November

7th Grade Language Arts

 NORRIS



   Week of November 26- November 30, 2018

 

MRS. NORRIS Monday, November 26, 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

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

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.

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. TW continue with students the novel “The Young Traveler’s Gift” by Andy Andrews. TW read to students the novel and informational texts within the student packet.

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


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 15 E -Emotional Language. SW listen as teacher continues with the novel “The Young Traveler’s Gift” by Andy Andrews. SW listen as teacher reads the novel and informational texts within the student packet. SW completed assignments given within student packet. FOR A GRADE.Online On-Line Homework #13/”The Fate of Sisyphus” is due Tuesday, November 27th


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?)

Chapters 1-3 Review QUIZ

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

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, November 27, 2018

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

Teacher Activities: TW facilitate daily Eagle Lesson – Annotation. TW continue with students the novel “The Young Traveler’s Gift” by Andy Andrews. TW read to students the novel and informational texts within the student packet. Last 5 minutes of class: Questions and Comments Wrap-Up Time.


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 15 – A -Annotation. SW listen as teacher continues with the novel “The Young Traveler’s Gift” by Andy Andrews. SW listen as teacher reads the novel and informational texts within the student packet. SW completed assignments given within student packet. FOR A GRADE.

On-Line Homework #13/”The Fate of Sisyphus” is due Tuesday, November 27th

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

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

“Solomon’s Wisdom” http://www.vtaide.com/gleanings/Kings-of-Israel/biography_Solomon.html

I Kings 3:16-28 RSV (Biblical account of Solomon’s Wisdom)

REFLECTION/ RE-TEACH

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

 

Wednesday, November 28, 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 An