February 5-9

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?

Ott Class Help Pass
clip and use for the week of 2/05

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.

.

All 7th Grade ELA Classes

Monday

  • Students will begin the class with a review of the examples of supporting evidence and elaboration 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.

  • We will then break down a model response using that evidence and applying the evaluation rubric to it.

  • Students will then use the rubric to evaluate two other student's work.  Students who did not finish their response last week will need to do so quickly so they can complete their reviews.

  • WIN time will be committed i-Ready.

Homework:  Students have 30 minutes of independent reading each night.  Reading Logs and Word Work have been temporarily lifted from the daily workload as students are reinforcing those skills in their book clubs.

Tuesday

  • 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.

  • Students will view the mini-bio on Harriet Tubman, reflect on knowledge obtained from the video and share the results.

  • 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.

  • WIN time will be committed to book clubs.

Homework:  Students have 30 minutes of independent reading each night.  Reading Logs and Word Work have been temporarily lifted from the daily workload as students are reinforcing those skills in their book clubs.

Wednesday

  • Students will begin class with additional observations about Harriet Tubman from yesterday's research.

  • 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.

  • WIN time will be committed to book clubs.

Homework:  Students have 30 minutes of independent reading each night.  Reading Logs and Word Work have been temporarily lifted from the daily workload as students are reinforcing those skills in their book clubs.

Thursday

  • Students will begin class with a video introduction to the exerpt from the folktale they are about to read.

  • 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.

  • WIN time will be committed to book clubs.

Homework:  Students have 30 minutes of independent reading each night.  Reading Logs and Word Work have been temporarily lifted from the daily workload as students are reinforcing those skills in their book clubs.

Friday

  • Students will begin class with a lesson on comparison and contrast, and how to arrive at thesis statement for a comparitive essay.

  • 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.

  • 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?

  • WIN time will be committed to book clubs.

Homework:  If all of your daily work has been completed this week, you do not have any additional homework.