• Week at a Glance January 4 - 8

    Posted by Stacy Mahoney on 1/4/2021 3:00:00 PM

    Week at a Glance January 4 - 8

    MONDAY     

    Students will share ideas and thoughts in a whole group Jam board.

      1. Expectations
      2. Welcome Back Jam

    Period 2 Welcome Back Jam (Links to an external site.)

    Period 3 ADV Welcome Back Jam (Links to an external site.)

    Period 4 Welcome Back Jam (Links to an external site.)

    Period 7 Welcome Back Jam (Links to an external site.)

    Period 9 Welcome Back Jam (Links to an external site.)

      1. Introduce the Book for each class by completing the Pre-Reading Peardeck
      2. Vocabulary Notebook Complete 5 word daily or as assigned

    Period 2 - Chasing Lincoln’s Killer

    Period 3 - I am the Cheese

    Period 4 - Ender’s Game

    Period 7 - The Westing Game

    Period 9  - Chasing Lincoln’s Killer

    Home Practice: Complete 1st 5 vocabulary words.

    7.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

    7.SL.1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

     

    TUESDAY       –  Author Study

    Students will learn to compare and contrast themes, analyze text and illustrations, and make connections between an author's life and his/her work and between the author's work and the reader's own life and work.

    1. Review Writing an Argumentative Thesis statement. (Links to an external site.)
    2. Introduce the Author Study  and work on in class.
    3. Vocabulary Notebook Complete 5 word daily or as assigned

    Home Practice: Complete 5 vocabulary words. Complete Author Study Presentations Due for Class on Wednesday.

    7.RI.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. 

    7.W.1a - a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

     

    WEDNESDAY –    Share Author Study in Small Groups

    Students will share their Author Study in small groups and submit final products on Canvas.

    1. Complete Bell Ringer in Weekly Module
    2. Share Author Study
    3. Teacher reads the first chapter.
    4. Read in Small Groups
    5. Vocabulary Notebook Complete 5 word daily or as assigned

    Home Practice: Complete 5 vocabulary words. Read Assigned Chapter.

    7.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

    7.SL.1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

     

    THURSDAY    – Character Worksheet

    Students will complete a character worksheet as a pair.

    1. Complete Bell Ringer in Weekly Module
    2. Read in Pairs and Complete Character Worksheet as a team.
    3. Vocabulary Notebook Complete 5 word daily or as assigned

     Home Practice: Complete 5 vocabulary words. Read Assigned Chapter.

    7.RI.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).

    7.RI.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..

     

    FRIDAY   –   Analyze Element of the book.

    Students will analyze an element of the book and complete assignment.

    1. Complete Bell Ringer in Weekly Module
    2. Complete Activity worksheet for assigned Book
    3. Read in Small Groups
    4. Vocabulary Notebook Complete 5 word daily or as assigned

    Home Practice: Complete 5 vocabulary words. Read Assigned Chapter.

    7.RI.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. 

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  • Week of November 30 - December 4

    Posted by Stacy Mahoney on 12/1/2020 3:00:00 PM

     

    MONDAY       – Finish Presenting Utopia Presentations

    Students will present their Utopia project to the class.

    Chapter  7 (13:37)    TSW listen and read along with The Giver.  Students will follow the various characters through the story and analyze various details/quotes/situations about them. They will consider physical descriptions, inner desires, and important traits.

    THE GIVER PDF  (Links to an external site.)

    1. Planners & Pride Cards (2 min)
    2. Students will start working on Giver Vocabulary List 2 1st 5 words  (10 Min)
    3. Students will share their Utopia project with the class. (20- 40 mins)

    Home Practice: Complete 1st 5 vocabulary words on Giver List 2

    7.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

    7.SL.1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

     

    TUESDAY       –  Lesson on Writing an Argumentative Thesis Statement

    Students will write an argumentative thesis statement.

    Thesis Statement Lesson Slides (Links to an external site.)

    1. Planners & Pride Cards
    2. Students will complete the daily  Giver Vocabulary Bell Ringer #7 (10 Min)
    3. Lesson on Writing an Argumentative Thesis          (20-30 mins)
    4. Practice writing Thesis statements.

    Chapter  8  (10:34) & 9 (10:34)   TSW listen and read along with The Giver.  Students will follow the various characters through the story and analyze various details/quotes/situations about them. They will consider physical descriptions, inner desires, and important traits.

    THE GIVER PDF  (Links to an external site.)

    Home Practice: Complete 2nd  5 vocabulary words on Giver List 2

    7.RI.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). 

    7.W.1a - a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

     

    WEDNESDAY –    Lesson on summarizing an informational text.

    Mahoney Summary Writing Presentation (Links to an external site.)

    Students will 

    1. Planners & Pride Cards (2 min)
    2. Students will complete the daily  Giver Vocabulary Bell Ringer #8 (10 Min)
    3. Lesson on summarizing informational text          (20-30 mins)
    4. Giver Utopian Article Comparison (Links to an external site.) each student will be assigned 1 article to read and summarize

    Home Practice: Complete 3rd 5 vocabulary words on Giver List 2

    Complete your assigned article to share with the whole group.Complete step 1 and 2 on the Giver Utopian Article Comparison (Links to an external site.) 

    Chapter  10  (14:43)   TSW listen and read along with The Giver.  Students will follow the various characters through the story and analyze various details/quotes/situations about them. They will consider physical descriptions, inner desires, and important traits.

    7.RI.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).

    7.RI.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.

     

    THURSDAY    – Students will share their summary with the whole class 

    1. Planners & Pride Cards
    2. Students will complete the daily  Giver Vocabulary Bell Ringer #9 (10 Min)
    3. Share Summaries  Complete Step 3 on Compare/Contrast and Synthisize        (20-30 mins)

    Home Practice: Complete 4th 5 vocabulary words on Giver List 2

     7.RI.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   –  Students will complete the daily  Giver Vocabulary Bell Ringer #10

    Chapter 11 (14:10)      TSW listen and read along with The Giver Chapter Students will follow the various characters through the story and analyze various details/quotes/situations about them. They will consider physical descriptions, inner desires, and important traits.

    THE GIVER PDF (Links to an external site.)

    1. Planners & Pride Cards
    2. Students will complete the daily  Giver Vocabulary Bell Ringer #10 (10 Min)
    3. Lesson on (20-30 mins)
    4. (Complete assigned work to end of Class)
    5. Home Practice: Complete unfinished classwork

    TSW determine the Central Idea and Major facts and write a summary.

    Summary Writing PPT (Links to an external site.)

    Students will read  “SAVING THE LOST” from the Close Reader and write a 5-7 sentence summary. Students may use their examples to help them write the Summary. Students will submit in MLA FORMAT via Google Share.

     

    Home Practice - Write a 5-7 sentence summary on the assigned page.

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  • Week at a Glance November 16 - 20

    Posted by Stacy Mahoney on 11/15/2020 6:00:00 PM

    MONDAY – Lesson on Annotating 

    OBJ:  Students will:

    • examine and analyze  texts closely, critically, and carefully.
    • make personal, meaningful connections with text.
    • clearly communicate their ideas about a piece of text through writing, revision, and publication.
    1. RI. 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

    7.RI. 5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. 

    7.W.9b  Apply grades 7 Reading standards to informational and nonfiction texts.

     

    1. Planners & Pride Cards
    2. Students will complete the daily  Giver Vocabulary Bell Ringer #5 (10 Min)
    3. Lesson on Annotating (20-30 mins)
    4. Annotate High School Articles (to end of Class)

    Home Practice: Complete Annotation Home Practice High School Essay Articles for Informational ESSAY

    Using the provided paper copies of the articles, READ and ANNOTATE both articles. 

    TEST on Tuesday 11/17/20 ON BOTH ARTICLES.

    Next 5 words on Giver Vocabulary Notebook (ALL WORDS DUE AND SUBMITTED FRIDAY)

     

    TUESDAY – Review of Essay Requirements and Graphic Organizer 

    Students will complete the daily  Giver Vocabulary Bell Ringer #6

    Review Graphic Organizer for Informational Essay

    Students will take High School Start Times Test

    • examine and analyze text closely, critically, and carefully.
    • make personal, meaningful connections with text.
    • clearly communicate their ideas about a piece of text through writing, revision, and publication
    1. Planners & Pride Cards
    2. Students will complete the daily  Giver Vocabulary Bell Ringer #5 (10 Min)
    3. Review Graphic Organizer for Essay (20-30 mins)
    4. Take HS Start Time Articles Test  (to end of Class)

    Home Practice:

    Giver Vocabulary Notebook (ALL WORDS DUE AND SUBMITTED FRIDAY)

     

    WEDNESDAY – Write Informational Essay on High School Start times

                    Must be completed and submitted Friday morning.

    1. Planners & Pride Cards (2 mins)
    2. Students will work on Informational Essay using Graphic Organizer (60 Min) 

    Home Practice:

    Giver Vocabulary Notebook (ALL WORDS DUE AND SUBMITTED FRIDAY)

     

    THURSDAY    – Write Informational Essay on High School Start times 

               Must be completed and submitted Friday morning.

    1. Planners & Pride Cards (2 mins)
    2. Students will work on Informational Essay using Graphic Organizer and transfer the essay to an MLA document (60 Min) 

    Home Practice:

    Giver Vocabulary Notebook (ALL WORDS DUE AND SUBMITTED FRIDAY) 

    FRIDAY   –  Students will submit their FINAL HIGH SCHOOL START TIMES ESSAY IN MLA FORMAT

    1. Planners & Pride Cards (2 mins)
    2. Students will SUBMIT on Informational Essay in MLA Format (40 Min) 

    Home Practice:

    Giver Vocabulary Notebook (ALL WORDS DUE AND SUBMITTED FRIDAY)

     

      SEL LESSON 7 ways to Mindfulness

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  • Week at a Glance November 9 - 13

    Posted by Stacy Mahoney on 11/9/2020 10:45:00 AM

    MONDAY       – Students will complete the daily  Giver Vocabulary Bell Ringer #1

    Students will analyze pictures in a Gallery Walk by  completing a “I Know, I Notice, I Want to Know”  chart. 

     

    Gallery Walk Pictures

    Gallery Walk Chart   complete this as you view the Gallery Walk Pictures.

    Gallery Walk Pictures

    Students will continue working on their individual Utopia Assignment DUE NOVEMBER 13

    7.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

     7.SL.1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

    Chapter  5 (8:43)    TSW listen and read along with The Giver.  Students will follow the various characters through the story and analyze various details/quotes/situations about them. They will consider physical descriptions, inner desires, and important traits.

    THE GIVER PDF (Links to an external site.)

    Students will continue working on their individual Utopia Assignment DUE NOVEMBER 13

     

    TUESDAY       – Students will complete the daily  Giver Vocabulary Bell Ringer #2

    7.RL.1 & 7.RI.1  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.

    Watch the video on THEME. Students will determine the how plot, setting or character changes can affect theme.  (Use Changing the Theme handout).

    Theme Video Lesson Khan (Links to an external site.)

     

    Theme Flocabulary Video

    Chapter  6  (15:13)   TSW listen and read along with The Giver.  Students will follow the various characters through the story and analyze various details/quotes/situations about them. They will consider physical descriptions, inner desires, and important traits.

    THE GIVER PDF (Links to an external site.)

    Students will continue working on their individual Utopia Assignment DUE NOVEMBER 1

    Home Practice : Read Giver Chapter 7

    WEDNESDAY –    VETERANS DAY        NO SCHOOL

     

    THURSDAY    –   LIBRARY DAY 

    Students will complete the daily  Giver Vocabulary Bell Ringer #3

    Home Practice: read Giver Chapter 8

     

    Remaining time students can check out a book or  work on their Utopia Project DUE November 13

     

    FRIDAY   –  Students will complete the daily  Giver Vocabulary Bell Ringer #4

    Chapter 9 (11:16)      TSW listen and read along with The Giver Chapter Students will follow the various characters through the story and analyze various details/quotes/situations about them. They will consider physical descriptions, inner desires, and important traits.

    THE GIVER PDF (Links to an external site.)

    Students will share their Utopia project with the class.

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  • Week at a Glance November 2 -6

    Posted by Stacy Mahoney on 11/1/2020 5:45:00 PM

    MONDAY       –  Prereading Activity for “The Giver”

      Students will independently complete the PreReading Activity Worksheet  (Links to an external site.)and then discuss as a whole group.

    PreReading Bias Presentation (Links to an external site.)

    7.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

     7.SL.1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

     

    TUESDAY       –  Utopia vs Dystopia

    Students will be introduced to Utopias and Dystopias. Students will begin working on their individual Utopia Assignment.

    7.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

     7.SL.1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

    Students will begin working on their individual Utopia Assignment DUE NOVEMBER 13

     

    Utopia vs Dystopia Article (Links to an external site.)

    Utopia vs Dystopia Presentation (Links to an external site.)

    Utopia Brochure Trifold Template (Links to an external site.)

     

    7.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

     

    Advanced ELA 3 will create a commercial for their Utopia.

    ADV ELA 3  Grading Rubric for Commercial (Links to an external site.)

     

    WEDNESDAY –    

    Students will read the Article “Picked baby’s name? Not so fast, in Denmark” independently. Students will then reread the article and annotate Key Ideas, Main Points, Connections, anything Surprising or Confusing and any Questions. Students then complete the extended response at the end. 20-25 Minutes

    7.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 

    Picked baby's name? Not so fast, in Denmark By Lizette Alvarez (Links to an external site.)

     

    Students will be introduced to the  Giver Vocabulary Chapters 1 - 5 (Links to an external site.)

     Giver Vocabulary Chapters 1 - 5 (Links to an external site.) 10 Minutes

     

    Chapter 1  (15:30) TSW listen and read along with The Giver Chapter 1. Students will follow the various characters through the story and analyze various details/quotes/situations about them. They will consider physical descriptions, inner desires, and important traits.

    THE GIVER PDF (Links to an external site.)

    Remaining time students can work on their Utopia Project DUE November 13

     

     

    THURSDAY    –

    Students will read the Article “Let Teenagers Try Adulthood” independently. Students will then reread the article and annotate Key Ideas, Main Points, Connections, anything Surprising or Confusing and any Questions. Students then complete the extended response at the end. 20-25 Minutes

    Let Teenagers Try Adulthood (Links to an external site.) by Leon Botstein

     

    7.RI.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

    7.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 

     

    Chapter 2  (13:02) TSW listen and read along with The Giver Chapter 1. Students will follow the various characters through the story and analyze various details/quotes/situations about them. They will consider physical descriptions, inner desires, and important traits.

    THE GIVER PDF (Links to an external site.) 

    Remaining time students can work on their Utopia Project DUE November 13

     

    FRIDAY  1:30 dismissal  –  

    Chapter 3  (9:52) TSW listen and read along with The Giver Chapter 1. Students will follow the various characters through the story and analyze various details/quotes/situations about them. They will consider physical descriptions, inner desires, and important traits.

    THE GIVER PDF (Links to an external site.)

    Remaining time student will work on their individual Utopia Assignment DUE NOVEMBER 13

    Utopia Brochure Trifold Template (Links to an external site.)

     

    7.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

     

    Advanced ELA 3 will create a commercial for their Utopia.

    ADV ELA 3  Grading Rubric for Commercial

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  • Week of October 19-23, 2020

    Posted by Stacy Prock on 10/19/2020 2:50:00 PM

    Week at a Glance October 19 -23

    MONDAY       – Peer Review of Sorry Wrong Number

                             ADV ONLY Growth Parody Discussion

                                   

    TUESDAY       – EAP Bell Ringer #1 When you hear the name "Edgar Allan Poe" what comes to mind? Why?

                             Watch Video of Why you should read EA Poe.

                             Edgar Allan Poe Scavenger Hunt Presentation

                                

    WEDNESDAY –  EAP Bell Ringer #2

                              Read /Listen to the Black Cat

                              ADV ONLY Creative Writing Parody (DUE October 29)

     

    THURSDAY 1/2 Day    –EAP Bell Ringer #3

     

    FRIDAY    1/2 Day       – EAP Bell Ringer #4

                                    The Black Cat Analysis Flipbook

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