March



  Week of March 18-22, 2019

MRS. NORRIS Monday, March 18, 2019

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 -Emotional Language (10 minutes). TW allow students to finish their CONCRETE POEMS. TW remind students to bring a favorite photograph of themselves to write about. TW pass out Emily Dickinson poems. TW allow students to work in pairs/groups to TP-CASTT the poem they are given. Each pair/group will make a poster to illustrate their analysis of the poem.


Goal is for scholars to read a poemand analyze using TP-CASTT method of poetry analysis.

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

Student Activities: SW complete daily Eagle Lesson -Week 29 E -Emotional Language. SW finish their CONCRETE POEMS. SW bring a favorite photograph of themselves to write about. SW work in pairs/groups to TP-CASTT the Emily Dickinson poem they are given. Each pair/group will make a poster to illustrate their analysis of the poem.


RL7.1, 2, 3, 5 “

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

Concrete Poem

 

Tuesday, March 19, 2019

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

Teacher Activities: TW facilitate daily Eagle Lesson – Annotation (10 minutes) TW allow students to finish their TP-CASTT poster of the Emily Dickinson poem they were given.


Goal is for scholars to analyze a poem using TP-CASTT.

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

Student Activities: SW complete daily bell work – week 29 – A –Annotation (refer to power point). SW work on completing the Emily Dickinson poem, using TP-CASTT to analyze the poem and illustrate their analysis on a poster.


RL7.1, 2, 3, 5

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

TP-CASTT Poster of the Emily Dickinson Poem

 

 

 

Wednesday, March 20, 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 review poetry terms and strategies.TW review steps forClose Reading: Poetryp. 314. TW introduce the “Picture Poem” and have students begin writing their “Picture Poem” from a photo they have brought. TW instruct students to use their ID picture if they did not bring another photo.5 minutesof class: Questions and Comments Wrap-Up Time.

 


Goal is for scholars to write a poemfrom a favorite picture using a specific poem structure.

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

Student Activities: SW complete daily Eagle Lesson -Week 29 G –Good Answer/GREAT Answer. SW listen as teacher reviews poetry terms and strategies.SW review steps forClose Reading: Poetryp. 314. SW listen as teacher introduces the “Picture Poem” begin writing their “Picture Poem” from a photo they have brought. SW use their ID picture if they did not bring another photo.


RL.7.1, 2, 3, 5

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

“Picture Poem”

 

 

 

Thursday, March 21, 2019

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Devices (10 minutes). TW allow students time to finish their “Picture Poem”. 5 minutesof class: Questions and Comments Wrap-Up Time.


Goal is for scholars to write a poemfrom a favorite picture using a specific poem structure.

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

Student Activities: Bell Work: EAGLE LESSON Week 29 - L- Literary Device (refer to power point). SW work to finish writing their “Picture Poem.”


RI.7.1, 5, 6

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

“Picture Poem”

 

 

 

Friday, March 22, 2019

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 allow students time to finish all assigned poems for the week – CONCRETE POEM, TP-CASTT Analysis of Emily Dickinson poem POSTER, and “PICTURE POEM”.5 minutesof class: Questions and Comments Wrap-Up Time.


Goal is for scholars to write a poems using a specific poem structure; analyze poetry using TP-CASTT method of poetry analysis.

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

Student Activities:Bell Work: EAGLE LESSON Week 27 E- Essential Vocabulary (refer to PowerPoint). SW finish all assigned poems for the week – CONCRETE POEM, TP-CASTT Analysis of Emily Dickinson poem POSTER, and “PICTURE POEM”.

FOR A GRADE.


RI.7.1, 2, 4

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

Concrete Poem, TP-CASTT Poster; “Picture Poem”

 

 

 

 

Image result for snoopy st patrick's day

 

  Week of March 11 – March 15, 2019

 

MRS. NORRIS Monday, March 11, 2019

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 introduce poetry to scholars. (10 minutes) TW show PowerPoint presentations on POETRY. This section of poetry will be in the Pearson Book p. 324-327. Terms to define and present: poetry, lines, stanzas, stanza break, refrain, variations, alliteration, repetition, onomatopoeia, denotation, connotation, imagery, figurative language, simile, metaphor, personification, forms of poetry: narrative, Haiku, Free Verse, Lyric, Ballads, Concrete, Limericks. TW will introduce Poetry Analysis strategy: TP-CASTT. TW show PowerPoint presentation and have students take notes. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to understand and enjoy reading poetry using the TP-CASTT method of poetry analysis..

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 listen as teacher introduces poetry. (10 minutes) SW will be introduced to poetry terminology and take NOTES on poetry terms. (36 minutes) This section of poetry will be in the Pearson Book p. 324-327. Terms to understand: poetry, lines, stanzas, stanza break, refrain, variations, alliteration, repetition, onomatopoeia, denotation, connotation, imagery, figurative language, simile, metaphor, personification, forms of poetry: narrative, Haiku, Free Verse, Lyric, Ballads, Concrete, Limericks. SW will listen as teacher introduces Poetry Analysis strategy: TP-CASTT. SW watch PowerPoint presentation and take notes. HOMEWORK #28/Verb Review Due Tuesday, March 19th!


RL.7.5, 7; W.7.4, 6

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

 

 

Tuesday, March 12, 2019

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

Teacher Activities: TW facilitate daily Eagle Lesson – A –ANALYZE CHARACTERS (10 minutes).TW have students read“The Railway Train” p. 315; “Maestro” & “The Desert Is My Mother” p. 318-319. (20 minutes) TW have students read a poem aloud and present the TP-CASTT analysis steps as they answer the questions.1.) Paraphrase the poem. 2.) What kind of poem is it? 3.) Explain the figurative language and how it adds to the poem. 4.) Describe the tone. 5.) Describe any SHIFT in the poem. 6.) What is the THEME? (20 minutes)..Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to understand and enjoy reading poetry using the TP-CASTT method of poetry analysis...

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

Student Activities: ). SW read the required poems and use TP-CASTT to answer the required questions to each poem: 1.) Paraphrase the poem. 2.) What kind of poem is it? 3.) Explain the figurative language and how it adds to the poem. 4.) Describe the tone. 5.) Describe any SHIFT in the poem. 6.) What is the THEME?The Railway Train” p. 315; “Maestro” & “The Desert Is My Mother” p. 318-319 HOMEWORK #28/Verb Review Due Tuesday, March 19th!

 


RL.7.5, 7; W.7.4, 6

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

Scholar discussion/Scholar daily work

Scholar collaboration building and led presentations

 

 

 

Wednesday, March 13, 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).

(20 minutes) TW direct students to analyze the following poems using the TP-CASTT method of poetry analysis.“Winter” p. 331, “The Rider” p. 332-333, “Seal” p. 334-335, “Haiku” p. 336. Questions p. 337 “Life” p. 343, “The Courage…” p. 344, “Mother to Son” p. 345, “Fog” p. 346. Questions p. 347. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to understand and enjoy reading poetry using the TP-CASTT method of poetry analysis..

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 the required poems and use the strategy TP-CASTT to analyze each poem. SW read a poem aloud and present their questions and answer. “Winter” p. 331, “The Rider” p. 332-333, “Seal” p. 334-335, “Haiku” p. 336. Questions p. 337 “Life” p. 343, “The Courage…” p. 344, “Mother to Son” p. 345, “Fog” p. 346. HOMEWORK #28/Verb Review Due Tuesday, March 19th!

 


RL.7.5, 7; W.7.4, 6

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

Scholar discussion/Scholar daily work

Scholar collaboration building and led presentations

 

 

 

Thursday, March 14, 2019

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Terms (10 minutes).TW direct students to analyze the following poems using the TP-CASTT method of poetry analysis.(20 minutes) “Train Tune” p. 353, “Full Fathom Five” p. 354-355, “Sarah Cynthia Stout…” p. 356-357, “Onomatopoeia” p. 358. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to understand and enjoy reading poetry using the TP-CASTT method of poetry analysis..

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 read the required poems and use TP-CASTT to answer the required questions to each poem: 1.) Paraphrase the poem. 2.) What kind of poem is it? 3.) Explain the figurative language and how it adds to the poem. 4.) Describe the tone. 5.) Describe any SHIFT in the poem. 6.) What is the THEME? “Train Tune” p. 353, “Full Fathom Five” p. 354-355, “Sarah Cynthia Stout…” p. 356-357, “Onomatopoeia” p. 358. Questions p. 359. HOMEWORK #28/Verb Review Due Tuesday, March 19th!

 


RL.7.5, 7; W.7.4, 6

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

Scholar discussion/Scholar daily work

Scholar collaboration building and led presentations

 

 

 

Friday, March 15, 2019

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

Teacher Activities:TW facilitate daily Eagle Lesson – E – EVALUATE PLOT/Bell Work Quiz (10 minutes). TW direct students to analyze the following poems using the TP-CASTT method of poetry analysis.(20 minutes) “Stopping by Woods…” p. 365, “Annabel Lee” p. 366-367, “Father William” p. 368-369, “Jim” p. 370. Questions p. 371. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to understand and enjoy reading poetry using the TP-CASTT method of poetry analysis..

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- EVALUATE PLOT (refer to PowerPoint). SW read the required poems and use TP-CASTT to answer the required questions to each poem: 1.) Paraphrase the poem. 2.) What kind of poem is it? 3.) Explain the figurative language and how it adds to the poem. 4.) Describe the tone. 5.) Describe any SHIFT in the poem. 6.) What is the THEME? “Stopping by Woods…” p. 365, “Annabel Lee” p. 366-367, “Father William” p. 368-369, “Jim” p. 370. HOMEWORK #28/Verb Review Due Tuesday, March 19th!

 


RL.7.5, 7; W.7.4, 6

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

Scholar discussion/Scholar daily work

Scholar collaboration building and led presentations

 

 

 

 

  Week of March 4-8, 2019

 

MRS. NORRIS Monday, March 4, 2019

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 allow students to finish PSA poster presentations. TW guide students through several test taking strategies to help on the PARCC. Introduce T.H.I.E.V.E.S reading strategy for nonfiction. 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 Eagle Lesson -Week 27 E - ESSAY WRITING. SW finish PSA poster presentations. SW practice test taking strategies for the PARCC. SW learn to use T.H.I.E.V.E.S. reading strategy for nonfiction articles,


Goal is success on the PARCC RL.7.4,5; RI.7.1, 4, 9; W.7.1b,b, 2,b,c,d, 5

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

Success on the PARCC!

 

Tuesday, March 5, 2019

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

Teacher Activities: TW facilitate daily Eagle Lesson – A - ANALYZE CHARACTERS (10 minutes). TW guide students through several test taking strategies to help on the PARCC. Last 5 minutes of class: Questions and Comments Wrap-Up Time Goal is success on the PARCC

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

Student Activities: SW complete daily bell work – week 27 – A – ANALYZE CHARACTERS (refer to power point). SW practice test taking strategies for the PARCC.

 

  Week of March 4-8, 2019

           

 

MRS. NORRIS  Monday, March 4, 2019

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 allow students to finish PSA poster presentations.  TW guide students through several test taking strategies to help on the PARCC. Introduce T.H.I.E.V.E.S reading strategy for nonfiction.  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 Eagle Lesson -Week 27 E - ESSAY WRITING.  SW finish PSA poster presentations.  SW practice test taking strategies for the PARCC.  SW learn to use T.H.I.E.V.E.S. reading strategy for nonfiction articles,

    Goal is success on the PARCC RL.7.4,5; RI.7.1, 4, 9; W.7.1b,b, 2,b,c,d, 5

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

Success on the PARCC!

 

 Tuesday, March 5, 2019

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

Teacher Activities: TW facilitate daily Eagle Lesson – A - ANALYZE CHARACTERS (10 minutes). TW guide students through several test taking strategies to help on the PARCC. Last 5 minutes of class: Questions and Comments Wrap-Up Time  Goal is success on the PARCC

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

Student Activities:  SW complete daily bell work – week 27 – A – ANALYZE CHARACTERS (refer to power point). SW practice test taking strategies for the PARCC.

 


   RL.7.4,5; RI.7.1, 4, 9; W.7.1b,b, 2,b,c,d, 5

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

 

 

 

 

Wednesday, March 6, 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 guide students through several test taking strategies to help on the PARCC. Last 5 minutes of class: Questions and Comments Wrap-Up Time


 Goal is success on the PARCC.

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

Student Activities:  SW complete daily bell work – week 27 – G - Good Answer/GREAT Answer (refer to PowerPoint SW practice test taking strategies for the PARCC.


   RL.7.4; W.7.1

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

 Scholar discussion/Scholar daily work  

Scholar collaboration building and led presentations

 

 

 

Thursday, March 7, 2019

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Terms (10 minutes). TW guide students through several test taking strategies to help on the PARCC. Last 5 minutes of class: Questions and Comments Wrap-Up Time.                                                          Goal is success on the PARCC

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

Student Activities: Bell Work: EAGLE LESSON Week 27 - L- Literary Terms (refer to power point). SW practice test taking strategies for the PARCC.


 Success on the PARCC

 RL.7.4; W.7.1

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

Scholar discussion/Scholar daily work

Scholar collaboration building and led presentations

 

 

 

 Friday, March 8, 2019

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

Teacher Activities:  TW facilitate daily Eagle Lesson – E – EVALUATE PLOT/Bell Work Quiz (10 minutes). TW guide students through several test taking strategies to help on the PARCC. Last 5 minutes of class: Questions and Comments Wrap-Up Time


 Goal is success on the PARCC

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

Student Activities:  Bell Work: EAGLE LESSON Week 27 E- EVALUATE PLOT (refer to PowerPoint). SW practice test taking strategies for the PARCC.


   RL.7.4, 5; W.7.2; RI.7.5

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

Scholar discussion/Scholar daily work  

Scholar assessment taking

 

 

 

 

RL.7.4,5; RI.7.1, 4, 9; W.7.1b,b, 2,b,c,d, 5

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

 

 

 

 

Wednesday, March 6, 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 guide students through several test taking strategies to help on the PARCC. Last 5 minutes of class: Questions and Comments Wrap-Up Time


Goal is success on the PARCC.

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

Student Activities: SW complete daily bell work – week 27 – G - Good Answer/GREAT Answer (refer to PowerPoint SW practice test taking strategies for the PARCC.


RL.7.4; W.7.1

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

Scholar discussion/Scholar daily work

Scholar collaboration building and led presentations

 

 

 

Thursday, March 7, 2019

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Terms (10 minutes). TW guide students through several test taking strategies to help on the PARCC. Last 5 minutes of class: Questions and Comments Wrap-Up TimeGoal is success on the PARCC

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

Student Activities: Bell Work: EAGLE LESSON Week 27 - L- Literary Terms (refer to power point). SW practice test taking strategies for the PARCC.


Success on the PARCC

RL.7.4; W.7.1

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

Scholar discussion/Scholar daily work

Scholar collaboration building and led presentations

 

 

 

Friday, March 8, 2019

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

Teacher Activities:TW facilitate daily Eagle Lesson – E – EVALUATE PLOT/Bell Work Quiz (10 minutes). TW guide students through several test taking strategies to help on the PARCC. Last 5 minutes of class: Questions and Comments Wrap-Up Time


Goal is success on the PARCC

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

Student Activities:Bell Work: EAGLE LESSON Week 27 E- EVALUATE PLOT (refer to PowerPoint). SW practice test taking strategies for the PARCC.


RL.7.4, 5; W.7.2; RI.7.5

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

Scholar discussion/Scholar daily work

Scholar assessment taking

 

 

 

 

 

  Week of March 12-16, 2018

 

MRS. NORRIS Monday, March 12, 2018

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 -Emotional Language (10 minutes). TW guide students through several test taking strategies to help on the PARCC. Last 5 minutes of class: Questions and Comments Wrap-Up Time.
 
Goal is for scholars to read a passage, figure out the main idea per paragraph, and answer text dependent questions.

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

Student Activities: SW complete daily Eagle Lesson -Week 28 E -Emotional Language SW practice test taking strategies for the PARCC.


RI.7.2, 3, 5, 8

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

PARCC Practice Packets

 

Tuesday, March 13, 2018

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

Teacher Activities: TW facilitate daily Eagle Lesson – Annotation (10 minutes). TW guide students through several test taking strategies to help on the PARCC. Last 5 minutes of class: Questions and Comments Wrap-Up Time.
 
Goal is for scholars to read a passage, figure out the main idea per paragraph, and answer text dependent questions.

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

Student Activities: SW complete daily bell work – week 28 – A –Annotation (refer to power point SW practice test taking strategies for the PARCC.



RL.7.1, 4,5, 6; W.7.3

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

 

 

 

 

Wednesday, March 14, 2018 PLC Early Release Day!

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

Teacher Activities:TW facilitate daily Eagle Lesson – G -Grammar (10 minutes). TW guide students through several test taking strategies to help on the PARCC. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to read a passage, figure out the main idea per paragraph, and answer text dependent questions.

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

Student Activities: SW complete daily bell work – week 28 – G -Grammar (refer to PowerPoint). SW practice test taking strategies for the PARCC.

.


RI.7.1, 2, 3, 5

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

PARCC Practice Packets

 

 

 

Thursday, March 15, 2018

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

Teacher Activities: TW facilitate daily Eagle Lesson – Literary Devices (10 minutes). TW guide students through several test taking strategies to help on the PARCC. Last 5 minutes of class: Questions and Comments Wrap-Up Time.
Goal is for scholars to read a passage, figure out the main idea per paragraph, and answer text dependent questions.

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

Student Activities: Bell Work: EAGLE LESSON Week 28 - L- Literary Device (refer to power point). SW listen as teacher introduces Lumos Packet p. 44 “Snow in Town” by Rickman Mark. SW in each collaboration group read their direction cards. Each group will read the passage “Snow in Town” by Rickman Mark and write one main idea sentence per paragraph.Each group will answer questions #36-38 p. 45. FOR A GRADE.



RL.7.4; W.7.1

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

PARCC Practice Packets

 

 

 

Friday, March 16, 2018 Happy St. Patrick’s Day!! (tomorrow)

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

Teacher Activities:TW facilitate daily Eagle Lesson – E – Essential Vocabulary (10 minutes). TW guide students through several test taking strategies to help on the PARCC. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


Goal is for scholars to read a passage, figure out the main idea per paragraph, and answer text dependent questions.

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

Student Activities:Bell Work: EAGLE LESSON Week 27 E- Essential Vocabulary (refer to PowerPoint). SW practice test taking strategies for the PARCC.

 


RL.7.4; W.7.1

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

PARCC Practice Packets

 

 

Image result for snoopy st patrick's day

  Week of March 5-9, 2018

 

MRS. NORRIS Monday, March 5, 2018

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 guide students through several test taking strategies to help on the PARCC. 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 Eagle Lesson -Week 27 E - ESSAY WRITING. SW practice test taking strategies for the PARCC.


Goal is success on the PARCC RL.7.4,5; RI.7.1, 4, 9; W.7.1b,b, 2,b,c,d, 5

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

Success on the PARCC!

 

Tuesday, March 6, 2018

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

Teacher Activities: TW facilitate daily Eagle Lesson – A - ANALYZE CHARACTERS (10 minutes).