Accelerated Core 7

Turn In: Unit 1, Lesson 6 (4/6 Core ONLY) Unit 1, Lesson 7 Copy Homework: Make sure you get: •       Read a good book; get parent & teacher signatures on your Reading Log •       Find your History Alive Textbook and workbook.  Cover your textbook.  Label both with your name.  Bring both to class with you on Tuesday. •      Mid-Unit 1 Assessment: Gathering Evidence graphic organizer (focus on Character Development) and answers to text-dependent questions Let's review the AR policies and procedures: 1.  When do you need a blue library pass? 2.  When do you need your ID card? 3.  What signatures do you need in your reading log and when do you need each? 4.  How many days do you have to get your signatures after starting a book? 5.  How many days do you have to take a test after finishing a book? 6.  To check out a book from Room 21, you need to... 7.  Can you take a test on a book you read and finished over the su

Turn In Nothing.  I will collect all work on Friday, so bring it back tomorrow. Copy Homework Get this Handout Read a good book & bring it daily Complete Unit 1, Lesson 7 Packet Organize your binder and review Lessons 1-6: Mid-Unit Assessment tomorrow! Read Chapter 5 for gist and complete Columns 1, 2, and 4 in Reader’s Notes. Unit 1, Lesson 7 Packet Learning Intentions I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1) I can analyze how an author develops and contrasts the points of view of characters in a literary text. (RL.7.6) Success Criteria Ongoing Assessment •       I can cite several pieces of text-based evidence to support my analysis of Nya’s and Salva’s character in  A Long Walk to Water . •       I can analyze how Linda Sue Park develops and contrasts the points of view of Nya and Salva in  A Long Walk to Water. •       Reader’s Notes •    

Please note: If you are in 4/6 Core, you need to look at Tuesday's blog post as well due to this week's block schedule. Wednesday, Periods 5 and 6 Turn in: Unit 1, Lesson 6 Handout Copy Homework: Finish reading Ch. 4 and complete Columns 1-5 in your Reader's Notes Begin AR: get signatures from me & your parents, take a test within 3 days of finishing a book, bring a book to read each day this week. Agenda: Discuss AR Protocol, Policies, and Procedures: jot notes on your Reading Log Set AR Goals Read Ch. 4 and Discuss Reader's Notes

Turn in Unit 1, Lesson 5 Packet Homework Unit 1, Lesson 6 •       Unit 1, Lesson 6 Handout *Reread Ch. 3 & add to Reader's Notes in Columns 3 & 5 *Bring snacks and a good book for testing tomorrow •      Text annotations for gist and text-based evidence •      Exit ticket Learning Intentions I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1) I can determine the central ideas of an informational text. (RI.7.2) I can recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.7.11) Success Criteria Ongoing Assessment •      I can cite several pieces of text-based evidence to support my analysis of the experience of people in South Sudan from “Time Trip: Sudan’s Civil War.”

Turn In: Reader's Notes on Ch. 3 (columns 1, 2, and 4 ONLY) Unit 1, Lesson 4 Packet Copy Homework: Unit 1, Lesson 5 •Reread Ch. 3 and list vocabulary words that stand out to you on #5 of our Unit 1, Lesson 5 Packet. *Finish Unit 1, Lesson 5 Packet. * Pack snacks and bring a good book for testing tomorrow: 3/5: come here at 8:30 4/6: go to Room 8 at 8:30 Agenda 1.     Opening A.     Introducing Learning Targets and Highlighting Key Vocabulary (5 minutes) 2.     Work Time A.     Sharing the Gist from Chapter 3 Reader’s Notes (10 minutes) B.     Gathering Evidence and Inferring about Character in Chapter 3 (20 minutes) C.     Revisiting Key Vocabulary in Relation to the Guiding Question (5 minutes) 3.     Closing and Assessment A.     Revisit Learning Targets with Exit Ticket (5 minutes) 4.     Homework A.     Reread Chapter 3, focusing on vocabulary that relates to the Gu

Get this handout: 1.     Unit 1, Lesson 4 Packet Turn these in: 1.     Snapshot Autobiography Project--Final Draft 2.  Reader's Notes on Chapters 1 and 2 Copy Homework:   Read Chapter 3 for gist and record in Columns 1, 2, and 4 in Reader’s Notes.  Read a good book this weekend.  Do something nice for someone else this weekend, and then do something nice for yourself.  Finish Unit 1, Lesson 4 Packet. Learning Intentions I can cite several pieces of text-based evidence to support an analysis of a literary text. (RL.7.1) I can analyze how an author develops and contrasts the points of view of characters in a literary text. (RL.7.6) Success Criteria Ongoing Assessment •      I can cite several pieces of text-based evidence to support my analysis of Nya’s and Salva’s character in A Long Walk to Water. •      I can analyze how Linda Sue Park develops and

Get This Handout: 1. Unit 1, Lesson 3 Exit Ticket      Turn in these assignments: 1.     Signed "Letter to Families" 2.  PBIS: Attendance and Dress Code Copy this homework in your Binder Reminder: (always due the next day unless otherwise noted) Final Draft Snapshot Autobiography Project (Part I, the pamphlet) due TOMORROW. Reread Chapter 2 in A Long Walk to Water Add additional information to Columns 3 & 5 in your Reader's Notes Ask your parents if they need an activation code for Synergy. Learning Intentions: I can determine the central ideas of a literary text. (RL.7.2) I can analyze how an author develops and contrasts the points of view of characters in a literary text. (RL.7.6) I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1) Success Criteria: Ongoing Assessment •      I

Pick up: "Letter to Families" Unit 1, Lesson 2 Handout PBIS: Attendance and Dress Code Worksheet Pass up: Signed "Interwebs" Handout and Part II of your Snapshot Autobiography Project Copy homework: (Remember that all homework is due the next day unless otherwise  Reread Chapter 1 and add to Reader’s Notes in Column 5.  Read Chapter 2 for gist and record in Reader’s Notes in Columns 1, 2, and 4. Complete the PBIS: Attendance & Dress Code Worksheet Return signed "Letter to Families" Snapshot Autobiography Project: Final Draft of the pamphlet (Part I) due Friday As a class, we will view  this Slides presentation  and discuss it Learning Intentions: I can determine the central ideas of a literary text. (RL.7.2) I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1) Success Criteria: I can effectively participate in discussion with my classmates. I can dete

On your way in, pick up: "How Do I Check My/My Child's Grades on the Interwebs?" ALSO take your assigned ChromeBook Turn in: PBIS--Academics Worksheet Copy Homework: (all work due the next day unless otherwise noted) Use this link to check out your grades on Synergy. Help a parent log in to Synergy and return the signed form tomorrow. Ask your family to consider donating to our school library here . Part II of your Snapshot Autobiography Project (the interview) due tomorrow. Final Draft of Part I of your Snapshot Autobiography Project due Thursday. Read over the section in your binder reminder titled "Attendance and Dress Code" Peer Editing: Read through your partner's Snapshot Autobiography Project.  Use small sticky notes to indicate what they may want to bring their attention to. Ideas: Ideas for showing more and telling less grammar doesn't make sense/is confusing setting description legibility Strengths Suggested synonyms re