Accelerated Core 7

1.     Opening A.    Entry Task: Revisit Essay Prompt (2 minutes) B.    Introducing Learning Targets (3 minutes) •      I can select details that will support my claim about the theme of A Long Walk to Water. •      I can look at a model essay to see how it supports a claim with details. •      I can discuss new vocabulary from the NYS Grade 6–8 Expository Writing Evaluation rubric. 2.     Work Time A.    Revisiting Model Essay: Supporting Details (10 minutes) B.    Analyzing NYS Expository Writing Evaluation Rubric Row 3 (10 minutes) C.    Planning Your Essay (15 minutes) 3.     Closing and Assessment A.    Adding to “What Makes a Literary Analysis Essay Effective?” Anchor Chart as Needed (5 minutes) 4.     Homework A.        Fill in body paragraphs 1 & 2 on the Planning Your Essay worksheet. (Unit 2, Lesson 14, pages 10-11) B.        Review SS Textbook p. 41-51 and workbook p. 27-32 & your Quizlet/flashcards to review for tomorrow's qui

Unit 2, Lesson 13 1.     Opening A.    Entry Task: Introducing Learning Targets (5 minutes) •      I can make connections between details in A Long Walk to Water . •      I can describe how these details support the theme of survival in A Long Walk to Wate r. *  I can discuss new vocabulary from the NYS Grade 6–8 Expository Writing Evaluation rubric.  2.     Work Time *  I can discuss new vocabulary from the NYS Grade 6–8 Expository Writing Evaluation rubric.  2.      Work Time A.    Analyzing Model Essay and “Command of Evidence” Row of NYS Grade 6–8 Expository Writing Evaluation Rubric (10 minutes) B.    Preparing Evidence Part I: Modeling the Use of the Forming Evidence-Based Claims Graphic Organizer (10 minutes) C.    Preparing Evidence Part II: Completing the Forming Evidence-Based Claims Graphic Organizer (15 minutes) 3.     Closing and Assessment A.    Revisiting Learning Targets and Adding to “What Makes a Literary Analysis Essay Effective?

1.     Opening A.    Introducing Learning Targets (5 minutes) I can use correct punctuation of quotes. I can analyze a model essay on A Long Walk to Water using a rubric. I can discuss new vocabulary from the NYS Grade 6–8 Expository Writing Evaluation rubric. B.    Homework Check (10 minutes) 2.     Work Time A.    Introducing the NYS 6–8 Expository Writing Evaluation Rubric (10 minutes) B.    Analyzing the Model Essay Using the Rubric (10 minutes) C.    Comparing the Rubric to “What Makes a Literary Analysis Essay Effective?” Anchor Chart (5 minutes) 3.     Closing and Assessment A.    Exit Ticket (5 minutes) B.  Intro to the Fall of Rome:  SS Textbook p. 41 and workbook p. 27 C.  Begin Mashup Activity 4.     Homework Read a really good book and check your AR goal progress.  All points due by 10/11. Add to and practice your Quizlet/flashcards Finish your social studies classwork

Turn in LA Unit 2, Lesson 9 Packet (Vocab Review) Unit 2, Lesson 11 1.     Opening A.    Entry Task: Introducing Learning Targets (5 minutes) I can analyze a model literary analysis essay to determine its strengths. I can use quotes effectively in my writing. I can punctuate quotes correctly in my writing. 2.     Work Time A.    Examining a Model Essay: First Read and Partner Discussion (15 minutes) B.    Building Criteria: “What Makes a Literary Analysis Essay Effective?” (10 minutes) C.    Using Quotes in Essays (10 minutes) 3.     Closing and Assessment A.    Examining “Tips on Using Quotes” Handout and Revisiting Learning Targets (5 minutes) 4.     Homework A.    Select three quotes from your Unit 2, Lesson 10 Chart and put them in sentences, punctuating them correctly. B.  Organize your Core binder by putting all your packets in numeric order. C.  Read a good book D.  Create a Quizlet set or flashcards for Lesson 3: Legacy of the Roma

1.     Opening A.    Entry Task: Introducing Learning Target I can select pieces of textual evidence that show the factors that help Salva survive. B.    Introducing Essay Prompt (5 minutes) *     Focusing Question: “How do individuals survive challenging environments in A Long Walk to Water ?” After reading the novel and accounts of the experiences of the people of Southern Sudan during and after the Second Sudanese Civil War, write an essay that addresses the theme of survival by answering the question: What factors made survival possible for Salva in A Long Walk to Water ? Support your discussion with evidence from the novel and be sure to explain your thinking about how this evidence relates to a factor in Salva’s survival.  2.     Work Time A.    Discussing the Prompt (10 minutes) 1.  What does this prompt mean to you? 2. Write the prompt in your own words on your prompt sheet. 3.  On the prompt sheet, list the things you will need to do in order to g

Place your Parable Handout in your SS Workbook by page 25 and pass it up. 1.     Opening A.    Vocabulary Entry Task (5 minutes) 2.     Work Time A.    Discussing Water for South Sudan Homework Assignment: Text-Dependent Questions (15 minutes) B.    Mid-Unit 2 Assessment (20 minutes) C.    If you finish early, read!  You may also go to the library to take a test or check out/renew a book.  Make sure you take the test on A Long Walk to Water ! 3.     Closing and Assessment A.    Turn and Talk (5 minutes) B.     Share your parable with your partner. C.     Study this Quizlet set or study your own/flashcards. 4.     Homework A.        Vocabulary Review: complete all of the Unit 2, Lesson 9 Packet B.         Study for tomorrow's SS Quiz  C.         Read a good book

Water for South Sudan Website 1.      Opening A.    Vocabulary Entry Task (5 minutes) B.    Reviewing Reader’s Dictionary and Adding to Salva/Nya Anchor Chart (5 minutes) 2.      Work Time A.    World Café (25 minutes) 3.      Closing and Assessment A.    Previewing Water for South Sudan Homework Assignment (10 minutes) B.     SS Lesson 2, Section 3 C.      Studying Parables as Literature D.      Begin SS Homework or take an AR test/check out a book for the weekend/read 4.      Homework A.       Complete Unit 2, Lesson 8 Packet (all parts) B.       Read the Message from Salva Dut and the Author's Note for gist C.       Read SS Textbook pages 34--39 D.       Complete Workbook pages 23-25 E.       Create a Quizlet set or old-school flashcards to help you study for Tuesday's SS Quiz.  The quiz will be on SS Textbook pages 31-39. F.        Read a good book this weekend and get parent signatures (if needed) on your Reading Log.

Pass up Unit 2, Lesson 6 Packet 1.     Opening A.     Entry Task and Review Learning Targets (5 minutes) 2.     Work Time A.     Gathering Evidence to Compare Two Texts (10 minutes) B.     Chalk Talk Protocol (10 minutes) C.     Debrief Chalk Talk (10 minutes) 3.     Closing and Assessment A.     Exit Ticket: Why Did Linda Sue Park Use Details in A Long Walk to Water That Did Not Really  Happen? (10 minutes) B.     Social Studies: Agreements around studying religions C.     Launch: The Origins and Spread of Christianity 4.     Homework A.     Reread Chapters 16-18 and add two quotes to your Gathering Textual Evidence graphic organizer in your Unit 2, Lesson 6 Packet. B.     Read SS Textbook p. 31-34 C.    Complete SS Workbook p. 21-22

Turn in Unit 2, Lesson 5 Packet 1.     Opening A.    Vocabulary Entry Task (5 minutes) B.    Reviewing Reader’s Dictionary and Introducing Learning Targets (5 minutes) 2.     Work Time A.    Reviewing Chapters 14 and 15: Adding to Our Anchor Charts (10 minutes) Looking at the Nya/Salva Charts, in what ways are they juxtaposed? What comparisons is the author drawing between them? What contrasts? What are we learning about survival from these characters and their juxtaposition? B.    Rereading “Time Trip: Sudan’s Civil War” (10 minutes) C.    Comparing Historical Accounts in “Time Trip: Sudan’s Civil War” and A Long Walk to Water (10 minutes) 3.     Closing and Assessment A.    Exit Ticket: Challenges to Survival in the “Time Trip” and the Novel (5 minutes) B.     SS Quiz: Rome 4.     Homework: (always due the next day unless otherwise noted) A.    Reread Chapters 14 and 15 and add two quotes to your Gathering Textual Evidence graphic organizer. B.

Turn in LA Unit 2, Lesson 4 Packet 1.     Opening A.    Vocabulary Entry Task: Chapters 11–13 (5 minutes) B.    Returning Reader’s Notes and Gathering Textual Evidence Organizers (5 minutes) 2.     Work Time A.    Reviewing Chapters 11–13: Adding to Our Anchor Charts (5 minutes) B.    Modeling, Partner Practice, and Independent Practice: Writing a Short Evidence-Based Constructed Response (25 minutes) 3.     Closing and Assessment A.    Self-Assessment of Evidence-Based Constructed Response (5 minutes) B.     SS Jigsaw: Four Stages of Roman Expansion 4.     Homework Unit 2, Lesson 5 Packet: Complete all parts-- A.    Reread Chapters 11–13 and add quotes to Gathering Textual Evidence graphic organizer. B.  Read Chapters 14–15 and complete Reader’s Notes (both parts: gist notes and the Reader's Dictionary) for these new chapters. C.  Complete the Quote Sandwich Graphic Organizer (use the persistence prompt & the model to help you) Social Studie

1.     Opening A.    Vocabulary Entry Task (5 minutes) B.    Reviewing Reader’s Dictionary and Introducing Learning Targets (10 minutes) •      I can use context clues (in the sentence or on the page) to determine the meaning of words in A Long Walk to Water. •      I can break a word into parts in order to determine its meaning and figure out what words it is related to. •      I can explain what juxtaposition means and list several ways in which Salva and Nya are juxtaposed in A Long Walk to Water. *    I can explain one way in which juxtaposing these characters helps the author compare and contrast their points of view. 2.     Work Time A.    Take a Stand: Survival in Chapters 9 and 10 (10 minutes) B.    IntroducingJuxtaposition (15 minutes) 3.     Closing and Assessment Exit Ticket (5 minutes) SS Quizlet: Expanded 4.     Homework A.    Reread Chapters 9 and 10 and add two quotes to the Gathering Textual Evidence graphic organizer.       B. Rea

1.     Opening A.    Vocabulary Entry Task (5 minutes) B.    Reviewing Reader’s Dictionary, Chapters 7 and 8 (5 minutes ) C.    Introducing Learning Targets and Connecting to Reading Closely: Guiding Questions Handout (5 minutes) •      I can use context clues (in the sentence or on the page) to determine the meaning of words in A Long Walk to Water. •      I can break a word into parts in order to determine its meaning and figure out what words it is related to. •      I can analyze the development of a theme in a novel by identifying challenges to and factors in survival for Salva and Nya in A Long Walk to Water. *    I can cite several pieces of text-based evidence to support my claims about the factors that allowed Salva and Nya to survive in A Long Walk to Water. 2.     Work Time A.    Using Reader’s Notes to Add to Salva/Nya and Survival Anchor Charts (10 minutes) B.    Introducing the Focus Question and Gathering Textual Evidence about Survival (20 minut

1.     Opening A.    Vocabulary Entry Task (5 minutes) B.    Introducing Learning Targets and Reading Closely for Details (10 minutes) I can use context clues (in the sentence or on the page) to determine the meaning of words in A Long Walk to Water. I can analyze the development of a theme in a novel by identifying challenges to and factors in survival for Salva and Nya in A Long Walk to Water .  2.     Work Time A.    Introducing Reader’s Dictionary (10 minutes) B.    Reviewing Reader’s Notes, Starting Salva/Nya Anchor Chart, and Adding to Survival Anchor Chart (15 minutes) 3.     Closing and Assessment A.    Previewing Homework and Revisiting Learning Targets (5 minutes) B.    Read SS p. 26-29 C.    View these images , read the captions, and complete SOE Handout B D.     Read SOE Handout C for GIST E.      Complete Workbook page 19 4.     Homework A.        Read Chapters 7 and 8 in A Long Walk to Water . Complete Reader’s Notes, Parts 1 (Gist Notes

1.      Opening A.     Entry Task: Introducing Learning Targets (5 minutes) I can effectively engage in discussions with different Discussion Appointment partners. I can identify a central theme in A Long Walk to Water. B.     Introducing Discussion Appointments (5 minutes) 2.      Work Time A.     Defining the Concept of Theme and Discussing Possible Themes in A Long Walk to Water (20 minutes) B.     Identifying One Central Theme in A Long Walk to Water : Beginning the Survival Anchor Chart (10 minutes) 3.      Closing and Assessment A.     Exit Ticket: Revisiting Learning Targets (5 minutes) B.    Quiet Work Time: Priority #1--Set AR Goals; Copy your ZPD in your Reading Log Read a good book Go to the library to take a test or check out a book Work on your SS or LA homework Check your grades on Synergy Use Monday's blog post link to practice vocab on Quizlet 4.      Homework A.     LA-- Read Chapter 6 in A Long Walk to Water and complet

Turn in: SS Workbook Pass Back: Mid-Unit Assessment--review and discuss Set a goal for today's End-of-Unit Assessment 1.     Opening A.     Introducing Learning Targets and End of Unit Assessment (5 minutes) I can cite several pieces of text-based evidence to support an analysis of the article “Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps.” I can select evidence from the article “Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps” to support analysis of the perspectives of the Dinka tribe of Southern Sudan. 2.     Work Time A.     End of Unit Assessment: Gathering, Selecting, and Using Evidence to Analyze Perspective in Informational Text (25 minutes) B.  If you finish early, please turn in your test and--          Choose Your Own Quiet Adventure: Read a good book Start your SS Homework Go to the Library and take an AR test or check out a book Check your grades online Use yesterday's blog

Turn in: SS Workbook Take Out: Unit 1, Lesson 12 Packet Success Criteria 1.     Opening A.     Introducing Learning Targets (5 minutes) I can select evidence from the article “Sudanese Tribes Confront Modern War” to support analysis of the perspectives of the Nuer and Dinka tribes of Southern Sudan. I can annotate text to help me track important ideas. I can use context clues to determine word meanings.  2.     Work Time A.     Selecting Evidence for Writing from “Sudanese Tribes Confront Modern War” (10 minutes) B.     Framing and Vocabulary Preview: Excerpt 1 of “Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps” (5 minutes) C.     Read Aloud and Annotating for Gist: Excerpt 1 (20 minutes) 3.     Closing and Assessment A.     Revisit Learning Targets and Read Paragraph 9 (5 minutes) B.     SS Workbook p. 13--Costs and Benefits of Having a Much Larger Family C.      Quizlet Live : New Vocab D.     Read SS Textbook pages 15

1. Opening A. Introducing Learning Targets (5 minutes)  I can make connections from the text “Sudanese Tribes Confront Modern War” to the novel A Long Walk to Water.  I can use context clues to determine word meanings.  I can cite several pieces of text-based evidence to support an analysis of excerpts from the article “Sudanese Tribes Confront Modern War.” 2. Work Time A. Sharing Text Annotations for Gist from Excerpt 2 of “Sudanese Tribes Confront Modern War” (15 minutes) B. Gathering Evidence from the Text: Excerpt 2 (15 minutes) 3. Closing and Assessment A. Revisit Learning Targets and Preview of Process: Selecting Evidence for Writing (10 minutes) B.  Set AR Goals and get test results C   Begin Unit 1, Lesson 1 4. Homework A.  Read a good book and get signatures B.  Read SS Textbook pages 12-14 C.   Complete SS workbook pages 10-12 D.   Complete LA Unit 1, Lesson 12 Packet (all parts)

Agenda 1.     Opening A.     Introducing Learning Targets (5 minutes) I can cite several pieces of text-based evidence to support an analysis of excerpts from the article “Sudanese Tribes Confront Modern War.” I can make connections from the text “Sudanese Tribes Confront Modern War” to the novel  A Long Walk to Water . I can use context clues to determine word meanings. 2.     Work Time A. Sharing Homework: Gathering Evidence Graphic Organizer for Excerpt 1 (20 minutes) B. Read-aloud of Excerpt 2: Vocabulary to Support Understanding (15 minutes) 3.     Closing and Assessment A. Revisit Learning Targets (5 minutes) B.  Begin SS Homework 4.        Homework for Core A. Reread Excerpt 2 of “Sudanese Tribes Confront Modern War” and annotate the text for gist. B.  Read SS Textbook pages 5--9 and complete workbook pages 4--8 C.  Read a good book

Turn in during our second period together (5 or 6) Show Ms. EL your covered SS textbook Homework Make Sure You Get/Have: SS: Complete SS Workbook pages 2 & 3 .  (Use textbook pages 3 & 4 to help you.) LA: Unit 1, Lesson 10 Packet-- Reread Excerpt 1 ONLY and complete pages 17 & 18 of the packet. LA : Read a good book! •       LA Unit 1, Lesson 10 Packet •      Covered SS Textbook •      SS Workbook Learning Intentions 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) I can determine the central ideas of an informational text. (RI.7.2) I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1) I can use a variety of strategies to determine the meaning of unkno