Student Activities Day Fifty-One (2/2[A] school showcase & 2/3[B])

Transcription

1 CCSS ELA Literacy 7.1, 7.2, & 7.4 Literature Review the notes and video quiz for Harold Syntax MODIFIERS Provide instruction and further grammar practice on MODIFIERS (adjectives and adverbs) Guide students through the WOD/POD Clarify questions about the Memoir Unit assignment Student Activities Day Fifty-One (2/2[A] school showcase & 2/3[B]) The Students will Review the notes and quiz answers for Harold Syntax Guide to Modifiers and complete the Grammar Practice Warm Up: students will work in groups and with the teacher to process modifier activities (adjectives, comparatives, and adverbs) worksheets and GUM pages (p A, p A, and p.121) Some A-day students will continue working on their projects Continue through the daily procedures WOD Zeitgeist PODs Poems by Robert Frost The Road Not Taken & Stopping by the Woods on a Snowy Evening discussion and PEP TALK and REFLECTIVE RESPONSE HOMEWORK Read Museum Indians by Susan Power (in workbook)to practice reflective and close reading complete close-reading activities listed throughout the selection DO NOT WRITE IN WORKBOOKS

2 CCSS ELA Literacy 7.1, 7.2, & 7.4 Literature Monitor and assist students as they complete Grammar studies and their Bookseller s Projects. Student Activities Day Fifty-Two (2/4 [A] & 2/5 [B]) The Students will complete Memoir Unit #5 assignment. Afterwards, students will complete any missing work or read quietly. HOMEWORK IF NOT COMPLETED IN CLASS -- --Read One Last Time by Gary Soto (Textbook p ) complete the Cite Evidence activity and the Analyze the Meanings of Words and Phrases Activity and complete the Analyzing the Text questions #1-6 and Critical Vocabulary #1-8 Grammar Quiz Verb Re-Takes will be on MONDAY this linked presentation is a GOOD TOOL to review the tenses and their proper use in writing and conversing.

3 Student Activities Day Fifty-Three (2/8 [A] & 2/9 [B]) GUM modifiers students will work cooperatively and we will review as a class (30-40 minutes) WOD: Meticulous POD: start Winter Poems Comparison Snowflakes. by Emily Dickinson Highlight important upcoming events Provide a re-take quiz on Verbs Review the MODIFIER WORK WOD/POD Start MEMOIR NOTES HOMEWORK Review the MEMOIR NOTES & VIDEO for the quick quiz and prepare for the MODIFIER QUIZ (p.r42-r43 in textbook); finish GUM work watch The Harold Syntax Guide to Interjections, Conjunctions, and Prepositions and take notes on the video and answer the Video Quiz questions [2/22]

4 CCSS ELA Literacy 7.1, 7.2, & 7.4 Literature CCSS ELA SPEAKING & LISTENING -- Provide review and assessment of grammar knowledge (modifiers) Guide students through the warm-up process Review students for the Memoir Unit Test (whole-group and in learning pairs) Student Activities Day Fifty-Four (2/10 [A] & 2/11 [B]) Grammar Quiz Modifiers (adjectives and adverbs) WODs Positional Words (akimbo, supine, prone) POD For My Sister by Alice Walker Wrap-Up Memoir Unit Quick Quiz (Kahoot) on Memoir Notes; students will finish any assignments from this unit and discuss and process them in preparation for the Memoir Unit Test (next class) Readings on Test: (in Close Reader workbook and online textbook) (in textbook and online) HOMEWORK study for the Memoir Unit Test & complete Molly Poem

5 Guide students through the quick, pair share poetry celebration Review students for the Memoir Unit test (vocab direct instruction, paired review, and group review Kahoot) Provide an assessment to determine depth of understanding of the 5 memoir readings and to determine depth of critical reading development based on a cold-text reading. Student Activities Day Fifty-Five (2/12 [A] & 2/15 [B]). Students will share their Molly Poem re-writes; we will complete the Quick Quiz and Review (if not completed during the previous class); afterwards, students will take the Memoir Unit Test. Students who complete the test early may read silently just a reminder that Friday, February 19 th is the last day to read and test on a nominee book and attend the book voting party on the 24 th.

6 Guide students through the warm-up process Allow time for response to poetry and creative free-write Share completed book trailers Review Grammar (modifiers) Hand back and provide review/reflection on Memoir Unit Test Assign the Original Memoir and the Unit Reflection Student Activities Day Fifty-Six (2/16 [A] & 2/17 [B]) The Students will Complete the traditional warm-up procedures: Super Seven #21 Roots #21 WOD Literary Adjectives from Gulliver s Travels POD Wrap up our look at winter poems and free/creative write our own. Celebrate our Bookseller s Successes by watching each class book trailers. REVIEW MODIFIERS & Look at Quiz One Performance Review student performance on the Memoir Unit Test Conclude the Memoir Unit by creating Student Original Memoirs HOMEWORK Roots #21; respond to and complete Memoir Writing Prompt & the Unit Reflection DUE NEXT CLASS

7 Guide students through the warm-up process Take up the Memoir Unit work Continue sharing completed book trailers Review Grammar (modifiers) embedded in the warm-up process Preview the upcoming unit Remind students of impending assignments Provide time for students to RR quiz on their last nominees and to STAR test [RR progress reports will be going out next week] Student Activities Day Fifty-Seven (2/18 [A] & 2/19 [B]) The Students will Complete the traditional warm-up procedures: Super Seven #22 we will use this activity to further review GRAMMAR (modifiers) Roots #22 [check #21] WOD convivial POD begin our look at African-American poets with Countee Cullen s For a Poet. Students will turn in Memoirs and completed Unit Reflections (directly to me) we will finish watching Trailers, discuss Bookseller s Process, & STAR TEST (to measure independent, critical reading growth from September this is the half-way[ish] mark) I will preview students about our upcoming Holocaust/ Diary of Anne Frank Unit by giving a compelling why -- explaining the reasons for our studies and connecting them back to the concepts of the reading P s & C s and Nosce Te Ipsum & Possemus Mutare Mundi. HOMEWORK Roots #22, Review/Prepare for Modifier Quiz Retake (Tuesday/Wednesday), and Harold Syntax Guide to Interjections, Prepositions, and Conjunctions (notes and quiz) [Monday 2/22 A-Day & 2/29 B-Day]

8 Guide students through the warm-up process Take up the Memoir Unit work Continue sharing completed book trailers Review Grammar (modifiers) embedded in the warm-up process Preview the upcoming unit Remind students of impending assignments Provide time for students to RR quiz on their last nominees and to STAR test [RR progress reports will be going out next week] Student Activities Day Fifty-Seven (2/18 [A] & 2/19 [B]) The Students will Complete the traditional warm-up procedures: Super Seven #22 we will use this activity to further review GRAMMAR (modifiers) Roots #22 [check #21] WOD convivial POD begin our look at African-American poets with Countee Cullen s For a Poet. Students will turn in Memoirs and completed Unit Reflections (directly to me) we will finish watching Trailers, discuss Bookseller s Process, & STAR TEST (to measure independent, critical reading growth from September this is the half-way[ish] mark) I will preview students about our upcoming Holocaust/ Diary of Anne Frank Unit by giving a compelling why -- explaining the reasons for our studies and connecting them back to the concepts of the reading P s & C s and Nosce Te Ipsum & Possemus Mutare Mundi. HOMEWORK Roots #22, Review/Prepare for Modifier Quiz Retake (Tuesday/Wednesday), and Harold Syntax Guide to Interjections, Prepositions, and Conjunctions (notes and quiz) [Monday 2/22 A-Day & 2/29 B-Day]

9 Guide students through the warm-up process Review Prepositions and provided guided practice Discuss the appropriate process to approach SC Text-Dependent Analysis writing. Provide timeline for Practice #1 writing, grading, and reflection. Student Activities Day Fifty-Eight & Day Sixty On Mondays, we Write! (2/22 [A] & 2/29 [B]) The Students will Complete the traditional warm-up procedures: A-Day [2/22]: Super Seven #23 Roots #23 WOD déjà vu POD Harlem Night Song by Langston Hughes Grade Harold Syntax Guide to Interjections, Conjunctions, and Prepositions video notes and quiz Practice Prepositions B-Day [2/29]: Super Seven #25 Roots #25 WOD -- POD Find Work by Rhina P. Espaillat & My Mother Enters the Work Force by Rita Dove Grade Harold Syntax Guide to Interjections, Conjunctions, and Prepositions video notes and quiz Practice Prepositions SC Ready Text-Dependent Analysis Writing Practice and Overview -- after Winter Break, teachers across the state of South Carolina were informed of the assessment program students will be given this academic year. Seventh grade students will be participating in the SC Ready Test for and Math. This is good news for our students because it is untimed unlike the ACT Aspire test students completed last year. The writing component of this test is based on the reading of a cold-text (something students have not read or worked with in class). The writing prompt will be a text-dependent analysis (or TDA) item. This type of item requires that students read a piece of text or passage and draw upon that text for their written responses e.g., support their responses with evidence from the text. The TDA item type is very different from the stand-alone writing prompts that were used in the past for SCPASS and that appeared on the ACT Aspire tests. The type of text that the students read and respond to for the TDA item may be drawn from different genres or modes. To prepare for this test, I will be asking students to write a response about one of the state-released texts (a play to correspond with the Anne Frank unit). Students will 1) complete their written responses [using no more than 20 hours] and 2) take their written responses home along with the scoring rubric and scored student responses to the same prompt [2/7 A & 2/14 B]. I will be asking students to work with their parents and score their own responses according to the rubric and based on the explanation of the scores on the student samples. This process will make students and their parents/guardians familiar with the assessment process and expectations, and will set the stage for further in-class discussions and writing lessons and opportunities before the April test dates.

10 HOMEWORK Complete your reading and response to Text- Dependent Analysis Writing Practice #1 your written response should take no more than 2 hours and should be completed by 3/7 [A- Day & 2/14 [B-Day] om

11 Guide students through the warm-up process Take up the Memoir Unit work Continue sharing completed book trailers Review Grammar (modifiers) embedded in the warm-up process Preview the upcoming unit Remind students of impending assignments Provide time for students to RR quiz on their last nominees and to STAR test [RR progress reports will be going out next week] Student Activities Day Fifty-Eight [B], Day Fifty-Nine [A & B], and Day Sixty [A] (2/23 [B], 2/24 [A], & 2/25 [B]) CONTEXT & BACKGROUND of the HOLOCAUST The Students will Complete the traditional warm-up procedures: B -Day [2/23]: I will miss part of this with my 4 th Block class due to a professional development training; we will get caught up on Thursday. Super Seven #23 Roots #23 WOD déjà vu POD Harlem Night Song by Langston Hughes Complete Grammar Modifier Retake Quiz A-Day [2/24] & B-Day [2/25]: Wednesday was a shortened schedule with many disruptions; A-day students will catch up on Friday Wednesday Super Seven #24 Roots #24 WOD vice versa POD The Drum by Nikki Giovanni Complete Grammar Modifier Retake Quiz A-Day [2/25]: Friday Super Seven #25 Roots #25 WOD -- POD Find Work by Rhina P. Espaillat & My Mother Enters the Work Force by Rita Dove Review Grammar Modifier Retake Quiz The Holocaust/ Diary of Anne Frank Unit (a cross-curricular study which applies and reviews content and information from MYP World History and MYP Theater Arts) actively involves the concepts of perspective and context. The historical study of the Holocaust builds on the idea of context (discussed and studied throughout the year); the class will participate in a class discussion and receive some basic historical notes about this time period. Students will then read a selection from Scholastic magazine providing information about Kristallnacht and the Nuremburg Laws. This reading demonstrates to students how the shocking and destructive actions of the Holocaust ultimately began with unfair and discriminatory laws and social biases (an issue that remains relevant in today s world). We will then watch part one of the documentary The Holocaust: In Memory of Millions [2/25 B-Day]. Students will complete a video guide and we will discuss the documentary at the natural pauses throughout the documentary (here is a link to the many standards [grade 6-10] met by this documentary).

12 HOMEWORK Study and complete Roots & Read Act One of The Diary of Anne Frank - pp & complete the following assignment: Study Vocabulary Answer the Reading Comprehension and Reflection Questions Handout & Analyze Drama Square Question p.324 Answer the #1-4 on p.324 Create a cheat sheet for the play Act One Quiz Tuesday, March 1 st [A-Day] and Wednesday, March 2 nd [B-Day] Reminder for B-Day: DON T FORGET -- Harold Syntax Guide to Interjections, Prepositions, and Conjunctions (notes and quiz)