Reminder: **Phones must be off/on silence and stored in a Yondr Pouch during school hours** Phone can be confiscated if found on the "person" of a student according to SCS Cell Phone Policy below:
www.scsk12.org/academic/files/2017/student%20handbook%202017-18(6.30.17)final.pdf ***Sign up for my Class Remind to get notifications ****Do your homework! It is very critical to your success at school. Notes for the Module**For Module 1, Unit 2:
-We will use pages 54 – 68 to put all the notes from each chapter. -I will look at these pages for your Journal Checks. -You can use the note pages in the “Lessons”, but it's better to keep all the notes in one place. Learning Targets: (I Can)**Standards Learned:
Reading I can select pieces of textual evidence that show the factors of working conditions inside Garment Factories during Modern Times. (7.RL&RI.KID.1) 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. (7.RL.KID.1) I can explain what juxtaposition means and list several ways in which Salva and Nya are juxtaposed in A Long Walk to Water. I can explain one way in which juxtaposing these characters helps the author compare and contrast their points of view. I can compare the accounts of survival in "Time Trip: Sudan's Civil War" and A Long Walk to Water. I can define words from A Long Walk to Water in my Reader's Dictionary. I can analyze how Linda Sue Park used or altered history in A Long Walk to Water. 7.RI.KID.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. 7.L.VAU.4 I can use context clues (in the sentence or on the page) to determine the meaning of words in A Long Walk to Water. I can break a word into parts in order to determine its meaning and figure out what words it is related to. I can Writing 7.W.RB PK.9 Language 7.L.VAU.4 I can use a variety of strategies to determine the meaning of unknown words or phrases. Speaking/Listening 7.SL.CC.1 Power Standards for 7th Grade ELAPower Standards for 1st District Assessment:
7.RL.KID.1 7.RL.KID.2 7.RI.IKI.L9 7.RI.CS.6 7.L.VAU.6 POWER STANDARDS REVIEW FOR FRIDAY: 7.RL.KID.1, 7.RL.CS.6, 7.RL.KID.2 Texts for the 9 WEEKSA Long Walk to Water - novel
Student Projects: Due Date October 8 , 2019#1 - How do individuals survive challenging environments in A Long Walk to Water? What factors made survival possible for Salva in A Long Walk to Water? Write an Expository Essay.
#2 - Two Voice Poem (Module 1, Unit 3, Lesson 4 End-of-Unit 2 Assessment: Literary Analysis--Writing about the Theme of Survival This assessment has two parts and centers on NYSP ELA CCLS RL.7.1, RL.7.2, W.7.2, W.7.4, W.7.9, L.7.6, and in part two, L.7.1, L.7.2, and W.7.8 Students respond to the following prompt: “What factors made survival possible for Salva in A Long Walk to Water? After reading the novel and accounts of the experiences of the people of Southern Sudan during the Second Sudanese Civil War, write an essay that addresses the theme ofsurvival in the novel. Support your discussion with evidence from the text you have read.” Part 1 is students’ best on-demand draft, and centers on NYSP12 ELA CCLS RL.7.1, RL.7.2, W.7.2, W.7.4, W.7.9, and L.7.6. This draft will be assessed before students receive peer or teacher feedback so that their individual understanding of the texts and their writing skills can be observed. Part 2 is students’ final draft, revised after peer and teacherfeedback. Part 2 adds standards. L.7.1, L.7.2, and W.7.8 Rubric, Reference Page, and Title Page Example
Homework Week of September 9th
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Monday - (Lesson 2 and 3) Reread chapter 6 and read chapters 7-8 and add 2 quotes to your Gathering Textual Evidence Graphic Organizer for chapters 7 & 8. These can relate to any factor important to survival on our anchor chart; they do not have to relate to family. Read chapters 9 and 10, then complete Reader's Notes (both parts) for these new chapters.
Tuesday - (Lesson 4) Reread chapters 9 and 10. Add 2 quotes to your Gathering Textual Evidence Graphic Organizer. Read chapters 11-13 and complete the Reader's Notes (both parts) for these new chapters. Wednesday - (Lesson 5) Reread chapters 11-13 and add 2 quotes to your Gathering Textual Evidence Graphic Organizer. Thursday - (Lesson 6 and 7) Reread chapters 14 and 15. Add two quotes to your Gathering Textual Evidence Graphic Organizer. Read chapters 16-18 and complete the Reader's Notes for these chapters. Add two quotes to your Gathering Textual Evidence Graphic Organizer. Friday - Review or catch up on any reading. In Class Assignments:WEEK OF 9/9
Student Journal - Module 1, Unit 2, Lessons 2-7 **Upcoming Writing Task: Expository Essay |