monday, january 6, 2020 module 2, unit 1, lesson 5 ......monday, january 6, 2020 – module 2, unit...

Monday, January 6, 2020 – Module 2, Unit 1, Lesson 5

Learning Targets:

• By engaging in a discussion with my classmates, I can analyze the characterization of

the central character and deepen my understanding of the plot, characters, & setting

• I can find textual evidence to illustrate the character traits of Lyddie.

• I can clarify and extend my understanding of the setting of Lyddie by watching a video

about the mill towns.

ELA/Literacy Standards: RL.7.3, RL.7.1, SL.7.1, SL.7.

Agenda:

1. Check for understanding of Chapters 6 and 7

2. Analyze Lyddie’s character

3. Watch a video clip about the mills

4. Read Chapter 8

Homework: Finish reading Chapter 8 and complete Reader’s Notes, Chapter 8.

Tuesday, January 7, 2020 – Module 2, Unit 1, Lesson 6

Learning Targets:

• I can use context clues—both in the sentence and on the page—to determine the

meaning of unknown words.

• By engaging in a discussion with my partner, I can analyze one section of Lyddie to

deepen my understanding of the plot, characters, and setting.

• I can cite specific textual evidence to explain what working conditions were like in the

mills and how they affected Lyddie.

ELA/Literacy Standards: RL.7.3, L.7.4, SL.7.1

Agenda:

1. Check for understanding of Chapter 8

2. Close reading

3. Add to Working Conditions Anchor Chart

Homework: Read Chapters 9 & 10 and complete Reader’s Notes for Chapters 9 & 10.

This Photo by Unknown Author is licensed under CC BY-SA-NC

http://junior1.cumbresblogs.com/2014/08/02/502/

https://creativecommons.org/licenses/by-nc-sa/3.0/

Wednesday, January 8, 2020 – Module 2, Unit 1, Lesson 7

Learning Targets:

1. I can use context clues—both in the sentence and on the page—to determine the


2. By engaging in a discussion with my partner, I can analyze one section of Lyddie to


3. I can cite specific textual evidence to explain what working conditions were like in the


4. I can analyze how the author’s word choices create vivid descriptions of Lyddie’s

living and working conditions.

ELA/Literacy Standards: RL.7.1, RL.7.3, L.7.4, L.7.5, SL.7.1

Agenda:

1. Check for understanding of chapters 9 and 10

2. Close reading


Homework:

Read Chapter 11 and complete Reader’s Notes for Chapter 11.

Thursday, January 9, 2020 – Module 2, Unit 1, Lesson 8

Learning Targets:

I can cite specific textual evidence to explain what working conditions were like in the


ELA/Literacy Standards: RL.7.1, RL.7.3

Agenda:

1. Do entry task and review homework

2. Work with textual evidence note-catcher


Homework:

Read Chapters 12 & 13 and complete Reader’s Notes for Chapters 12 & 13.

Friday, January 10, 2020 – Module 2, Unit 1, Lesson 9

Learning Targets:

I can cite specific textual evidence to explain what working conditions were like in the


ELA/Literacy Standards: RL.7.1, RL.7.3, RL.7.4

Agenda:

1. Entry task and review homework

2. Review feedback from textual evidence note-catcher

3. Complete Mid-Unit Assessment

Homework: Read Chapter 14 and Reader’s Notes, Chapter 14.

Reminder:

• The chapter title, “Ills and Petitions,” tells you that you will learn more about the

petition for a shorter work day. Pay particular attention to the issue of the

petition, as it will be the next topic we focus on.

Monday, December 16, 2019 – Module 2, Unit 1, Lesson 3

Learning Targets:

1. I can analyze how plot, character, and setting interact in Lyddie.






Agenda:

1. Check for Understanding of Chapters 1 and 2

2. Discuss Reading Strategies

3. Read Chapter 3

Homework:

1. Required: Finish reading Chapter 3 and read Chapter 4 of Lyddie and complete

Lyddie Reader’s Notes, Chapters 3 and 4.

2. Optional: Read Chapter 5 of Lyddie.

Tuesday, December 17, 2019 – Module 2, Unit 1, Lesson 4

Learning Targets:


2. I can use context clues— both in the sentence and on the page—to determine the





Agenda:


2. Read Chapter 6

3. Do a Close Read of an excerpt from Chapter 6

Homework:

1. Read Chapter 7 of Lyddie and complete Lyddie Reader’s Notes, Chapter 6 and

Chapter 7.

Wednesday, December 18, 2019 – Module 2, Unit 1, Lesson 5

Learning Targets:

• By engaging in a discussion with my classmates, I can analyze the characterization of

the central character and deepen my understanding of the plot, characters, & setting

• I can find textual evidence to illustrate the character traits of Lyddie.

• I can clarify and extend my understanding of the setting of Lyddie by watching a video

about the mill towns.

ELA/Literacy Standards: RL.7.3, RL.7.1, SL.7.1, SL.7.

Agenda:


6. Analyze Lyddie’s character

7. Watch a video clip about the mills

8. Read Chapter 8

Homework: Read Chapter 8 of Lyddie and complete Lyddie Reader’s Notes, Chapter 8.

Thursday, December 19, 2019 – Module 2, Unit 1, Lesson 6

Learning Targets:

• I can use context clues—both in the sentence and on the page—to determine the


• By engaging in a discussion with my partner, I can analyze one section of Lyddie to


• I can cite specific textual evidence to explain what working conditions were like in the



Agenda:

4. Check for understanding of Chapter 8

5. Close reading


Homework: Read Chapters 9 and 10 of Lyddie and complete Reader’s Notes for

Chapters 9 and 10.

Friday, December 20, 2019 – Escape Room

Monday, December 9 – Module 1, Unit 2, Lesson 19

Learning Targets:

1. I can write a clear and organized analysis essay that makes a valid claim about

the theme of A Long Walk to Water

2. I can support my claim with details and quotes from A Long Walk to Water

3. I can use quotes correctly in my essay.

4. I can use correct grammar and punctuation in my essay.

5. I can use feedback from others to revise and improve my essay.

6. I can use new vocabulary appropriately in my essay.

Agenda:

Review feedback on your essay

Revise your essay

Homework: Finished essay is due by Thursday, December 12. If you typed it in Google

Docs, you do not need to reshare it. However, if you submitted through Office 365,

please reshare it.

Tuesday, December 10, 2019 – Module 2, Unit 1, Lesson 1

Learning Targets:

1. I can analyze photos, videos, and quotes to find a central theme.

2. I can synthesize the ideas of my classmates with my own.

ELA/Literacy Standards: SL.7.1, SL.7.2

Agenda:

1. Participate in a Gallery Walk

2. Create a Working Conditions Anchor Chart

Homework:

1. Read through the list of statements of working conditions. Decide what category each

will fit into on our Working Conditions anchor chart. Write that category in the blank.

2. Finished essay due Thursday

Wednesday, December 11, 2019 – Module 2, Unit 1, Lesson 2

Learning Targets:




ELA/Literacy Standards: RL.7.3, L.7.4

Agenda:

1. Look at settings in the novel

2. Read Chapter 1 of Lyddie

3. Practice writing Reader’s Notes

Homework:

1. Finish reading Chapter 1 and read Chapter 2; complete Reader’s Notes for those

chapters.

2. Finished essay due tomorrow

Thursday, December 12, 2019 – Module 2, Unit 1, Lesson 3

Learning Targets:







Agenda:

4. Check for Understanding of Chapters 1 and 2

5. Discuss Reading Strategies

6. Read Chapter 3

Homework:

3. Required: Finish reading Chapter 3 and read Chapter 4 of Lyddie and complete

Lyddie Reader’s Notes, Chapters 3 and 4.

4. Optional: Read Chapter 5 of Lyddie.

Friday, December 13, 2019 – Module 2, Unit 1, Lesson 4

Learning Targets:


5. I can use context clues— both in the sentence and on the page—to determine the





Agenda:


5. Read Chapter 6

6. Do a Close Read of an excerpt from Chapter 6

Homework:

2. Read Chapter 7 of Lyddie and complete Lyddie Reader’s Notes, Chapter 6 and

Chapter 7.

-

As a service-learning project to conclude 7th Grade Module 1, 6th and 7th Grade ELA

classes will be fundraising to donate to Water for South Sudan, the organization founded

by the main character, Salva Dut, of A Long Walk to Water written by Linda Sue Park.

December 2nd – Students will begin by developing public service announcements,

posters, a documentation panel, and video, as well as visiting homerooms to

promote awareness about water conditions in South Sudan.

December 16th – Students will sell pizza and pop to raise funds to donate to Water

for South Sudan on behalf of Bates Academy.

To learn about Mr. Dut’s organization, please visit his website:

https://www.waterforsouthsudan.org/.

https://tinyurl.com/BatesAcademy-Water4SouthSudan

Monday, December 2 – Module 1, Unit 3, Lesson 4

Learning Targets:

1. With support from peers and adults, I can use a writing process to ensure that

purpose and audience have been addressed. (W.7.5)

2. I can produce clear and coherent writing that is appropriate to task, purpose, and

audience. (W.7.4)

Agenda

1. Peer Critique

2. Feedback to Revise

HW – Finish revising your Two-Voice Poem

End of Unit Assessment Wednesday

Tuesday, December 3 – Work Time for Service-Learning Project

Wednesday, December 4 – Module 1, Unit 3, Lesson 5

Learning Targets:

1. I can cite several pieces of text-based evidence to support an analysis of

informational text. (RI.7.1)

2. I can select evidence from literary or informational texts to support analysis,

reflection, and research. (W.7.9)

3. I can use correct capitalization, punctuation, and spelling to send a clear message

to my reader. (L.7.2)

Agenda:

https://www.waterforsouthsudan.org/

https://tinyurl.com/BatesAcademy-Water4SouthSudan

1. Complete an End of Unit 3 Assessment

2. Look at how a writer uses conventions in a Model Two-Voice Poem

3. Think about how to revise your own Two-Voice Poem

Homework

1. Revise your two-voice poem for conventions. Bring all two-voice poem work to

turn in (Gathering Evidence graphic organizer, poem planner, final draft of the

poem).

2. Practice reading your poem aloud before you come back to class. Reading it to

your family would be a great way to share your work with them.

Thursday, December 5 – Module 1, Unit 3, Lesson 6

Learning Targets:

1. I can use effective speaking techniques (appropriate eye contact, adequate

volume, and clear pronunciation). (SL.7.4)

2. I can use correct grammar and usage when writing or speaking. (L.7.1)

Agenda:

1. Review learning targets and a rubric for reading your poem aloud

2. Read your poem aloud for the class

Homework: Read your independent novel

Friday, December 6 – Module 1, Unit 2, Lesson 19

Learning Targets:

7. I can write a clear and organized analysis essay that makes a valid claim about

the theme of A Long Walk to Water

8. I can support my claim with details and quotes from A Long Walk to Water

9. I can use quotes correctly in my essay.

10. I can use correct grammar and punctuation in my essay.

11. I can use feedback from others to revise and improve my essay.

12. I can use new vocabulary appropriately in my essay.

Agenda:

Review feedback on your essay

Revise your essay

Homework: None! You’ve finished Module 1. Yay!!!

Monday, November 25 – Mrs. Jones was absent

Tuesday, November 26

Complete typed draft of Two-Voice Poem

HW – Finish draft. Be sure to share it with Mrs. Jones

Monday, November 18 – Module 1, Unit 2, Lesson 18

Learning Targets:

1. I can plan and write a two-voice poem that compares and contrasts how Salva and Nya survived in the challenging environment of South Sudan.

2. I can gather evidence from informational texts for my two-voice poem.

ELA/Literacy Standards: RI.7.1; RL.7.9; W.7.3

Agenda: 1. Discuss some vocabulary in context 2. Gather evidence from informational text in preparation for writing 3. Continue working on your poem

Homework: Finish adding evidence from informational text and the novel to your graphic organizer.

Tuesday, November 19

Article of the Week

1. Read

2. Annotate

3. Write Essay in Response

Wednesday, November 20 – Module 1, Unit 3, Lesson 1

Learning Target:

I can explain how Park compares and contrasts Nya and Salva to convey ideas about

how people survive in Sudan.

ELA/Literacy Standards: RL.7.6

Agenda: 1. Review juxtaposition 2. Practice with juxtaposition

Homework – Read Independent Novel

Mid-Unit 3 Assessment tomorrow

Thursday, November 21 – Module 1, Unit 3, Lesson 2

Learning Target: 1. I can explain how Park compares and contrasts Salva and Nya to convey ideas

about how people survive in Sudan. 2. I can plan and write a two-voice poem that compares and contrasts Salva and Nya

to convey my own ideas about how people survived in the challenging environment of South Sudan.

ELA/Literacy Standards: RL.7.1, RL.7.2, RL.7.6, RL.7.9, W.7.3

Agenda: 1. Mid-Unit 3 Assessment 2. Plan for Two-Voice Poem


NOTE: I delayed lesson 19 until 11/22 in order to make sure I had time to read and give

feedback on all drafts.

Friday, November 22 – Module 1, Unit 2, Lesson 19

Learning Targets:

1. I can write a clear and organized analysis essay that makes a valid claim about the theme of A Long Walk to Water.

2. I can support my claim with details and quotes from A Long Walk to Water. 3. I can use quotes correctly in my essay. 4. I can use correct grammar and punctuation in my essay. 5. I can use feedback from others to revise and improve my essay. 6. I can use new vocabulary appropriately in my essay.

ELA/Literacy Standards: W.7.2, W.7.5, W.7.8, W.7.9, L.7.1, L.7.2, L.7.6

Agenda: 3. Review feedback on your essay 4. Revise your essay



Learning Targets:

1. I can write an organized explanatory essay about the theme of survival. 2. In my essay, I can support my claim with details and quotes from the novel

ELA/Literacy Standards: RL.7.1, RL.7.2, W.7.2, W.7.4, W.7.9, L.7.6

Agenda:

1. Evaluate rubric criteria for introductions and conclusions in essays

2. Plan your essay’s introduction and conclusion 3. Begin writing your essay’s introduction and conclusion

Homework: Finish the body paragraphs of your essay. Be sure that the details and quotes you plan to use are correct.

Tuesday, November 12 – Module 1, Unit 2, Lesson 17

Learning Targets:


2. I can gather evidence from A Long Walk to Water for my two-voice poem.

ELA/Literacy Standards: RL.7.6; W.7.3

Agenda: 1. Discuss some vocabulary in context 2. Compare and contrast Nya and Salva 3. Gather evidence from the novel in preparation for writing

Homework: Answer the questions in your workbook related to the Author’s Note


Learning Targets:


4. I can gather evidence from informational texts for my two-voice poem.

ELA/Literacy Standards: RI.7.1; RL.7.9; W.7.3

Agenda: 4. Discuss some vocabulary in context 5. Gather evidence from informational text in preparation for writing 6. Continue working on your poem



Learning Target:

I can explain how Park compares and contrasts Nya and Salva to convey ideas about

how people survive in Sudan.

ELA/Literacy Standards: RL.7.6

Agenda: 3. Review juxtaposition 4. Practice with juxtaposition




Learning Target: 3. I can explain how Park compares and contrasts Salva and Nya to convey ideas

about how people survive in Sudan. 4. I can plan and write a two-voice poem that compares and contrasts Salva and Nya

to convey my own ideas about how people survived in the challenging environment of South Sudan.

ELA/Literacy Standards: RL.7.1, RL.7.2, RL.7.6, RL.7.9, W.7.3

Agenda: 5. Mid-Unit 3 Assessment 6. Plan for Two-Voice Poem


NOTE: I delayed lesson 19 until 11/18 in order to make sure I had time to read and give

feedback on all drafts.


Learning Targets:

7. I can write a clear and organized analysis essay that makes a valid claim about the theme of A Long Walk to Water.

8. I can support my claim with details and quotes from A Long Walk to Water. 9. I can use quotes correctly in my essay. 10. I can use correct grammar and punctuation in my essay. 11. I can use feedback from others to revise and improve my essay. 12. I can use new vocabulary appropriately in my essay.

ELA/Literacy Standards: W.7.2, W.7.5, W.7.8, W.7.9, L.7.1, L.7.2, L.7.6

Agenda: 7. Review feedback on your essay 8. Revise your essay


Week of November 3, 2019 Monday, November 4, 2019 – Module 1, Unit 2, Lesson 13

Learning Targets:

1. I can make connections between details in A Long Walk to Water.

2. I can describe how these details support the theme of survival.

3. I can discuss new vocabulary from the NYS Grade 6–8 Expository Writing

Evaluation rubric.

ELA/Literacy Standards: W.7.1, W.7.2, L.7.6

Agenda:

1. Continue working with the Forming Evidence-Based Graphic Organizer

2. Analyze the NYS Grade 6–8 Expository Writing Evaluation rubric.

Homework: If you did not finish filling out your organizer, please finish it tonight.

Tuesday, November 5, 2019 – No School


Learning Targets:

1. I can select details that support my claim about the theme of A Long Walk to

Water.

2. I can look at a model essay to see how it supports a claim with details.

ELA/Literacy Standards: RL.7.1, RL.7.2, W.7.2, L.7.6

Agenda:

1. Continue to look at the Model Essay and its supporting details

2. Analyze criteria in a writing rubric

3. Plan your essay

Homework: Fill in body paragraph 2 on the Planning Your Essay sheet.

Homework: Read from independent novel


Learning Targets:

1. I can organize my details from so they support my claim/thesis,

2. I can ensure my quotes are accurate and punctuated correctly.


Agenda:

1. Continue to analyze criteria on a writing rubric.

2. Continue to plan your essay.

3. Begin writing your essay. You’ll finish your draft after Lesson 16 and revise in

Lesson 19.

Homework:

• Finish the body paragraphs of your essay. Be sure that the details and quotes

you plan to use are correct.

• Also check that you have a clear topic sentence in each paragraph that names

the factor for survival that you are discussing.

• And be sure to check that you have good evidence and explanations of how your

evidence supports your survival factor.


Learning Targets:

a. I can write an organized explanatory essay about the theme of survival.

b. In my essay, I can support my claim with details and quotes from the novel.


Agenda:

c. Evaluate rubric criteria for introductions and conclusions in essays

d. Plan your essay’s introduction and conclusion

e. Begin writing your essay’s introduction and conclusion Homework:



Week of October 27, 2019 Monday, October 28 – Module 1, Unit 2, Lesson 12

Learning Targets:

1. I can use correct punctuation of quotes.

2. I can analyze a model essay on A Long Walk to Water using a rubric.


Evaluation rubric.

ELA/Literacy Standards: W.7.2, W.7.8. L.7.6

Agenda:

1. Review learning targets for this lesson

2. Review NYS 6–8 Expository Writing Evaluation Rubric

3. Analyze the Model Essay Using the Rubric

4. Compare the Rubric to “What Makes a Literary Analysis Essay Effective?” Anchor

Chart

Homework: Read Independent Novel

Tuesday, October 29 – Module 1, Unit 2, Lesson 13 – Mrs. Jones was absent

Learning Targets:

4. I can make connections between details in A Long Walk to Water.

5. I can describe how these details support the theme of survival.


Evaluation rubric.

ELA/Literacy Standards: W.7.1, W.7.2, L.7.6

Agenda:

3. Continue working with the Forming Evidence-Based Graphic Organizer

4. Analyze the NYS Grade 6–8 Expository Writing Evaluation rubric.

Homework: If you did not finish filling out your organizer, please finish it tonight.

Wednesday, October 30 – To be determined

Homework: Read from independent novel

Thursday, October 31 – Module 1, Unit 2, Lesson 14 – Mrs. Jones was absent

Learning Targets:

3. I can select details that support my claim about the theme of A Long Walk to

Water.

4. I can look at a model essay to see how it supports a claim with details.

ELA/Literacy Standards: RL.7.1, RL.7.2, W.7.2, L.7.6

Agenda:

4. Continue to look at the Model Essay and its supporting details

5. Analyze criteria in a writing rubric

6. Plan your essay

Homework: Fill in body paragraph 2 on the Planning Your Essay sheet.

Friday, November 1 – Module 1, Unit 2, Lesson 15 – Mrs. Jones was absent

Learning Targets:

3. I can organize my details from so they support my claim/thesis,

4. I can ensure my quotes are accurate and punctuated correctly.


Agenda:

4. Continue to analyze criteria on a writing rubric.

5. Continue to plan your essay.

6. Begin writing your essay. You’ll finish your draft after Lesson 16 and revise in

Lesson 19.

Homework:



• Also check that you have a clear topic sentence in each paragraph that names

the factor for survival that you are discussing.

• And be sure to check that you have good evidence and explanations of how your

evidence supports your survival factor.

Week of October 20, 2019 Monday 10/21/19 – Module 1, Unit 2, Lesson 8

Learning Targets:

1. I can effectively engage in discussions with my classmates about our reading.

2. I can explain how comparing and contrasting Salva’s and Nya’s points of view in the

second part of the novel helps Park convey ideas about how people in Sudan

survive.

3. I can explain the physical and emotional factors that helped Nya and Salva to

survive in A Long Walk to Water.

ELA/Literacy Standards: RL.7.2, RL.7.6, SL.7.1, L.7.4

Agenda:

1. Vocabulary Entry Task/Reader’s Dictionary

2. Discussion of novel

3. Discuss Water for Southern Sudan

Homework:

Read parts of the website Water for South Sudan. www.waterforsouthsudan.org.

(printed out in the workbook) and answer the questions. We will be discussing these

texts Monday and using them for an assessment.


Tuesday 10/22/19 – Module 1, Unit 2, Lesson 9

Learning Targets:

1. I can explain how Water for South Sudan involves Sudanese villagers in the process

of drilling wells, and the effects that drilling a well can have on a village.

2. I can explain how the author of A Long Walk to Water both used and altered history

(based on my comparison of the novel and Water for South Sudan’s website).

ELA/Literacy Standards: RL.7.1, RL.7.9, RI.7.1

Agenda:

1. Discuss Water for South Sudan Homework Assignment: Text-Dependent Questions

2. Take the Mid-Unit 2 Assessment

Homework:

1. Rewrite the sentences from A Long Walk to Water in your own words.

2. Make sure you are correctly explaining the underlined words. The page number after

each sentence indicates the page in the book where you can find the sentence.

Wednesday 10/23/19 – Module 1, Unit 2, Lesson 10

Learning Targets:

1. I can select pieces of textual evidence that show the factors that help Salva survive.

ELA/Literacy Standards: RL.7.2, RL.7.2

Agenda:

http://www.waterforsouthsudan.org./




1. Discuss the writing prompt

2. Begin finding evidence for your essay

Homework: If you did not finish putting important details, quotes, and page numbers on

the Forming Evidence-Based Claims graphic organizer, finish Row 1.

Thursday 10/24/19 – Module 1, Unit 2, Lesson 11

Learning Targets:

1. I can analyze a model literary analysis essay to determine its strengths.

2. I can use quotes effectively in my writing.

3. I can punctuate quotes correctly in my writing.


Agenda:

1. Review what makes a Literary Analysis Essay effective.

2. Discuss effective use of quotes in essays

3. Practice using quotes

Homework:

1. Select three important quotes from A Long Walk to Water that you have on

your Gathering Textual Evidence organizer or your Reader’s Notes.

2. Put your three quotes into sentences smoothly, punctuating them

correctly and giving the page number from the book in parentheses after

the quote.

Friday 10/25/19 – Module 1, Unit 2, Lesson 12

Learning Targets:

4. I can use correct punctuation of quotes.

5. I can analyze a model essay on A Long Walk to Water using a rubric.


Evaluation rubric.


Agenda:

5. Review learning targets for this lesson

6. Review NYS 6–8 Expository Writing Evaluation Rubric

7. Analyze the Model Essay Using the Rubric

8. Compare the Rubric to “What Makes a Literary Analysis Essay Effective?” Anchor

Chart



Learning Targets:

1. I can use context clues to determine the meaning of words.

2. I can break a word into parts in order to determine its meaning and figure out what

words it is related to.

3. I can explain what juxtaposition means and list several ways Salva and Nya are

juxtaposed.

4. I can explain one way in which juxtaposing these characters helps the author

compare and contrast their points of view. ELA/Literacy Standards: L7.4, WL7.6

Agenda:


5. “Take a Stand” activity

6. Learn about Juxtaposition and how it’s used in the text

Homework:

1. Reread Chapters 9 and 10 and add two quotes to your Gathering Textual Evidence

graphic organizer.

2. Read Chapters 11–13 and complete the Reader’s Notes (both parts) for these new

chapters.


Learning Targets:

1. I can define words from A Long Walk to Water in my Reader’s Dictionary.

2. I can continue to select evidence to explain what happens to Salva and Nya

3. I can select a quote from A Long Walk to Water and explain how it illustrates a factor

in how Nya and/or Salva survive.

ELA/Literacy Standards • RL.7.1, RL.7.2 • W.7.9 • L.7.4 Agenda:


2. Review Chapters 11-13

3. Practice writing a short constructed response

Homework:

1. Reread Chapters 11–13 and add quotes to Gathering Textual Evidence graphic

organizer.

2. Read Chapters 14–15 and complete Reader’s Notes (both parts) for these new

chapters.


Learning Targets:

1. I can use context clues to deter Gathering Textual Evidence graphic organizer for

Chapters 11-13 (from homework) mine word meanings.

2. I can compare the accounts of survival in “Time Trip: Sudan’s Civil War” and A Long

Walk to Water.

3. I can cite several pieces of text-based evidence to support my comparison of “Time

Trip: Sudan’s Civil War” and the novel A Long Walk to Water. ELA/Literacy

Standards: RL.7.2, RL.7.9, RI.7.1, L.7.4

Agenda:


2. Review Chapters 11-13

3. Practice writing a short constructed response

Homework: Due Monday 10/21/19

1. Reread Chapters 14 and 15. Add two quotes to your Gathering Textual Evidence

graphic organizer.

2. Read Chapters 16-18 and complete the Reader’s Notes (both parts) for these

chapters.

3. Reread Chapters 16-18. Add two quotes to your Gathering Textual Evidence graphic

organizer.


Learning Targets:

1. I can cite several pieces of text-based evidence from “Time Trip: Sudan’s Civil War”

to support my analysis of the experience of people in South Sudan.

2. I can compare and contrast the accounts of survival in “Time Trip: Sudan’s Civil War”

and A Long Walk to Water.

3. I can analyze how Linda Sue Park used or altered history in A Long Walk to Water.

ELA/Literacy Standards: RL.7.2, RL.7.9, RI.7.1

Agenda:

1. Review Chapters 14 and 15 in A Long Walk to Water.

2. Reread an informational text, “Time Trip: Sudan’s Civil War”

3. Compare the novel and the informational text.

Homework: Due Monday 10/18/19

1. Reread Chapters 14 and 15. Add two quotes to your Gathering Textual Evidence

graphic organizer.

2. Read Chapters 16-18 and complete the Reader’s Notes (both parts) for these

chapters.

3. Reread Chapters 16-18. Add two quotes to your Gathering Textual Evidence graphic

organizer.

Friday 10/18/19 – Module 1, Unit 2, Lesson 8 Learning

Targets:


2. I can explain how comparing and contrasting Salva’s and Nya’s points of view in the

second part of the novel helps Park convey ideas about how people in Sudan

survive.

3. I can explain the physical/emotional factors that helped Nya and Salva to survive.

ELA/Literacy Standards: RL.7.2, RL.7.6, SL.7.1, L.7.4

Agenda:

1. Review Reader’s Dictionary and add to Salva/Nya Anchor Chart

2. World Cafe to discuss the novel

Homework: Read parts of the website Water for South Sudan.

www.waterforsouthsudan.org. (printed out in the workbook) and answer the questions.

We will be discussing these texts Monday and using them for an assessment.


Learning Targets:

1. I can select evidence from “Sudanese Tribes Confront Modern War” to support

analysis of the perspectives of the Nuer and Dinka tribes of Southern Sudan.

2. I can annotate text to help me track important ideas.

3. I can use context clues to determine word meanings.

ELA/Literacy Standards: L7.4, W.7.9

Agenda:

1. Select evidence to use in writing from “Sudanese Tribes Confront Modern War.”

2. Read a new Washington Post article titled, “Loss of Culturally Vital Cattle Leaves

Dinka Tribe Adrift in Refugee Camps,” for gist.

Homework: With the article “Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in

Refugee Camps,” reread Excerpt 1. Then do a first read of Excerpt 2. Try to figure out

any of the words in bold. As you read, continue to think about how war has changed

things for the Dinka


Learning Targets:

1. I can cite several pieces of text-based evidence to support an analysis of the

article “Loss of Culturally Vital Cattle Leaves Dtinka Tribe Adrift in Refugee

Camps.”

2. I can select evidence from the article “Loss of Culturally Vital Cattle Leaves Dinka

Tribe Adrift in Refugee Camps” to support analysis of the perspectives of the

Dinka tribe of Southern Sudan.

ELA/Literacy Standards • RI.7.1, W.7.4, W.7.9

Agenda:

1. End of Unit Assessment

2. Discuss thoughts about the novel so far

3. i-Ready lessons



Learning Targets:



1. I can effectively engage in discussions with different Discussion

Appointment partners.

2. I can identify a central theme in A Long Walk to Water. ELA/Literacy

Standards: SL.7.1, RL.7.2

Agenda:

1. Make Discussion appointments

2. Learn about Theme

3. Begin a survival anchor chart

Homework:

1. Read Chapter 6 in A Long Walk to Water.

2. Fill in Gist on Reader’s Notes in Reading Packet 1.


Learning Targets:

1. I can use context clues (in the sentence or on the page) to determine the

meaning of words in A Long Walk to Water.

2. I can analyze the development of a theme in a novel by identifying challenges to

and factors in survival for Salva and Nya in A Long Walk to Water.

ELA/Literacy Standards L.7.4, RL.7.2:

Agenda:

1. Vocabulary entry task

2. Review learning targets

3. Reading closely: Guiding Questions resource

4. Continue adding to survival anchor chart

Homework:

1. Read Chapters 7 and 8 in A Long Walk to Water.

2. Complete Reader’s Notes, Parts 1 (Gist Notes) and 2 (Reader’s Dictionary), for

these chapters.

Friday 10/10/19 – Module 1, Unit 2, Lesson 3 Learning

Targets:

1. I can use context clues (in the sentence or on the page) to determine the

meaning of words in A Long Walk to Water.

2. I can break a word into parts in order to determine its meaning and figure out

what words it is related to.

3. I can analyze the development of a theme in a novel by identifying challenges to

and factors in survival for Salva and Nya in A Long Walk to Water.

4. I can cite several pieces of text-based evidence to support my claims about the

factors that allowed Salva and Nya to survive in A Long Walk to Water.

ELA/Literacy Standards • L.7.4, RL.7.1, RL.7.2 Agenda:


2. Add to Survival anchor charts

3. Partner work to gather evidence

Week of September 29, 2019 Monday 9/30/19 – Module 1, Unit 1, Lesson 9

Learning Targets:

1. I can analyze how Linda Sue Park develops and contrasts the points of view of Nya

and Salva.


3. I can select ideas from my notes to support my analysis of the characters Nya and

Salva.

ELA/Literacy Standards: RL.7.1, RL.7.6, SL.7.1, W.7.9

Agenda:

1. Reflect on learning and review learning targets.

2. Work in small groups discussing 3 questions.

3. Complete a pre-writing organizer about what you learned today.

Homework: Read independent novel for 20 minutes


Learning Targets:

1. I can make connections from “Sudanese Tribes Confront Modern War” to A Long

Walk to Water.

2. I can annotate text to help me track important ideas in Excerpt 1 of “Sudanese

Tribes Confront Modern War.”


ELA/Literacy Standards: RL.7.1, RL.7.2, L.7.4

Agenda:

1. Read Excerpt 1 from “Sudanese Tribes Confront Modern War.”

2. Discuss how the article relates to A Long Walk to Water.

Homework: Reread Excerpt 1 of “Sudanese Tribes Confront Modern War” for a third

time and complete the Gathering Evidence graphic organizer for Excerpt 1 only.

Wednesday 10/2/19 – Count Day Activities


Learning Targets:

1. I can make connections from “Sudanese Tribes Confront Modern War” to A Long

Walk to Water.


3. I can cite several pieces of text-based evidence to support an analysis of excerpts

from “Sudanese Tribes Confront Modern War.” ELA/Literacy Standards: RI.7.2, L7.4,

RI.7.1

Agenda:

1. Analyze Excerpt 1 from “Sudanese Tribes Confront Modern War.”


Homework: Reread Excerpt 2 of “Sudanese Tribes Confront Modern War” and annotate

the text for gist.


Learning Targets:

1. I can make connections from the text ‘Sudanese Tribes Confront Modern War’ to the

novel A Long Walk to Water.


3. I can cite several pieces of text-based evidence to support an analysis of excerpts

from the article ‘Sudanese Tribes Confront Modern War.’ ELA/Literacy Standards:

R7.4, RI.7.1

Agenda:

1. Read Excerpt 2 from “Sudanese Tribes Confront Modern War.”


Homework: Continue reading your independent reading book for this unit at home.


Learning Targets:

4. I can select evidence from “Sudanese Tribes Confront Modern War” to support

analysis of the perspectives of the Nuer and Dinka tribes of Southern Sudan.

5. I can annotate text to help me track important ideas.


ELA/Literacy Standards: L7.4, W.7.9

Agenda:

3. Select evidence to use in writing from “Sudanese Tribes Confront Modern War.”

4. Read a new Washington Post article titled, “Loss of Culturally Vital Cattle Leaves

Dinka Tribe Adrift in Refugee Camps,” for gist.

Homework: With the article “Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in

Refugee Camps,” reread Excerpt 1. Then do a first read of Excerpt 2. Try to figure out

any of the words in bold. As you read, continue to think about how war has changed

things for the Dinka.


Learning Targets:

1. I can cite several pieces of text-based evidence to support my analysis of Nya’s and

Salva’s character in A Long Walk to Water.


and Salva in A Long Walk to Water.

ELA/Literacy Standards: RL7.1, RL.7.2

Agenda:

1. Read Chapter 3 and write gist in your Reader’s Notes.

2. Pay attention to specific words in the text that you don’t know, or words you think are

particularly important to help you understand Nya’s and Salva’s points of view.

3. Discussion

Homework: Read for 20 minutes


Learning Targets:

1. I can cite several pieces of text-based evidence to support my analysis of the

experience of people in South Sudan from “Time Trip: Sudan’s Civil War.”

2. I can annotate text to help me track important ideas in the article.

3. I can make connections from the “Time Trip: Sudan’s Civil War” A Long Walk to

Water.

ELA/Literacy Standards: RL7.1, RL.7.2

Agenda:

1. Read an informational text about The Lost Boys of Sudan.

2. Learn how to annotate a text to “get the gist.” Homework:

• Read Chapter 4 of A Long Walk to Water for gist

• Record in Columns 1, 2, and 4 in your Reader’s Notes

• Circle words that seem important related to our Guiding Question: “How do

culture, time, and place influence the development of identity?”


Learning Targets:


Salva’s characters in A Long Walk to Water.


and Salva in A Long Walk to Water. ELA/Literacy Standards: RL7.1, RL.7.6

Agenda:

Answer Selected Response Questions by gathering evidence and making inferences

Homework: Read Chapter 5 for gist and complete Columns 1, 2, and 4 in your Reader’s

Notes graphic organizer

Mid Unit Assessment tomorrow

Thursday 9/26/19 – Module 1, Unit 1, Lesson 8 (1st hour did this Thursday, 7th hour

did this Friday due to an assembly) Learning Targets:


Salva’s characters in A Long Walk to Water.



Agenda:

1. Share gist of chapter 5

2. Mid-Unit Assessment

Homework: Read independent novel for 20 minutes

Friday 9/27/19 – 1st hour read an Article of the Week due to PSAT testing. 7th hour took

the Mid-Unit Assessment


Learning Targets:

1. I can effectively participate in discussion with my classmates.

2. I can determine the meaning of visual representations on a map.

3. I can read for gist as we begin Chapter 1 in A Long Walk to Water.

ELA/Literacy Standards: RL.7.2, SL.7.1

Agenda:

1. Learn what learning targets are and how to work with them

2. Read the map of the setting for A Long Walk to Water

3. Begin reading A Long Walk to Water



Learning Targets:

1. I can effectively participate in discussion with my classmates.

2. I can determine the central ideas of Chapter 1 of A Long Walk to Water.

3. I can determine the meaning of visual representations on a map.

ELA/Literacy Standards: RL.7.2, SL.7.1

Agenda:

1. Learn about how to be a “close reader”

2. Continue reading A Long Walk to Water

Homework:

1. Reread Chapter 1 and add to Reader’s Notes (Column 5).

2. Read Chapter 2 of A Long Walk to Water.

3. Write statements in your Reader’s Notes (Columns 1, 2, and 4) about the gist:

what Chapter 2 is mostly about.

4. Share the Letter to Families and get it signed by a parent or guardian!*


Learning Targets:

1. I can determine the central ideas of Chapter 2 of A Long Walk to Water.

2. I can analyze how the author, Linda Sue Park, develops and contrasts the points

of view of Nya and Salva in A Long Walk to Water.

3. I can effectively engage in discussions with my classmates about our reading of

A Long Walk to Water.

ELA/Literacy Standards: RL.7.2, RL.7.6, SL.7.1

Agenda:

1. Deepen our understanding of Chapter 2 of A Long Walk to Water.

2. Practice having academic discussions by reviewing our gist summaries and by

sharing our responses to text-dependent questions.

Homework

1. Reread Chapter 2 and keep adding to Columns 3 and 5 of your Reader’s Notes.

2. Answer in writing: What new thinking do you have after our Back-to-Back and Face-

to-Face discussion?


Learning Targets:





Agenda:

5. Finish your first reading of Chapter 3, including reading for the gist in your Reader’s

Notes.





Learning Targets:





Agenda:

9. Finish your first reading of Chapter 3, including reading for the gist in your Reader’s

Notes.




Week of September 8, 2019 Monday 9/9/19

iReady Testing

Tuesday 9/10/19 iReady

Testing

Wednesday 9/11/19 iReady

Testing

Thursday 9/12/19 iReady

Testing

Friday 9/13/19 – Mrs. Jones was absent

monday, january 6, 2020 module 2, unit 1, lesson 5 ......monday, january 6, 2020 – module 2, unit...

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