February

Collection of Olympic gods and goddesses from Greek and Roman mythology, mythological creatures. Male and female cartoon characters isolated on white background. Flat colorful vector illustration.
MYTHOLOGY UNIT WEBSITES

 

 

  1. Complete the OLYMPIAN GODS & GODDESSES CHART
  • Use the following websites to complete the chart with a partner
  • Use the BLUE textbook p. 459; p. 473 - 478

 

https://www.mensaforkids.org/teach/lesson-plans/an-introduction-to-greek-mythology/

 

https://greekgodsandgoddesses.net/greek-vs-roman-gods/

 

https://www.dummies.com/education/history/world-history/gods-and-goddesses-of-greek-and-roman-mythology/

 

 

https://www.infoplease.com/arts-entertainment/mythology/olympian-gods-and-goddesses


  Week of February 24-February 28, 2020

 

MRS. NORRIS Monday, February 24, 2020

Weekly Learning Target:


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

 

Unit 3.2 (15 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

 

 

 

Focus

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.7.1 Write arguments to support claims with clear reasons and relevant evidence.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible

sources and demonstrating an understanding of the topic or text.

Reinforce and/or support

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.

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.

e. Establish and maintain a formal style.

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.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

W.7.8 Gather relevant information from multiple print and digital sources, using search terms

effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for

citation.

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 have students read “Phaethon, Son of Apollo” in the PURPLE literature book, p. 854. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to identify and analyze mythology.

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

Student Activities: SW complete daily Eagle Lesson -Week 26 E - ESSAY WRITING. SW read “Phaethon, Son of Apollo” in the PURPLE literature book, p. 854.

 

HOMEWORK #25 / Nouns Review #1 will be due Tuesday, February 25th


RL.7.5, 7; W.7.4, 6

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

 

 

Tuesday, February 25, 2020

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

Teacher Activities: TW facilitate daily Eagle Lesson – A - ANALYSIS OF CHARACTERS (10 minutes). TW will have students take SCA #3. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to demonstrate understanding of reading and writing skills taught.

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

Student Activities: SW complete daily bell work – week 26 – A – ANALYSIS OF CHARACTERS (refer to power point). SW finish SCA #3.

HOMEWORK #25 / Nouns Review #1 will be due Tuesday, February 25th


RL.7.5, 7; W.7.4, 6

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

SCA #3

 

 

 

Wednesday, February 26, 2020 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 will allow students to finish SCA #3.

.


Goal is for scholars to demonstrate understanding of reading and writing skills taught.

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

Student Activities: SW complete daily bell work – week 26 – G - Good Answer/GREAT Answer (refer to PowerPoint). SW read nonfiction.

HOMEWORK #26 / Nouns Review #2 will be due Tuesday, March 3rd!


RL.7.5, 7; W.7.4, 6

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

SCA #3

 

 

 

Thursday, February 27, 2020

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Terms (10 minutes). TW have students take the online quiz over “Phaethon” on the laptop/phone. TW have students write a Mythological “I AM” poem about themselves.


Goal is for scholars to work in collaboration groups with daily objective and to practice working in groups, taking on job roles, and presenting.

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

Student Activities: Bell Work: EAGLE LESSON Week 26 - L- Literary Terms (refer to power point). SW take an online quiz over “Phaethon.” SW write a Mythological “I AM” poem about themselves HOMEWORK #26 / Nouns Review #2 will be due Tuesday, March 3rd!

 

 


RL.7.5, 7; W.7.4, 6

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

 

 

 

 

Friday, February 28, 2020

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

Teacher Activities: TW facilitate daily Eagle Lesson – E – Evaluation of Plot/Bell Work Quiz (10 minutes) TW allow students to read “Narcissus” (p. 862 in PURPLE book;, “Icarus and Daedalus” p. 865. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to work in collaboration groups with daily objective and to practice working in groups, taking on job roles, and presenting.

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

Student Activities: Bell Work: EAGLE LESSON Week 26 E- Evaluation of Plot (refer to PowerPoint). SW

 

 

HOMEWORK #26 / Nouns Review #2 will be due Tuesday, March 3rd!

 

 


RL.7.5, 7; W.7.4, 6

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

 

 

 

 

 

 

 

Image result for snoopy clip art

  Week of February 17-21, 2020

 

MRS. NORRIS Monday, February 17, 2020

No School Presidents Day!

Weekly Learning Target:


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

 

Unit 3.2 (15 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

 

 

 

Focus

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.7.1 Write arguments to support claims with clear reasons and relevant evidence.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible

sources and demonstrating an understanding of the topic or text.

Reinforce and/or support

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.

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.

e. Establish and maintain a formal style.

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.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

W.7.8 Gather relevant information from multiple print and digital sources, using search terms

effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for

citation.

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: HOLIDAY – NO SCHOOL!


.

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

Student Activities: HOLIDAY – NO SCHOOL


RL.7.2, RI.7.6, 8

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

 

 

Tuesday, February 18, 2020

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

Teacher Activities: TW facilitate daily Eagle Lesson – Annotation (10 minutes). TW have students finish the “Gods and Goddesses Chart” by researching the Internet. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to work in collaboration groups with daily objective and to practice working in groups, taking on job roles, and presenting.

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

  • Student Activities: SW complete daily bell work – week 25 – E – Essay Writing (from Monday) A –Analyzing a Character (refer to power point). SWfinish the “Gods and Goddesses Chart” by researching the Internet.HOMEWORK #25 / Nouns Review will be due Tuesday, February 25th


RL.7.2, 3; RI.7.9; W.7.2

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

 

 

 

 

Wednesday, February 19, 2020 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. TW will have students read “Demeter and Persephone” p. 648 Pearson textbook. (21 minutes). Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to work on writing skills with daily objective and to practice those skills in pre-writing and writing activities.

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

Student Activities: SW complete daily bell work – week 25 – G –Good Answer/GREAT Answer (refer to PowerPoint). SW read “Demeter and Persephone” p. 648 Pearson textbook.. HOMEWORK #25 / Nouns Review will be due Tuesday, February 25th.


RI.7.2, 4

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

 

 

 

 

Thursday, February 20, 2020

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Terms (refer to Power Point) (10 minutes). TW will have students read “The Voyage” from Tales of the Odyssey p. 694 Pearson textbook. TW have students write 5 questions about the two myths read, “Demeter and Persephone” and “The Voyage” Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to work in collaboration groups with daily objective and to practice working in groups, taking on job roles, and presenting.

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

Student Activities: Bell Work: EAGLE LESSON Week 25 - L- Literary Terms (refer to power point). SW review the persuasive essay elements (p. 212). SW practice close reading by reading “The Voyage” from Tales of the Odyssey p. 694 Pearson textbook. SW write 5 questions about the two myths read, “Demeter and Persephone” and “The Voyage” . HOMEWORK #25 / Nouns Review will be due Tuesday, February 25th .


RI.7.3, 4, 5, 6

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

 

 

 

 

Friday, February 21, 2020

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

Teacher Activities: TW facilitate daily Eagle Lesson – E –Elements of Plot/ (10 minutes). TW have students read “Phaethon, Son of Apollo” p. 854 PURPLE Prentice Hall textbook. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to work in collaboration groups with daily objective and to practice working in groups, taking on job roles, and presenting.

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

Student Activities: Bell Work: EAGLE LESSON Week 25 E- Elements of Plot (refer to PowerPoint). SW “Phaethon, Son of Apollo” p. 854 PURPLE Prentice Hall textbook HOMEWORK #25 / Nouns Review will be due Tuesday, February 25th


RI.7.3, 4, 5; W.7.2

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

 

 

 

 

 

 


  Week of February 3-7, 2020

 

Mrs. NORRIS Monday, February 3 , 2020

Weekly Learning Target:


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

 

Unit 3.1 (30 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

 

 

 

Focus

RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among

claim(s), reasons, and evidence.

e. Provide a concluding statement or section that follows from and supports the argument

presented.

 

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.

W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among

claim(s), reasons, and evidence.

e. Provide a concluding statement or section that follows from and supports the argument

presented.

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.

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

f. Provide a concluding statement or section that follows from and supports the information

or explanation presented

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].)

L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better

understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations

(definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

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.

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 introduce a Poster Project to end TYTG unit. TW instruct students to choose an over-arching THEME of their poster and present each of the Seven Decisions for Success

TW lead a class discussion of question: on p. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to practice reading strategies.

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

Student Activities: SW complete daily Eagle Lesson -Week 23 E –Essay Writing. SW listen as teacher introduces the Poster Project. SW choose an over-arching THEME for their poster and begin construction.

RL.7.2

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

 

 

Tuesday, February 4, 2020

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

Teacher Activities: TW facilitate daily Eagle Lesson – Analyzing a Character (10 minutes). TW allow students to finish their poster projects for TYTG. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to practice working in collaboration groups, taking on job roles, and presenting.

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

Student Activities: SW complete daily bell work – week 23 – A - Analyzing a Character (refer to power point). SW ). Finish their Poster Project


RL.7.2, W.7.2, 2b, 2f, 3, 3a, 3b

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

POSTER PROJECT - TYTG

 

 

 

Wednesday, February 5, 2020 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 introduce MYTHOLOGY Unit by having students research and fill out the graphic organizer for Greek and Roman Gods and Goddesses. TW allow students to research mythology using laptops and listed websites. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to work in collaboration groups with daily objective.

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

Student Activities: SW complete daily bell work – week 23 – G –Good Answer/GREAT Answer (refer to PowerPoint). SW listen as teacher introduces a MYTHOLOGY UNIT. SW will use a laptop to find and complete answers on a Mythology Character Chart . FOR A GRADE.


RL.7.2, 3;

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

Olympian Gods & Goddesses Chart

 

 

 

Thursday, February 6, 2020

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

Teacher Activities: TW facilitate daily Eagle Lesson – L –Literary (10 minutes). TW allow students to continue research on the Gods & Goddesses Chart. Last 5 minutes of class: Questions and Comments Wrap-Up Time.

 


.

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

Student Activities SW complete daily bell work – week 23 L – LITERARY ANALYSIS (10 MINUTES) SW work with a partner to complete the Gods & Goddesses Chart.

 


R[MI1]I.7.9

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

Olympian Gods & Goddesses Chart

Online Quiz/Mythological Characters

 

 

 

Friday, February 7, 2020

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

Teacher Activities: TW facilitate daily Eagle Lesson – E – Essential Vocabulary/Bell Work Quiz (10 minutes). TW review over this week’s objectives dealing with reading mythology. - TW have scholars read “Daedalus and Icarus” PURPLE Pearson Book p. 865 – 866; THEN read “Phaethon, Son of Apollo” p. 854..


Goal is for scholars to practice working in collaboration groups, taking on role jobs, and presenting.

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

Student Activities: Bell Work: EAGLE LESSON Week 23 E- Essential Vocabulary (refer to PowerPoint). SW review this week’s objectives dealing with MYTHOLOGY. SW read “Daedalus and Icarus” PURPLE Pearson Book p. 865 – 866; THEN read “Phaethon, Son of Apollo” p. 854.

 

FOR A GRADE.


RL.7.2, RI.7.6, 8

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

Online Quiz/Mythological Characters

 

 

 

 

 


 [MI1]

  
Week of February 18-22, 2019

 

MRS. NORRIS Monday, February 18, 2019

No School Presidents Day!

Weekly Learning Target:


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

 

Unit 3.2 (15 days)

4 ½ weeks

Common Core Standards

 

Focus

Reinforce/Support

Recur

 

 

 

Focus

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.7.1 Write arguments to support claims with clear reasons and relevant evidence.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible

sources and demonstrating an understanding of the topic or text.

Reinforce and/or support

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.

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.

e. Establish and maintain a formal style.

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.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

W.7.8 Gather relevant information from multiple print and digital sources, using search terms

effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for

citation.

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:HOLIDAY – NO SCHOOL!


.

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

Student Activities: HOLIDAY – NO SCHOOL


RL.7.2, RI.7.6, 8

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

 

 

Tuesday, February 19, 2019

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

Teacher Activities: TW facilitate daily Eagle Lesson – Annotation (10 minutes). TW review the reflective essay elements (p. 202). TW will have students read “I Am a Native of North America” (p. 204) Introduce Question#4 on p. 209. Have students fold paper in thirds to create the graphic organizer. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to work in collaboration groups with daily objective and to practice working in groups, taking on job roles, and presenting.

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

  • Student Activities: SW complete daily bell work – week 25 – E – Essay Writing (from Monday) A –Analyzing a Character (refer to power point). SW review the reflective essay elements (p. 202). SW read “I Am a Native of North America” (p. 204) using popcorn style reading techniques. SW fold paper in thirds to create the graphic organizer then answer Question #4 on p. 209. HOMEWORK #24/ “Drafted to Serve” will be due Tuesday, February 19th