December

7th Grade Language Arts

Norris


 

  Week of December 3-7, 2018

 

MRS. NORRIS Monday, December 3, 2018

Weekly Learning Target:


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

 

Unit 2.1 (20 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

Focus STANDARDS:

RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas

influence individuals or events, or how individuals influence ideas or events).

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.

RI. 7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

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.)

Reinforce and/or support STANDARDS:

RI.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.

RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

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.7.6 Determine an author’s point of view or purpose in a text and analyze how the author

distinguishes his or her position from that of others.

RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and

information, using strategies such as definition, classification, comparison/contrast, and

cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and

multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other

information and examples.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas

and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

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].)

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of phrases and clauses in general and their function in specific

sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal

differing relationships among ideas.

c. Place phrases and clauses

L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Recurring STANDARDS:

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 -Emotional Language. TW take students to the computer lab to do SCA #2.


Goal is for students to read a novel and informational texts in class, participating in class discussion, and completing assignments given.

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

Student Activities: SW complete daily Eagle Lesson -Week 16 E -Emotional Language. SW take SCA #2 in the computer lab


ONLINE HOMEWORK #15/Brandenburg Gate/ DUE Tuesday, Dec. 4th

RL7.1, 2, 3, 9 RI.7.1, 2, 3, 4, 6 W.7.1 a-e, 2 a-f L.7.1 a-c, 2 a-b, 3, 4 a-d

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

SCA #2

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction

Vocabulary from TYTG: stunned, murmured, despair, fluently, astonishment, disarray, tolerate, bombard

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift; TYTG Student Packet

 

REFLECTION/ RE-TEACH

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

 

Tuesday, December 4, 2018

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

Teacher Activities: TW facilitate daily Eagle Lesson – Annotation. TW take students to the computer lab to finish SCA #2


Goal is for students to be introduced to reading a novel in class, participating in class discussion, and completing assignments given.

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

Student Activities: SW complete daily bell work – week 16 – A -Annotation. SW go to the computer lab to finish

SCA #2.


ONLINE HOMEWORK #15/Brandenburg Gate/ DUE Tuesday, Dec. 4th

RL7.1, 2, 3, 9 RI.7.1, 2, 3, 4, 6 W.7.1 a-e, 2 a-f L.7.1 a-c, 2 a-b, 3, 4 a-d

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

SCA #2

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction

Vocabulary from TYTG: gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift; TYTG Student Packet

REFLECTION/ RE-TEACH

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

 

Wednesday, December 5, 2018 PLC Early Release Day!

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

Teacher Activities: TW facilitate daily Eagle Lesson – G -Grammar – (refer to PowerPoint).

TW continue with students the novel “The Young Traveler’s Gift” by Andy Andrews. TW show videos of Civil War documentaries of Col. Chamberlain and the Battle of Gettysburg to students.

Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for students to be introduced to reading a novel in class, and seeing how the novel is portrayed in history through videos, and completing assignments given.

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

Student Activities: SW complete daily bell work – week 16 – G -Grammar (refer to PowerPoint). SW listen as teacher continues with the novel “The Young Traveler’s Gift” by Andy Andrews. SW watch as teacher shows video documentaries of Col. Chamberlain and the Civil War.


ONLINE HOMEWORK #16 / “Poppies” & Town Meeting DUE Tuesday, Dec. 11th

RL7.1, 2, 3, 9 RI.7.1, 2, 3, 4, 6 W.7.1 a-e, 2 a-f L.7.1 a-c, 2 a-b, 3, 4 a-d

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

Student discussion/Student daily work

Students will be exposed to the reading in literature with a novel and engaging with reading informational texts.

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction

Vocabulary from TYTG: gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift; TYTG Student Packet

http://www.history.com/topics/american-civil-war/american-civil-war-history/videos/chamberlain-defends-little-round-topChamberlain defends Little Round Top

http://www.history.com/topics/american-civil-war/american-civil-war-history/videos/the-battle-of-gettysburg Battle of Gettysburg

WATCH DVD – “Gettysburg”

SPEECH – 25:09 – 30:08

Battles – 2:05 – 2:15

Col. Joshua Chamberlain’s Speech to the troops; Charge of Bayonets

REFLECTION/ RE-TEACH

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

 

Thursday, December 6, 2018

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

Teacher Activities: TW take students to the computer lab to do SCA #2.


Goal is for students to read a variety of short passages, both fictional and informational texts a d answer questions about each passage to demonstrate mastery of standards.

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

Student Activities:

SW take SCA #2.

 


ONLINE HOMEWORK #16 / “Poppies” & Town Meeting DUE Tuesday, Dec. 11th

RL7.1, 2, 3, 9 RI.7.1, 2, 3, 4, 6 W.7.1 a-e, 2 a-f L.7.1 a-c, 2 a-b, 3, 4 a-d

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

 

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction

Vocabulary from TYTG: gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift; TYTG Student Packet

http://www.learnnc.org/lp/editions/nchist-civilwar/5513 Life of a Civil War Soldier

 

http://mediacast.hobbsschools.net/inventivex/mediaresources/checkout_x.cfm?contentid=5540&transactionid=207322&CFID=1147871&CFTOKEN=45AAC142-0278-46A2-94A1ED2ADD870050# BEGIN at 21:50

http://www.havefunwithhistory.com/movies/theCivilWar.html BEGIN AT 18:23

The Civil War Journal of Stephen Keyes Fletcher Excerpt

REFLECTION/ RE-TEACH

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

 

Friday, December 7, 2018

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

Teacher Activities: TW take students to the computer lab to do SCA #2.


Goal is for students to read a variety of short passages, both fictional and informational texts a d answer questions about each passage to demonstrate mastery of standards.

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

Student Activities: . SW take SCA#2.


ONLINE HOMEWORK #16 / “Poppies” & Town Meeting DUE Tuesday, Dec. 11th

RL7.1, 2, 3, 9 RI.7.1, 2, 3, 4, 6 W.7.1 a-e, 2 a-f L.7.1 a-c, 2 a-b, 3, 4 a-d

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

 

Academic Vocabulary

character, characterization, narrative, plot, plot diagram, textual evidence, short story, fiction, setting, conflict, theme, (figurative language): simile, onomatopoeia, hyperbole, metaphor, oxymoron, personification, idiom, pun, internal conflict, external conflict, point of view; 1st person p-o-v, 3rd person p-o-v, omniscient, suspense, literature, prose, foreshadowing, protagonist, antagonist, dynamic character, static character, mythology, genre, poetry. New Literary Terms: novel, nonfiction

Vocabulary from TYTG: gruesome, civil, prompted, forfeited, tactics, retreat, indecisive, idle

Modifications (SPED; ELL)

Cooperative learning, modeling, close reading, graphic organizer, guided reading. Questioning the text, annotation, Chunking the text. Think aloud, Check for understanding, assistance with reading, short instructions, positive reinforcement, positive feedback

Additional Resources

The Young Traveler’s Gift; TYTG Student Packet

“The Ballad of Joshua Lawrence Chamberlain” , highlighters

REFLECTION/ RE-TEACH

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

 



   

 

imagesEHLKYV54

 

  

imagesF71DLVN6

 

  

 

 


The “Christopher Columbus” Debate – Hero or Villain?

 

READ the following articles and decide for YOURSELF how you feel.  Write a paragraph defending your opinion and give at least 2 VALID reasons for your opinion.  Start with a topic sentence that states your opinion, give 2 reasons which support your opinion, and end with a conclusion statement.  Type your paragraph in a WORD document and SAVE to your “H” drive under the title:  Columbus

 

Article - He's the Explorer/Exploiter You Just Have to Love/Hate

http://www.nytimes.com/1992/10/12/us/he-s-the-explorer-exploiter-you-just-have-to-love-hate.html

 

Editorial – Christopher Columbus’ accomplishments need not be overshadowed by his role in promoting slavery

 

http://articles.courant.com/2013-10-11/news/hc-ed-on-columbus-day-celebrate-explorer-accomplis-20131011_1_christopher-columbus-bold-explorer-western-hemisphere

 

Editorial – Columbus the Exploiter Should be Remembered

 

http://www.deseretnews.com/article/252439/CHRISTOPHER-COLUMBUS---HERO-OR-EXPLOITER.html?pg=all

 

10 Facts about Columbus you may not know

http://www.history.com/news/10-things-you-may-not-know-about-christopher-columbus   

 

Cast your Vote:

http://www.debate.org/opinions/should-christopher-columbus-be-considered-a-hero

Christopher Columbus:  Hero or Villain?

http://www.biography.com/news/christopher-columbus-day-facts

Columbus Day 2014 – Hero, Villain, or Maybe Both

http://abcnews.go.com/US/columbus-day-2014-hero-villain/story?id=26108367

Writing Your Opinion Essay

Prompt:  Do you think Christopher Columbus was a hero or a villain?

 

Sentence 1:  Your TOPIC SENTENCE.  State your opinion clearly.

Sentence 2: CONCRETE DETAIL #1  This sentence is your first fact that supports your topic sentence. Do not write any of your own opinions here.

Sentence 3:  COMMENT #1  Write your specific thought, feeling, emotion (opinion) that supports Concrete Detail #1. 

Sentence 4:  COMMENT #2  Write another personal thought, feeling, emotion (opinion) that also supports Concrete Detail #1.

Sentence 5:  CONCRETE DETAIL #2  This sentence is your second fact that supports your topic sentence. Do not write any of your own opinions here.

Sentence 6:  COMMENT #2  Write your specific thought, feeling, emotion (opinion) that supports Concrete Detail #2. 

Sentence 7: COMMENT #2  Write another personal thought, feeling, emotion (opinion) that also supports Concrete Detail #2.

Sentence 8:  CONCLUSION:  Say your topic sentence in a new and fresh way. 

EXAMPLE COLUMBUS ESSAYS

 

ESSAY #1

 

          In my opinion, Christopher Columbus was a hero.  He opened up the ‘New World’ for trade with Europe.   He didn’t actually discover the New World because there were people who were already here, but he was brave enough to sail into uncharted and unknown waters to fulfill his dream.  This took lots of courage because no one had done it before.  He also helped prove that the world was round, and not flat.  Even though many people believed this to be true, Columbus was actually willing to risk his own life to prove it.  I think this makes him a true hero to lead his men into the unknown.  Because Columbus explored by sailing to the Americas, I think he can be called a hero. 

 

 

In my opinion, Christopher Columbus was a villain.  He exploited the native peoples that he found on the islands where he landed.  He took many of the ‘Indians’ back to Europe with him and sold them as slaves.  His men made the people work to find gold for them.   He had wrong intentions in beginning his voyage in the first place.  He really left to find gold and riches which would make him wealthy and famous.  He didn’t even know where he was.  He thought he was in India.  He is a villain because of the hardships he caused the native people and should not be glorified for his actions. 

 

 

 

 

 


 






 

 

 

 


 

 

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