Wednesday, October 29th

Lesson Objectives - Students will continue their study of characterization with the short story, "Bonne Annee'." This is another model we will use when students develop and write their own personal narratives for the next Performance Task.
Homework - Students should continue working on their October RRS as well as making corrections to the "My Favorite Chaperone" quiz. Class Work packet pages 10-13, the sub packet, and quiz corrections are also due tomorrow.
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).

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.

Tuesday, October 28th

Lesson Objectives - After comparing the previous two stories and discussing the positive qualities of each, students will continue their study of characterization with the short story, "Bonne Annee'." This is another model we will use when students develop and write their own personal narratives for the next Performance Task.
Homework - Students should continue working on their October RRS as well as making corrections to the "My Favorite Chaperone" quiz.  Class Work packet pages 10-13, the sub packet, and quiz corrections are also due on Thursday.
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).

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.

Monday, October 27th

Lesson Objectives - Students will receive their Performance Task assignment: The Anne Frank expository essay.  They will make corrections on their mistakes and reflect upon what they can do to avoid making the same mistakes in the future.
Homework - Students are to finish their Performance Task Reflection.  The October RRS is also due on Friday.
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.
• 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.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.

 

Friday, October 24th

Lesson Objectives - After their Vocabulary Unit 4 quiz, students will continue their study of characterization with the short story, "Golden Glass." This is another model we will use when students develop and write their own personal narratives for the next Performance Task.
Homework - Students should continue working on their October RRS.
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).

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.

Thursday, October 23rd

Lesson Objectives - Students will continue their study of characterization with the short story, "Golden Glass." This is another model we will use when students develop and write their own personal narratives for the next Performance Task.
Homework - Students should continue reading their October RRS book and prepare for tomorrow's Vocabulary Unit 4 quiz.
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).

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.

Tuesday, October 21st

Lesson Objectives - Students will create and share visual representations of vocabulary words that will help them learn their fourth and final unit of the marking period. They will then continue their study of characterization with the short story, "My Favorite Chaperone." This is one of the models we will use when students develop and write their own personal narratives for the next Performance Task.
Homework - Students should continue reading their October RRS book and prepare for tomorrow's quiz on the story.
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).

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.

Monday, October 20th

Lesson Objectives - Students will generate and share sentence examples for the words found in Vocabulary Unit 4. They will then continue their study of characterization with the short story, "My Favorite Chaperone." This is one of the models we will use when students develop and write their own personal narratives for the next Performance Task.
Homework - Students should continue reading their October RRS book.
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).

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.

Thursday, October 16th

Lesson Objectives - Students will create their flashcards for Vocabulary Unit 4. They will then continue their study of characterization with the short story, "My Favorite Chaperone." This is one of the models we will use when students develop and write their own personal narratives for the next Performance Task.
Homework - Students have until tomorrow to get their updated Student Detail Report signed for 10 homework points.  They should also continue reading their October RRS book.
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).

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.

Wednesday, October 15th

Lesson Objectives - Students will make corrections on their Vocabulary Unit 3 quiz as well as complete the word sort for Unit 4. They will then begin Collection 1 with the short story, "My Favorite Chaperone."  This is one of the models we will use when students develop and write their own personal narratives for the next Performance Task. 
Homework - Students have until Friday to get their updated Student Detail Report signed for 10 homework points.
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).

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.

Tuesday, October 14th

Lesson Objectives - Students will take their Vocabulary Unit 3 quiz at the beginning of class.  Students will also make corrections to the most recent Anne Frank quiz.  They will then back up to Collection 1 and examine the skills needed to achieve a high score on the next Performance Task, the personal narrative. 
Homework - Class Work pages 6-9 and Anne Frank Acts I & II Quiz corrections are due tomorrow.
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).

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.

Monday, October 13th

Lesson Objectives - PERFORMANCE TASK DAY #3: Students will edit and begin writing their final drafts that explain the physical and psychological living conditions the Frank family lived under during their time in hiding. 
Homework - Students prepare for Tuesday's Vocabulary Unit 3 quiz.
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.
• 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.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, October 9th

Lesson Objectives - PERFORMANCE TASK DAY #2: Students will continue writing their expository essays that explain the physical and psychological living conditions the Frank family lived under during their time in hiding.   Overall, they will have 3 days to organize, write, edit, and publish their final drafts.

Homework - Students are to bring their October RRS book with them for Friday.

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.

• 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.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.

Wednesday, October 8th

Lesson Objectives - PERFORMANCE TASK DAY #1: Students will organize their information from a variety of sources and begin writing their expository essays that explain the physical and psychological living conditions the Frank family lived under during their time in hiding.  They will have 3 days to organize, write, edit, and publish their final drafts.
Homework - Students are to bring their October RRS book with them tomorrow and/or Friday.
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.
• 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.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.

Tuesday, October 7th

Lesson Objectives - Students will create and share visual representations of vocabulary words that will help them learn their third unit.  They will then continue reading actual excerpts of "The Diary of Anne Frank." They will annotate their findings that will help them with their Performance Task related to the collection.
Homework - Continue reading for October'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).

Monday, October 6th

Lesson Objectives - Students will create and share sentence examples that will help them learn their third unit of their vocabulary series. They will then begin reading actual excerpts of "The Diary of Anne Frank." They will annotate their findings that will help them with their Performance Task related to the collection. 
Homework - Continue reading for October'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, October 3rd

Lesson Objectives - After a brief review, students will take their quiz on Anne Frank, Act II.  They will then make their notecards for Vocabulary Unit 3 and complete any missing assignments.
Homework - Students are to look for their October Reader Response book and begin reading.  They should bring in the book on Friday, October 10th
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, October 2nd

Lesson Objectives - Students will make corrections for their Vocabulary Unit 2 quiz and start their explorations of the Unit 3 words.  They will then continue their discussion of 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 - The Anne Frank Act II quiz is tomorrow.  Also, students shall return their signed Student Detail Reports.
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).