Tuesday, September 30th

Lesson Objectives - Students will make corrections for their Anne Frank Act I quiz. They will then continue reading Act II of "The Diary of Anne Frank." They will also annotate their findings that will help them with their Performance Task related to the collection.
Homework - Vocabulary Unit 2 quiz is tomorrow.  Students should bring their flashcards for classwork credit.  Also, students will take home their Student Detail Reports for a parent/guardian signature.  These must be returned by Friday for homework credit.
CCSS -

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

CSS.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).

Monday, September 29th

Lesson Objectives - Students will create and share visual representations of  vocabulary words that will help them learn their second unit. They will then continue reading Act II of "The Diary of Anne Frank." They will also annotate their findings that will help them with their Performance Task related to the collection.
Homework - September's Reader Response Sheet is due tomorrow.
CCSS -

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

CSS.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, September 26th

Lesson Objectives - Students will create and share sentence examples that will help them learn their second unit of their vocabulary series. They will then begin reading Act II of "The Diary of Anne Frank." They will annotate their findings that will help them with their Performance Task related to the collection.
Homework - September's Reader Response Sheet is due on Tuesday.
CCSS -

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

CSS.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).

Tuesday, September 23rd

Lesson Objectives - Students will take their quiz on Act I of "The Diary of Anne Frank."  They will then begin reading Act II.  They will continue to annotate their findings that will help them with their Performance Task related to the collection.

Homework - Class Work Packet pages 1-5, and sub packet are due tomorrow.

CCSS -

• 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.7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CSS.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).

Monday, September 22nd

Lesson Objectives - Students will take their vocabulary unit 1 quiz. They will then finish reading Act I of "The Diary of Anne Frank." They will annotate their findings that will help them with their Performance Task related to the collection.

Homework - Anne Frank Act I quiz is tomorrow.

CCSS -

• 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.7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CSS.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, September 19th

Lesson Objectives - Students are writing a response to a text-based prompt.  They will have the entire class to complete this.
Homework - Students are to continue working on the September Reader Response Sheet.
CCSS -

CCSS.ELA-Literacy.W.7.2.a
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.7.2.b
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

CCSS.ELA-Literacy.W.7.2.c
Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

CCSS.ELA-Literacy.W.7.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.7.2.e
Establish and maintain a formal style.

CCSS.ELA-Literacy.W.7.2.f
Provide a concluding statement or section that follows from and supports the information or explanation presented.

Thursday, September 18th

Lesson Objectives - Students will create visual expressions and word connections that will help them learn their first unit of their vocabulary series. They will then continue reading "The Diary of Anne Frank." They will annotate their findings that will help them with their Performance Task related to the collection.
Homework - Paragraph Response: Why do you think some people are treated poorly, simply because of a different nationality, skin color, culture or beliefs? How can this kind of behavior among people be changed?
CCSS -

• 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.7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CSS.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).

Wednesday, September 17th

Lesson Objectives - Students will create flash cards and sentence examples that will help them learn their first unit of their vocabulary series. They will then continue reading "The Diary of Anne Frank." They will annotate their findings that will help them with their Performance Task related to the collection.

Homework - Paragraph Response: Why do you think some people are treated poorly, simply because of a different nationality, skin color, culture or beliefs? How can this kind of behavior among people be changed?
CCSS -

• 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.7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CSS.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).

Tuesday, September 16th

Lesson Objectives - Students will start working on the first unit of their vocabulary series.  They will then continue reading "The Diary of Anne Frank." They will annotate their findings that will help them with their Performance Task related to the collection.

Homework - Students are to continue working on September's Reader Response sheet.

CCSS -

• 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.7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CSS.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, September 12th

Lesson Objectives - Students will continue reading "The Diary of Anne Frank." They will annotate their findings that will help them with their Performance Task related to the collection.
Homework - Students are to continue working on September's Reader Response sheet.
CCSS -

• 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.7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CSS.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).

Thursday, September 11th

Lesson Objectives - Students will finish sharing their findings from their internet research regarding the Holocaust. They will then view two short film clips related to the topic and answer questions designed to extend meaning.  Students will begin reading "The Diary of Anne Frank."  They will annotate their findings that will help them with their Performance Task related to the collection.
Homework - Paragraph Response: How would you feel if you and your family were forced into hiding for two years, not being able to breathe fresh air and participate in any outdoor activities?
CCSS -

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.7.1 - 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.7.3 - 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).

Wednesday, September 10th

Lesson Objectives - Students will share their findings from their internet research regarding the Holocaust.  They will then begin their work in "Collections," our new series with the help of a scavenger hunt.  Students will also begin "back mapping" the skills they need to succeed in the end of unit Performance Task.
Homework - Paragraph Response: How would you feel if you and your family were forced into hiding for two years, not being able to breathe fresh air and participate in any outdoor activities?
CCSS -

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).

Tuesday, September 9th

Lesson Objectives - Students will research historical elements related to the World War II and the holocaust. They will determine which ideas are the most important and compose a brief summary report to present to the rest of the class.
 Homework - Students are to keep reading their September Reader Response Book.
 CCSS -

• 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, September 5th

Lesson Objectives - Students will review the concept of mood/tone. this time with short film clips.  They will also share examples how specific films create mood.  Students will then practice text coding, a means of annotating written information.

Homework - Students will be able to tell me the author and title of their book for September's Reader Response Sheet

CCSS -

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

Thursday, September 4th

Lesson Objectives - Students will review their understanding of connotative meanings and the relationship between word choice and mood/tone. They will then practice text coding, a means of annotating written information.

Homework - Paragraph Response - In order to create mood, what tools do filmmakers use when making the following types of films: comedy, drama, horror. Use specific examples to illustrate your point.

CCSS -

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

Wednesday, September 3rd

Lesson Objectives - Students will be introduced to the Late Assignment Pass.  Students will then sort out a list of words based on their connotative meanings in order to understand the relationship between word choice and mood/tone.  They will use these words to create writing samples and will share/discuss the impact on genre.

Homework - Paragraph Response - In order to create mood, what tools do filmmakers use when making the following types of films: comedy, drama, horror.  Use specific examples to illustrate your point.

CCSS -

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

Tuesday, September 2nd

Lesson Objectives - Students will be introduced to the Reader Response Sheet.  They will also finish their group presentations regarding classroom expectations.  Students will then sort out a list of words based on their connotative meanings in order to understand the relationship between word choice and mood/tone.
Homework - Students will begin working on September's Reader Response Sheet.  They need to select a book by Monday of next week.
CCSS -

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