE

 


RL.7.1, 2, 3, 4, 5

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

Tangerine Sinkhole News Assignment – due Wednesday, May 2

 

 

 

Thursday, May 2, 2019

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Devices (10 minutes). TW have students listen to CD as they read Tangerine p. 97 – 116. 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 to CD as they read Tangerine p. 97 – 116.. FOR A GRADE..


RI.7.1,4, 5

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

 

 

 

 

Friday, May 3, 2019

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 have students listen to CD as they read Tangerine p. 116 - 126. 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 30 E- Emotional Language (refer to PowerPoint). SW listen and read along as CD plays p.116 - 126.


RI.7.1, 4, 9; W.7.2

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

 

 

 

 

  Week of April 8-12, 2019

 

MRS. NORRIS Monday, April 8, 2019

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 take students to the computer lab to take Tangerine TEST #1. TW review briefly events through p. 33.TW have students fill out student surveys and allow students to work on homework #31. 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 will go to the computer lab to take Tangerine TEST #1. SW complete teacher surveys and work on HW #31.


RI.7.1,4, 5

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

Tangerine TEST #1

 

Tuesday, April 9, 2019

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

Teacher Activities: TW facilitate daily Eagle Lesson – Analyze Character (10 minutes) TW continue reading Tangerine. P 33-50.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 continue reading Tangerine p. 33. - 50


RL7.2, 3, 4; W.7.3

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

 

 

 

 

Wednesday, April 10, 2019 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). TW continue reading Tangerine. P 33-50. 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 continue reading Tangerine p. 33-50.


RL.7.1, 2, 3, 4, 5

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

 

 

 

 

Thursday, April 11, 2019

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Devices (10 minutes). TW allow classes to finish all reading through p. 50. TW review briefly p. 33-50. TW administer Tangerine TEST #2.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 continue reading Tangerine through p. 50. SW listen as teacher reviews events in the novel through p. 50. sW take Tangerine TEST #2.


RI.7.1,4, 5

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

Tangerine TEST #2

 

 

 

Friday, April 12, 2019

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 continue reading Tangerine p. 50 – 65.5 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 continue to read Tangerine p. 50 – 65.


RI.7.1, 4, 9; W.7.2

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

 

 

 

 

 


  Week of April 1-5, 2019

 

MRS. NORRIS Monday, April 1, 2019

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 students to finish and present their Concrete, Picture Poem or TP-CASTT analysis posters to the class. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to read and analyze a poem/song and identify figurative language, imagery, connotation and tone.

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

Student Activities: SW complete daily Eagle Lesson -Week 30 E - Essay Writing. SW finish and present their Concrete, Picture Poem or TP-CASTT analysis posters to the class.


RL7.1, 4

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

Concrete Poem, Picture Poem, TP-CASTT Analysis Poster

 

Tuesday, April 2, 2019

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

Teacher Activities: TW facilitate daily Eagle Lesson – Analyze Character (10 minutes) TW introduce scholars to Elements of an American Gothic Novel. TW show the PP for the introduction to Tangerine. TW pass out worksheets for Annotation and Notes before beginning the novel, Tangerine. 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 30 – A –Analyze Character (refer to power point). watch PP presentation on the Elements of an American Gothic Novel, and take notes of figurative language to prepare for Tangerine. Begin annotation of the novel


RL7.2, 3, 4; W.7.3

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

 

 

 

 

Wednesday, April 3, 2019 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). TW finish Annotation of the Prologue for Tangerine. Begin reading Tangerine. P. 4-33. 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 30 – G - Good Answer/GREAT Answer (refer to PowerPoint). SW finish Annotation of the Prologue for Tangerine. Begin reading Tangerine. P. 4-33.


RL.7.1, 2, 3, 4, 5

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

 

 

 

 

Thursday, April 4, 2019

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Devices (10 minutes). TW continue reading Tangerine

p 4-33. 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 30 - L- Literary Device (refer to power point). SW continue reading Tangerine p. 4 - 33

RI.7.1,4, 5

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

 

 

 

 

Friday, April 5, 2019

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

Teacher Activities:TW facilitate daily Eagle Lesson – E – Emotional Language (10 minutes). TW review briefly for Test #1. TW give Test #1 for Tangerine. 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 30 E- Emotional Language (refer to PowerPoint). SW listen as teacher reviews p. 1-33 and then take TEST #1. FOR A GRADE.


RI.7.1, 4, 9; W.7.2

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

Tangerine TEST #1

 

 

 

 

Website by SchoolMessenger Presence. © 2019 Intrado Corporation. All rights reserved.