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Mr. Kochis – 7th Grade Reading 9/12/16 - Day 5 ATB: Student Opinion – Answer on Index Cards Do you ever wish your teachers knew you better — knew what your life was like outside of school? Do you ever feel your teachers just don’t get you — who you really are as a person? What do you wish your teachers knew about you? http://nyti.ms/2bTsIl3 Activities: 1. Review Class Rules 2. ELA Benchmark Test
M r . Ko c h i s – 7 t h G r a d e R e a d i n g 9 /1 3 /1 6 - Da y 1 AT B : W h a t ’ s G o i n g O n i n T h i s P i c t u r e .
After looking closely at the image above, answer the three questions below: What is going on in this picture? What do you see that makes you say that? What more can you find? http://nyti.ms/1t24Mj3 Ac t i v i t i e s : 1 . E l e m e n t s o f a S h o r t S t o r y v i d e o h t t p : //w w w .y o u t u b e .c o m /w a t c h ? v = c 6 I2 4 S 7 2 Jp s 2 . E l e m e n t s o f a S h o r t S t o r y N o t e s O b j . 1 . L i s t a n d d e f i n e t h e f i v e e l e m e n t s o f a s h o r t s t o r y .
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The 5 things you need when your reading or writing.
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FiveElementsofaStory"FiveThings"
Learnmoreaboutthistopic!Eachsectiongivesmoredetailononeofthelyricsfromthesong.Readeachsection,and
thenrespondbyansweringthequestionortakingnotesonkeyideas.
Lyric:Setting,that'slikewhereit'sgoingdown,Lyric:Setting,that'slikewhereit'sgoingdown,
Thestory'ssettingcouldbeinspacein
1975.
Settingisallabout“when”and“where.”
Itcouldbeaspecifictimeandplace,like
Brooklyn,NewYork,inthesummerof
1986.Oritcouldbemoreofa
description,like,acrisp,chillyautumn
morning.Location,timeofdayand
weatherareallpartofastory’ssetting.Thebestsettingdescriptionsarefull
ofdetailsandoftenincludeatleastsomeofthefivesensesinwhatthey
describe:howaplacelooks,smells,sounds,feels(the‘mood’)and...ifit’sa
settinginacastlewithcandywalls...tastes.
Notes
Lyric:Plotistheaction,thequestforsatisfaction,Lyric:Plotistheaction,thequestforsatisfaction,
PartoftheplotofRomeoandJulietiswhen
theyfallinlove.
Plotisthetermfortheeventsthatmake
upastoryandhowtheyrelatetoeach
other.Theplotissometimescalledthe
storyline.TakeafamiliarstorylikeThe
ThreeLittlePigs.What’stheplot?Three
pigsdecidetobuildhousesoutof
differentmaterials.Ahungrywolfcomesalongandblowsthefirsttwo
housesdown.Whenhecan’tblowthelastonedown,hetriestogetthe
pigsanotherway.Theyendupgettinghiminstead.Theplotshouldgive
youagoodsenseofwhatthestoryisaboutandoftenincludestheconflict,
theclimax(themostexcitingpointthatthestorybuildsupto)andthe
resolution(whentheconflictisover).
Notes
NameName DateDate
2
Lyric:Oh,it'sthecharacters,Lyric:Oh,it'sthecharacters,
HarryPotterisamaincharacterinthe
story.
Acharacterissimplysomebodyina
story.Everyoneinthestoryisa
character!Thecharactersandtheir
actionsarewhatmovetheplotalongby
doingthings.Evenwhencharactersdon’t
seemtoDOmuch—likeacouchpotato
brotherwhositsaroundplayingvideogamesallday—theystillgiveyoua
lotofinformation.Themaincharacteristhemostimportantpersonina
story.Therearealsosecondarycharacters—theactiondoesn’trevolve
aroundthem,buttheycanoftenbethemostmemorable.
Charactersusuallyhave“traits.”Thesearedetailsabouthowapersonacts,
whattheylooklikeandwhattheymightdo.Acharactercouldbered-
headedandshy.Anothercharactercouldbe100yearsoldandaloverof
skateboarding.
Notes
Lyric:Somethinggonewrong!That'stheconflict, kids,Lyric:Somethinggonewrong!That'stheconflict, kids,
Astruggleintheplotisaconflict.
Aconflictisaprobleminastory.There
arethethingsthatthemaincharacter
wantsorneedstodo,andthenthereare
thethingsthatgetinthewayofwhathe
orshewantstodo.That’susuallythe
conflict.Ifsomebodywantstogoona
trip,butdoesn’thavethemoneytopay
forit,that’saconflict.Ifsomebodyneedstogotoschooleveryday,but
there’saghostthatkeepstrippingtheminthehallway,that’saconflict.
Notes
3
Lyric:CouldbeaninternalconflictLyric:Couldbeaninternalconflict
Manycharactershavebothinternaland
externalconflicts.
Thereareinternalconflictsandexternal
conflicts.Anexternalconflictisaproblem
thatcomesfromtheworldarounda
character.Aneighborhoodbully,a
thunderstormwhenyouwanttogoto
thebeach,thoseareexternalconflicts.
Thenthereareinternalconflicts—thosethathappeninyourmind.Ifyou
finda$100-dollarbillonthestreetinfrontofyourhouse,doyoukeepitor
trytofindoutwhoitbelongsto?Ifacharacterisstrugglingwith
something,heorshehasaninternalconflict.
Notes
Lyric:Thethemeofthestoryisthemainidea,Lyric:Thethemeofthestoryisthemainidea,
Onethemeofthebooksinthisseriesisthat
thereisoftenablurrylinebetweengood
andevil.
Thethemeofastoryisthemainidea.It
goesbeyondthespecificdetailsofthe
storyandisaboutamoreuniversalidea
thatthestoryhasatitscore.Inastory
aboutakidwho’sgraduatingfromhigh
schoolandstartingcollege,therecouldbelotsofdetailsabouthislifenow
andwhathislifewillbelikeinthefuture.He’sexcitedaboutthefuture,but
he’ssadtoleavebehindhishometown.Thethemeforthatstorymightbe
“growingup”alsoknownas“comingofage.”Otherthemesthatgetuseda
lotinstoriesarefriendship,loyalty,courage,lonelinessandfreedom.
Notes
M r . Ko c h i s – 7 t h G r a d e R e a d i n g 9 /1 4 /1 6 - Da y 2 AT B : W o r d o f t h e Da y C o p y t h e d e f i n i t i o n o f t h e w o r d b e l o w a n d a n s w e r t h e m u l t i p l e c h o i c e q u e s t i o n . Word of the Day + Quiz | leery leery • \ˈlir-ē\ • adjective : openly distrustful and unwilling to confide Think you know “leery”? Quiz yourself: Which of the following would most likely be considered leery? A. a mother who welcomes a new baby B. a doctor who administers a common treatment C. an investor who suspects a fund of fraud D. a bartender who works late nights But the checkered history of Syrian cease-fires — the United States agreed to one with Russia in February, only to watch it unravel weeks later — has left the president deeply leery. http://nyti.ms/2cB7Mgs Ac t i v i t i e s : 1 . R e v i e w Fi v e E l e m e n t s o f a S t o r y 2 . R e a d “ S e v e n t h G r a d e ” b y G a r y S o t o a n d c o m p l e t e t h e An a l y z e a s t o r y w o r k s h e e t . O b j . An a l y z e a s h o r t s t o r y f o r P l o t , C h a r a c t e r , C o n f l i c t , T h e m e a n d S e t t i n g .
Mr. Kochis – 7th Grade Reading 9/15/16 - Day 3 ATB: Summarizing Sentence Type 1: Write a topic sentence to summarize the story “Seventh Grade.” 1. Review Class Rules and Story Elements 2. Discuss Five Elements of a Story and “Seventh Grade” 2. “Seventh Grade” Vocabulary – Complete the vocabulary cards for the bold typed words in the story. Obj. 1. Summarize the story “Seventh Grade.” 2. Illustrate the meaning of the vocabulary terms for “Seventh Grade.”
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Side One Side One
Word: Word:
Illustration: Illustration:
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!"!!
Side One Side One
Word: Word:
Illustration: Illustration:
Side One Side One
Word: Word:
Illustration: Illustration:
Side One Side One
Word: Word:
Illustration: Illustration:
Name Name
Name Name
Name Name
Name Name
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Side Two Side Two
Definition: Definition:
Sentence: Sentence:
Side Two Side Two
Definition: Definition:
Sentence: Sentence:
Side Two Side Two
Definition: Definition:
Sentence: Sentence:
Side Two Side Two
Definition: Definition:
Sentence: Sentence:
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Mr.Kochis–7thGradeReading9/16/16-Day4ATB:AcademicVocabularyWritethedefinitionandanswerthequestionbelowforthewordAnalyze.Definition:breaksomethingdownmethodicallyintoparts
Synonyms(breakdown,deconstruct,examine)
Type 1. Analyze the mood of your favorite song.
Activities:1.KahootQuizonClassRulesandElementsofaStory2.PyramidOutline–Completelines1-8onthestorypyramidstudenttasksheet.Obj. 1. Summarize the story “Seventh Grade.”
NAME _______________________________________________ DATE _______________________________
STORY PYRAMID
Student Task Sheet Directions: Fill in the pyramid with the following information. Use your completed story pyramid as an outline for independently writing a one-paragraph summary of the literary work you read. Line 1. Write the theme of the literary work. Line 2. Write the first and last name of the main character (if applicable) or write the first name
of the main character and the name of another important character. Line 3. Write three characteristics of the main character (3 adjectives to describe this character). Line 4. Write four words that describe the setting. Line 5. Write five words to classify the kind of literary work that was read. Line 6. Using six words, write a sentence that states the problem or conflict in the literary work. Line 7. Using seven words, write a sentence that tells about an important event in the literary
work. Line 8. Using eight words, write a sentence that tells about the solution to the problem or conflict
in the literary work.
STORY PYRAMID
1.________
2.________ ________
3.________ ________ ________
4.________ ________ ________ ________
5.________ ________ ________ _______ ________
6. ________ ________ ________ ________ _______ ________
7. ________ ________ ________ ________ _______ _______ _______
8.______ ________ ________ ________ ________ _______ ________ ________
ASSESSMENT 2A.C
STORY PYRAMID AND SUMMARY
NAME _______________________________________________ DATE _______________________________
Exceeds standard (must receive 15 - 16 total points) Meets standard (must receive 11 - 14 total points) Approaches standard (must receive 7 - 10 total points) Begins standard or absent (must receive 4 - 6 total points)
PYRAMID SUMMARY Comprehension Story Elements Evidence of Text Transference of Story
Elements 4 !" Reader
demonstrates an accurate understanding of important information in the text by providing succinct, accurate, clear responses. !" Each word provides insightful information.
!" Reader uses information from the text to correctly identify the requested story elements.
!" Reader uses relevant and accurate text information in the summary. !" Most are specific and fully supported.
!" Reader smoothly transfers all story elements to the summary.
3 !" Reader demonstrates an accurate understanding of important information in the text by providing succinct, accurate, clear responses. !" Some words provide insightful information.
!" Reader uses information from the text to correctly identify most of the requested story elements.
!" Reader uses relevant and accurate text information in the summary. !" Some are specific; some may be general and not fully supported.
!" Reader transfers most story elements to the summary.
2 !" Reader demonstrates an understanding of important information in the text by providing some accurate responses. !" Lacks insight.
!" Reader uses information from the text to correctly identify some of the requested story elements.
!" Reader uses irrelevant or limited text information in the summary.
!" Reader transfers few story elements to the summary.
1 !" Reader demonstrates little or no understanding of the text. !" Responses may be inaccurate.
!" Reader uses little or no information from the text to identify the requested story elements.
!" Reader uses little text information in the summary.
!" Reader transfers little or none of the story elements to the summary.
Score
Source: Adapted from the ISAT Extended Response Reading Rubric.
ASSESSMENT 2A.C
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