Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
Monday, January 6, 2020 – Module 2, Unit 1, Lesson 5
Learning Targets:
• By engaging in a discussion with my classmates, I can analyze the characterization of
the central character and deepen my understanding of the plot, characters, & setting
• I can find textual evidence to illustrate the character traits of Lyddie.
• I can clarify and extend my understanding of the setting of Lyddie by watching a video
about the mill towns.
ELA/Literacy Standards: RL.7.3, RL.7.1, SL.7.1, SL.7.
Agenda:
1. Check for understanding of Chapters 6 and 7
2. Analyze Lyddie’s character
3. Watch a video clip about the mills
4. Read Chapter 8
Homework: Finish reading Chapter 8 and complete Reader’s Notes, Chapter 8.
Tuesday, January 7, 2020 – Module 2, Unit 1, Lesson 6
Learning Targets:
• I can use context clues—both in the sentence and on the page—to determine the
meaning of unknown words.
• By engaging in a discussion with my partner, I can analyze one section of Lyddie to
deepen my understanding of the plot, characters, and setting.
• I can cite specific textual evidence to explain what working conditions were like in the
mills and how they affected Lyddie.
ELA/Literacy Standards: RL.7.3, L.7.4, SL.7.1
Agenda:
1. Check for understanding of Chapter 8
2. Close reading
3. Add to Working Conditions Anchor Chart
Homework: Read Chapters 9 & 10 and complete Reader’s Notes for Chapters 9 & 10.
This Photo by Unknown Author is licensed under CC BY-SA-NC
Wednesday, January 8, 2020 – Module 2, Unit 1, Lesson 7
Learning Targets:
1. I can use context clues—both in the sentence and on the page—to determine the
meaning of unknown words.
2. By engaging in a discussion with my partner, I can analyze one section of Lyddie to
deepen my understanding of the plot, characters, and setting.
3. I can cite specific textual evidence to explain what working conditions were like in the
mills and how they affected Lyddie.
4. I can analyze how the author’s word choices create vivid descriptions of Lyddie’s
living and working conditions.
ELA/Literacy Standards: RL.7.1, RL.7.3, L.7.4, L.7.5, SL.7.1
Agenda:
1. Check for understanding of chapters 9 and 10
2. Close reading
3. Add to Working Conditions Anchor Chart
Homework:
Read Chapter 11 and complete Reader’s Notes for Chapter 11.
Thursday, January 9, 2020 – Module 2, Unit 1, Lesson 8
Learning Targets:
I can cite specific textual evidence to explain what working conditions were like in the
mills and how they affected Lyddie.
ELA/Literacy Standards: RL.7.1, RL.7.3
Agenda:
1. Do entry task and review homework
2. Work with textual evidence note-catcher
3. Add to Working Conditions Anchor Chart
Homework:
Read Chapters 12 & 13 and complete Reader’s Notes for Chapters 12 & 13.
Friday, January 10, 2020 – Module 2, Unit 1, Lesson 9
Learning Targets:
I can cite specific textual evidence to explain what working conditions were like in the
mills and how they affected Lyddie.
ELA/Literacy Standards: RL.7.1, RL.7.3, RL.7.4
Agenda:
1. Entry task and review homework
2. Review feedback from textual evidence note-catcher
3. Complete Mid-Unit Assessment
Homework: Read Chapter 14 and Reader’s Notes, Chapter 14.
Reminder:
• The chapter title, “Ills and Petitions,” tells you that you will learn more about the
petition for a shorter work day. Pay particular attention to the issue of the
petition, as it will be the next topic we focus on.
Monday, December 16, 2019 – Module 2, Unit 1, Lesson 3
Learning Targets:
1. I can analyze how plot, character, and setting interact in Lyddie.
2. I can use context clues—both in the sentence and on the page—to determine the
meaning of unknown words.
3. By engaging in a discussion with my partner, I can analyze one section of Lyddie to
deepen my understanding of the plot, characters, and setting.
ELA/Literacy Standards: RL.7.3, L.7.4, SL.7.1
Agenda:
1. Check for Understanding of Chapters 1 and 2
2. Discuss Reading Strategies
3. Read Chapter 3
Homework:
1. Required: Finish reading Chapter 3 and read Chapter 4 of Lyddie and complete
Lyddie Reader’s Notes, Chapters 3 and 4.
2. Optional: Read Chapter 5 of Lyddie.
Tuesday, December 17, 2019 – Module 2, Unit 1, Lesson 4
Learning Targets:
1. I can analyze how plot, character, and setting interact in Lyddie.
2. I can use context clues— both in the sentence and on the page—to determine the
meaning of unknown words.
3. By engaging in a discussion with my partner, I can analyze one section of Lyddie to
deepen my understanding of the plot, characters, and setting.
ELA/Literacy Standards: RL.7.3, L.7.4, SL.7.1
Agenda:
1. Check for understanding of Chapters 3 and 4
2. Read Chapter 6
3. Do a Close Read of an excerpt from Chapter 6
Homework:
1. Read Chapter 7 of Lyddie and complete Lyddie Reader’s Notes, Chapter 6 and
Chapter 7.
Wednesday, December 18, 2019 – Module 2, Unit 1, Lesson 5
Learning Targets:
• By engaging in a discussion with my classmates, I can analyze the characterization of
the central character and deepen my understanding of the plot, characters, & setting
• I can find textual evidence to illustrate the character traits of Lyddie.
• I can clarify and extend my understanding of the setting of Lyddie by watching a video
about the mill towns.
ELA/Literacy Standards: RL.7.3, RL.7.1, SL.7.1, SL.7.
Agenda:
5. Check for understanding of Chapters 6 and 7
6. Analyze Lyddie’s character
7. Watch a video clip about the mills
8. Read Chapter 8
Homework: Read Chapter 8 of Lyddie and complete Lyddie Reader’s Notes, Chapter 8.
Thursday, December 19, 2019 – Module 2, Unit 1, Lesson 6
Learning Targets:
• I can use context clues—both in the sentence and on the page—to determine the
meaning of unknown words.
• By engaging in a discussion with my partner, I can analyze one section of Lyddie to
deepen my understanding of the plot, characters, and setting.
• I can cite specific textual evidence to explain what working conditions were like in the
mills and how they affected Lyddie.
ELA/Literacy Standards: RL.7.3, L.7.4, SL.7.1
Agenda:
4. Check for understanding of Chapter 8
5. Close reading
6. Add to Working Conditions Anchor Chart
Homework: Read Chapters 9 and 10 of Lyddie and complete Reader’s Notes for
Chapters 9 and 10.
Friday, December 20, 2019 – Escape Room
Monday, December 9 – Module 1, Unit 2, Lesson 19
Learning Targets:
1. I can write a clear and organized analysis essay that makes a valid claim about
the theme of A Long Walk to Water
2. I can support my claim with details and quotes from A Long Walk to Water
3. I can use quotes correctly in my essay.
4. I can use correct grammar and punctuation in my essay.
5. I can use feedback from others to revise and improve my essay.
6. I can use new vocabulary appropriately in my essay.
Agenda:
Review feedback on your essay
Revise your essay
Homework: Finished essay is due by Thursday, December 12. If you typed it in Google
Docs, you do not need to reshare it. However, if you submitted through Office 365,
please reshare it.
Tuesday, December 10, 2019 – Module 2, Unit 1, Lesson 1
Learning Targets:
1. I can analyze photos, videos, and quotes to find a central theme.
2. I can synthesize the ideas of my classmates with my own.
ELA/Literacy Standards: SL.7.1, SL.7.2
Agenda:
1. Participate in a Gallery Walk
2. Create a Working Conditions Anchor Chart
Homework:
1. Read through the list of statements of working conditions. Decide what category each
will fit into on our Working Conditions anchor chart. Write that category in the blank.
2. Finished essay due Thursday
Wednesday, December 11, 2019 – Module 2, Unit 1, Lesson 2
Learning Targets:
1. I can analyze how plot, character, and setting interact in Lyddie.
2. I can use context clues—both in the sentence and on the page—to determine the
meaning of unknown words.
ELA/Literacy Standards: RL.7.3, L.7.4
Agenda:
1. Look at settings in the novel
2. Read Chapter 1 of Lyddie
3. Practice writing Reader’s Notes
Homework:
1. Finish reading Chapter 1 and read Chapter 2; complete Reader’s Notes for those
chapters.
2. Finished essay due tomorrow
Thursday, December 12, 2019 – Module 2, Unit 1, Lesson 3
Learning Targets:
4. I can analyze how plot, character, and setting interact in Lyddie.
5. I can use context clues—both in the sentence and on the page—to determine the
meaning of unknown words.
6. By engaging in a discussion with my partner, I can analyze one section of Lyddie to
deepen my understanding of the plot, characters, and setting.
ELA/Literacy Standards: RL.7.3, L.7.4, SL.7.1
Agenda:
4. Check for Understanding of Chapters 1 and 2
5. Discuss Reading Strategies
6. Read Chapter 3
Homework:
3. Required: Finish reading Chapter 3 and read Chapter 4 of Lyddie and complete
Lyddie Reader’s Notes, Chapters 3 and 4.
4. Optional: Read Chapter 5 of Lyddie.
Friday, December 13, 2019 – Module 2, Unit 1, Lesson 4
Learning Targets:
4. I can analyze how plot, character, and setting interact in Lyddie.
5. I can use context clues— both in the sentence and on the page—to determine the
meaning of unknown words.
6. By engaging in a discussion with my partner, I can analyze one section of Lyddie to
deepen my understanding of the plot, characters, and setting.
ELA/Literacy Standards: RL.7.3, L.7.4, SL.7.1
Agenda:
4. Check for understanding of Chapters 3 and 4
5. Read Chapter 6
6. Do a Close Read of an excerpt from Chapter 6
Homework:
2. Read Chapter 7 of Lyddie and complete Lyddie Reader’s Notes, Chapter 6 and
Chapter 7.
-
As a service-learning project to conclude 7th Grade Module 1, 6th and 7th Grade ELA
classes will be fundraising to donate to Water for South Sudan, the organization founded
by the main character, Salva Dut, of A Long Walk to Water written by Linda Sue Park.
December 2nd – Students will begin by developing public service announcements,
posters, a documentation panel, and video, as well as visiting homerooms to
promote awareness about water conditions in South Sudan.
December 16th – Students will sell pizza and pop to raise funds to donate to Water
for South Sudan on behalf of Bates Academy.
To learn about Mr. Dut’s organization, please visit his website:
https://www.waterforsouthsudan.org/.
https://tinyurl.com/BatesAcademy-Water4SouthSudan
Monday, December 2 – Module 1, Unit 3, Lesson 4
Learning Targets:
1. With support from peers and adults, I can use a writing process to ensure that
purpose and audience have been addressed. (W.7.5)
2. I can produce clear and coherent writing that is appropriate to task, purpose, and
audience. (W.7.4)
Agenda
1. Peer Critique
2. Feedback to Revise
HW – Finish revising your Two-Voice Poem
End of Unit Assessment Wednesday
Tuesday, December 3 – Work Time for Service-Learning Project
Wednesday, December 4 – Module 1, Unit 3, Lesson 5
Learning Targets:
1. I can cite several pieces of text-based evidence to support an analysis of
informational text. (RI.7.1)
2. I can select evidence from literary or informational texts to support analysis,
reflection, and research. (W.7.9)
3. I can use correct capitalization, punctuation, and spelling to send a clear message
to my reader. (L.7.2)
Agenda:
1. Complete an End of Unit 3 Assessment
2. Look at how a writer uses conventions in a Model Two-Voice Poem
3. Think about how to revise your own Two-Voice Poem
Homework
1. Revise your two-voice poem for conventions. Bring all two-voice poem work to
turn in (Gathering Evidence graphic organizer, poem planner, final draft of the
poem).
2. Practice reading your poem aloud before you come back to class. Reading it to
your family would be a great way to share your work with them.
Thursday, December 5 – Module 1, Unit 3, Lesson 6
Learning Targets:
1. I can use effective speaking techniques (appropriate eye contact, adequate
volume, and clear pronunciation). (SL.7.4)
2. I can use correct grammar and usage when writing or speaking. (L.7.1)
Agenda:
1. Review learning targets and a rubric for reading your poem aloud
2. Read your poem aloud for the class
Homework: Read your independent novel
Friday, December 6 – Module 1, Unit 2, Lesson 19
Learning Targets:
7. I can write a clear and organized analysis essay that makes a valid claim about
the theme of A Long Walk to Water
8. I can support my claim with details and quotes from A Long Walk to Water
9. I can use quotes correctly in my essay.
10. I can use correct grammar and punctuation in my essay.
11. I can use feedback from others to revise and improve my essay.
12. I can use new vocabulary appropriately in my essay.
Agenda:
Review feedback on your essay
Revise your essay
Homework: None! You’ve finished Module 1. Yay!!!
Monday, November 25 – Mrs. Jones was absent
Tuesday, November 26
Complete typed draft of Two-Voice Poem
HW – Finish draft. Be sure to share it with Mrs. Jones
Monday, November 18 – Module 1, Unit 2, Lesson 18
Learning Targets:
1. I can plan and write a two-voice poem that compares and contrasts how Salva and Nya survived in the challenging environment of South Sudan.
2. I can gather evidence from informational texts for my two-voice poem.
ELA/Literacy Standards: RI.7.1; RL.7.9; W.7.3
Agenda: 1. Discuss some vocabulary in context 2. Gather evidence from informational text in preparation for writing 3. Continue working on your poem
Homework: Finish adding evidence from informational text and the novel to your graphic organizer.
Tuesday, November 19
Article of the Week
1. Read
2. Annotate
3. Write Essay in Response
Wednesday, November 20 – Module 1, Unit 3, Lesson 1
Learning Target:
I can explain how Park compares and contrasts Nya and Salva to convey ideas about
how people survive in Sudan.
ELA/Literacy Standards: RL.7.6
Agenda: 1. Review juxtaposition 2. Practice with juxtaposition
Homework – Read Independent Novel
Mid-Unit 3 Assessment tomorrow
Thursday, November 21 – Module 1, Unit 3, Lesson 2
Learning Target: 1. I can explain how Park compares and contrasts Salva and Nya to convey ideas
about how people survive in Sudan. 2. I can plan and write a two-voice poem that compares and contrasts Salva and Nya
to convey my own ideas about how people survived in the challenging environment of South Sudan.
ELA/Literacy Standards: RL.7.1, RL.7.2, RL.7.6, RL.7.9, W.7.3
Agenda: 1. Mid-Unit 3 Assessment 2. Plan for Two-Voice Poem
Homework – Read Independent Novel
NOTE: I delayed lesson 19 until 11/22 in order to make sure I had time to read and give
feedback on all drafts.
Friday, November 22 – Module 1, Unit 2, Lesson 19
Learning Targets:
1. I can write a clear and organized analysis essay that makes a valid claim about the theme of A Long Walk to Water.
2. I can support my claim with details and quotes from A Long Walk to Water. 3. I can use quotes correctly in my essay. 4. I can use correct grammar and punctuation in my essay. 5. I can use feedback from others to revise and improve my essay. 6. I can use new vocabulary appropriately in my essay.
ELA/Literacy Standards: W.7.2, W.7.5, W.7.8, W.7.9, L.7.1, L.7.2, L.7.6
Agenda: 3. Review feedback on your essay 4. Revise your essay
Homework: Finish adding evidence from informational text and the novel to your graphic organizer.
Monday, November 11 – Module 1, Unit 2, Lesson 16
Learning Targets:
1. I can write an organized explanatory essay about the theme of survival. 2. In my essay, I can support my claim with details and quotes from the novel
ELA/Literacy Standards: RL.7.1, RL.7.2, W.7.2, W.7.4, W.7.9, L.7.6
Agenda:
1. Evaluate rubric criteria for introductions and conclusions in essays
2. Plan your essay’s introduction and conclusion 3. Begin writing your essay’s introduction and conclusion
Homework: Finish the body paragraphs of your essay. Be sure that the details and quotes you plan to use are correct.
Tuesday, November 12 – Module 1, Unit 2, Lesson 17
Learning Targets:
1. I can plan and write a two-voice poem that compares and contrasts how Salva and Nya survived in the challenging environment of South Sudan.
2. I can gather evidence from A Long Walk to Water for my two-voice poem.
ELA/Literacy Standards: RL.7.6; W.7.3
Agenda: 1. Discuss some vocabulary in context 2. Compare and contrast Nya and Salva 3. Gather evidence from the novel in preparation for writing
Homework: Answer the questions in your workbook related to the Author’s Note
Wednesday, November 13 – Module 1, Unit 2, Lesson 18
Learning Targets:
3. I can plan and write a two-voice poem that compares and contrasts how Salva and Nya survived in the challenging environment of South Sudan.
4. I can gather evidence from informational texts for my two-voice poem.
ELA/Literacy Standards: RI.7.1; RL.7.9; W.7.3
Agenda: 4. Discuss some vocabulary in context 5. Gather evidence from informational text in preparation for writing 6. Continue working on your poem
Homework: Finish adding evidence from informational text and the novel to your graphic organizer.
Thursday, November 14 – Module 1, Unit 3, Lesson 1
Learning Target:
I can explain how Park compares and contrasts Nya and Salva to convey ideas about
how people survive in Sudan.
ELA/Literacy Standards: RL.7.6
Agenda: 3. Review juxtaposition 4. Practice with juxtaposition
Homework – Read Independent Novel
Mid-Unit 3 Assessment tomorrow
Friday, November 15 – Module 1, Unit 3, Lesson 2
Learning Target: 3. I can explain how Park compares and contrasts Salva and Nya to convey ideas
about how people survive in Sudan. 4. I can plan and write a two-voice poem that compares and contrasts Salva and Nya
to convey my own ideas about how people survived in the challenging environment of South Sudan.
ELA/Literacy Standards: RL.7.1, RL.7.2, RL.7.6, RL.7.9, W.7.3
Agenda: 5. Mid-Unit 3 Assessment 6. Plan for Two-Voice Poem
Homework – Read Independent Novel
NOTE: I delayed lesson 19 until 11/18 in order to make sure I had time to read and give
feedback on all drafts.
Monday, November 18 – Module 1, Unit 2, Lesson 19
Learning Targets:
7. I can write a clear and organized analysis essay that makes a valid claim about the theme of A Long Walk to Water.
8. I can support my claim with details and quotes from A Long Walk to Water. 9. I can use quotes correctly in my essay. 10. I can use correct grammar and punctuation in my essay. 11. I can use feedback from others to revise and improve my essay. 12. I can use new vocabulary appropriately in my essay.
ELA/Literacy Standards: W.7.2, W.7.5, W.7.8, W.7.9, L.7.1, L.7.2, L.7.6
Agenda: 7. Review feedback on your essay 8. Revise your essay
Homework: Finish adding evidence from informational text and the novel to your graphic organizer.
Week of November 3, 2019 Monday, November 4, 2019 – Module 1, Unit 2, Lesson 13
Learning Targets:
1. I can make connections between details in A Long Walk to Water.
2. I can describe how these details support the theme of survival.
3. I can discuss new vocabulary from the NYS Grade 6–8 Expository Writing
Evaluation rubric.
ELA/Literacy Standards: W.7.1, W.7.2, L.7.6
Agenda:
1. Continue working with the Forming Evidence-Based Graphic Organizer
2. Analyze the NYS Grade 6–8 Expository Writing Evaluation rubric.
Homework: If you did not finish filling out your organizer, please finish it tonight.
Tuesday, November 5, 2019 – No School
Wednesday, November 6 – Module 1, Unit 2, Lesson 14
Learning Targets:
1. I can select details that support my claim about the theme of A Long Walk to
Water.
2. I can look at a model essay to see how it supports a claim with details.
ELA/Literacy Standards: RL.7.1, RL.7.2, W.7.2, L.7.6
Agenda:
1. Continue to look at the Model Essay and its supporting details
2. Analyze criteria in a writing rubric
3. Plan your essay
Homework: Fill in body paragraph 2 on the Planning Your Essay sheet.
Homework: Read from independent novel
Thursday, November 7 – Module 1, Unit 2, Lesson 15
Learning Targets:
1. I can organize my details from so they support my claim/thesis,
2. I can ensure my quotes are accurate and punctuated correctly.
ELA/Literacy Standards: RL.7.1, RL.7.2, W.7.2, W.7.4, W.7.9, L.7.6
Agenda:
1. Continue to analyze criteria on a writing rubric.
2. Continue to plan your essay.
3. Begin writing your essay. You’ll finish your draft after Lesson 16 and revise in
Lesson 19.
Homework:
• Finish the body paragraphs of your essay. Be sure that the details and quotes
you plan to use are correct.
• Also check that you have a clear topic sentence in each paragraph that names
the factor for survival that you are discussing.
• And be sure to check that you have good evidence and explanations of how your
evidence supports your survival factor.
Friday, November 7 – Module 1, Unit 2, Lesson 16
Learning Targets:
a. I can write an organized explanatory essay about the theme of survival.
b. In my essay, I can support my claim with details and quotes from the novel.
ELA/Literacy Standards: RL.7.1, RL.7.2, W.7.2, W.7.4, W.7.9, L.7.6
Agenda:
c. Evaluate rubric criteria for introductions and conclusions in essays
d. Plan your essay’s introduction and conclusion
e. Begin writing your essay’s introduction and conclusion Homework:
• Finish the body paragraphs of your essay. Be sure that the details and quotes
you plan to use are correct.
Week of October 27, 2019 Monday, October 28 – Module 1, Unit 2, Lesson 12
Learning Targets:
1. I can use correct punctuation of quotes.
2. I can analyze a model essay on A Long Walk to Water using a rubric.
3. I can discuss new vocabulary from the NYS Grade 6–8 Expository Writing
Evaluation rubric.
ELA/Literacy Standards: W.7.2, W.7.8. L.7.6
Agenda:
1. Review learning targets for this lesson
2. Review NYS 6–8 Expository Writing Evaluation Rubric
3. Analyze the Model Essay Using the Rubric
4. Compare the Rubric to “What Makes a Literary Analysis Essay Effective?” Anchor
Chart
Homework: Read Independent Novel
Tuesday, October 29 – Module 1, Unit 2, Lesson 13 – Mrs. Jones was absent
Learning Targets:
4. I can make connections between details in A Long Walk to Water.
5. I can describe how these details support the theme of survival.
6. I can discuss new vocabulary from the NYS Grade 6–8 Expository Writing
Evaluation rubric.
ELA/Literacy Standards: W.7.1, W.7.2, L.7.6
Agenda:
3. Continue working with the Forming Evidence-Based Graphic Organizer
4. Analyze the NYS Grade 6–8 Expository Writing Evaluation rubric.
Homework: If you did not finish filling out your organizer, please finish it tonight.
Wednesday, October 30 – To be determined
Homework: Read from independent novel
Thursday, October 31 – Module 1, Unit 2, Lesson 14 – Mrs. Jones was absent
Learning Targets:
3. I can select details that support my claim about the theme of A Long Walk to
Water.
4. I can look at a model essay to see how it supports a claim with details.
ELA/Literacy Standards: RL.7.1, RL.7.2, W.7.2, L.7.6
Agenda:
4. Continue to look at the Model Essay and its supporting details
5. Analyze criteria in a writing rubric
6. Plan your essay
Homework: Fill in body paragraph 2 on the Planning Your Essay sheet.
Friday, November 1 – Module 1, Unit 2, Lesson 15 – Mrs. Jones was absent
Learning Targets:
3. I can organize my details from so they support my claim/thesis,
4. I can ensure my quotes are accurate and punctuated correctly.
ELA/Literacy Standards: RL.7.1, RL.7.2, W.7.2, W.7.4, W.7.9, L.7.6
Agenda:
4. Continue to analyze criteria on a writing rubric.
5. Continue to plan your essay.
6. Begin writing your essay. You’ll finish your draft after Lesson 16 and revise in
Lesson 19.
Homework:
• Finish the body paragraphs of your essay. Be sure that the details and quotes
you plan to use are correct.
• Also check that you have a clear topic sentence in each paragraph that names
the factor for survival that you are discussing.
• And be sure to check that you have good evidence and explanations of how your
evidence supports your survival factor.
Week of October 20, 2019 Monday 10/21/19 – Module 1, Unit 2, Lesson 8
Learning Targets:
1. I can effectively engage in discussions with my classmates about our reading.
2. I can explain how comparing and contrasting Salva’s and Nya’s points of view in the
second part of the novel helps Park convey ideas about how people in Sudan
survive.
3. I can explain the physical and emotional factors that helped Nya and Salva to
survive in A Long Walk to Water.
ELA/Literacy Standards: RL.7.2, RL.7.6, SL.7.1, L.7.4
Agenda:
1. Vocabulary Entry Task/Reader’s Dictionary
2. Discussion of novel
3. Discuss Water for Southern Sudan
Homework:
Read parts of the website Water for South Sudan. www.waterforsouthsudan.org.
(printed out in the workbook) and answer the questions. We will be discussing these
texts Monday and using them for an assessment.
Mid-Unit 2 Assessment tomorrow
Tuesday 10/22/19 – Module 1, Unit 2, Lesson 9
Learning Targets:
1. I can explain how Water for South Sudan involves Sudanese villagers in the process
of drilling wells, and the effects that drilling a well can have on a village.
2. I can explain how the author of A Long Walk to Water both used and altered history
(based on my comparison of the novel and Water for South Sudan’s website).
ELA/Literacy Standards: RL.7.1, RL.7.9, RI.7.1
Agenda:
1. Discuss Water for South Sudan Homework Assignment: Text-Dependent Questions
2. Take the Mid-Unit 2 Assessment
Homework:
1. Rewrite the sentences from A Long Walk to Water in your own words.
2. Make sure you are correctly explaining the underlined words. The page number after
each sentence indicates the page in the book where you can find the sentence.
Wednesday 10/23/19 – Module 1, Unit 2, Lesson 10
Learning Targets:
1. I can select pieces of textual evidence that show the factors that help Salva survive.
ELA/Literacy Standards: RL.7.2, RL.7.2
Agenda:
1. Discuss the writing prompt
2. Begin finding evidence for your essay
Homework: If you did not finish putting important details, quotes, and page numbers on
the Forming Evidence-Based Claims graphic organizer, finish Row 1.
Thursday 10/24/19 – Module 1, Unit 2, Lesson 11
Learning Targets:
1. I can analyze a model literary analysis essay to determine its strengths.
2. I can use quotes effectively in my writing.
3. I can punctuate quotes correctly in my writing.
ELA/Literacy Standards: W.7.2, W.7.8. L.7.6
Agenda:
1. Review what makes a Literary Analysis Essay effective.
2. Discuss effective use of quotes in essays
3. Practice using quotes
Homework:
1. Select three important quotes from A Long Walk to Water that you have on
your Gathering Textual Evidence organizer or your Reader’s Notes.
2. Put your three quotes into sentences smoothly, punctuating them
correctly and giving the page number from the book in parentheses after
the quote.
Friday 10/25/19 – Module 1, Unit 2, Lesson 12
Learning Targets:
4. I can use correct punctuation of quotes.
5. I can analyze a model essay on A Long Walk to Water using a rubric.
6. I can discuss new vocabulary from the NYS Grade 6–8 Expository Writing
Evaluation rubric.
ELA/Literacy Standards: W.7.2, W.7.8. L.7.6
Agenda:
5. Review learning targets for this lesson
6. Review NYS 6–8 Expository Writing Evaluation Rubric
7. Analyze the Model Essay Using the Rubric
8. Compare the Rubric to “What Makes a Literary Analysis Essay Effective?” Anchor
Chart
Homework: Read Independent Novel
Week of October 13, 2019 Monday 10/14/19 – Module 1, Unit 2, Lesson 4
Learning Targets:
1. I can use context clues to determine the meaning of words.
2. I can break a word into parts in order to determine its meaning and figure out what
words it is related to.
3. I can explain what juxtaposition means and list several ways Salva and Nya are
juxtaposed.
4. I can explain one way in which juxtaposing these characters helps the author
compare and contrast their points of view. ELA/Literacy Standards: L7.4, WL7.6
Agenda:
4. Vocabulary Entry Task/Reader’s Dictionary
5. “Take a Stand” activity
6. Learn about Juxtaposition and how it’s used in the text
Homework:
1. Reread Chapters 9 and 10 and add two quotes to your Gathering Textual Evidence
graphic organizer.
2. Read Chapters 11–13 and complete the Reader’s Notes (both parts) for these new
chapters.
Tuesday 10/15/19 – Module 1, Unit 2, Lesson 5
Learning Targets:
1. I can define words from A Long Walk to Water in my Reader’s Dictionary.
2. I can continue to select evidence to explain what happens to Salva and Nya
3. I can select a quote from A Long Walk to Water and explain how it illustrates a factor
in how Nya and/or Salva survive.
ELA/Literacy Standards • RL.7.1, RL.7.2 • W.7.9 • L.7.4 Agenda:
1. Vocabulary Entry Task/Reader’s Dictionary
2. Review Chapters 11-13
3. Practice writing a short constructed response
Homework:
1. Reread Chapters 11–13 and add quotes to Gathering Textual Evidence graphic
organizer.
2. Read Chapters 14–15 and complete Reader’s Notes (both parts) for these new
chapters.
Wednesday 10/16/19 – Module 1, Unit 2, Lesson 6
Learning Targets:
1. I can use context clues to deter Gathering Textual Evidence graphic organizer for
Chapters 11-13 (from homework) mine word meanings.
2. I can compare the accounts of survival in “Time Trip: Sudan’s Civil War” and A Long
Walk to Water.
3. I can cite several pieces of text-based evidence to support my comparison of “Time
Trip: Sudan’s Civil War” and the novel A Long Walk to Water. ELA/Literacy
Standards: RL.7.2, RL.7.9, RI.7.1, L.7.4
Agenda:
1. Vocabulary Entry Task/Reader’s Dictionary
2. Review Chapters 11-13
3. Practice writing a short constructed response
Homework: Due Monday 10/21/19
1. Reread Chapters 14 and 15. Add two quotes to your Gathering Textual Evidence
graphic organizer.
2. Read Chapters 16-18 and complete the Reader’s Notes (both parts) for these
chapters.
3. Reread Chapters 16-18. Add two quotes to your Gathering Textual Evidence graphic
organizer.
Thursday 10/17/19 – Module 1, Unit 2, Lesson 7
Learning Targets:
1. I can cite several pieces of text-based evidence from “Time Trip: Sudan’s Civil War”
to support my analysis of the experience of people in South Sudan.
2. I can compare and contrast the accounts of survival in “Time Trip: Sudan’s Civil War”
and A Long Walk to Water.
3. I can analyze how Linda Sue Park used or altered history in A Long Walk to Water.
ELA/Literacy Standards: RL.7.2, RL.7.9, RI.7.1
Agenda:
1. Review Chapters 14 and 15 in A Long Walk to Water.
2. Reread an informational text, “Time Trip: Sudan’s Civil War”
3. Compare the novel and the informational text.
Homework: Due Monday 10/18/19
1. Reread Chapters 14 and 15. Add two quotes to your Gathering Textual Evidence
graphic organizer.
2. Read Chapters 16-18 and complete the Reader’s Notes (both parts) for these
chapters.
3. Reread Chapters 16-18. Add two quotes to your Gathering Textual Evidence graphic
organizer.
Friday 10/18/19 – Module 1, Unit 2, Lesson 8 Learning
Targets:
1. I can effectively engage in discussions with my classmates about our reading.
2. I can explain how comparing and contrasting Salva’s and Nya’s points of view in the
second part of the novel helps Park convey ideas about how people in Sudan
survive.
3. I can explain the physical/emotional factors that helped Nya and Salva to survive.
ELA/Literacy Standards: RL.7.2, RL.7.6, SL.7.1, L.7.4
Agenda:
1. Review Reader’s Dictionary and add to Salva/Nya Anchor Chart
2. World Cafe to discuss the novel
Homework: Read parts of the website Water for South Sudan.
www.waterforsouthsudan.org. (printed out in the workbook) and answer the questions.
We will be discussing these texts Monday and using them for an assessment.
Week of October 6, 2019 Monday 10/7/19 – Module 1, Unit 1, Lesson 13
Learning Targets:
1. I can select evidence from “Sudanese Tribes Confront Modern War” to support
analysis of the perspectives of the Nuer and Dinka tribes of Southern Sudan.
2. I can annotate text to help me track important ideas.
3. I can use context clues to determine word meanings.
ELA/Literacy Standards: L7.4, W.7.9
Agenda:
1. Select evidence to use in writing from “Sudanese Tribes Confront Modern War.”
2. Read a new Washington Post article titled, “Loss of Culturally Vital Cattle Leaves
Dinka Tribe Adrift in Refugee Camps,” for gist.
Homework: With the article “Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in
Refugee Camps,” reread Excerpt 1. Then do a first read of Excerpt 2. Try to figure out
any of the words in bold. As you read, continue to think about how war has changed
things for the Dinka
Tuesday 10/8/19 – Module 1, Unit 1, Lesson 14
Learning Targets:
1. I can cite several pieces of text-based evidence to support an analysis of the
article “Loss of Culturally Vital Cattle Leaves Dtinka Tribe Adrift in Refugee
Camps.”
2. 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.
ELA/Literacy Standards • RI.7.1, W.7.4, W.7.9
Agenda:
1. End of Unit Assessment
2. Discuss thoughts about the novel so far
3. i-Ready lessons
Homework: Read Independent Novel
Wednesday 10/9/19 – Module 1, Unit 2, Lesson 1
Learning Targets:
1. I can effectively engage in discussions with different Discussion
Appointment partners.
2. I can identify a central theme in A Long Walk to Water. ELA/Literacy
Standards: SL.7.1, RL.7.2
Agenda:
1. Make Discussion appointments
2. Learn about Theme
3. Begin a survival anchor chart
Homework:
1. Read Chapter 6 in A Long Walk to Water.
2. Fill in Gist on Reader’s Notes in Reading Packet 1.
Thursday 10/9/19 – Module 1, Unit 2, Lesson 2
Learning Targets:
1. I can use context clues (in the sentence or on the page) to determine the
meaning of words in A Long Walk to Water.
2. 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.
ELA/Literacy Standards L.7.4, RL.7.2:
Agenda:
1. Vocabulary entry task
2. Review learning targets
3. Reading closely: Guiding Questions resource
4. Continue adding to survival anchor chart
Homework:
1. Read Chapters 7 and 8 in A Long Walk to Water.
2. Complete Reader’s Notes, Parts 1 (Gist Notes) and 2 (Reader’s Dictionary), for
these chapters.
Friday 10/10/19 – Module 1, Unit 2, Lesson 3 Learning
Targets:
1. I can use context clues (in the sentence or on the page) to determine the
meaning of words in A Long Walk to Water.
2. I can break a word into parts in order to determine its meaning and figure out
what words it is related to.
3. 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.
4. 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.
ELA/Literacy Standards • L.7.4, RL.7.1, RL.7.2 Agenda:
1. Vocabulary Entry Task/Reader’s Dictionary
2. Add to Survival anchor charts
3. Partner work to gather evidence
Week of September 29, 2019 Monday 9/30/19 – Module 1, Unit 1, Lesson 9
Learning Targets:
1. I can analyze how Linda Sue Park develops and contrasts the points of view of Nya
and Salva.
2. I can effectively engage in discussions with my classmates about our reading.
3. I can select ideas from my notes to support my analysis of the characters Nya and
Salva.
ELA/Literacy Standards: RL.7.1, RL.7.6, SL.7.1, W.7.9
Agenda:
1. Reflect on learning and review learning targets.
2. Work in small groups discussing 3 questions.
3. Complete a pre-writing organizer about what you learned today.
Homework: Read independent novel for 20 minutes
Tuesday 10/1/19 – Module 1, Unit 1, Lesson 10
Learning Targets:
1. I can make connections from “Sudanese Tribes Confront Modern War” to A Long
Walk to Water.
2. I can annotate text to help me track important ideas in Excerpt 1 of “Sudanese
Tribes Confront Modern War.”
3. I can use context clues to determine word meanings.
ELA/Literacy Standards: RL.7.1, RL.7.2, L.7.4
Agenda:
1. Read Excerpt 1 from “Sudanese Tribes Confront Modern War.”
2. Discuss how the article relates to A Long Walk to Water.
Homework: Reread Excerpt 1 of “Sudanese Tribes Confront Modern War” for a third
time and complete the Gathering Evidence graphic organizer for Excerpt 1 only.
Wednesday 10/2/19 – Count Day Activities
Thursday 10/3/19 – Module 1, Unit 1, Lesson 11
Learning Targets:
1. I can make connections from “Sudanese Tribes Confront Modern War” to A Long
Walk to Water.
2. I can use context clues to determine word meanings.
3. I can cite several pieces of text-based evidence to support an analysis of excerpts
from “Sudanese Tribes Confront Modern War.” ELA/Literacy Standards: RI.7.2, L7.4,
RI.7.1
Agenda:
1. Analyze Excerpt 1 from “Sudanese Tribes Confront Modern War.”
2. Discuss how the article relates to A Long Walk to Water.
Homework: Reread Excerpt 2 of “Sudanese Tribes Confront Modern War” and annotate
the text for gist.
Friday 10/3/19 – Module 1, Unit 1, Lesson 12
Learning Targets:
1. I can make connections from the text ‘Sudanese Tribes Confront Modern War’ to the
novel A Long Walk to Water.
2. I can use context clues to determine word meanings.
3. I can cite several pieces of text-based evidence to support an analysis of excerpts
from the article ‘Sudanese Tribes Confront Modern War.’ ELA/Literacy Standards:
R7.4, RI.7.1
Agenda:
1. Read Excerpt 2 from “Sudanese Tribes Confront Modern War.”
2. Discuss how the article relates to A Long Walk to Water.
Homework: Continue reading your independent reading book for this unit at home.
Friday 10/4/19 – Module 1, Unit 1, Lesson 13
Learning Targets:
4. I can select evidence from “Sudanese Tribes Confront Modern War” to support
analysis of the perspectives of the Nuer and Dinka tribes of Southern Sudan.
5. I can annotate text to help me track important ideas.
6. I can use context clues to determine word meanings.
ELA/Literacy Standards: L7.4, W.7.9
Agenda:
3. Select evidence to use in writing from “Sudanese Tribes Confront Modern War.”
4. Read a new Washington Post article titled, “Loss of Culturally Vital Cattle Leaves
Dinka Tribe Adrift in Refugee Camps,” for gist.
Homework: With the article “Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in
Refugee Camps,” reread Excerpt 1. Then do a first read of Excerpt 2. Try to figure out
any of the words in bold. As you read, continue to think about how war has changed
things for the Dinka.
Week of September 22, 2019 Monday 9/23/19 – Module 1, Unit 1, Lesson 5
Learning Targets:
1. I can cite several pieces of text-based evidence to support my analysis of Nya’s and
Salva’s character in A Long Walk to Water.
2. I can analyze how Linda Sue Park develops and contrasts the points of view of Nya
and Salva in A Long Walk to Water.
ELA/Literacy Standards: RL7.1, RL.7.2
Agenda:
1. Read Chapter 3 and write gist in your Reader’s Notes.
2. Pay attention to specific words in the text that you don’t know, or words you think are
particularly important to help you understand Nya’s and Salva’s points of view.
3. Discussion
Homework: Read for 20 minutes
Tuesday 9/24/19 – Module 1, Unit 1, Lesson 6
Learning Targets:
1. I can cite several pieces of text-based evidence to support my analysis of the
experience of people in South Sudan from “Time Trip: Sudan’s Civil War.”
2. I can annotate text to help me track important ideas in the article.
3. I can make connections from the “Time Trip: Sudan’s Civil War” A Long Walk to
Water.
ELA/Literacy Standards: RL7.1, RL.7.2
Agenda:
1. Read an informational text about The Lost Boys of Sudan.
2. Learn how to annotate a text to “get the gist.” Homework:
• Read Chapter 4 of A Long Walk to Water for gist
• Record in Columns 1, 2, and 4 in your Reader’s Notes
• Circle words that seem important related to our Guiding Question: “How do
culture, time, and place influence the development of identity?”
Wednesday 9/25/19 – Module 1, Unit 1, Lesson 7
Learning Targets:
1. I can cite several pieces of text-based evidence to support my analysis of Nya’s and
Salva’s characters in A Long Walk to Water.
2. I can analyze how Linda Sue Park develops and contrasts the points of view of Nya
and Salva in A Long Walk to Water. ELA/Literacy Standards: RL7.1, RL.7.6
Agenda:
Answer Selected Response Questions by gathering evidence and making inferences
Homework: Read Chapter 5 for gist and complete Columns 1, 2, and 4 in your Reader’s
Notes graphic organizer
Mid Unit Assessment tomorrow
Thursday 9/26/19 – Module 1, Unit 1, Lesson 8 (1st hour did this Thursday, 7th hour
did this Friday due to an assembly) Learning Targets:
1. I can cite several pieces of text-based evidence to support my analysis of Nya’s and
Salva’s characters in A Long Walk to Water.
2. I can analyze how Linda Sue Park develops and contrasts the points of view of Nya
and Salva in A Long Walk to Water. ELA/Literacy Standards: RL7.1, RL.7.6
Agenda:
1. Share gist of chapter 5
2. Mid-Unit Assessment
Homework: Read independent novel for 20 minutes
Friday 9/27/19 – 1st hour read an Article of the Week due to PSAT testing. 7th hour took
the Mid-Unit Assessment
Week of September 15, 2019 Monday 9/16/19 – Module 1, Unit 1, Lesson 1
Learning Targets:
1. I can effectively participate in discussion with my classmates.
2. I can determine the meaning of visual representations on a map.
3. I can read for gist as we begin Chapter 1 in A Long Walk to Water.
ELA/Literacy Standards: RL.7.2, SL.7.1
Agenda:
1. Learn what learning targets are and how to work with them
2. Read the map of the setting for A Long Walk to Water
3. Begin reading A Long Walk to Water
Homework: Read for 20 minutes
Tuesday 9/17/19 – Module 1, Unit 1, Lesson 2
Learning Targets:
1. I can effectively participate in discussion with my classmates.
2. I can determine the central ideas of Chapter 1 of A Long Walk to Water.
3. I can determine the meaning of visual representations on a map.
ELA/Literacy Standards: RL.7.2, SL.7.1
Agenda:
1. Learn about how to be a “close reader”
2. Continue reading A Long Walk to Water
Homework:
1. Reread Chapter 1 and add to Reader’s Notes (Column 5).
2. Read Chapter 2 of A Long Walk to Water.
3. Write statements in your Reader’s Notes (Columns 1, 2, and 4) about the gist:
what Chapter 2 is mostly about.
4. Share the Letter to Families and get it signed by a parent or guardian!*
Wednesday 9/18/19 – Module 1, Unit 1, Lesson 3
Learning Targets:
1. I can determine the central ideas of Chapter 2 of A Long Walk to Water.
2. I can analyze how the author, Linda Sue Park, develops and contrasts the points
of view of Nya and Salva in A Long Walk to Water.
3. I can effectively engage in discussions with my classmates about our reading of
A Long Walk to Water.
ELA/Literacy Standards: RL.7.2, RL.7.6, SL.7.1
Agenda:
1. Deepen our understanding of Chapter 2 of A Long Walk to Water.
2. Practice having academic discussions by reviewing our gist summaries and by
sharing our responses to text-dependent questions.
Homework
1. Reread Chapter 2 and keep adding to Columns 3 and 5 of your Reader’s Notes.
2. Answer in writing: What new thinking do you have after our Back-to-Back and Face-
to-Face discussion?
Thursday 9/19/19 – Module 1, Unit 1, Lesson 4
Learning Targets:
3. I can cite several pieces of text-based evidence to support my analysis of Nya’s and
Salva’s character in A Long Walk to Water.
4. I can analyze how Linda Sue Park develops and contrasts the points of view of Nya
and Salva in A Long Walk to Water. ELA/Literacy Standards: RL7.1, RL.7.6
Agenda:
5. Finish your first reading of Chapter 3, including reading for the gist in your Reader’s
Notes.
6. Pay attention to specific words in the text that you don’t know, or words you think are
particularly important to help you understand Nya’s and Salva’s points of view.
Homework: Read for 20 minutes
Friday 9/20/19 – Module 1, Unit 1, Lesson 5
Learning Targets:
7. I can cite several pieces of text-based evidence to support my analysis of Nya’s and
Salva’s character in A Long Walk to Water.
8. I can analyze how Linda Sue Park develops and contrasts the points of view of Nya
and Salva in A Long Walk to Water. ELA/Literacy Standards: RL7.1, RL.7.6
Agenda:
9. Finish your first reading of Chapter 3, including reading for the gist in your Reader’s
Notes.
10. Pay attention to specific words in the text that you don’t know, or words you think are
particularly important to help you understand Nya’s and Salva’s points of view.
Homework: Read for 20 minutes
Week of September 8, 2019 Monday 9/9/19
iReady Testing
Tuesday 9/10/19 iReady
Testing
Wednesday 9/11/19 iReady
Testing
Thursday 9/12/19 iReady
Testing
Friday 9/13/19 – Mrs. Jones was absent