Wednesday, December 18th

Lesson Objectives - Students will then continue working on their Embedded Assessment.  This assignment has three parts:

1. MONDAY:  First, select a print advertisement and write a well-developed paragraph that identifies specific techniques, claims, language, and images in the ad and analyzes the effect of these elements on the intended audience. (#1-3, 125-126)
2. YESTERDAY:  Next, create a new advertisement for the same product that is targeted for a different audience. (#5-8, pages 127-128)
3. TODAY: Finally, write a reflection to explain the relationship between the content of an ad and the intended audience.  Support your explanation by pointing out differences between the original and new ads. (9-11, pages 128-129)

Homework - The Embedded Assessment is due tomorrow.
CCSS -

• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Tuesday, December 17th

Lesson Objectives - Students take their Vocabulary Unit 6 quiz.  They will then start their Embedded Assessment.  This assignment has three parts:

1. YESTERDAY:  First, select a print advertisement and write a well-developed paragraph that identifies specific techniques, claims, language, and images in the ad and analyzes the effect of these elements on the intended audience. (#1-3, 125-126)
2. TODAY:  Next, create a new advertisement for the same product that is targeted for a different audience. (#5-8, pages 127-128)
3. TOMORROW: Finally, write a reflection to explain the relationship between the content of an ad and the intended audience.  Support your explanation by pointing out differences between the original and new ads. (9-11, pages 128-129)

Homework - The Embedded Assessment is due tomorrow.
CCSS -

• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Monday, December 16th

Lesson Objectives - Students will finish the exercises in Vocabulary Unit 6.  They will then start their Embedded Assessment.  This assignment has three parts:

1. TODAY:  First, select a print advertisement and write a well-developed paragraph that identifies specific techniques, claims, language, and images in the ad and analyzes the effect of these elements on the intended audience.
2. TOMORROW:  Next, create a new advertisement for the same product that is targeted for a different audience.
3. WEDNESDAY: Finally, write a reflection to explain the relationship between the content of an ad and the intended audience.  Support your explanation by pointing out differences between the original and new ads.

Homework - Students will have their Vocabulary Unit 6 quiz tomorrow.
CCSS -

• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Friday, December 13th

Lesson Objectives - After finishing yesterday's presentations, students will begin working on their Embedded Assessment, (See page 125). This assignment has three parts:

1. First, select a print advertisement and write a well-developed paragraph that identifies specific techniques, claims, language, and images in the ad and analyzes the effect of these elements on the intended audience.
2. Next, create a new advertisement for the same product that is targeted for a different audience.
3. Finally, write a reflection to explain the relationship between the content of an ad and the intended audience.  Support your explanation by pointing out differences between the original and new ads.

Homework - Students received their interim Student Detail Report today.  Please have these signed by a parent or guardian and returned.  Also, test corrections are due by the end of next week.
CCSS -

• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Thursday, December 12th

Lesson Objectives - Students will create their own examples of print ads using persuasive techniques, advertising claims, and the elements of advertising.  They will evaluate a sample generated by another group and compose an analysis that explains the level of effectiveness of that particular ad.
Homework - Find 2 examples of full-page print advertisements that reflect the following ideas:

• Persuasive Techniques - pages 112-113
• Advertising Claims - page 115
• Elements of Advertisements - page 121

CCSS - 

• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Wednesday, December 11th

Lesson Objectives - Students will be able to identify and critique the use of the elements of advertising found in the various forms of today's media sources.  Students will also create their own examples of print ads using these elements.
Homework - Extra Credit - Bring in a copy of a magazine to donate to the class.  These will provide ads for future assignments over the course of this unit.  
CCSS - 

• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Thursday, December 5th

Lesson Objectives - Students will be able to identify and critique the use of the elements of advertising found in the various forms of today's media sources.  Students will also create their own examples of print ads using these elements.
  Homework - 

• Study for tomorrow's test.  Prepare your note card so that you can use it as a resource while you are taking the test.
• Get your SDR signed by a parent or guardian.
• Extra Credit - Bring in a copy of a magazine to donate to the class.  These will provide ads for future assignments over the course of this unit.  

CCSS - 

• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Tuesday, December 3rd

Lesson Objectives - Students will be able to identify and critique the use of persuasive techniques as well as advertising claims found in the various forms of today's media sources.  Students will also be able to define the target audience in advertising.  
Homework - Bring in a copy of a magazine to donate to the class.  These will provide ads for future assignments over the course of this unit.  
CCSS - 

• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Monday, December 2nd

Lesson Objectives - Students will be able to identify and critique the use of persuasive techniques as well as advertising claims found in the various forms of today's media sources.
Homework - Study for Vocabulary Unit 5 quiz.  Make sure all related exercises are complete.
CCSS - 

• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• CCSS.ELA-Literacy.RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Thursday, November 21st

Lesson Objectives - Students will analyze the factors that influence decision-making skills.   The goal of this lesson is to enable students to identify the persuasive techniques used in advertising today.  Students will create and perform an example of one of these techniques.  They will then identify and critique the examples from the other groups. 
Homework - Watch a half-hour of television and complete #6-7 on page 108
CCSS -

• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Tuesday, November 19th

Lesson Objectives - Students will predict and examine the impact of media and advertising on consumer choices.  They will also survey each other in order to determine which products constitute the most advertising to people their age.
Homework - From a magazine or newspaper, bring in 3 examples of an advertisement.  Tomorrow's HW assignment involves watching television!
CCSS -

• CCSS.ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.
• CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

Monday, November 18th

Lesson Objectives - Students will start Vocabulary Unit 5.  They will then reflect on Friday's simulation activity.  Finally, they will present their findings from their graphic organizer from last Thursday.
Homework - November's RRS is due Monday, 12/2.
CCSS -

• CCSS.ELA-Literacy.RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
• CCSS.ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Thursday, November 14th

Lesson Objectives - Students will participate in a simulation that depicts the economic decisions that consumers must make.  They will reflect upon their decision making experiences and communicate their findings in both the small group and large group settings.
Homework - Students will bring home the Student Detail Report for a parent/guardian signature.
CCSS -

• CCSS.ELA-Literacy.SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
• CCSS.ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.
• CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
• CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Wednesday, November 13th

Lesson Objectives - Students will identify and discuss the factors that influence their choices.  They will then represent these influences via a graphic organizer.  They will then communicate the main ideas of their findings in an expository paragraph.  Students will present these to the rest of the class.
Homework - Vocabulary Unit 4 quiz corrections with parent signature is due tomorrow.
CCSS -

•  CCSS.ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
• CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Monday, November 12th

Lesson Objectives - Students will make corrections on their Vocabulary Unit 4 quiz.  They will then analyze a data chart and translate their conclusions in a Quick Write activity.  Students will then read an article related to the factors that influence consumer decisions.  Based on their own decisions, they will create an individualized data chart.
Homework - Vocabulary Unit 4 quiz corrections are due by this Thursday.
CCSS -

• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events)

Friday, November 8th

Lesson Objectives - After their Unit 4 Vocabulary quiz, students will analyze the relationship between people who sell products and those who purchase them.  Students will interpret data that explains what factors influence consumers to make decisions.
Homework - Students are to start reading their book for November's RRS.
CCSS -

• CCSS.ELA-Literacy.RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
• CCSS.ELA-Literacy.RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
• CCSS.ELA-Literacy.RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Thursday, November 7th

Lesson Objectives - Students will first complete their Embedded Assessment Reflection sheet.  They will then identify and discuss examples of choices and the factors that influence these decisions.
Homework - Students are to study for tomorrow's Unit 4 Vocabulary quiz.  Make sure all exercises are fully completed.
CCSS -

• CCSS.ELA-Literacy.RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
• CCSS.ELA-Literacy.RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
• CCSS.ELA-Literacy.RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Wednesday, November 6th

Lesson Objectives - After finishing Vocabulary Unit 4, students will preview the upcoming unit and determine the necessary skills for the successful completion of the Unit 2 Embedded Assessment #1.  Students will then have time to finish and discuss yesterday's handout related to "The Lorax."
Homework - Students can finish "The Lorax" handout.  Also, get Student Detail Report signed by a parent or guardian by Friday.
CCSS - 

• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Monday, November 4th

Lesson Objectives - After continuing with Vocabulary unit 4, students will finish presenting their Embedded Assessment #2: projects "Working with a partner, create an original myth that explains a natural phenomenon and also teaches a lesson or moral.  Include illustrations that complement the myth as it unfolds.  If we have time, students will begin to explore the next unit.
Homework - Blue Book check is tomorrow!  Tuesday is the final day to submit assignments for the first marking period.
CCSS -

• CCSS.ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
• CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
• CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Tuesday, October 29th

Lesson Objectives - Students will revise and edit their rough drafts of the Embedded Assessment #2: "Working with a partner, create an original myth that explains a natural phenomenon and also teaches a lesson or moral.  Include illustrations that complement the myth as it unfolds.
Homework - October's RRS is due this Friday!
CCSS -

• CCSS.ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
• CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
• CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Monday, October 28th

Lesson Objectives - Students will continue writing their rough drafts of the Embedded Assessment #2: "Working with a partner, create an original myth that explains a natural phenomenon and also teaches a lesson or moral.  Include illustrations that complement the myth as it unfolds.
Homework - October's RRS is due this Friday!
CCSS -

• CCSS.ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
• CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
• CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Friday, October 25th

Lesson Objectives - Students will begin writing their rough drafts of the Embedded Assessment #2: "Working with a partner, create an original myth that explains a natural phenomenon and also teaches a lesson or moral.  Include illustrations that complement the myth as it unfolds.
Homework - October's RRS is due next week!
CCSS -

• CCSS.ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
• CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
• CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Thursday, October 24th

Lesson Objectives - Students will begin planning/brainstorming ideas for their Embedded Assessment #2: "Working with a partner, create an original myth that explains a natural phenomenon and also teaches a lesson or moral.  Include illustrations that complement the myth as it unfolds.
Homework - Prepare for the Vocabulary Unit 3 quiz and book check
CCSS -

• CCSS.ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
• CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
• CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Wednesday, October 23rd

Lesson Objectives - Students will finish presenting their modern retelling of the "Arachne" myth using modern day celebrities/sports figures.  They will then identify the most significant actions in a myth story (Raven and the Sources of Light) that should be portrayed in an illustrated format.
Homework - Students are to bring home the purchase form for the vocabulary book.  This form and the $9.00 to pay for the book are due by this Friday.  Students should also continue working on October's RRS.
CCSS -

• CCSS.ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
• CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
• CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Tuesday, October 22nd

Lesson Objectives - Students will finish the 3rd unit in the vocabulary series.  They will then create and present their modern retelling of the "Arachne" myth using modern day celebrities/sports figures.  Students will also begin looking at the second Embedded Assessment, which is due at the end of next week.
Homework - Students are to bring home the purchase form for the vocabulary book.  This form and the $9.00 to pay for the book are due by this Friday.  Students should also continue working on October's RRS.
CCSS -

• CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
• CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Monday, October 21st

Lesson Objectives - Using a quickwrite activity. students will develop and explain a brief explanation of their thoughts concerning pride and arrogance.  They will then apply these ideas to the myth, "Arachne."  Students will then identify examples of adjectives and other samples of descriptive language that invoke visual details. 
Homework - Students are to bring home the purchase form for the Vocabulary book.  This form and the $9.00 to pay for the book are due by October 25th.  Students should also continue working on October's RRS.
CCSS -

• CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
• CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Friday, October 18th

Lesson Objectives - Students will continue their analysis of the traits of the main characters found in the story "Phaethon."  They will then examine the author's use of symbolism in this work as well as other examples found in media sources.
Homework - Students are to bring home the purchase form for the Vocabulary book.  This form and the $9.00 to pay for the book are due by October 25th.  Students should also continue working on October's RRS.
CCSS -

• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Wednesday, October 16th

Lesson Objectives - Students will start the third unit in the vocabulary book.  They will then edit and present their group responses that explain the main themes of the story, "Daedalus and Icarus."
Homework - Students are to bring home the purchase form for the Vocabulary book.  This form and the $9.00 to pay for the book are due by October 25th.
CCSS -

• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Tuesday, October 15th

Lesson Objectives - Students will present and evaluate last week's project in a "gallery walk" format.  They will also identify the elements that make up the narrative structure.  Students will discuss the themes found in this myth and present their ideas to the rest of the class.
Homework -

• Students are to bring home the purchase form for the Vocabulary book.  This form and the $9.00 to pay for the book are due by October 25th.
• The test corrections for "Seventh Grade" and the Student Detail Report are due tomorrow

CCSS -

• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Monday, October 14th

Lesson Objectives - Students will present and evaluate last week's project in a "gallery walk" format.  They will then prepare for the reading of the next sample by making a personal connection to the main themes.  Students will also identify the elements that make up the narrative structure.

Homework - Students are to make corrections and get their Vocabulary Unit 2 quiz signed by a parent of guardian.

CCSS -

• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Friday, October 11th

Lesson Objectives - Students will take their Vocabulary Unit 2 quiz at the beginning of class.  They will then make corrections on their most recent test.  Students will then complete yesterday's project and present it to the class in a "gallery walk" format.

Homework - Students are to complete their test corrections on looseleaf paper and get a parent/guardian signature by the score.

Common Core State Standards -

• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Thursday, October 10

Lesson Objectives - After a review of Vocabulary Unit 2 exercises, students will compose a short response that reflects the theme of yesterday's folk tale example.  Students will also research popular Greek/Roman gods.  They will then pick one example and generate a visual representation of the characteristics related to that particular deity.

Homework - Study for Friday's Vocabulary Unit 2 quiz.

Common Core State Standards -

• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Wednesday, October 9th

Lesson Objectives - After a brief editing exercise, students will compose a polished draft of a short response.  Students will also examine an example of folk literature.  They will then identify and find evidence that support their understanding of the personality traits of the main characters

Homework - The Embedded Assessment Reflection (with parent signature) is due tomorrow.  Also, study for Friday's Vocabulary Unit 2 quiz.

Common Core State Standards -

• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Monday, October 7th

Lesson Objectives - After finishing Vocabulary Unit 2, students will define the various forms and characteristics of folk literature.  In groups, they will then create and present an example of one of these styles for the rest of the class.
Homework - Unit 2 Vocabulary packet is due tomorrow.
Common Core State Standards -

• CCSS.ELA-Literacy.RL.7.4 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.
• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
• CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Thursday, October 3rd

Lesson Objectives - Students will finish the test they started yesterday.  They will then continue with Vocabulary Unit II as well as make corrections for the first Embedded Assessment.

Homework - Students are to get their Student Detail Reports signed and returned on Monday.  This grade reflects the 1st marking period interim grade.  They should also read their books for October's Reader Response Sheet.

Tuesday, October 1st

Lesson Objectives - Students will preview the upcoming lessons to determine what skills, strategies, and vocabulary word definitions will help them successfully understand and complete the next Embedded Assessment.  We will also have some time to review for tomorrow's test.

Homework - Students have a test as well as a book check during tomorrow's class.

Monday, September 30th

Lesson Objectives - Students will finish their Embedded Assessment essays and submit them while others will start Vocabulary Unit two.  Students will familiarize themselves with the necessary skills needed to successfully complete the second Embedded Assessment.

Homework - September's RRS is due at the beginning of class tomorrow.  Blue Books will be checked on Wednesday.

Common Core State Standards - CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Friday, September 27th

Lesson Objectives - Students will learn and practice techniques which will help them revise the ending of their personal narratives.  Final drafts are due at the end of today's class.

Homework - September's RRS is due on Monday at the beginning of class.

Common Core State Standards - CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Thursday, September 26th

Lesson Objectives - Students will learn and practice techniques which will help them revise the middle of their personal narratives with the help of sensory details.

Homework -  Finish writing and editing your Embedded Assessment Essay Rough Draft.  The final draft is due tomorrow!

• Embedded Assessment #1 - Write a personal narrative about a significant incident in your life in which you had to make a choice:

• Describe the choice.
• Explain the consequences of that choice.
• Reflect on what you learned as a result of this experience.

Common Core State Standards - CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Wednesday, September 25th

Lesson Objectives - After analyzing another brief sample of a narrative essay, students will continue writing their own examples.

Homework - Finish writing your Embedded Assessment Essay Rough Draft:

• Embedded Assessment #1 - Write a personal narrative about a significant incident in your life in which you had to make a choice:

• Describe the choice.
• Explain the consequences of that choice.
• Reflect on what you learned as a result of this experience.

Common Core State Standards - CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Tuesday, September 24th

Lesson Objectives - After analyzing another brief sample of a narrative essay, students will begin brainstorming and pre-writing their own examples.

• Embedded Assessment #1 - Write a personal narrative about a significant incident in your life in which you had to make a choice:

• Describe the choice.
• Explain the consequences of that choice.
• Reflect on what you learned as a result of this experience.

Homework - Begin  your Embedded Assessment Essay Rough Draft - Have your exposition and beginning rising actions ready for tomorrow's class.

Common Core State Standards - CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Monday, September 23rd

Lesson Objectives - Students will examine another sample of a personal narrative essay that reveals the motives and traits of a character.  They will then apply these ideas to an original essay about a choice they made as well as the following consequences.

Homework - Interview Question: Explain a time where you made a mistake and learned from it.

Common Core State Standards -  CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Friday, September 20th

Lesson Objectives - Students will brainstorm various genres of narratives (with examples) and explore the traits that make these stories engaging to the reader.  They will then decide which personal experience they will use to compose their own narratives.

Embedded Assessment #1 - Write a personal narrative about a significant incident in your life in which you had to make a choice:

• Describe the choice.
• Explain the consequences of that choice.
• Reflect on what you learned as a result of this experience.

Homework - REMINDER: The Reader Response Sheet is due a week from this upcoming Monday!  If you have not started it, what are you waiting for?

Common Core State Standards - CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Thursday, September 19th

Lesson Objectives - Students will share their examples of narrative structures found in recent movies.  They will then examine a narrative sample to determine how the author used characterization.

Homework - Students will complete their Vocabulary Unit #1 quiz corrections on a separate piece of paper.  Parents/guardians should sign by the original score.

Common Core State Standards - CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Have a Happy and Safe Summer!

Summer Reading Information - All 7th graders are responsible for reading 3 books and completing a project for each.  Click on the following link for more information: http://conradsummerreading.weebly.com/

Monday, May 28th

Lesson Objectives - After continuing with Vocabulary Unit 16, students will start their final story, "Exploring the Titanic."  They will then cite examples where the author used fact and opinion.
Homework -

• Paragraph Response: "How might the story of the Titanic be a metaphor for human nature?  Explain with examples."
• Class work pages 14-16, sub packet are due tomorrow.

Common Core Standards -

• CCSS.ELA-Literacy.L.7.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
• CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Monday, May 20th

Lesson Objectives - Students will finish Vocabulary Unit 15 today.  They will then have time to make corrections for 3 assessments. Once completed, students will examine the author's narrative style in "Boy: Tales of Childhood."
Homework - Students are bringing home 3 assessments (2 tests, 1 quiz) and their corrections to get signed by a parent or guardian.  They need to have these back by Wednesday to receive homework and/or additional points.
Common Core Standards -

• CCSS.ELA-Literacy.L.7.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Thursday, May 16th

Lesson Objectives - After some practice in the Vocabulary Unit 15, students will start the next story, "Boy: Tales of Childhood."  With this, students will examine the author's use of tone.
Homework - Interview Question: "When you were young, who was your least favorite teacher?  Why did you not like him/her?  Explain."
Common Core Standards -

• CCSS.ELA-Literacy.L.7.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Wednesday, May 15th

Lesson Objectives - Students are taking their test on "The White Umbrella."
Homework - Students are to make sure that their Sub Packet from last week is fully completed.  Those who have not submitted their Essay Letter must do so tomorrow if they wish to receive full credit.

Essay Letter: In a letter to a parent or guardian, summarize the story, “The White Umbrella.”  After that, explain how you made a connection with the narrator (or maybe how the narrator is very different from you.)  Be sure to thank your parent or guardian for what they do for you.  (Length: at least one side of a page)

Monday, May 15th

Lesson Objectives - Students will start Vocabulary Unit 15.  They will then identify and explain examples of the author's use of mood and tone found in the short story "The White Umbrella."

Homework -

• Period 3 - Letter Rough Draft - In a letter to a parent or guardian, summarize the story, “The White Umbrella.”  After that, explain how you made a connection with the narrator (or maybe how the narrator is very different from you.)  Be sure to thank your parent or guardian for what they do for you.  (Length: at least one side of a page)
• Period 4 -Paragraph Response: "What assumptions do people make about others based on their appearances?  When are looks deceptive?  Explain your answer." 

 Common Core Standards -

• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Friday, May 3rd

Lesson Objectives - While some students are DCAS testing, others are preparing for the test with some review exercises.
Homework - Find a book and start reading it for May's RRS.  It is due in exactly 4 weeks!

Thursday, April 11th

Lesson Objectives - Students will present their teleplay samples with camera directions and dialogue.  They will then see this put into practice with the actual episode of "The Monsters are Due on Maple Street."
Homework - Paragraph Response: "Why are books often better than their movie adaptation?  Explain with examples."
Common Core Standards -

• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Wednesday, April 10th

Lesson Objectives - Students will compose a short teleplay based on a scene from a story which we have read over the year.  The purpose of this is to have students apply the concept of camera directions in their own adaptations.  They will share their ideas about what the viewer would need to see in order to fully understand the story.
Homework - Watch a TV show (not a reality show!) and note 5 examples of camera directions.
Common Core Standards -

• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Monday, April 8

Lesson Objectives - Students will compose a response to a short writing prompt regarding human behavior and fear.  They will then act out the play "The Monsters are due on Maple Street."  Students will focus on the structure of the play with added emphasis on the stage directions.
Homework - Interview Question: "How does being in a crowd change the way some people act?  Why do you think that this happens?  Explain with examples."
Common Core Standards -

• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Friday, March 22nd

Lesson Objectives - Students will identify the differences between effective adverb and adjective uses.  They will also brainstorm for their narrative non-fiction character study which they will write about as part of Monday's test.

Homework - Students are to prepare for Monday's test on "An American Childhood."  Also, Class Work pages 17-24 are due that day.
 Common Core Standards -

• CCSS.ELA-Literacy.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
• CCSS.ELA-Literacy.W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
• CCSS.ELA-Literacy.W.7.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. 
• CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

Thursday, March 21st

Lesson Objectives - Students will continue presenting their cause/effect chain projects.  They will then examine the story "An American Childhood" for evidence of conflict and suspense.
Homework - Interview Question: "Should female athletes be allowed to play on male sports teams?  Explain with examples."
Common Core Standards -

• CCSS.ELA-Literacy.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
• CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Tuesday, March 19th

Lesson Objectives - Students will start the story "An American Childhood" with a writing prompt that links their personal experiences to ides found in the story.  Student will then identify and create their own cause/effect chains.  Students will share their examples with the class.
Homework - Answer the following in a paragraph: "How do you think the story would have been different if it was told from the perspective of the man?"
Common Core Standards -

•  CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Friday, March 15th

Lesson Objectives - After some review work with the various forms of proper adjective use, students will continue giving their presentations to the class.
Homework - Students will have their test on "Amigo Brothers" on Monday
Common Core Standards -

• CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
• CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
• CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

Thursday, March 14th

Lesson Objectives - Students will review the story "Amigo Brothers."  They will then prepare and present their projects to the rest of the class for peer evaluation.

Homework - Students are to make corrections for their Vocabulary Unit 11 quizzes.
Common Core Standards -

• CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
• CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
• CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

Thursday, March 7th

Lesson Objectives - After some more work in Vocabulary Unit 11, students will select one of the following assignments to complete and present to the class:

• A magazine article that profiles one of the main characters in the story
• An newspaper editorial that states an opinion on one of the story's main ideas
• A post-fight interview script that where the main characters share their thoughts.
• A scripted victory speech that the winner might give after the match

Homework - Students will answer the following in a paragraph response: "Imagine that one of the boys had won the boxing match by a knockout.  What effect do you think that might have had on their friendship?"
Common Core Standards -

• CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
• CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
• CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

Wednesday, March 6th

Lesson Objectives - Students are starting Vocabulary Unit 11.  They will then identify and analyze the author's use of suspense in the story "Amigo Brothers."
Homework - Interview Question: "Should athletes be held to a higher standard since mey young people see them as role models?  Explain."
Common Core Standards -

• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Tuesday, March 5th

Lesson Objectives - Students will start their next story, "Amigo Brothers."   Here, they will make predictions about the outcome of the story based on inferential and personal knowledge.
Homework - Answer the following in a paragraph: "If you were competing against a good friend for something you both really wanted, do you think it would affect your friendship?  Explain why or why not."
Common Core Standards -

• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Thursday, February 28th

Lesson Objectives - Student will examine the form and symbolism of poem examples.  They will also create their own examples using these elements.

Homework - Students are to prepare themselves for DCAS testing tomorrow.  They are to bring a book to occupy their time should they complete their test.

Monday, February 25th

Lesson Objectives - Students will review the similarities between "Ant and Grasshopper" and "The Richer, the Poorer."  They will then present their projects from last week to the rest of the class.

Homework - Students will have their test on "The Richer, the Poorer" tomorrow.  Both February's RRS and class work pages 8-16 are due by the end of the week.

Friday, February 22rd

Lesson Objectives - Students will continue working on their projects.  After choosing their format (narrative story, script, illustrated cartoon ) groups will create an original traditional or modern fable.  Students will start presenting today and will finish on Monday.

Homework - Students are to continue working on February's RRS, which is due at the end of next week.

Thursday, February 21st

Lesson Objectives - Students will start their next story, "The Richer, the Poorer."  We will compare this story, a modern fable, to its traditional fable version.  Students will begin designing the format and brainstorming the content of their next group project: create an original modern or traditional fable.

Homework - Answer the following in a paragraph: "Think of a family member.  In what ways are you similar to that person?  How are you different?  How can family members use their differences to help one another grow?"

Wednesday, February 20th

Lesson Objectives - Students will identify and practice the proper use of irregular verbs in their writing.  Students will also be given time to get caught up on late/missing assignments.

Homework - Students are to complete the quiz corrections for the Vocabulary Unit 10 quiz.  They are also need to get a parent/guardian signature for their updated Student Detail Report.  All corrections for tests/quizzes are due by this Friday.

Tuesday, February 19th

Lesson Objectives - Students will continue their study of the traditional fable model.  They will identify the traits of the main characters as well as the personification examples used by the author.

Homework - Students are to complete the following:

1. In a paragraph, describe the ways you are like the two characters in the fable, "The Ant and the Grasshopper."
2. All test corrections are due by this Friday if you would like them to count for the 3rd marking period interim grade.

Thursday, February 14th

Lesson Objectives - Students will finish Vocabulary Unit 10.  Their quiz on this unit will be this coming Tuesday.  They will also receive their "Scholarship Jacket" tests and make corrections.  Students will start their next unit that focuses on traditional and modern fables.  They will compare and contrast different versions of the fable, "Ant & Grasshopper."

Homework - Students are to prepare for Tuesday's vocabulary quiz as well as make test corrections for "The Scholarship Jacket" test.  Parents/guardians are to sign by the original score.

Monday, February 11th

Lesson Objectives - Students will first work on converting sentences from passive voice to active voice.  They will then present their Hero Interviews.

Homework - Students will have their test on "The Noble Experiment" tomorrow.

Thursday, February 7th

Lesson Objectives - Students will compose and rehearse their next presentation, the Hero Interview.  Eventually, they will turn this information into a personal reflection essay for Monday's test on "The Noble Experiment."

Homework - Students are to get their Student Detail Reports signed by their parents/guardians.  This is the first grade sheet of the third marking period.

Monday, February 4th

Lesson Objectives - Students will begin class with a writing prompt regarding the concept of prejudice.  They will then listen to a sample from Jackie Robinson's autobiography and take short notes that help summarize the material.

Homework - Students must have Vocabulary Unit IX fully completed by tomorrow.  They are taking their quiz on this unit at the beginning of class on Tuesday.

Friday, February 1st

Lesson Objectives - Students are taking their test on "The Scholarship Jacket" today.

Homework - Class Work pages 1-7 and Sub Work from 1/28, 1/30 are due on Monday

Thursday, January 31st

Lesson Objectives - Students will identify and correct errors in improper verb agreement.  They will then have time to brainstorm theme ideas that they can use in their test essay rough draft.

Homework - Students are to finish writing their test essay rough draft.  See Tuesday's post for more details.

Tuesday, January 29th

Lesson Objectives - Students will first continue working with Vocabulary Unit IX.  They will then begin to brainstorm and organize their test essay rough drafts which are due on Friday at the beginning of class.  Students will also apply the concepts of the life lesson themes and the human nature themes to other stories we have covered this school year.

Homework - Students are to begin writing their test essay rough drafts based on the following writing prompt:What themes does Marta Salinas convey in her story, "The Scholarship Jacket?"

Students should use the outline below to organize their ideas:

Introduction:

·         Mention the author/title as well as a BRIEF summary of the story.

·         Thesis statement – Mention that the author provides many examples of themes in her story. 

o    Define theme

o    Mention that you’ll apply the ideas of Life Lesson Theme and Human Nature Theme to her story.

Body Paragraph #1:

·         Define the idea of the Life Lesson Theme.

·         Provide examples with explanations from the story.

Body Paragraph #2:

·         Define the idea of the Human Nature Theme.

·         Provide examples with explanations from the story.

Conclusion: Remind the reader what the topic of the essay was about.