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We are feelin' fine in Week NINE!
Please visit the RESOURCES page for Mandatory Tutoring list, Achieve Tracker, and iReady Schedule. DUE TODAY - HOMEWORK CORNER 1. iReady: The benchmark for this week is 24 lessons. Due by 10/5 (Friday). 2. Achieve: For History, please complete "Post WWII World: More Schools, More Hope?" Due by 10/5 (Friday) 3. Vocabulary packet DUE WEDNESDAY. 4. Any unfinished classwork must be completed. Standards: 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.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. Objective: SWBAT explain how the events and characters in Fahrenheit 451 mirror the characters and concepts in Plato's "Allegory of the Cave" by writing a CEEEEL paragraph. Guiding Question: How are the characters and events of Plato's "Allegory of the Cave" similar to the characters and events of Fahrenheit 451? DO NOW- Warm Up Questions (7 minutes) After receiving today's packet, scholars will answer the following questions silently and independently: 1. What do Montag and Mildred do after Beatty leaves their apartment? 2. How does Mildred feel about what they are doing? 3. What does Montag hope about books? DIRECT- Guided Reading (10 minutes) We will read p.65-69 together as a class. As we read, think about this question: According to Montag, what is the problem with his society? Scholars will complete the provided graphic organizer on page 1 of the packet (answering the question, and citing textual evidence). DIRECT- Intro to Plato and "Allegory of the Cave" (15 minutes) We will briefly introduce the Ancient Greek philosopher Plato as well as key vocabulary. As we watch the video on "Allegory of the Cave" scholars will complete the graphic organizer on page 2 of the packet. Who are the characters? What is the setting? What is happening? What are the key events/actions? What is the lesson, or symbolic meaning? INDEPENDENT- Summary Writing (7 minutes) Scholars will have 7 minutes to write a 4-5 sentence summary of the "Allegory of the Cave" video on page 3 of the packet. Scholars will be given a word bank, and will need to include all words in the bank in their summaries. Ms. Francavillo will be providing in the moment feedback and stamping. COLLABORATIVE- Comparing the Stories (12 minutes) Scholars will have 12 minutes to complete the graphic organizer on page 4 of the packet: Scholars will match each provided element from "Allegory of the Cave" to a character/story element/object/idea in Fahrenheit 451. Then, they must write a justification. EXIT TICKET- CEEEEL (15 minutes) Scholars will then answer today's guiding question in the form of a CEEEEL paragraph on page 5 of the packet. PLEASE USE THE CHECKLIST FOR SUCCESS!!!! With any extra time, scholars will complete a Learning Log, followed by iReady and Achieve. DUE TODAY
"Ancient Middle East: A Sweet Find!" Achieve 3000 21 passed iReady lessons HOMEWORK CORNER - Standards: California History Standard 7.2.4 Objective: SWBAT distinguish the unique claims of the Sunni and Shia Muslims by completing a top hat graphic organizer. Do Now-SSR Direct- Complete yesterday's guided notes/lecture Collaborative- Sunni/Shia reading/distinguishing claims activity Above and Beyond: Evaluating the Arguments Short Film (Sunni//Shia) and top hat organizer Exit Ticket Standards: California History Standard 7.2.4 Objective: 1) SWBAT demonstrate understanding of The Caliphs by completing guided notes 2) SWBAT demonstrate understanding of the Sunni/Shia split by completing guided notes, and an exit ticket. Whole-Group: Students will review last week's powerpoint on the 4 Caliphs: HERE; and complete Collaborative Discussion Notes. Students will participate in a discussion about the 4 Caliphs. RIGHTLY GUIDED CALIPHS EXIT TICKET: EXIT TICKET 2) Students will learn about the Sunni/Shia conflict, and complete guided notes. We're doin' great in WEEK EIGHT!
DUE TODAY Nada HOMEWORK CORNER 3 passed iReady lessons by Friday (You should be at 21 by now!) Achieve 3000 for Advisory, Enrichment, and History (You should be doing at least 3 articles per week) TODAY IS DAY 1 OF INTERIM TESTING. We will be testing tomorrow as well. Please make sure to get a good night's sleep and have a healthy breakfast! Happy Friday!
DUE TODAY Quiz on F. 451 Part 1 3 passed iReady lessons Achieve 3000 HOMEWORK CORNER nada Standards: CAL HISTORY 7.2.4 Objectives: SWBAT name the four rightly guided caliphs and describe the similarities and differences in their leadership. Independent: QUIZ, 40 MINUTES Direct/Collab.: Presentation and guided notes EXIT TICKET Spirit: Lazy vs Sporty
HOMEWORK CORNER Quiz on Part I ("The Hearth and the Salamander") TOMORROW! Achieve 3000 ("Fresh From Floating Farms" and "Bad Breath?") 18 total passed iReady lessons by the end of the week. DUE TODAY Group A: Completed Outline (police car representation CEEL) Standards: 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. Objectives: SWBAT demonstrate comprehension of "The Hearth and the Salamander" by answering text dependent questions through page 65. Do Now SSR Independent Today, scholars will be independently reading through page 65 in the novel and answering the questions provided during yesterday's class. Ms. Francavillo will be monitoring and providing feedback as needed. By the end of class, these questions MUST be completed. Remember, you have a quiz tomorrow! :) Spirit Day: Color Wars!
DUE TODAY Group B- drafts HOMEWORK CORNER Achieve 3000 ("Fresh From Floating Farms" and "Bad Breath?") 18 total passed iReady lessons by the end of the week. 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.7.1 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.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Objective: 1. SWBAT analyze the symbolic meaning of the police car in The Pedestrian by writing a level 3/4 CEEEEL/CEEL response. 2. SWBAT demonstrate understanding of "The Hearth and the Salamander" by answering text dependent questions independently. Do Now SSR Direct Station: Group B is typing CEEEEL responses and engaging in peer feedback. CEEL RUBRIC FOR SEVENTH GRADE- CLICK ON LINK BELOW! docs.google.com/document/d/1rdV4Q2GAfH4onyvshrDuwASwB5ypzf9dxt6opPD4vkw/edit?usp=sharing Group A will be finishing yesterday's discussion and writing their CEEL responses on paper. Independent Station: All students will read to the end of Part I, and answer text dependent questions. Welcome back to Week 7! Remember, this week is SPIRIT WEEK! :) Today is ALOHA VS HOWDY! The advisory class with the most participation will win class points in the Cohort Competition.
SIGN IN TO EDPUZZLE HERE! edpuzzle.com/join/humuhub LINK TO THE PEDESTRIAN HOMEWORK CORNER Achieve 3000 is starting this week! Advisory: Enrichment: iReady: 3 passed lessons by Friday ***By Friday, you should have at least 18 passed lessons in total. If you are currently missing lessons, you may make up them up by the end of the week, and I will replace adjust grades accordingly.*** DUE TODAY - 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.7.1 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.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Objective: 1. SWBAT cite evidence in APA format by choosing the correct citation from a list of choices. 2. SWBAT analyze the symbolic meaning of the police car in The Pedestrian by writing a level 3/4 CEEEEL/CEEL response. STATIONS Rotation 1: Group A (starts in Independent Station): Group A scholars will complete an EdPuzzle on The Pedestrian to review key concepts and plot. Group B (starts in Direct Station): Group B scholars will be introduced to the Mid-Unit Performance Task and rubric. We will be focusing our direct time together on proper citations using APA format. Scholars will be given a planning tool to help draft their responses. Ms. Francavillo will be introducing the task and monitoring students for proper completion of the planning tool. Rotation 2: Group A (Direct Station): Group A scholars will be given a planning tool to help form their performance task responses. We will also spend time reinforcing proper APA citations. Ms. Francavillo will be available to provide assistance as needed, as well as feedback and monitoring. Group B (Independent Station): Independent writing time. By the end of today, Group B scholars will need a completed first draft of the performance task. If this is not finished, it will be assigned as homework. HOMEWORK CORNER
STUDY FOR YOUR HISTORY TEST. IT IS TOMORROW!!!! DUE TODAY History Study Guide Standards: California History/Social Science Standards 7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages. 1. Identify the physical features and describe the climate of the Arabian peninsula, its relationship to surrounding bodies of land and water, and nomadic and sedentary ways of life. 2.Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity. 3. Explain the significance of the Qur’an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims’ daily life. Objective: SWBAT prepare for their upcoming history assessment by reviewing the study guide and playing a review game. DO NOW Read silently. Have your study guide on your desk. DIRECT As a class, we will go over the study guide packet! We will then review as a class by playing Kahoot! Any extra time after the game will be spent watching the PBS documentary "Inside Islam" Halfway through the week! Keep up that momentum! :)
HOMEWORK CORNER History Study Guide due TOMORROW. Test FRIDAY!!!! DUE TODAY - Standards: R.L. 7.1 & R.L.7.2&W.7.1 Objective: SWBAT determine what the burned books represent (symbolize) in Fahrenheit 415 by writing a level 3/4 CEEEEL paragraph. Do Now- 10 minutes Read the exemplar summary of pages 29-39. Then, answer the warm up questions Whole-Group/Collab: Students will explore the symbolism of burned books Independent: Students will write CEEEEL response to the guiding question If students have any extra time: -iReady lessons -History Study Guide (if caught up with iReady) -Make up work |
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