October

 

7th Grade Language Arts

Henson

Week of: October 19 – 23, 2015

                

Language Arts

Monday, October 19, 2015

Objective

(Student will…)

“I will learn research strategies to determine the credibility of internet resources ….” 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. SL.7.1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion,

Teacher Activities & Strategies

In the computer lab, students will determine the credibility of several web sites, based on information learned in SB, (p. 107-113). By completing the Website Worksheet.

 

Student Activities

EAGLE Lesson – Emotional Language. (Refer to Power Point) Complete worksheet evaluating websites in the computer lab.

Assessment/Evaluation

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

 

Academic Vocabulary (optional by dept.)

Informational text, annotated, credibility, data

 

Additional Resources

Computer lab, Website Worksheet

Texting and Driving:

www.textinganddrivingsafety.com/texting-and-driving-stats

www.edgarsnyder.com

www.cdc.gov/Motorvehiclesafety/Distracted_Driving

www.donttextdrive.com/statistics

investorplace.com/2014/06/texting-driving-statistics-2014

www.att.com/gen/press-room?pid=23181

www.teendriversource.org

https://stoptextsstopwrecks.org

Cyber Bullying / Internet Safety:

www.internetsafety101.org/cyberbullyingstatistics.htms.org

www.stopbullying.gov

nobullying.com/

https://www.dosomething.org/facts/11-facts-about-cyber-bullying

blogs.brandeis.edu/.../09/social-media-cyber-bullying-and-teen-suicide

gettingbalance.com

www.stopbullying.gov

Teen Drinking:

www.cdc.gov/alcohol/fact-sheets/underage-drinking.htm

www.sadd.org/stats.htm

www.madd.org/underage-drinking/underage-drinking-statistics.html

www.teenhelp.com/teen-alcohol-use/teen-alcohol-abuse-statistics.html

www.edgarsnyder.com

https://www.dosomething.org/facts/11-facts-about-teens-and-alcohol

Teen Pregnancy:

www.teenhelp.com/teen-pregnancy/teen-pregnancy-statistics.html

https://www.dosomething.org/facts/11-facts-about-teen-pregnancy

womensissues.about.com

Teen Video Gaming Affects:

www.esrb.org/about/video-game-industry-statistics.aspx

www.techaddiction.ca/media-statistics.html

www.cnet.com

wwwww.health.harvard.edu/newsletter_article/violent-video-games-and...w.statista.com

en.wikipedia.org/wiki/Video_gaming_in_the_United_States

Probabilities of becoming a Pro Athlete:

www.ncaa.org/.../probability-co

www.gcic.peachnet.edu/newsletter/dec06/dec%20outlook/athletes.html

www.collegesportsscholarships.com/percentage-high-school-athletes-nca

www.cbsnews.com/news/the-odds-of-playing-college-sports

www.livestrong.com

Statistics – Celebrities As Role Models:

https://www.parentmap.com

www.telegraph.co.uk

motherhood.modernmom.com

text.teachingmatters.org/node/8615

www.reneweveryday.com/.../celebrity-influences-and-their-negative-imp

foothilldragonpress.org/role-models-in-the-media-for-teens

www.dailymail.co.uk/.../Teens-parent-role-model-67-cent-like

www.teenink.com

 

Modifications (SPED; ELL)

Cooperative learning, modeling, revisiting prior work, writing process, visual/auditory prompt, Check for comprehension, peer assistance, reduced assignment,

REFLECTION/

RE-TEACH

Review techniques learned last week on evaluating an informational text

Language Arts

Tuesday, October 20, 2015

Objective

(Student will…)

I will learn research strategies to determine the credibility of internet resources ….” 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. SL.7.1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion,

Teacher Activities & Strategies

EAGLE Lesson – Emotional Language. (Refer to Power Point)

Student Activities

EAGLE Lesson –A - Annotation) EAGLE Lesson – (Refer to Power Point) Complete worksheet evaluating websites in the computer lab.

Assessment/Evaluation

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

Completed worksheet evaluating the websites listed.

Academic Vocabulary

Informational text, annotated, credibility, data

 

Additional Resources

Computer lab, Website Worksheet

Modifications (SPED; ELL)

Cooperative learning, modeling, revisiting prior work, writing process, visual/auditory prompt

REFLECTION/

RE-TEACH

 

Language Arts

Wednesday, October 21, 2015

Objective

(Student will…)

I will analyze an informational text using strategies I have learned. 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.7.5 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.

Teacher Activities & Strategies

EAGLE Lesson – G - Grammar (Refer to Power Point) Students will create a poster with graphs, charts, graphics, pictures, etc from a literature story they have read.

Student Activities

EAGLE Lesson – G - Grammar (Refer to Power Point) Create a poster with graphs, charts, graphics, pictures, etc from a literature story they have read.

Assessment/Evaluation

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

Poster adequately turns the fictional story into informational text in the form of a poster.

Academic Vocabulary

Informational text, annotated, credibility, data

Additional Resources

 

Modifications (SPED; ELL)

Cooperative learning, modeling, revisiting prior work, writing process, visual/auditory prompt

REFLECTION/

RE-TEACH

 

Language Arts

Thursday, October 22, 2015

Objective

(Student will…)

I will analyze an informational text using strategies I have learned.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.

Teacher Activities & Strategies

EAGLE Lesson – L – Literary Devices (Refer to Power Point) Students will complete a gallery walk analyzing various informational texts and commenting on each.

Student Activities

EAGLE Lesson – L – Literary Devices (Refer to Power Point) Complete a gallery walk of different informational texts.

Assessment/Evaluation

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

 

Academic Vocabulary

Informational text, annotated, credibility, data

Additional Resources

 

Modifications (SPED; ELL)

Cooperative learning, modeling, revisiting prior work, writing process, visual/auditory prompt

REFLECTION/

RE-TEACH

 

Language Arts

Friday, October 23, 2015

Objective

(Student will…)

I will apply prior knowledge to build interest and back ground knowledge about the novel, The Young Traveler’s Gift. 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.

Teacher Activities & Strategies

EAGLE Lesson – E – Essential Vocabulary (Refer to Power Point) Review TYTG packets before beginning the novel.

Student Activities

EAGLE Lesson – E – Essential Vocabulary (Refer to Power Point) Review TYTG packets before beginning the novel.

Assessment/Evaluation

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

 

Academic Vocabulary

Informational text, annotated, credibility, data

Additional Resources

TYTG PACKET

Modifications (SPED; ELL)

Cooperative learning, modeling, revisiting prior work, writing process, visual/auditory prompt

REFLECTION/

RE-TEACH

 

 

 

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