February 13 - 17 Assignments listed here represent the "Plan" for the week. Plans of course are subject to change as needed, so this should not be considered the last word on what will take place in class or will be assigned for homework. When plans do change however, the changes will be reflected here (hopefully by the evening of the day in which they are known to exist).
 
This week we Conitnue Unit 3: Chasing The Impossible: How can
people fight for Justice?
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Ott Class Help Pass clip and use for the week of
2/13 Students who need extra assistance
with their work may see me
Tuesday - Thursday in the morning before school.
Extra Help is available this week. Students
should let me know that they plan to come in by
7:30, and I will be
at the walker's entrance to the upper school to let them in.
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All
7th Grade ELA Classes |
Monday
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Students will begin the class
with an examination of the evidence they collected during
Friday's class examining how the author of "We Beat the Street"
uses connotative langauge to show the impact of this particular
experience in forming his earl feelings about school and
college.
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We will look at an example of
evidence found by several students and discuss its relevance.
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Students will then use their
evidence and supporting elaboration to construct their own
constructed response to the question.
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WIN time will be committed to
book clubs.
Homework:
Students have the documentation of 30 minutes of independent reading
each night.
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Tuesday
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Students will begin the day with
quick look at the objectives for the week and then we will
introduce the driving question for the week: How can people
fight for justice?Students will be reading a Harriet Tubman
biography this week and a Folktale from "The People Could Fly"
and will compare the two by the end of the week.
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Students will view the mini-bio
on Harriet Tubman, reflect on knowledge obtained from the video
and share the results.
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Students will then
collaboratively read and discuss the Blast "Undaunted,
Underground" and share their observations about the text.
If time remains, students will use the research links to find
out more about Harriet Tubman and the Underground Railroad.
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WIN time will be committed to
book clubs.
Homework:
Students have the documentation of 30 minutes of independent reading
each night.
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Wednesday
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Students will begin class with
additional observations about Harriet Tubman from yesterday's
research.
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We will then complete a first read of
an excerpt from the biography "Harriet Tubman: Conductor of the
Underground Railroad," which focuses on her early life on the
plantation as a slave and the influences of her mother and father.
Students will experience a Text Talk and then complete responses to
the three "Think" questions independently.
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WIN time will be committed
to independent reading work and i-Ready.
Homework:
Students have the documentation of 30 minutes of independent reading
each night.
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Thursday
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Students will begin class with a
video introduction to the exerpt from the folktale they are about to
read.
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We will then complete a first read of
an excerpt from the folktale, "The People Could Fly." Students will
experience a Text Talk and then complete responses to the three
"Think" questions independently.
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WIN time will be committed to book
clubs.
Homework:
Students have the documentation of 30 minutes of independent
reading each night.
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Friday
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Students will begin class with a
lesson on comparison and contrast, and how to arrive at thesis
statement for a comparitive essay.
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Students will then reexamine both the
Harriet Tubman exerpt and the folktale exerpt in an effort to
complete a Venn Diagram illustrating how these stories are different
as well as the qualities that they share.
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Once students have completed their
Venn Diagram, they will attempt to draft a thesis statement that
makes a claim about how each of these titles answer this week's
guiding question. How can people fight for Justice?
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WIN time will be committed to book
clubs.
Homework:
Have a safe and fun Winter Break!
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