2nd Period: Stations Monday-Wednesday
S1: Performance Task- Oral Reading Performance for "The Man Who Broke the World" S2: Making Inferences for "The Man Who Broke the World" S3: USA Testprep 5th and 6th Periods: Timed Reading-Students were challenged to read with comprehension an informational text in 8-10 minutes. They were also tasked with using reading strategies as they read. Upon completion of the reading, students wrote their times down and answered comprehension questions. Those who did not finish can finish for homework. The article is in the Google Classroom. They will have some time in class tomorrow.
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Assignments for the Week of 3/18:
Informational Reading: "Innocents Lost" *Vocabulary Quizlet *Active Reading Organizer *Comprehension Questions *Vocabulary Review for "This Is What Courage Looks Like" *USA Testprep Assignments Assessment: Vocabulary Quiz Grades have been posted in ParentVue. Monday-Wednesday: Stations
Station 1: SCOPE Play: "The Man Who Broke the World" Students previewed the vocabulary and were assigned their part(s). They also had a chance to practice reading with expression. Station 2: Connotation/Denotation Students completed 2 assignments in this station. Station 3: USA Testprep Thursday: Touchstone 3 Part 3 Friday: Vocabulary review with Quizlet Live and play rehearsal. Next week: Oral reading performance task We spent last week in the lab working on the argumentative essay, article of the week and ZINC Reading Sprints.
Next week: Students will get their part(s) for the play we will be reading/studying. Vocabulary links are in the google classroom. Quarter 3 Touchstone 2 will be taken on Tuesday. Article of the Week #5 is due Monday (2/11). This week we worked in the lab. The students finished the first draft of their argumentative essay, "Should Alicia Give Up Fortnite." When they finished typing and going through the editing checklist, they had time to catch up on their Articles of the Week and work on USA Testprep.
I have instructed the students to work through the 7th grade standards under the RESOURCES tab in USA Testprep. Instructions are attached to this post. Students also received a new vocabulary list for our next reading "The Girl Who Dared" (SCOPE play). Next week the students will get a lesson on citations and have a chance to revise their essays before final submissions. Article of the Week #4 is due on Monday. usa_testprep_standards_review_and_practice_directions.pdf Monday: No School (MLK Day)
Tuesday: Short Constructed Response writing for "The Boy Who Found His Smile" (SCOPE article). Assignments from last week were due on this day. Wednesday: A mini-Lesson on Evaluating Arguments and Evidence was given. The powerpoint can be found in the Google Classroom. Thursday: Plickers quiz on chapters 6-7 of The Giver. The students were given a practice assignment for Evaluating Arguments and Evidence. This was due Friday if it was not finished during class on Wednesday. Friday: Quarter 3 Touchstone 1 Monday: No School (MLK Day)
Tuesday: We went over the "cold" reading passage from Friday. Then the students finished their argumentative essay organizer for "Should Alicia Give Up Fortnite?" Wednesday: Writing Day- The students have the period to write their argumentative essays rough drafts Thursday: Quarter 3 Touchstone 1 in MM2 Friday: We had class in MM1 so the students could type their essays in Google Docs and share them with me. Next Week: Finish argumentative essay Text: SCOPE Magazine Play *Study vocabulary *Prepare for Oral Reading Performance Article of the Week 4 (homework) Monday: Students were given time to finish or revise the paragraphs they worked on during Deployment.
Tuesday-Friday: We split the class into 2 groups. The groups lasted 2 days and then switched on Thursday. Group 1(Shannon): Short Constructed Response for The Giver Chapters 1-4. The notes and frame can be found in the Google classroom. Prompt: Dystopian novels typically comment or criticize certain key aspects of our societies. These stories touch on issues like surveillance, government control, altering human genes, misinformation, loss of individuality, and questionable uses of advanced technology. Which of these dystopian characteristics are seen in chapters 1-4 of “The Giver”, and how does this impact their society? Group 2 (Smith): SCOPE Paired Text: "The Boy Who Found His Smile" Assignment: Text Evidence Homework: Article of the Week (AOW) #2 is due by Tuesday. Monday (1/14): We continued our text study of the SCOPE article "Out of the Flames" by completing a Central Idea and Details assignment along with completing an objective summary frame for the article. Students who didn't finish were given until Friday (1/18) to turn in these assignments.
Tuesday: We began our argumentative essay with a lesson on how to write a thesis/claim statement. We then went over the vocabulary for the elements of an argumentative essay and the text that will be the basis for the argumentative essay, "Should Alicia Give Up Fortnite?" Wednesday: Text Study: "Should Alicia Give Up Fortnite?" The students read both arguments for and against and completed a scavenger hunt to find the claim, arguments, counterargument and rebuttal. Thursday: In order to prepare for Friday's vocabulary quiz, students were given time to review by playing Quizlet Live. We then began the argumentative essay kit completing the first 3 steps: 1) Pick a position 2) Gather Support 3) Acknowledge the Opposing Viewpoint (counterargument). Friday: Assessment Day- Students read a "cold" passage, an argumentative text, and pulled the claim, arguments, counterargument and rebuttal. They also took a vocabulary quiz. Next Week: Continue with argumentative essay. |
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