Week 1 (August 6 - 10)
Monday
1. Do Now: Write 3 words that describe you. How do you know these things to be true? (Think about: who am I on the outside? How am I on the inside?) Write your response in your Do Now Notebook. Be sure to use complete sentences.
2. Complete the Identity questionnaire.
~wro0000.doc.docx
3. Review Class policies and procedures PowerPoint
class_rules_and_procedures_ingram2018.pptx
Tuesday
1. Do Now: In your Do Now notebook, respond to the following in 3-5 sentences. Can you change society's (friends, teachers, parents, etc.) perception of you? Explain.
2. Create a picture collage to introduce yourself to Mrs. Ingram and the class. Your collage can only include pictures and symbols - no words or letters.
3. Review class syllabus.
syllabus_7th_grade_ela.doc
Wednesday
1. In your Do Now notebook, respond to the following in 3-5 sentences: How do you get to know a person? Before you get to know a person, what are some ways you might get a preconceived notion about him/her?
2. Mini Lesson on characterization: STEAL characterization_steal.pptx
3. Begin reading The Bear Boy (pages 220-224 in text book). Look for examples of indirect characterization as you read.
Thursday
1. In your Do Now Notebook, identify one example of indirect characterization in The Bear Boy. Use the provided list of character traits or adjectives in your brain to describe one of the characters. Then, provide textual evidence to support your answer.
2. Finish reading The Bear Boy. Begin filling out plot diagram.
plot_diagram.pdf
Friday
1. Do Now - using the provided guidelines for writing a summary of a story, write a summary of The Bear Boy.
writing_a_summary_of_a_story.docx
2. Mini Lesson - Theme vs. Main Idea central_idea_vs_theme_ppt.ppt
3. Complete Plot Diagram for The Bear Boy
Week 2 (August 13 -17)
Monday
1. Do Now - Complete the Main Idea vs. Theme sort. Answer "Reflecting on Main Idea & Theme" questions in your Do Now Notebook. main_idea_vs._theme_sort.pdf
theme_vs._main_idea_reflection_questions.jpg
2. Mini Lesson: Dynamic, Static, Round, and Flat characters dynamic_static_round_flat_characters.pdf
3. Four Corners Vocabulary - complete a four corner vocabulary square for each of the RL6 standard vocabulary words.
Tuesday
1. Do Now - complete the provided graphic organizer with examples of indirect characterization of Kua-Haya's father in The Bear Boy. steal_graphic_organizer.pdf
2. Continue Four Corners Vocabulary from yesterday
3. Complete Character Types in The Bear Boy character-types_in_the_bear_boy.rtf
Wednesday
1. Do Now - Look at the cover of "The Jacket" and explain what you believe about the boys on the cover. Write in complete sentences.
2. As you read/listen to pages 1-31 in "The Jacket," take notes on
•Elements of plot: exposition, rising action, climax, falling action, resolution
•Examples of direct and indirect characterization (STEAL)
•Types of characters: Protagonist, antagonist, foil, round/flat, dynamic/static, major/minor
•Think about things like central idea and theme
3. Ticket out the door - On the sticky note provided, respond to the following in complete sentences:What do you think will happen next in The Jacket? Why do you think it will happen next?
Thursday
1. Do Now - In your do now notebook, write about a time where you had an argument or disagreement with someone. Did you resolve your differences? Be sure to write your response in complete sentences.
2. Mini Lesson - Conflict (power point and Cornell notes) types-of-conflict.ppt
3. As you read/listen to pages 31 - 46 in "The Jacket," take notes on
•Elements of plot: exposition, rising action, climax, falling action, resolution, conflict
•Examples of direct and indirect characterization (STEAL)
•Types of characters: Protagonist, antagonist, foil, round/flat, dynamic/static, major/minor
•Think about things like central idea and theme
3. Ticket Out the Door - Identify 2 examples of conflict in "The Jacket"
Friday
1. Go to illuminate.online
Student log in: Your student number/lunch number
access code: P8N8MEu
Take the common assessment
2. As you read/listen to pages 46-70 in "The Jacket," take notes on
•Elements of plot: exposition, rising action, climax, falling action, resolution, conflict
•Examples of direct and indirect characterization (STEAL)
•Types of characters: Protagonist, antagonist, foil, round/flat, dynamic/static, major/minor
•Think about things like central idea and theme
3. Have a great weekend!!
Week 3 (August 20 - 24)
Monday
1. Complete "Types of Conflict Review 1" types-of-conflict-review_1.rtf
2. Read pages 70 - 92 in The Jacket
3. Begin working on The Jacket one-pager the_jacket_one_pager.docx
Tuesday
1. Complete "Types of Conflict Review 2" types-of-conflict-review_2.rtf
2. Continue working on The Jacket one-pager
Wednesday
1. Types of Conflict Quiz types-of-conflict-quiz.rtf
2. RL6 Vocabulary Part 2 - use information in Power Point to fill out Frayer Models for opinion, bias, perspective, and point of view (no synonyms or antonyms for perspective and point of view). 7rl6_vocabulary_part_2.pptx frayer_model_blank.doc
3. Finish The Jacket one-pager
Thursday
1. In your Do Now notebook, respond to the following in 3-5 sentences:
What is bias? How might bias affect perspective in regards to the narrator of a story?
2. Watch video "Why perspective is so important" https://www.youtube.com/watch?v=cRcDfCafSYE
Class discussion - How did the narrator's personal biases affect the story that was told. How would the story have been different if it was told from the perspective of the other man?
3. Slide show and Cornell Notes https://slideplayer.com/slide/7088230/
Friday
1. Go to http://www.surlalunefairytales.com/
Choose a fairy tale, and read it. This can be a favorite fairy tale from your childhood, or one you have never read/heard of before.
2. Read "The Three Little Pigs" by James Marshall and "The True Story of the Three Little Pigs" By A. Wolf As told to Jon Scieszka
3. Rewrite a fairy tale of your choice from the viewpoint of a different character or object within the tale. This can be the fairy tale you read at http://www.surlalunefairytales.com/ or a fairy tale you are familiar with. (This does not have to be a long story, this is a quick writing assessment that should only take 20-30 minutes to write. Just write the gist of the story, but make sure you are changing the narrator to a different character and providing the reader with the thoughts and feelings of that character. You can choose to write from a first person or third person point of view - I would suggest using the point of view the author used in the original story.)
Week 4 August 27 - 31
Monday
1. Introduce Literature Circles. Choose a book to read (The Westing Game, The Dark Rising, or That Was Then This is Now)
literature_circle_requirements_.docx
More info on literature circles to come next week. These books are available as audio books through MackinVIA. We will have group meetings on Tuesdays. I am hoping you will be able to join us via FaceTime for these group meetings. If you can let me know your book choice by Tuesday, September 4, I will get you the schedule and your group members' names.
Tuesday
1. Read "The Treasure of Lemon Brown" in text book. Pages 2017 - 215. Answer questions on page 215
Wednesday
1. Take Point of View Diagnostic - this is a pre-assessment, not for a grade, just to see what you already know
Read "Mistaken Identity." Answer questions at end of packet
Thursday
1. Take RL6 Key Terms Part 2 Common Assessment
2. Review “Clues That Show How Story Elements Interact to Develop Theme” chart (pg. 204 in text book)
3. Create an outline of story in which examples of the six story elements work together to convey its theme.
Friday - No School - Professional Development Day
Week 5 (September 3 - 7)
Monday - No School - Labor Day
Tuesday - Literature books and groups assigned. Students begin reading and annotating section 1.
Wednesday
1. Respond to the following in 3 -5 sentences in your Do Now notebook: Describe the multiple settings in “The Treasure of Lemon Brown.” What feeling is created in the reader in each place?
2. Mini Lesson/Cornell notes on Tone and Mood https://www.youtube.com/watch?v=C3TZGZn5VwA
3. Discuss tone and mood in the three main settings in "The Treasure of Lemon Brown" (kitchen, street, and building)
4. Complete Tone and Mood Worksheet tone_and_mood_worksheet.docx (due tomorrow Thursday, September 6)
5. Continue to read and annotate section 1 in literature circle book.
Thursday
1. Respond to the following in 3 -5 sentences in your Do Now notebook: What things can affect the tone and mood of a story?
2. Create a setting map for "The Treasure of Lemon Brown" including illustrations and direct quotes from the text that explains the mood in each setting (kitchen, street, building). lemon_brown_setting_map.docx (due tomorrow Friday, September 7)
3. Continue to read and annotate section 1 in literature circle book.
Friday
1. Happy Poem -Identify the tone and mood in the poem, then rewrite the poem changing the key words in the poem to create an entirely different mood or tone. happy_poem.docx (to be turned in before you leave class today)
2. RL2 Vocabulary Power Point and Cornell notes rl2_vocabulary_.pptx
3. Continue to read and annotate section 1 in literature circle book.
Week 6 (September 10 - 14)
Monday
1. Review 6 types of narrative writing prompts
´Question Style 1: Add introduction/exposition.
´Question Style 2: Add conclusion/resolution
´Question Style 3: Add descriptive word choice---sensory language, figurative language, adjectives/adverbs, descriptive details
´Question Style 4: Add dialogue.
´Question Style 5: Change the point of view.
´Question Style 6: Add higher sentence structure and variety.
2. Rewriting the Introduction Power Point introductions_powerpoint.pptx
3. Deconstructing the writing prompt introduction_handout.pdf
4. Read and annotate "The Hand Me Down Violin." Annotations should include key events in the plot, examples of characterization, details about the setting, and information about the point of view and perspective of the narrator as well as any other details that would help you rewrite the introduction from Hannah's perspective and details that clearly show how Emma's violin is different than her classmates'. the_hand-me-down_violin_text.pdf
5. Continue to read and annotate section 1 in literature circle book.
6. First Literature Circle group meeting tomorrow (Tuesday, September 11)! Make sure you have completed the reading and annotations for section 1 of your book and you have marked 3-5 of your annotations to discuss in your group meeting tomorrow.
7. RL2 Vocabulary Quiz on Wednesday (September 12). Study your Cornell Notes.
Tuesday
1. In your Do Now Notebook, write an objective summary of “The Hand-Me Down Violin.” Remember that an objective summary should only contain the most important events or ideas. It should not include your personal opinions.
2. Literature Circles Group Meeting 1: teacher will check section 1 annotations and evaluate group discussions. Students will discuss marked sections of book and complete Self-Evaluation. literature_circle_requirements_.docx
3. Rewrite the Introduction to "The Hand-Me Down Violin" from Hannah's perspective. (If you do not finish this in class, it is homework - due tomorrow.)
4. Begin reading and annotating section 2 of literature circle book.
Wednesday
1. RL2 Vocabulary Common Assessment
2. Read page 6 in text book "Determining Theme in Fiction."
3. Read "Three-Century Woman" pages 11-17 in text book.
4. Complete questions provided the_three-century_woman_questions_.docx (If you do not finish this in class, it is homework - due tomorrow.)
5. Continue reading and annotating section 2 of literature circle book. Second group meeting for literature circles is next Tuesday, September 18.
Thursday
1. Write an objective summary of “The Three-Century Woman.” Remember that an objective summary should only contain the most important events or ideas. It should not include your personal opinions.
2. Read “The Fall of the Hindenburg” by Michael Morrison (page 20 in text book)
3. Complete "The Three-Century Woman" and "The Fall of Hindenburg" Comparison “the_three-century_woman”_and_“the_fall_of_hindenburg”_comparison.docx
4. Continue reading and annotating section 2 of literature circle book. Second group meeting for literature circles is next Tuesday, September 18.
Friday
1. Write an objective summary of “The Fall of Hindenburg.”
Remember that an objective summary should only contain the most important events or ideas. It should not include your personal opinions.
2. iReady Reading (20 minutes)
3. Continue reading and annotating section 2 of literature circle book. Second group meeting for literature circles is next Tuesday, September 18.
Week 7 (September 17 - 21)
Monday
1. USATestPrep: "RL2 and RL6 Review" (due Friday, September 21)
2. Reading and Annotating Literature Circles Book Section 2 - Tomorrow is the second group meeting for literature circles. Be sure to mark 3 - 5 annotations to bring to your group discussion.
3. Teacher conferences with students on "The Hand-Me Down Violin" narrative writing. Students scoring less than a 3 out of 4 must revise, rewrite, and turn back in by Friday, September 21.
Tuesday
1. Literature Circles Group Meeting # 2
2. Literature Circles post-meeting self-evaluation
3. Continue USATestPrep (due Friday) or work in iReady reading (45 minutes each week)
4. Begin reading and annotating section 3 of literature circles book.
Wednesday
1. Unit 1 Assessment Study Guide Part 1 "First Week with Henry" read the story and answer the questions that follow (due tomorrow). Unit Test Wednesday, October 3. unit_1_assessment_study_guide_version_2.docx
2. Continue USATestPrep (due Friday) or work in iReady reading (45 minutes each week)
3. Continue reading and annotating section 3 of literature circles book. Next group meeting Tuesday, September 25.
Thursday
1. Unit 1 Assessment Study Guide Part 2 "Pygmalion" read the story and answer the questions that follow (due tomorrow). Unit Test Wednesday, October 3.
2. Continue USATestPrep (due tomorrow) or work in iReady reading (45 minutes each week)
3. Continue reading and annotating section 3 of literature circles book. Next group meeting Tuesday, September 25.
Friday
1. Unit 1 Assessment Study Guide Part 3 "After the Fire" read the story and answer the questions that follow (due tomorrow). Unit Test Wednesday, October 3.
2. Work in iReady reading (45 minutes each week)
3. Continue reading and annotating section 3 of literature circles book. Next group meeting Tuesday, September 25.
Week 8 (Sept. 24 - 28)
Monday
1. Using the CDCM writing method to answer constructed response questions power point and Cornell notes
using_the_cdcm_method_to_answer_constructed_response_questions_.pptx
2. In your small groups, choose either Unit 1 Assessment Study Guide Part 1 question # 4 or Part 2 question #4 to answer using the CDCM format.
3. Peer evaluation of group created paragraphs using rubric cdcm_constructed_response_rubric.docx (to be continued in class tomorrow)
4. Finish reading and annotating section 3 of literature circles book. Next group meeting TOMORROW. Be sure to mark 3 - 5 of your annotations to bring to the group discussion tomorrow.
Tuesday
1. See email for Unit 1 Assessment Study Answer Key. Check your answers. Mark any questions that you do not feel you understand completely for class discussion. unit_1_assessment_study_guide_version_2_answer_key.docx
2. Literature Circles group discussion #3.
3. Independent Writing - write a CDCM paragraph to answer question #5 on Part 3 of the Unit Assessment Study Guide. Turn in before you leave class today.
4. Literature Circle post-meeting self-evaluation: Write a paragraph summarizing what your group discussed, documenting your contributions to the discussion, and analyzing what went well and what needs improvement. Turn in before you leave class today.
5. Begin reading and annotating section 4 in literature circle book. Final annotations due Tuesday, Oct. 2. Vocabulary Log and Literary Response due Thursday, Oct. 4.
6. Homework: review Unit 1 Assessment Study Guide - Test Wednesday, October 3.
Wednesday
textstructure.ppt
1. Text-Structure Booklet: Using the power point provided, create a booklet that includes a definition and original example of each of the 5 types of text structure. text_structure_booklet.rtf (due tomorrow - minor assessment grade)
2. Continue reading and annotating section 4 in literature circle book. Final annotations due Tuesday, Oct. 2. Vocabulary Log and Literary Response due Thursday, Oct. 4.
3. Homework: review Unit 1 Assessment Study Guide - Test Wednesday, October 3.
Thursday
1. In your Do Now notebook, explain how to send a text message. What type of text structure is your writing? Explain why.
2. Text Structure Gallery Walk text-structure-gallery_walk.rtf (classwork grade - turn in before you leave class today)
3. iReady Reading 15 minutes
4. Continue reading and annotating section 4 in literature circle book. Final annotations due Tuesday, Oct. 2. Vocabulary Log and Literary Response due Thursday, Oct. 4.
5. Homework: review Unit 1 Assessment Study Guide - Test Wednesday, October 3.
Friday
1. In your Do Now notebook, Tell the story of your most memorable holiday. What type of text structure is your writing? Explain why.
2. USATestPrep Assignment "Text Structure" (due Friday, October 5)
3. iReady Reading (if you do not already have 45 minutes for the week)
4. Continue reading and annotating section 4 in literature circle book. Final annotations due Tuesday, Oct. 2. Vocabulary Log and Literary Response due Thursday, Oct. 4.
5. Homework: review Unit 1 Assessment Study Guide - Test Wednesday, October 3.
Week 9 (October 1 - 5)
Monday
1. •Glue, tape, or staple a copy of the Text Structure Graphic Organizers provided into your Do Now Notebook (you will need this for the Do Now every day this week).
•Read the passage provided. Glue, tape, or staple the passage into your Do Now Notebook. Identify the text structure. Then, put information from the text into the appropriate graphic organizer. Remember to focus on the main idea of each paragraph. You will need to draw the graphic organizer on a separate page in your Do Now Notebook.
text_structure_graphic_organizers_.docx
The surface of the Earth is divided into pieces called “tectonic plates.” These plates move. When the plates rub against each other, they do not move smoothly. When the plates do not move smoothly, earthquakes result. Some parts of the world get more earthquakes than other parts. The parts of the earth that get most earthquakes are near the edges of these plates.
How is the text structured? _____________________________________________________________
Draw the appropriate graphic organizer on a page in your Do Now Notebook. Put information from the passage into the graphic organizer.
2. Students to choose 1 of the options on the response project to complete based on their literature circle book (due Thursday, October 4)
response_projects_and_requirements.docx
3. Final literature circle group meeting TOMORROW. Finish reading and annotating book. Vocabulary log and Literary Response paragraph due Thursday, October 4. (see Literature Circles Requirements document handed out at beginning of unit). literature_circle_requirements_.docx
4. Homework: Review Unit Assessment Study Guide (test Wednesday, October 3)
Tuesday
1. Read the passage provided. Glue, tape, or staple the passage into your Do Now Notebook. Identify the text structure. Then, put information from the text into the appropriate graphic organizer. Remember to focus on the main idea of each paragraph. You will need to draw the graphic organizer on a separate page in your Do Now Notebook
Some countries, such as Japan, or parts of a country, like California in the United States, have a lot of earthquakes. In these places it is a good practice to build houses and other buildings so they will not collapse when there is an earthquake. This is called seismic design or "earthquake-proofing".
How is the text structured? _____________________________________________________________
Draw the appropriate graphic organizer on a page in your Do Now Notebook. Put information from the passage into the graphic organize.
2. Literature Circles group meeting #4
3. Literature Circles post meeting self-evaluation
4. iReady Reading (20 minutes)
5. Homework: Review Study guide - Unit Assessment TOMORROW
Wednesday
1. UNIT TEST
2. Response Projects, Vocabulary log, and Literary Response paragraph due TOMORROW
Thursday
1. Read the passage provided. Glue, tape, or staple the passage into your Do Now Notebook. Identify the text structure. Then, put information from the text into the appropriate graphic organizer. Remember to focus on the main idea of each paragraph. You will need to draw the graphic organizer on a separate page in your Do Now Notebook
The ability of a building to withstand the stress of an earthquake depends upon its type of construction, shape, mass distribution, and rigidity. Different combinations are used. To reduce stress, first, the building's ground floor must be flexible. One method is to support the ground floor with extremely rigid, hollow columns, while the rest of the building is supported by flexible columns located inside the hollow columns. A different method is to use rollers or rubber pads to separate the base columns from the ground, allowing the columns to shake parallel during an earthquake. Next, the outdoor walls should be made with stronger and more reinforced materials such as steel or reinforced concrete. Then, to help prevent collapsing, the roof should be made out of light-weight materials.
How is the text structured? _____________________________________________________________
Draw the appropriate graphic organizer on a page in your Do Now Notebook. Put information from the passage into the graphic organize.
2. Finish Unit Test (if needed)
3. Finish and turn in Response Projects, Vocabulary log, and Literary Response paragraph
4. iReady
Week 10
Monday - No School
Tuesday
1. Read the passage provided. Glue, tape, or staple the passage into your Do Now Notebook. Identify the text structure. Then, put information from the text into the appropriate graphic organizer. Remember to focus on the main idea of each paragraph. You will need to draw the graphic organizer on a separate page in your Do Now Notebook
A hurricane is a large storm with heavy winds and rain that begins in the ocean and builds up strength as it moves across the water. While some of the damage caused by hurricanes is from high winds, most of it is usually from tidal surge, flooding entire cities, and killing large numbers of people. A tornado is a storm that develops on land, with no warning, and moves in a circular motion with heavy winds with a funnel shape, picking up and carrying dirt, dust, and even objects. The damage caused by tornadoes is from the high velocity winds, which are extremely destructive and deadly. They can demolish entire neighborhoods in a matter of a few seconds to a few minutes. Tornadoes can form when hurricanes make landfall, as their winds at ground level slow down, while the winds near the top keep their momentum, but a hurricane cannot be created by a tornado.
2. Introduction to Book Talk Project. Students must have their book of choice in class every day starting this Friday, October 12. Presentations will be between Novemeber 6 - 15. See email for your presentation day. book_talk_planner_and_rubric.pdf
3. Unit 1 Assessment Test Corrections
For items missed on the test, on a separate sheet of paper, write what you believe to be the correct answer and an explanation as to why you think that is the correct answer. Explanations must be in complete sentences. Students will receive half credit for each correct correction. If you did not finish test corrections in class, you must finish them for homework. They are due tomorrow. 7th_ela_unit_1_assessment.pdf
4. iReady Reading - 10 minutes
Wednesday
1. Grade 7 ELA Interim Assessment I Proxy (benchmark)
Thursday
1. Finish 7 ELA Intermim Assessment I Proxy if needed
2. iReady Reading (20 minutes)
3. Remember you need to have your choice book for the book talk project in class with you daily starting tomorrow.
Friday
1. Go to www.commonlit.org/code and enter class code LDLL77 to join "Ingram 7th Grade ELA" class (this site offers read aloud on the texts, so although I will provide printed copies of the texts, this feature might be helpful to Kaitlyn.) Go to "My Assignments." Find "Study: High Incomes Don't Bring You Happiness." commonlit_study-high-incomes-don-t-bring-you-happiness_student.pdf Read and annotate the article using "Nonfiction Annotations" instructions provided annotating_the_text_-_student_notes.pdf Answer "Guided Reading" and "Assessment" questions. Fill out "Happiness Unit: Graphic Organizer" with 3 - 5 significant details from this article about happiness and answer the question "In the context of this text, how do we achieve happiness?" See Exemplar if needed.
2. Begin reading and working on your book talk project.
Week 11 (October 15 - 19)
Monday
1. Respond to the following in your Do Now Notebook in 3 – 5 sentences: What is the text structure of ““Study: ‘High Incomes Don’t Bring You Happiness’?” Explain how you know.
2. Go to Microsoft TEAMS. Answer the discussion questions based on “Study: ‘High Incomes Don’t Bring You Happiness’”
3. Continue reading and working on your book talk project
Tuesday
1. Go to commonlit.org. Read, annotate, and answer guided reading and assessment questions for "You Can Buy Happiness, If It's An
Experience"
2. Go to Microsoft TEAMS. Answer the discussion questions based on "You Can Buy Happiness, If It's An Experience"
3. Continue reading and working on your book talk project
Wednesday
Week 12 (October 22 - 26)
Monday
1. Write your name on the front of the poetry decoder booklet where it says ""Last Viewed By." Write the standard on the front of your poetry decoder booklet where it says "Mission."
ELAGSE7RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or
stanza of a poem or section of a story or drama
2. Poetry Decoder Vocabulary Activity: In your booklet you have the vocabulary words and examples. Try to match the given definitions with the correct word/example. Use pencil so you can correct any mistakes. Use the provided answer key to check and correct your answers.
3. Study vocabulary words. Quiz Friday.
Tuesday
1. Respond to the following in your Do Now notebook using complete sentences: What do you look at first when you see a poem? What do you struggle with most when you read poetry?
2. On the TPCASTT Poetry Analysis Sheet, (TITLE) make a prediction about what the poem "TRUTH" by Nikki Grimes will be about.
3. Read the poem.
4. Paraphrase the poem line by line, or complete thought by complete thought into your own words on a LITERAL level (do not interpret figurative language at this point). Look up any unfamiliar words and write down the definition.
5. Reread the poem. (Connotation) As you read identify and interpret examples of figurative language.
Example:
"Every day we rise is like thunder - a clap of surprise" is a simile. It could mean that every time we encounter a new day we are met with the unexpected.
6. Indentify the attutude/tone of the speaker and any shifts in the speaker or attitude.
7. Examine the title again on an interpretive level. Why did the author choose this title? What does it mean?
8. Identify the theme of the poem. What is the poem about and what is the poet saying about the subject.
9. Answer the Text-Dependent Questions and Discussion Questions.
10. Happiness Unit; Graphic Organizer – update graphic organizer with 3 -5 significant details about happiness from "TRUTH." Also answer the question, “In the context of this text, how do we achieve happiness?”
Wednesday
1. Respond to the following in your Do Now notebook using complete sentences: What is alliteration? Identify three examples of alliteration in “Truth” by Nikki Grimes. Explain why you think the author chose to use alliteration in the poem.
2. 2. On the TPCASTT Poetry Analysis Sheet, (TITLE) make a prediction about what the poem "I Wandered Lonely as a Cloud" by William Wordsworth will be about.
3. Read the poem.
4. Paraphrase the poem line by line, or complete thought by complete thought into your own words on a LITERAL level (do not interpret figurative language at this point). Look up any unfamiliar words and write down the definition.
5. Reread the poem. (Connotation) As you read identify and interpret examples of figurative language.
Example:
"I wandered lonley as a cloud" is a simile. The speaker is comparing his solitude to that of a lone cloud in the sky, and they way he wanders, slowly and aimlessly, to the way a cloud moves.
6. Indentify the attutude/tone of the speaker and any shifts in the speaker or attitude.
7. Examine the title again on an interpretive level. Why did the author choose this title? What does it mean?
8. Identify the theme of the poem. What is the poem about and what is the poet saying about the subject.
9. Answer the Text-Dependent Questions and Discussion Questions.
10. Happiness Unit; Graphic Organizer – update graphic organizer with 3 -5 significant details about happiness from "I Wandered Lonely as a Cloud." Also answer the question, “In the context of this text, how do we achieve happiness?”
Thursday
1. Respond to the following in your Do Now notebook using complete sentences: Identify two examples of figurative language in “I Wandered Lonely as a Cloud.” Explain the literal meaning of the figurative language examples.
2. 2. On the TPCASTT Poetry Analysis Sheet, (TITLE) make a prediction about what the poem "From Blossoms" by Li-Young Lee will be about.
3. Read the poem.
4. Paraphrase the poem line by line, or complete thought by complete thought into your own words on a LITERAL level (do not interpret figurative language at this point). Look up any unfamiliar words and write down the definition.
5. Reread the poem. (Connotation) As you read identify and interpret examples of figurative language.
Example:
"I wandered lonley as a cloud" is a simile. The speaker is comparing his solitude to that of a lone cloud in the sky, and they way he wanders, slowly and aimlessly, to the way a cloud moves.
6. Indentify the attutude/tone of the speaker and any shifts in the speaker or attitude.
7. Examine the title again on an interpretive level. Why did the author choose this title? What does it mean?
8. Identify the theme of the poem. What is the poem about and what is the poet saying about the subject.
9. Answer the Text-Dependent Questions and Discussion Questions.
10. Happiness Unit; Graphic Organizer – update graphic organizer with 3 -5 significant details about happiness from "From Blossoms." Also answer the question, “In the context of this text, how do we achieve happiness?”
Friday
1. Poetry Vocabulary Quiz
2. Common Assessment on Text Structure
3. Pairing Questions for "I Wandered Lonely as a Cloud" and "From Blossoms"
4. Continue reading and working on your book talk project.
Ingram ELA
Week 13 (October 29 – November 2)
Monday
Tuesday
Wednesday
Thursday
How you can I write an effective conclusion? Use TSS: Thesis, Summarize, So what?
Friday
Author last name, Author first name. “Title.” Source, publication date, website.
Example:
Kenney, Caitlin. “Study: 'High Incomes Don't Bring You Happiness'.” CommonLit, 2010, www.commonlit.org.
“Works Cited” centered at top of page.
List alphabetically by author’s last name.
Indent second line of entry.
Other MLA formatting requirements for paper:
Monday
1. Do Now: Write 3 words that describe you. How do you know these things to be true? (Think about: who am I on the outside? How am I on the inside?) Write your response in your Do Now Notebook. Be sure to use complete sentences.
2. Complete the Identity questionnaire.
~wro0000.doc.docx
3. Review Class policies and procedures PowerPoint
class_rules_and_procedures_ingram2018.pptx
Tuesday
1. Do Now: In your Do Now notebook, respond to the following in 3-5 sentences. Can you change society's (friends, teachers, parents, etc.) perception of you? Explain.
2. Create a picture collage to introduce yourself to Mrs. Ingram and the class. Your collage can only include pictures and symbols - no words or letters.
3. Review class syllabus.
syllabus_7th_grade_ela.doc
Wednesday
1. In your Do Now notebook, respond to the following in 3-5 sentences: How do you get to know a person? Before you get to know a person, what are some ways you might get a preconceived notion about him/her?
2. Mini Lesson on characterization: STEAL characterization_steal.pptx
3. Begin reading The Bear Boy (pages 220-224 in text book). Look for examples of indirect characterization as you read.
Thursday
1. In your Do Now Notebook, identify one example of indirect characterization in The Bear Boy. Use the provided list of character traits or adjectives in your brain to describe one of the characters. Then, provide textual evidence to support your answer.
2. Finish reading The Bear Boy. Begin filling out plot diagram.
plot_diagram.pdf
Friday
1. Do Now - using the provided guidelines for writing a summary of a story, write a summary of The Bear Boy.
writing_a_summary_of_a_story.docx
2. Mini Lesson - Theme vs. Main Idea central_idea_vs_theme_ppt.ppt
3. Complete Plot Diagram for The Bear Boy
Week 2 (August 13 -17)
Monday
1. Do Now - Complete the Main Idea vs. Theme sort. Answer "Reflecting on Main Idea & Theme" questions in your Do Now Notebook. main_idea_vs._theme_sort.pdf
theme_vs._main_idea_reflection_questions.jpg
2. Mini Lesson: Dynamic, Static, Round, and Flat characters dynamic_static_round_flat_characters.pdf
3. Four Corners Vocabulary - complete a four corner vocabulary square for each of the RL6 standard vocabulary words.
- Protagonist
- Antagonist
- Major Character
- Minor Character
- Static Character
- Dynamic Character
- Flat Character
- Round Character
- Foil Character
Tuesday
1. Do Now - complete the provided graphic organizer with examples of indirect characterization of Kua-Haya's father in The Bear Boy. steal_graphic_organizer.pdf
2. Continue Four Corners Vocabulary from yesterday
3. Complete Character Types in The Bear Boy character-types_in_the_bear_boy.rtf
Wednesday
1. Do Now - Look at the cover of "The Jacket" and explain what you believe about the boys on the cover. Write in complete sentences.
2. As you read/listen to pages 1-31 in "The Jacket," take notes on
•Elements of plot: exposition, rising action, climax, falling action, resolution
•Examples of direct and indirect characterization (STEAL)
•Types of characters: Protagonist, antagonist, foil, round/flat, dynamic/static, major/minor
•Think about things like central idea and theme
3. Ticket out the door - On the sticky note provided, respond to the following in complete sentences:What do you think will happen next in The Jacket? Why do you think it will happen next?
Thursday
1. Do Now - In your do now notebook, write about a time where you had an argument or disagreement with someone. Did you resolve your differences? Be sure to write your response in complete sentences.
2. Mini Lesson - Conflict (power point and Cornell notes) types-of-conflict.ppt
3. As you read/listen to pages 31 - 46 in "The Jacket," take notes on
•Elements of plot: exposition, rising action, climax, falling action, resolution, conflict
•Examples of direct and indirect characterization (STEAL)
•Types of characters: Protagonist, antagonist, foil, round/flat, dynamic/static, major/minor
•Think about things like central idea and theme
3. Ticket Out the Door - Identify 2 examples of conflict in "The Jacket"
Friday
1. Go to illuminate.online
Student log in: Your student number/lunch number
access code: P8N8MEu
Take the common assessment
2. As you read/listen to pages 46-70 in "The Jacket," take notes on
•Elements of plot: exposition, rising action, climax, falling action, resolution, conflict
•Examples of direct and indirect characterization (STEAL)
•Types of characters: Protagonist, antagonist, foil, round/flat, dynamic/static, major/minor
•Think about things like central idea and theme
3. Have a great weekend!!
Week 3 (August 20 - 24)
Monday
1. Complete "Types of Conflict Review 1" types-of-conflict-review_1.rtf
2. Read pages 70 - 92 in The Jacket
3. Begin working on The Jacket one-pager the_jacket_one_pager.docx
Tuesday
1. Complete "Types of Conflict Review 2" types-of-conflict-review_2.rtf
2. Continue working on The Jacket one-pager
Wednesday
1. Types of Conflict Quiz types-of-conflict-quiz.rtf
2. RL6 Vocabulary Part 2 - use information in Power Point to fill out Frayer Models for opinion, bias, perspective, and point of view (no synonyms or antonyms for perspective and point of view). 7rl6_vocabulary_part_2.pptx frayer_model_blank.doc
3. Finish The Jacket one-pager
Thursday
1. In your Do Now notebook, respond to the following in 3-5 sentences:
What is bias? How might bias affect perspective in regards to the narrator of a story?
2. Watch video "Why perspective is so important" https://www.youtube.com/watch?v=cRcDfCafSYE
Class discussion - How did the narrator's personal biases affect the story that was told. How would the story have been different if it was told from the perspective of the other man?
3. Slide show and Cornell Notes https://slideplayer.com/slide/7088230/
Friday
1. Go to http://www.surlalunefairytales.com/
Choose a fairy tale, and read it. This can be a favorite fairy tale from your childhood, or one you have never read/heard of before.
2. Read "The Three Little Pigs" by James Marshall and "The True Story of the Three Little Pigs" By A. Wolf As told to Jon Scieszka
3. Rewrite a fairy tale of your choice from the viewpoint of a different character or object within the tale. This can be the fairy tale you read at http://www.surlalunefairytales.com/ or a fairy tale you are familiar with. (This does not have to be a long story, this is a quick writing assessment that should only take 20-30 minutes to write. Just write the gist of the story, but make sure you are changing the narrator to a different character and providing the reader with the thoughts and feelings of that character. You can choose to write from a first person or third person point of view - I would suggest using the point of view the author used in the original story.)
Week 4 August 27 - 31
Monday
1. Introduce Literature Circles. Choose a book to read (The Westing Game, The Dark Rising, or That Was Then This is Now)
literature_circle_requirements_.docx
More info on literature circles to come next week. These books are available as audio books through MackinVIA. We will have group meetings on Tuesdays. I am hoping you will be able to join us via FaceTime for these group meetings. If you can let me know your book choice by Tuesday, September 4, I will get you the schedule and your group members' names.
Tuesday
1. Read "The Treasure of Lemon Brown" in text book. Pages 2017 - 215. Answer questions on page 215
Wednesday
1. Take Point of View Diagnostic - this is a pre-assessment, not for a grade, just to see what you already know
Read "Mistaken Identity." Answer questions at end of packet
Thursday
1. Take RL6 Key Terms Part 2 Common Assessment
2. Review “Clues That Show How Story Elements Interact to Develop Theme” chart (pg. 204 in text book)
3. Create an outline of story in which examples of the six story elements work together to convey its theme.
Friday - No School - Professional Development Day
Week 5 (September 3 - 7)
Monday - No School - Labor Day
Tuesday - Literature books and groups assigned. Students begin reading and annotating section 1.
Wednesday
1. Respond to the following in 3 -5 sentences in your Do Now notebook: Describe the multiple settings in “The Treasure of Lemon Brown.” What feeling is created in the reader in each place?
2. Mini Lesson/Cornell notes on Tone and Mood https://www.youtube.com/watch?v=C3TZGZn5VwA
3. Discuss tone and mood in the three main settings in "The Treasure of Lemon Brown" (kitchen, street, and building)
4. Complete Tone and Mood Worksheet tone_and_mood_worksheet.docx (due tomorrow Thursday, September 6)
5. Continue to read and annotate section 1 in literature circle book.
Thursday
1. Respond to the following in 3 -5 sentences in your Do Now notebook: What things can affect the tone and mood of a story?
2. Create a setting map for "The Treasure of Lemon Brown" including illustrations and direct quotes from the text that explains the mood in each setting (kitchen, street, building). lemon_brown_setting_map.docx (due tomorrow Friday, September 7)
3. Continue to read and annotate section 1 in literature circle book.
Friday
1. Happy Poem -Identify the tone and mood in the poem, then rewrite the poem changing the key words in the poem to create an entirely different mood or tone. happy_poem.docx (to be turned in before you leave class today)
2. RL2 Vocabulary Power Point and Cornell notes rl2_vocabulary_.pptx
3. Continue to read and annotate section 1 in literature circle book.
Week 6 (September 10 - 14)
Monday
1. Review 6 types of narrative writing prompts
´Question Style 1: Add introduction/exposition.
´Question Style 2: Add conclusion/resolution
´Question Style 3: Add descriptive word choice---sensory language, figurative language, adjectives/adverbs, descriptive details
´Question Style 4: Add dialogue.
´Question Style 5: Change the point of view.
´Question Style 6: Add higher sentence structure and variety.
2. Rewriting the Introduction Power Point introductions_powerpoint.pptx
3. Deconstructing the writing prompt introduction_handout.pdf
4. Read and annotate "The Hand Me Down Violin." Annotations should include key events in the plot, examples of characterization, details about the setting, and information about the point of view and perspective of the narrator as well as any other details that would help you rewrite the introduction from Hannah's perspective and details that clearly show how Emma's violin is different than her classmates'. the_hand-me-down_violin_text.pdf
5. Continue to read and annotate section 1 in literature circle book.
6. First Literature Circle group meeting tomorrow (Tuesday, September 11)! Make sure you have completed the reading and annotations for section 1 of your book and you have marked 3-5 of your annotations to discuss in your group meeting tomorrow.
7. RL2 Vocabulary Quiz on Wednesday (September 12). Study your Cornell Notes.
Tuesday
1. In your Do Now Notebook, write an objective summary of “The Hand-Me Down Violin.” Remember that an objective summary should only contain the most important events or ideas. It should not include your personal opinions.
2. Literature Circles Group Meeting 1: teacher will check section 1 annotations and evaluate group discussions. Students will discuss marked sections of book and complete Self-Evaluation. literature_circle_requirements_.docx
3. Rewrite the Introduction to "The Hand-Me Down Violin" from Hannah's perspective. (If you do not finish this in class, it is homework - due tomorrow.)
4. Begin reading and annotating section 2 of literature circle book.
Wednesday
1. RL2 Vocabulary Common Assessment
2. Read page 6 in text book "Determining Theme in Fiction."
3. Read "Three-Century Woman" pages 11-17 in text book.
4. Complete questions provided the_three-century_woman_questions_.docx (If you do not finish this in class, it is homework - due tomorrow.)
5. Continue reading and annotating section 2 of literature circle book. Second group meeting for literature circles is next Tuesday, September 18.
Thursday
1. Write an objective summary of “The Three-Century Woman.” Remember that an objective summary should only contain the most important events or ideas. It should not include your personal opinions.
2. Read “The Fall of the Hindenburg” by Michael Morrison (page 20 in text book)
3. Complete "The Three-Century Woman" and "The Fall of Hindenburg" Comparison “the_three-century_woman”_and_“the_fall_of_hindenburg”_comparison.docx
4. Continue reading and annotating section 2 of literature circle book. Second group meeting for literature circles is next Tuesday, September 18.
Friday
1. Write an objective summary of “The Fall of Hindenburg.”
Remember that an objective summary should only contain the most important events or ideas. It should not include your personal opinions.
2. iReady Reading (20 minutes)
3. Continue reading and annotating section 2 of literature circle book. Second group meeting for literature circles is next Tuesday, September 18.
Week 7 (September 17 - 21)
Monday
1. USATestPrep: "RL2 and RL6 Review" (due Friday, September 21)
2. Reading and Annotating Literature Circles Book Section 2 - Tomorrow is the second group meeting for literature circles. Be sure to mark 3 - 5 annotations to bring to your group discussion.
3. Teacher conferences with students on "The Hand-Me Down Violin" narrative writing. Students scoring less than a 3 out of 4 must revise, rewrite, and turn back in by Friday, September 21.
Tuesday
1. Literature Circles Group Meeting # 2
2. Literature Circles post-meeting self-evaluation
3. Continue USATestPrep (due Friday) or work in iReady reading (45 minutes each week)
4. Begin reading and annotating section 3 of literature circles book.
Wednesday
1. Unit 1 Assessment Study Guide Part 1 "First Week with Henry" read the story and answer the questions that follow (due tomorrow). Unit Test Wednesday, October 3. unit_1_assessment_study_guide_version_2.docx
2. Continue USATestPrep (due Friday) or work in iReady reading (45 minutes each week)
3. Continue reading and annotating section 3 of literature circles book. Next group meeting Tuesday, September 25.
Thursday
1. Unit 1 Assessment Study Guide Part 2 "Pygmalion" read the story and answer the questions that follow (due tomorrow). Unit Test Wednesday, October 3.
2. Continue USATestPrep (due tomorrow) or work in iReady reading (45 minutes each week)
3. Continue reading and annotating section 3 of literature circles book. Next group meeting Tuesday, September 25.
Friday
1. Unit 1 Assessment Study Guide Part 3 "After the Fire" read the story and answer the questions that follow (due tomorrow). Unit Test Wednesday, October 3.
2. Work in iReady reading (45 minutes each week)
3. Continue reading and annotating section 3 of literature circles book. Next group meeting Tuesday, September 25.
Week 8 (Sept. 24 - 28)
Monday
1. Using the CDCM writing method to answer constructed response questions power point and Cornell notes
using_the_cdcm_method_to_answer_constructed_response_questions_.pptx
2. In your small groups, choose either Unit 1 Assessment Study Guide Part 1 question # 4 or Part 2 question #4 to answer using the CDCM format.
3. Peer evaluation of group created paragraphs using rubric cdcm_constructed_response_rubric.docx (to be continued in class tomorrow)
4. Finish reading and annotating section 3 of literature circles book. Next group meeting TOMORROW. Be sure to mark 3 - 5 of your annotations to bring to the group discussion tomorrow.
Tuesday
1. See email for Unit 1 Assessment Study Answer Key. Check your answers. Mark any questions that you do not feel you understand completely for class discussion. unit_1_assessment_study_guide_version_2_answer_key.docx
2. Literature Circles group discussion #3.
3. Independent Writing - write a CDCM paragraph to answer question #5 on Part 3 of the Unit Assessment Study Guide. Turn in before you leave class today.
4. Literature Circle post-meeting self-evaluation: Write a paragraph summarizing what your group discussed, documenting your contributions to the discussion, and analyzing what went well and what needs improvement. Turn in before you leave class today.
5. Begin reading and annotating section 4 in literature circle book. Final annotations due Tuesday, Oct. 2. Vocabulary Log and Literary Response due Thursday, Oct. 4.
6. Homework: review Unit 1 Assessment Study Guide - Test Wednesday, October 3.
Wednesday
textstructure.ppt
1. Text-Structure Booklet: Using the power point provided, create a booklet that includes a definition and original example of each of the 5 types of text structure. text_structure_booklet.rtf (due tomorrow - minor assessment grade)
2. Continue reading and annotating section 4 in literature circle book. Final annotations due Tuesday, Oct. 2. Vocabulary Log and Literary Response due Thursday, Oct. 4.
3. Homework: review Unit 1 Assessment Study Guide - Test Wednesday, October 3.
Thursday
1. In your Do Now notebook, explain how to send a text message. What type of text structure is your writing? Explain why.
2. Text Structure Gallery Walk text-structure-gallery_walk.rtf (classwork grade - turn in before you leave class today)
3. iReady Reading 15 minutes
4. Continue reading and annotating section 4 in literature circle book. Final annotations due Tuesday, Oct. 2. Vocabulary Log and Literary Response due Thursday, Oct. 4.
5. Homework: review Unit 1 Assessment Study Guide - Test Wednesday, October 3.
Friday
1. In your Do Now notebook, Tell the story of your most memorable holiday. What type of text structure is your writing? Explain why.
2. USATestPrep Assignment "Text Structure" (due Friday, October 5)
3. iReady Reading (if you do not already have 45 minutes for the week)
4. Continue reading and annotating section 4 in literature circle book. Final annotations due Tuesday, Oct. 2. Vocabulary Log and Literary Response due Thursday, Oct. 4.
5. Homework: review Unit 1 Assessment Study Guide - Test Wednesday, October 3.
Week 9 (October 1 - 5)
Monday
1. •Glue, tape, or staple a copy of the Text Structure Graphic Organizers provided into your Do Now Notebook (you will need this for the Do Now every day this week).
•Read the passage provided. Glue, tape, or staple the passage into your Do Now Notebook. Identify the text structure. Then, put information from the text into the appropriate graphic organizer. Remember to focus on the main idea of each paragraph. You will need to draw the graphic organizer on a separate page in your Do Now Notebook.
text_structure_graphic_organizers_.docx
The surface of the Earth is divided into pieces called “tectonic plates.” These plates move. When the plates rub against each other, they do not move smoothly. When the plates do not move smoothly, earthquakes result. Some parts of the world get more earthquakes than other parts. The parts of the earth that get most earthquakes are near the edges of these plates.
How is the text structured? _____________________________________________________________
Draw the appropriate graphic organizer on a page in your Do Now Notebook. Put information from the passage into the graphic organizer.
2. Students to choose 1 of the options on the response project to complete based on their literature circle book (due Thursday, October 4)
response_projects_and_requirements.docx
3. Final literature circle group meeting TOMORROW. Finish reading and annotating book. Vocabulary log and Literary Response paragraph due Thursday, October 4. (see Literature Circles Requirements document handed out at beginning of unit). literature_circle_requirements_.docx
4. Homework: Review Unit Assessment Study Guide (test Wednesday, October 3)
Tuesday
1. Read the passage provided. Glue, tape, or staple the passage into your Do Now Notebook. Identify the text structure. Then, put information from the text into the appropriate graphic organizer. Remember to focus on the main idea of each paragraph. You will need to draw the graphic organizer on a separate page in your Do Now Notebook
Some countries, such as Japan, or parts of a country, like California in the United States, have a lot of earthquakes. In these places it is a good practice to build houses and other buildings so they will not collapse when there is an earthquake. This is called seismic design or "earthquake-proofing".
How is the text structured? _____________________________________________________________
Draw the appropriate graphic organizer on a page in your Do Now Notebook. Put information from the passage into the graphic organize.
2. Literature Circles group meeting #4
3. Literature Circles post meeting self-evaluation
4. iReady Reading (20 minutes)
5. Homework: Review Study guide - Unit Assessment TOMORROW
Wednesday
1. UNIT TEST
2. Response Projects, Vocabulary log, and Literary Response paragraph due TOMORROW
Thursday
1. Read the passage provided. Glue, tape, or staple the passage into your Do Now Notebook. Identify the text structure. Then, put information from the text into the appropriate graphic organizer. Remember to focus on the main idea of each paragraph. You will need to draw the graphic organizer on a separate page in your Do Now Notebook
The ability of a building to withstand the stress of an earthquake depends upon its type of construction, shape, mass distribution, and rigidity. Different combinations are used. To reduce stress, first, the building's ground floor must be flexible. One method is to support the ground floor with extremely rigid, hollow columns, while the rest of the building is supported by flexible columns located inside the hollow columns. A different method is to use rollers or rubber pads to separate the base columns from the ground, allowing the columns to shake parallel during an earthquake. Next, the outdoor walls should be made with stronger and more reinforced materials such as steel or reinforced concrete. Then, to help prevent collapsing, the roof should be made out of light-weight materials.
How is the text structured? _____________________________________________________________
Draw the appropriate graphic organizer on a page in your Do Now Notebook. Put information from the passage into the graphic organize.
2. Finish Unit Test (if needed)
3. Finish and turn in Response Projects, Vocabulary log, and Literary Response paragraph
4. iReady
Week 10
Monday - No School
Tuesday
1. Read the passage provided. Glue, tape, or staple the passage into your Do Now Notebook. Identify the text structure. Then, put information from the text into the appropriate graphic organizer. Remember to focus on the main idea of each paragraph. You will need to draw the graphic organizer on a separate page in your Do Now Notebook
A hurricane is a large storm with heavy winds and rain that begins in the ocean and builds up strength as it moves across the water. While some of the damage caused by hurricanes is from high winds, most of it is usually from tidal surge, flooding entire cities, and killing large numbers of people. A tornado is a storm that develops on land, with no warning, and moves in a circular motion with heavy winds with a funnel shape, picking up and carrying dirt, dust, and even objects. The damage caused by tornadoes is from the high velocity winds, which are extremely destructive and deadly. They can demolish entire neighborhoods in a matter of a few seconds to a few minutes. Tornadoes can form when hurricanes make landfall, as their winds at ground level slow down, while the winds near the top keep their momentum, but a hurricane cannot be created by a tornado.
2. Introduction to Book Talk Project. Students must have their book of choice in class every day starting this Friday, October 12. Presentations will be between Novemeber 6 - 15. See email for your presentation day. book_talk_planner_and_rubric.pdf
3. Unit 1 Assessment Test Corrections
For items missed on the test, on a separate sheet of paper, write what you believe to be the correct answer and an explanation as to why you think that is the correct answer. Explanations must be in complete sentences. Students will receive half credit for each correct correction. If you did not finish test corrections in class, you must finish them for homework. They are due tomorrow. 7th_ela_unit_1_assessment.pdf
4. iReady Reading - 10 minutes
Wednesday
1. Grade 7 ELA Interim Assessment I Proxy (benchmark)
Thursday
1. Finish 7 ELA Intermim Assessment I Proxy if needed
2. iReady Reading (20 minutes)
3. Remember you need to have your choice book for the book talk project in class with you daily starting tomorrow.
Friday
1. Go to www.commonlit.org/code and enter class code LDLL77 to join "Ingram 7th Grade ELA" class (this site offers read aloud on the texts, so although I will provide printed copies of the texts, this feature might be helpful to Kaitlyn.) Go to "My Assignments." Find "Study: High Incomes Don't Bring You Happiness." commonlit_study-high-incomes-don-t-bring-you-happiness_student.pdf Read and annotate the article using "Nonfiction Annotations" instructions provided annotating_the_text_-_student_notes.pdf Answer "Guided Reading" and "Assessment" questions. Fill out "Happiness Unit: Graphic Organizer" with 3 - 5 significant details from this article about happiness and answer the question "In the context of this text, how do we achieve happiness?" See Exemplar if needed.
2. Begin reading and working on your book talk project.
Week 11 (October 15 - 19)
Monday
1. Respond to the following in your Do Now Notebook in 3 – 5 sentences: What is the text structure of ““Study: ‘High Incomes Don’t Bring You Happiness’?” Explain how you know.
2. Go to Microsoft TEAMS. Answer the discussion questions based on “Study: ‘High Incomes Don’t Bring You Happiness’”
3. Continue reading and working on your book talk project
Tuesday
1. Go to commonlit.org. Read, annotate, and answer guided reading and assessment questions for "You Can Buy Happiness, If It's An
Experience"
2. Go to Microsoft TEAMS. Answer the discussion questions based on "You Can Buy Happiness, If It's An Experience"
3. Continue reading and working on your book talk project
Wednesday
Week 12 (October 22 - 26)
Monday
1. Write your name on the front of the poetry decoder booklet where it says ""Last Viewed By." Write the standard on the front of your poetry decoder booklet where it says "Mission."
ELAGSE7RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or
stanza of a poem or section of a story or drama
2. Poetry Decoder Vocabulary Activity: In your booklet you have the vocabulary words and examples. Try to match the given definitions with the correct word/example. Use pencil so you can correct any mistakes. Use the provided answer key to check and correct your answers.
3. Study vocabulary words. Quiz Friday.
Tuesday
1. Respond to the following in your Do Now notebook using complete sentences: What do you look at first when you see a poem? What do you struggle with most when you read poetry?
2. On the TPCASTT Poetry Analysis Sheet, (TITLE) make a prediction about what the poem "TRUTH" by Nikki Grimes will be about.
3. Read the poem.
4. Paraphrase the poem line by line, or complete thought by complete thought into your own words on a LITERAL level (do not interpret figurative language at this point). Look up any unfamiliar words and write down the definition.
5. Reread the poem. (Connotation) As you read identify and interpret examples of figurative language.
Example:
"Every day we rise is like thunder - a clap of surprise" is a simile. It could mean that every time we encounter a new day we are met with the unexpected.
6. Indentify the attutude/tone of the speaker and any shifts in the speaker or attitude.
7. Examine the title again on an interpretive level. Why did the author choose this title? What does it mean?
8. Identify the theme of the poem. What is the poem about and what is the poet saying about the subject.
9. Answer the Text-Dependent Questions and Discussion Questions.
10. Happiness Unit; Graphic Organizer – update graphic organizer with 3 -5 significant details about happiness from "TRUTH." Also answer the question, “In the context of this text, how do we achieve happiness?”
Wednesday
1. Respond to the following in your Do Now notebook using complete sentences: What is alliteration? Identify three examples of alliteration in “Truth” by Nikki Grimes. Explain why you think the author chose to use alliteration in the poem.
2. 2. On the TPCASTT Poetry Analysis Sheet, (TITLE) make a prediction about what the poem "I Wandered Lonely as a Cloud" by William Wordsworth will be about.
3. Read the poem.
4. Paraphrase the poem line by line, or complete thought by complete thought into your own words on a LITERAL level (do not interpret figurative language at this point). Look up any unfamiliar words and write down the definition.
5. Reread the poem. (Connotation) As you read identify and interpret examples of figurative language.
Example:
"I wandered lonley as a cloud" is a simile. The speaker is comparing his solitude to that of a lone cloud in the sky, and they way he wanders, slowly and aimlessly, to the way a cloud moves.
6. Indentify the attutude/tone of the speaker and any shifts in the speaker or attitude.
7. Examine the title again on an interpretive level. Why did the author choose this title? What does it mean?
8. Identify the theme of the poem. What is the poem about and what is the poet saying about the subject.
9. Answer the Text-Dependent Questions and Discussion Questions.
10. Happiness Unit; Graphic Organizer – update graphic organizer with 3 -5 significant details about happiness from "I Wandered Lonely as a Cloud." Also answer the question, “In the context of this text, how do we achieve happiness?”
Thursday
1. Respond to the following in your Do Now notebook using complete sentences: Identify two examples of figurative language in “I Wandered Lonely as a Cloud.” Explain the literal meaning of the figurative language examples.
2. 2. On the TPCASTT Poetry Analysis Sheet, (TITLE) make a prediction about what the poem "From Blossoms" by Li-Young Lee will be about.
3. Read the poem.
4. Paraphrase the poem line by line, or complete thought by complete thought into your own words on a LITERAL level (do not interpret figurative language at this point). Look up any unfamiliar words and write down the definition.
5. Reread the poem. (Connotation) As you read identify and interpret examples of figurative language.
Example:
"I wandered lonley as a cloud" is a simile. The speaker is comparing his solitude to that of a lone cloud in the sky, and they way he wanders, slowly and aimlessly, to the way a cloud moves.
6. Indentify the attutude/tone of the speaker and any shifts in the speaker or attitude.
7. Examine the title again on an interpretive level. Why did the author choose this title? What does it mean?
8. Identify the theme of the poem. What is the poem about and what is the poet saying about the subject.
9. Answer the Text-Dependent Questions and Discussion Questions.
10. Happiness Unit; Graphic Organizer – update graphic organizer with 3 -5 significant details about happiness from "From Blossoms." Also answer the question, “In the context of this text, how do we achieve happiness?”
Friday
1. Poetry Vocabulary Quiz
2. Common Assessment on Text Structure
3. Pairing Questions for "I Wandered Lonely as a Cloud" and "From Blossoms"
4. Continue reading and working on your book talk project.
Ingram ELA
Week 13 (October 29 – November 2)
Monday
- Respond to the following in your Do Now Notebook in 3 – 5 sentences: Look back at the 6 texts we have read on CommonLit.Org and your Happiness Unit Graphic Organizer. Create a list of all the ways we can achieve happiness based on the readings.
- Attempt to put all the things from #1 into 2-3 categories. These categories will become the main ideas of your body paragraphs of your essay (example: money, nature, experiences).
- Mini lesson: Writing and effective thesis statement
- In order to write a successful essay, it is vital to formulate a clear specific thesis statement. The thesis states the point of your paper it tells the reader what your paper is about. The thesis as a one sentence summary of the essay.
- A thesis will have a topic (in this essay our topic is “happiness”) and a claim. The claim tells the reader your attitude, your opinion, or your point about the topic (happiness can be achieved”).
- Finally, a thesis should include, specifics about the points or the areas that you will use to explain your claim (your three categories from #2).
- Let's look at some examples: Going to college demands careful time management in the areas of class time, study time, and relaxation time. This thesis not only identifies the topic (going to college) and the attitude (demands careful time management) but it also identifies the three types of problems that will be covered in the essay (class time, study time, and relaxation time).
- Here's another example: Stress in the fast food workplace has led to serious physical, psychological, and emotional problems for the employees. The thesis identifies the topic (stress in the fast food workplace), the claim (has led to serious problems) and the three major points that will be used in the essay to support the claim (physical, psychological, and emotional problems for the employees).
- The thesis is the heart of the essay. In order to write a successful essay, it is essential to formulate a clear specific thesis statement.
- Write a rough draft of your thesis statement for your essay. Be sure to include the topic, claim, and 2 -3 specific points you will use to support your claim. Example: Happiness can be achieved by having enough money to meet basic needs, appreciating the beauty of nature, and doing things we love.
- Review the “Writing Tips” at http://www.cws.illinois.edu/workshop/writers/tips/thesis/ (printout provided).
- Complete “Thesis Statement Analysis Checklist.”
- Continue reading book and working on presentation for book talk project.
Tuesday
- Review power point and handout on “Writing Effective Introductions.”
- Complete Introduction portion of 5 Paragraph CDCM Essay Outline - due today
- Continue reading book and working on presentation for book talk project
Wednesday
- Complete body paragraphs #1 and #2 portion of Paragraph CDCM Essay Outline. Each body paragraph should include a topic sentence that relates to one element of your thesis statement, 2 concrete details/pieces of evidence from the articles and/or poems that supports your topic sentence, and 2 pieces of commentary for each concrete detail. The first piece of commentary should explain in your own words what the concrete detail is saying. The second piece of commentary should explain how this piece of textual evidence proves what you are saying in your topic sentence to be true. - due today
- Continue reading book and working on presentation for book talk project
Thursday
- Mini Lesson: Writing Conclusions
How you can I write an effective conclusion? Use TSS: Thesis, Summarize, So what?
- hesis: you do not want to repeat your thesis exactly as you had it in your introduction paragraph, but what you want to do is say the same thing again as a way to make sure that the reader is getting your point, but you're going to paraphrase it this time, so you're making the same point using new words/language. You might be thinking, “Why do I need that in my conclusion?” This is your last chance to drive home the point that you're trying to prove, so you want you don't want to miss it. It's like the closing arguments in a court case and you're the lawyer.
- ummarize: summarize your arguments, the main points you made to try to prove your thesis. You're going to paraphrase those as well. You don't want to just be repeating what you've already said. You don’t want it to sound repetitive and boring to the reader. You want to try to provide a new twist on it or different way of saying the same thing. You need to include main ideas from your topic sentences.
- o what? What is that one thing that you really want the reader to take away from reading your whole essay: It should answer for them “why do I even care about this essay/topic? This is going to be the last line of your essay. You want to end strong.
- Complete body paragraph #3 and conclusion portion of Paragraph CDCM Essay Outline - due today
- Continue reading book and working on presentation for book talk project
Friday
- Mini Lesson: Creating a Works Cited Page
Author last name, Author first name. “Title.” Source, publication date, website.
Example:
Kenney, Caitlin. “Study: 'High Incomes Don't Bring You Happiness'.” CommonLit, 2010, www.commonlit.org.
“Works Cited” centered at top of page.
List alphabetically by author’s last name.
Indent second line of entry.
Other MLA formatting requirements for paper:
- Double space throughout paper, with no extra spaces between paragraphs.
- Do not right justify.
- Top, bottom, and side margins should be one inch.
- Indent the first word of each paragraph by ½ inch or 5 spaces.
- Do not use a title page for the paper: instead simply type your name, instructor’s name, course number (ELA7), and date. This should be flush with the left margin.
- Center the title of the paper. Do not underline the title, or put in “quotation marks,” or set in ALL CAPITALS.
- Number all pages consecutively in the upper right-hand corner, ½ inch from the top and flush with right margin. Type your last name before the page number, and do not use “p.” before the number.
- Within the text, titles of all articles and poems should be italicized not underlined or in quotation marks.
- In text citations – the author’s last name in parentheses - should be included for all textual evidence. If it is the end of the sentence, the period comes after the in-text citation.
- All direct quotes should be in quotation marks.
- Example: In the article Study: High Incomes Don’t Bring You Happiness,” it states “Beyond $75,000, money is important for life evaluation, but does nothing for happiness, enjoyment, sadness, or stress” (Kenney).
- Write rough draft of essay including works cited page - due Monday