Disclaimer: Lesson Plans are an ideal pathway for the week. Some things are subject to change due to time restraints or other modifications. Please use them as  a frame of reference, but the most frequently updated site will be Google Classroom. The students will be made aware of homework/other assignments on the board(s) in class.  

Weekly Lesson Plans

4/28-5/9

Date

Standard(s)

Learning Intention (What)

Success Criteria (How)

4/28

RL.7.10 Build background knowledge and activate prior knowledge in order to make text-to-self, text-to-text, and text-to-world connections that deepen understanding of the text.

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings

I am reading the novel Inside Out and Back Again. 

By watching videos, I can understand the historical context in order to read this novel. 

By playing a Blooket, I can pre-test my vocabulary knowledge for this novel. 

4/29

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.2 Analyze literary text development. a. Determine a theme of a text and analyze its development over the course of the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. 

I am reading the novel Inside Out and Back Again. 

By reading part 1 (1975-Choice), I can answer questions to reflect my comprehension. 

4/30

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.2 Analyze literary text development. a. Determine a theme of a text and analyze its development over the course of the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. 

I am reading the novel Inside Out and Back Again. 

By answering my questions, I can discuss part 1 with my peers and in whole class discussion. 

5/1

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.2 Analyze literary text development. a. Determine a theme of a text and analyze its development over the course of the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. 

I am reading the novel Inside Out and Back Again. 

By reading part 2 (Left Behind-Our Cowboy), I can answer questions to reflect my comprehension. 

5/2

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.2 Analyze literary text development. a. Determine a theme of a text and analyze its development over the course of the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. 

I am reading the novel Inside Out and Back Again. 

By answering my questions, I can discuss part 2 with my peers and in whole class discussion. 

5/5

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.2 Analyze literary text development. a. Determine a theme of a text and analyze its development over the course of the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. 

I am reading the novel Inside Out and Back Again. 

By reading part 3 (Alabama-Wishes), I can answer questions to reflect my comprehension. 

5/6

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.2 Analyze literary text development. a. Determine a theme of a text and analyze its development over the course of the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. 

I am reading the novel Inside Out and Back Again. 

By answering my questions, I can discuss part 3 with my peers and in whole class discussion. 

5/7

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.2 Analyze literary text development. a. Determine a theme of a text and analyze its development over the course of the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. 

I am reading the novel Inside Out and Back Again. 

By reading part 4 (Hiding-Confessions), I can answer questions to reflect my comprehension. 

5/8

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.2 Analyze literary text development. a. Determine a theme of a text and analyze its development over the course of the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. 

I am reading the novel Inside Out and Back Again. 

By answering my questions, I can discuss part 4 with my peers and in whole class discussion. 

5/9

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.2 Analyze literary text development. a. Determine a theme of a text and analyze its development over the course of the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. 

I am reading the novel Inside Out and Back Again. 

By reading part 5 (Now!-1976), I can answer questions to reflect my comprehension. 

3/24-3/28

In class test prep: 

-The Pigeon Hero of World War I

-Anne Frank

-Unbroken

-War Dogs

No homework  

2/24-3/7

Date

Standard(s)

Learning Intention (What)

Success Criteria (How)

2/24

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Establish a thesis statement to present information. b. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia to aid comprehension, if needed. c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. d. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. e. Use precise language and domain-specific vocabulary to inform about or explain the topic. f. Establish and maintain a formal style. g. Provide a concluding statement or section that follows from and supports the information or explanation presented.

-Using The Triangle Shirtwaist Factory Fire, the R.B. Grover and Cc. Shoe Factory explosion, and Newsies, students will explore how young Americans helped to change working conditions in America.

-I am writing an Informational Essay. 

-Using my entire Nonfiction book, I can choose a final project and apply what I have learned to my final project. 

-Using SCOPE’s Out of the Flames and Newsies, I will read the articles and elaborate on how young people can work together to make change in the world.

-I will write an informational essay that includes an Introduction paragraph, a thesis statement with 3 reasons, 3 RACECAR body paragraphs, and a conclusion paragraph. 

Day 1: Essay Outline 

-I can complete my final book project by either writing a letter to my author, creating a dictionary, writing a book review, or creating a photo collage. 

2/25

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A-G

-Using The Triangle Shirtwaist Factory Fire, the R.B. Grover and Cc. Shoe Factory explosion, and Newsies, students will explore how young Americans helped to change working conditions in America.

-I am writing an Informational Essay.

-Using my entire Nonfiction book, I can choose a final project and apply what I have learned to my final project. 

-Using SCOPE’s Out of the Flames and Newsies, I will read the articles and elaborate on how young people can work together to make change in the world.

-I will write an informational essay that includes an Introduction paragraph, a thesis statement with 3 reasons, 3 RACECAR body paragraphs, and a conclusion paragraph.

Day 2: Rough Draft

-I can complete my final book project by either writing a letter to my author, creating a dictionary, writing a book review, or creating a photo collage.    

2/26

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A-G

-Using The Triangle Shirtwaist Factory Fire, the R.B. Grover and Cc. Shoe Factory explosion, and Newsies, students will explore how young Americans helped to change working conditions in America.

-I am writing an Informational Essay.

-Using my entire Nonfiction book, I can choose a final project and apply what I have learned to my final project. 

-Using SCOPE’s Out of the Flames and Newsies, I will read the articles and elaborate on how young people can work together to make change in the world.

-I will write an informational essay that includes an Introduction paragraph, a thesis statement with 3 reasons, 3 RACECAR body paragraphs, and a conclusion paragraph.

Day 3: Peer Editing 

-I can complete my final book project by either writing a letter to my author, creating a dictionary, writing a book review, or creating a photo collage. 

2/27

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A-G

-Using The Triangle Shirtwaist Factory Fire, the R.B. Grover and Cc. Shoe Factory explosion, and Newsies, students will explore how young Americans helped to change working conditions in America.

-I am writing an Informational Essay. 

-Using my entire Nonfiction book, I can choose a final project and apply what I have learned to my final project. 

-Using SCOPE’s Out of the Flames and Newsies, I will read the articles and elaborate on how young people can work together to make change in the world.

-I will write an informational essay that includes an Introduction paragraph, a thesis statement with 3 reasons, 3 RACECAR body paragraphs, and a conclusion paragraph. 

Day 4: Peer Edit to Final 

-I can complete my final book project by either writing a letter to my author, creating a dictionary, writing a book review, or creating a photo collage. 

2/28

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A-G

-Using The Triangle Shirtwaist Factory Fire, the R.B. Grover and Cc. Shoe Factory explosion, and Newsies, students will explore how young Americans helped to change working conditions in America.

-I am writing an Informational Essay.

-Using my entire Nonfiction book, I can choose a final project and apply what I have learned to my final project. 

-Using SCOPE’s Out of the Flames and Newsies, I will read the articles and elaborate on how young people can work together to make change in the world.

-I will write an informational essay that includes an Introduction paragraph, a thesis statement with 3 reasons, 3 RACECAR body paragraphs, and a conclusion paragraph. 

Day 5: Final essays revised and proofread

-I can complete my final book project by either writing a letter to my author, creating a dictionary, writing a book review, or creating a photo collage.

3/3

RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. S 

I am watching Newsies to compare a film to the written version of what we read in class. 

I can watch Newsies and follow along to fill out a questionnaire. 

3/4

RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. S 

I am watching Newsies to compare a film to the written version of what we read in class. 

I can watch Newsies and follow along to fill out a questionnaire. 

3/5

RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. S 

I am watching Newsies to compare a film to the written version of what we read in class. 

I can watch Newsies and follow along to fill out a questionnaire. 

3/6

RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. 

SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. S

I am watching Newsies to compare a film to the written version of what we read in class. 

I can watch Newsies and follow along to fill out a questionnaire.

3/7

RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. 

SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. S

I am watching Newsies to compare a film to the written version of what we read in class. 

I am reading the lyrics to “Seize the Day” by Newsies. 

I can watch Newsies and follow along to fill out a questionnaire. 

I can analyze the lyrics to “Seize the Day” to relate them to what we learned about newsies in class. 

2/18-2/21

Date

Standard(s)

Learning Intention (What)

Success Criteria (How)

2/17

No School

President’s Day

2/18

L.7.1-L.7.6

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Establish a thesis statement to present information. b. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia to aid comprehension, if needed. c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. d. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. e. Use precise language and domain-specific vocabulary to inform about or explain the topic. f. Establish and maintain a formal style. g. Provide a concluding statement or section that follows from and supports the information or explanation presented.

-NF book Annotation 4

-Daily Language Review Notes & Week 5 daily practice: I can apply the skills of the 7th grade Language standards in order to improve my writing and vocabulary.

-Using The Triangle Shirtwaist Factory Fire, the R.B. Grover and Cc. Shoe Factory explosion, and Newsies, students will explore how young Americans helped to change working conditions in America.

-I am reviewing how to write an Informational Essay. 

-When I come into class each day, I will complete my DLR in order to improve my 7th grade language skills. 

-I will correct my answers as needed in order to learn and show understanding.

-Using SCOPE’s Out of the Flames and Newsies, I will read the articles and elaborate on how young people can work together to make change in the world.

-I will write an informational essay that includes an Introduction paragraph, a thesis statement with 3 reasons, 3 RACECAR body paragraphs, and a conclusion paragraph.   

2/19

L.7.1-L.7.6

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Establish a thesis statement to present information. b. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia to aid comprehension, if needed. c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. d. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. e. Use precise language and domain-specific vocabulary to inform about or explain the topic. f. Establish and maintain a formal style. g. Provide a concluding statement or section that follows from and supports the information or explanation presented.

-Daily Language Review Notes & Week 5 daily practice: I can apply the skills of the 7th grade Language standards in order to improve my writing and vocabulary.

-Using The Triangle Shirtwaist Factory Fire, the R.B. Grover and Cc. Shoe Factory explosion, and Newsies, students will explore how young Americans helped to change working conditions in America.

-I am reviewing how to write an Informational Essay. 

-When I come into class each day, I will complete my DLR in order to improve my 7th grade language skills. 

-I will correct my answers as needed in order to learn and show understanding.  

-Using SCOPE’s Out of the Flames and Newsies, I will read the articles and elaborate on how young people can work together to make change in the world.

-I will write an informational essay that includes an Introduction paragraph, a thesis statement with 3 reasons, 3 RACECAR body paragraphs, and a conclusion paragraph.

2/20

L.7.1-L.7.6 

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Establish a thesis statement to present information. b. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia to aid comprehension, if needed. c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. d. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. e. Use precise language and domain-specific vocabulary to inform about or explain the topic. f. Establish and maintain a formal style. g. Provide a concluding statement or section that follows from and supports the information or explanation presented.

-Daily Language Review Notes & Week 5 daily practice: I can apply the skills of the 7th grade Language standards in order to improve my writing and vocabulary.

-Using The Triangle Shirtwaist Factory Fire, the R.B. Grover and Cc. Shoe Factory explosion, and Newsies, students will explore how young Americans helped to change working conditions in America.

-I am drafting an informational essay.  

-When I come into class each day, I will complete my DLR in order to improve my 7th grade language skills. 

-I will correct my answers as needed in order to learn and show understanding.

-Using SCOPE’s Out of the Flames and Newsies, I will read the articles and elaborate on how young people can work together to make change in the world.

-I will write an informational essay that includes an Introduction paragraph, a thesis statement with 3 reasons, 3 RACECAR body paragraphs, and a conclusion paragraph.  

2/21

L.7.1-L.7.6

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Establish a thesis statement to present information. b. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia to aid comprehension, if needed. c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. d. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. e. Use precise language and domain-specific vocabulary to inform about or explain the topic. f. Establish and maintain a formal style. g. Provide a concluding statement or section that follows from and supports the information or explanation presented. 

-Daily Language Review Notes & Week 5 daily practice: I can apply the skills of the 7th grade Language standards in order to improve my writing and vocabulary.

-Using The Triangle Shirtwaist Factory Fire, the R.B. Grover and Cc. Shoe Factory explosion, and Newsies, students will explore how young Americans helped to change working conditions in America. 

-I am drafting an informational essay.  

-NF book Annotation 5

-I will correct my answers as needed in order to learn and show understanding.

-Using SCOPE’s Out of the Flames and Newsies, I will read the articles and elaborate on how young people can work together to make change in the world.

-I will write an informational essay that includes an Introduction paragraph, a thesis statement with 3 reasons, 3 RACECAR body paragraphs, and a conclusion paragraph.      

1/13-1/17

Date

Standard(s)

Learning Intention (What)

Success Criteria (How)

1/13

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 

L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies

L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 

-Daily Language Review Notes & Week 1 daily practice: I can apply the skills of the 7th grade Language standards in order to improve my writing and vocabulary.

-Complete IXL January Diagnostic Snapshot 

When I come into class each day, I will complete my DLR in order to improve my 7th grade language skills. 

I will correct my answers as needed in order to learn and show understanding.

The IXL Snapshot will show me where I stand in terms of IXL grade-level skills. 

1/14

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 

L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies

L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 

-Daily Language Review Notes & Week 1 daily practice: I can apply the skills of the 7th grade Language standards in order to improve my writing and vocabulary.

-Complete IXL January Diagnostic Snapshot 

When I come into class each day, I will complete my DLR in order to improve my 7th grade language skills. 

I will correct my answers as needed in order to learn and show understanding. 

The IXL Snapshot will show me where I stand in terms of IXL grade-level skills. 

1/15

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 

L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies

L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 

-Daily Language Review Notes & Week 1 daily practice: I can apply the skills of the 7th grade Language standards in order to improve my writing and vocabulary.

-Using The Triangle Shirtwaist Factory Fire, the R.B. Grover and Cc. Shoe Factory explosion, and Newsies, students will explore how young Americans helped to change working conditions in America. 

When I come into class each day, I will complete my DLR in order to improve my 7th grade language skills. 

I will correct my answers as needed in order to learn and show understanding.

-I will fill out and discuss my anticipation guide to help build background for the content. 

-I will use my nonfiction notes to help answer questions for Common Lit articles.  

1/16

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 

L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies

L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 

-Daily Language Review Notes & Week 1 daily practice: I can apply the skills of the 7th grade Language standards in order to improve my writing and vocabulary.

-Using The Triangle Shirtwaist Factory Fire, the R.B. Grover and Cc. Shoe Factory explosion, and Newsies, students will explore how young Americans helped to change working conditions in America. 

When I come into class each day, I will complete my DLR in order to improve my 7th grade language skills. 

I will correct my answers as needed in order to learn and show understanding.

-I will use my nonfiction notes to help answer questions for Common Lit articles. 

1/17

RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2 Analyze informational text development. a. Determine two or more central ideas in a text and analyze their development over the course of the text. b. Provide an objective summary of the text that includes the central ideas and their development.

RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

-Using The Triangle Shirtwaist Factory Fire, the R.B. Grover and Cc. Shoe Factory explosion, and Newsies, students will explore how young Americans helped to change working conditions in America. 

Using SCOPE’s Out of the Flames and Newsies, I will read the articles and elaborate on how young people can work together to make change in the world. 

11/18-11/22

Date

Standard(s)

Learning Intention (What)

Success Criteria (How)

11/18

RL.7.2 Analyze literary text development. a. Determine a theme of a text and analyze its development over the course of the text. 

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

I am learning the RACECAR method of paragraph writing. 

I am reading A Christmas Carol: Scrooge and Marley by Israel Horovitz.

I can apply RACECAR to my text analysis paragraphs in class and in future essays. 

Active Reading Notes: While actively reading, I can identify the plot events, characters, and settings in each scene/act.

11/19

RL.7.2 Analyze literary text development. a. Determine a theme of a text and analyze its development over the course of the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). 

I am reading A Christmas Carol: Scrooge and Marley by Israel Horovitz.

Active Reading Notes: While actively reading, I can identify the plot events, characters, and settings in each scene/act.

11/20

RL.7.2 Analyze literary text development. a. Determine a theme of a text and analyze its development over the course of the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). 

I am reading A Christmas Carol: Scrooge and Marley by Israel Horovitz.

Active Reading Notes: While actively reading, I can identify the plot events, characters, and settings in each scene/act.

11/21

RL.7.2 Analyze literary text development. a. Determine a theme of a text and analyze its development over the course of the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). 

I am reading A Christmas Carol: Scrooge and Marley by Israel Horovitz.

Active Reading Notes: While actively reading, I can identify the plot events, characters, and settings in each scene/act.

11/22

RL.7.2 Analyze literary text development. a. Determine a theme of a text and analyze its development over the course of the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). 

I am reading A Christmas Carol: Scrooge and Marley by Israel Horovitz.

Active Reading Notes: While actively reading, I can identify the plot events, characters, and settings in each scene/act.

11/11-11/15

Date

Standard(s)

Learning Intention (What)

Success Criteria (How)

11/11

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Build background knowledge and activate prior knowledge in order to make text-to-self, text-to-text, and text-to-world connections that deepen understanding of the text. 

I am learning how to use Greek/Latin Roots to build my vocabulary.

I am building my background knowledge of London in the 19th Century and Charles Dickens before reading A Christmas Carol: Scrooge and Marley.  

I can take my unit 6 assessment and get above 80%. 

I can take guided notes on 19th century London. 

11/12

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Build background knowledge and activate prior knowledge in order to make text-to-self, text-to-text, and text-to-world connections that deepen understanding of the text. 

I am building my background knowledge of London in the 19th Century and Charles Dickens before reading A Christmas Carol: Scrooge and Marley. 

I can read a brief passage, pick out 10 words I am unsure of in context, and define them to better my understanding.

11/13

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Build background knowledge and activate prior knowledge in order to make text-to-self, text-to-text, and text-to-world connections that deepen understanding of the text. 

I am building my background knowledge of London in the 19th Century and Charles Dickens before reading A Christmas Carol: Scrooge and Marley. 

I can complete a WebQuest and a packet on World Kindness Day to relate it back to our study of A Christmas Carol. 

11/14

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Build background knowledge and activate prior knowledge in order to make text-to-self, text-to-text, and text-to-world connections that deepen understanding of the text. 

I am building my background knowledge of London in the 19th Century and Charles Dickens before reading A Christmas Carol: Scrooge and Marley. 

I can define the elements of a drama in my notebook with my interactive notes. 

11/15

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Build background knowledge and activate prior knowledge in order to make text-to-self, text-to-text, and text-to-world connections that deepen understanding of the text. 

I am building my background knowledge of London in the 19th Century and Charles Dickens before reading A Christmas Carol: Scrooge and Marley. 

I can understand how and why Charles Dickens was motivated to write A Christmas Carol by understanding its background and history in my notes. 

11/4-11/8

Date

Standard(s)

Learning Intention (What)

Success Criteria (How)

11/4

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). 

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

I am learning the short story, Three Skeleton Key. 

I am learning how to differentiate between complete sentences, fragments, and run-ons. 

I am learning how to put verbs in their correct tenses.

I am learning Greek/Latin roots in order to build my vocabulary. 

I can use STEAL in order to show evidence for character traits for the three main characters in Three Skeleton Key. 

I can complete my IXLs with a Smart Score of at least 80.

I can complete my Doodle Notes in order to understand the function of my root words. 

11/5

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). 

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. 

I am learning the short story, Three Skeleton Key.

I am learning how to differentiate between complete sentences, fragments, and run-ons. 

I am learning how to put verbs in their correct tenses.

I am learning Greek/Latin roots in order to build my vocabulary.  

I can use STEAL in order to show evidence for character traits for the three main characters in Three Skeleton Key. 

I can study/review for my test on Three Skeleton Key on Thursday. 

I can complete my IXLs with a Smart Score of at least 80.

I can complete my Doodle Notes in order to understand the function of my root words. 

11/6

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). 

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. 

I am learning the short story, Three Skeleton Key.

I am learning how to differentiate between complete sentences, fragments, and run-ons. 

I am learning how to put verbs in their correct tenses.

I am learning Greek/Latin roots in order to build my vocabulary.  

I can complete my IXLs with a Smart Score of at least 80.

I can complete my Choose Two in order to reinforce my vocabulary list definitions. 

I can study/review for my test on Three Skeleton Key on Thursday. 

11/7

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). 

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific language choices

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

I am learning the short story, Three Skeleton Key.

I am learning how to differentiate between complete sentences, fragments, and run-ons. 

I am learning how to put verbs in their correct tenses.

I am learning Greek/Latin roots in order to build my vocabulary.  

I can score at least 80% on my assessment over Three Skeleton Key to include characterization, mood, tone, key vocabulary, story elements, and figurative language. 

I can complete my IXLs with a Smart Score of at least 80.

I can match my root words vocabulary to its definitions. 

11/8

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

I am learning the short story, Three Skeleton Key.

I am learning Greek/Latin roots in order to build my vocabulary.  

I can listen to the radio broadcast of Three Skeleton Key in order to compare and contrast the two mediums of story-telling. 

I can complete my quiz over my Greek/Latin Roots. 

Oct. 28- Nov. 1

Standard(s)

Learning Intention (What)

Success Criteria (How)

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific language choices, such as sensory words or phrases, on meaning and tone

I am reinforcing concepts learned in 5th and 6th grade. 

I am learning the short story, Three Skeleton Key. 

I can read two CommonLit assignments (poem, nonfiction) and answer the guiding/assessment questions. 

I can work with my small group in order to find literary devices within Three Skeleton Key in a Google Slides Scavenger Hunt. 

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific language choices, such as sensory words or phrases, on meaning and tone

I am learning the short story, Three Skeleton Key.

I can work with my small group in order to find literary devices within Three Skeleton Key to include suspense, foreshadowing, and figurative language on handouts. 

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

I am learning the short story, Three Skeleton Key.

I can work with my small group in order to analyze the plot and the setting of Three Skeleton Key on a handout.

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

I am learning how to combine Greek/Latin Roots in order to create a monster. 

I can build a Root Monster by analyzing combining Greek/Latin roots to construct its key features.  

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

I am learning how to combine Greek/Latin Roots in order to create a monster. 

I can build a Root Monster by analyzing combining Greek/Latin roots to construct its key features. 

Standard(s)

Learning Intention (What)

Success Criteria (How)

Monday 10/7

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning the story The Monsters are Due on Maple Street.

I can understand Greek/Latin Roots in order to decode new words in context by completing my doodle notes.  

I can reflect and discuss previous assignments related to the story. 

Tuesday 10/8

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning the story The Monsters are Due on Maple Street.

I can understand Greek/Latin Roots in order to decode new words in context by completing my doodle notes.

I can understand Greek/Latin Roots in order to decode new words in context by completing my vocabulary match.   

I can read and analyze text using evidence to support my points. 

I can plot the story on a plot map.

Wednesday 10/9

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning the story The Monsters are Due on Maple Street.

I can understand Greek/Latin Roots in order to decode new words in context by completing my Choose Two exercise.  

I can read and analyze text using evidence to support my points. 

I can analyze the text for its mood and tone shifts.

Thursday 10/10

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning the story The Monsters are Due on Maple Street.

I can understand Greek/Latin Roots in order to complete my quiz. 

I can read and analyze text using evidence to support my points. 

Friday 10/11

No School

NEOEA Day

Standard(s)

Learning Intention (What)

Success Criteria (How)

Monday 9/30

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I am learning the story The Monsters are Due on Maple Street.

I am learning background information in order to better understand The Monsters are Due on Maple Street.

I can understand Greek/Latin Roots in order to decode new words in context by completing my doodle notes.  

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph.

I can read and analyze text using evidence to support my points.

I can tell the difference between a teleplay and a play made for the stage.

I can read about extraterrestrial life being studied and answer questions based on the text.  

Tuesday 10/1

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I am learning the story The Monsters are Due on Maple Street.

I am learning background information in order to better understand The Monsters are Due on Maple Street.

I can understand Greek/Latin Roots in order to decode new words in context by completing my doodle notes.   

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph.

I can read and analyze text using evidence to support my points. 

I can read an article to better understand the history of Good Humor and how it associates with Youngstown.  

Wednesday 10/2

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I am learning the story The Monsters are Due on Maple Street.

I can understand Greek/Latin Roots in order to decode new words in context by completing my vocabulary match.   

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph.

I can read and analyze text using evidence to support my points.  

Thursday 10/3

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I am learning the story The Monsters are Due on Maple Street.

I can understand Greek/Latin Roots in order to decode new words in context by completing my Choose Two exercise. 

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph.

I can read and analyze text using evidence to support my points.

I can plot the story on a plot map.   

Friday 10/4

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I am learning the story The Monsters are Due on Maple Street.

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph.

I can understand Greek/Latin Roots in order to decode new words in context. 

I can read and analyze text using evidence to support my points. 

I can use ACE to answer comprehension questions about the text. 

I can analyze the types of conflict found within the story.   

Standard(s)

Learning Intention (What)

Success Criteria (How)

Monday 9/16

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I am learning the story The Monsters are Due on Maple Street. 

I can define three words using Greek/Latin roots and draw a picture to represent the word. 

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph.

I can work alongside my classmates to discuss herd mentality social dynamics through a role-playing game. 

Tuesday 9/17

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I am learning the story The Monsters are Due on Maple Street.

I can define three words using Greek/Latin roots and draw a picture to represent the word. 

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph.

I can build my background knowledge before beginning the story through stations and discussion.   

Wednesday 9/18

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I am learning the story The Monsters are Due on Maple Street.

I can understand Greek/Latin Roots in order to decode new words in context. 

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph.

I can build my background knowledge before beginning the story through stations and discussion.  

Thursday 9/19

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I am learning the story The Monsters are Due on Maple Street.

I can understand Greek/Latin Roots in order to decode new words in context. 

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph.

I can read and analyze text using evidence to support my points.  

Friday 9/20

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I am learning the story The Monsters are Due on Maple Street.

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph.

I can apply what I learned of my Greek and Latin roots in a summative assessment (quiz). 

I can read and analyze text using evidence to support my points.   

Standard(s)

Learning Intention (What)

Success Criteria (How)

Monday 9/16

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I am learning to read and analyze a short story to discuss events in the text and apply them outside of the text to real life.   

I can define three words using Greek/Latin roots and draw a picture to represent the word. 

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph.

I can read and analyze Seventh Grade by Gary Soto and First-Day Fly by Jason Reynolds.  

Tuesday 9/17

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I am learning to read and analyze a short story to discuss events in the text and apply them outside of the text to real life.   

I can define three words using Greek/Latin roots and draw a picture to represent the word. 

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph. 

I can compare Seventh Grade by Gary Soto and First-Day Fly by Jason Reynolds in order to discuss how the two protagonists experienced the first day of school. 

Wednesday 9/18

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

RL.7.2 Analyze literary text development. b. Incorporate the development of a theme and other story details into an objective summary of the text.

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I am learning to summarize a story. 

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph.

I can use SWBST in order to formulate an objective summary of “Seventh Grade” in a single paragraph. 

Thursday 9/19

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I am learning direct and indirect characterization. 

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph. 

I can use STEAL in order to analyze a character within a story. 

Friday 9/20

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

I am learning how to analyze words for their Greek and Latin roots to decipher their meaning. 

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph.

I can apply what I learned of my Greek and Latin roots in a summative assessment (quiz).  

Standard(s)

Learning Intention (What)

Success Criteria (How)

Monday 9/9

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I am learning the literary terms necessary to apply to 7th grade content.   

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph.

I can review my literary terms pre-assessment to see what I missed and what I got correct. 

I can take guided notes to review literary concepts.

Tuesday 9/10

I am showing where I am at in terms of ELA content with a benchmark. 

I can take the MAP assessment for ELA. 

Wednesday 9/11

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I can read and analyze a short story to discuss events in the text and apply them outside of the text to real life.   

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph.

I can read and analyze Seventh Grade by Gary Soto and First-Day Fly by Jason Reynolds.   

Thursday 9/12

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I can read and analyze a short story to discuss events in the text and apply them outside of the text to real life.   

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph.

I can read and analyze Seventh Grade by Gary Soto and First-Day Fly by Jason Reynolds. 

Friday 9/13

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I am learning to reflect and write in various time frames (short period) with daily Bell Ringer journals.

I can read and analyze a short story to discuss events in the text and apply them outside of the text to real life.   

I can read a short prompt, gather my thoughts, and write a 6-8 sentence paragraph. 

I can compare Seventh Grade by Gary Soto and First-Day Fly by Jason Reynolds in order to discuss how the two protagonists experienced the first day of school. 

Standard(s)

Learning Intention (What)

Success Criteria (How)

Monday

Labor Day

No School 

Tuesday 

Teacher in-service 

No School 

Wednesday 9/3

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

I am learning 7th grade literary content. 

I am learning how to organize myself and my materials for 7th grade. 

I can fill out a pre-assessment to show my knowledge of 7th grade literary terms. 

I can fill out a survey in Google Classroom regarding my feelings in Language Arts.

I can log in to Common Lit and read the poem “Why I Wake Early” and answer brief 7th grade literary analysis questions.  

Thursday 9/4

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

I am learning how to organize myself and my materials for 7th grade.

I am showing where I am at in terms of 7th grade content for Mrs. Racketa. 

I can organize my ELA notebook and add my first notes of the school year. 

I can complete the IXL Fall benchmark/diagnostic in order to obtain my current ELA levels.

Friday 9/5

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

I am introducing myself to my teacher(s) and my classmates. 

I can finalize my letter to my future self and proofread to make sure I like it. 

I can finish my Croc assignment from last week for Mrs. Racketa to display.

I can turn in my Name Tag for classroom points.  

Standard(s)

Learning Intention (What)

Success Criteria (How)

Monday 8/19

SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners

I am learning the expectations and guidelines of ELA class.

I can follow the outline and have a successful school year!

Tuesday 8/20

SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners

I am introducing myself to my teacher(s) and my classmates.

I can create a name tag that includes my name/nickname, favorite school subject, food, animal, and a show I am currently watching. 

I can follow instructions as given orally and in writing. 

Wednesday 8/21

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 

I am learning how to construct a letter.

I can write a letter to my future self using appropriate letter formatting.

Thursday 8/22

SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners

I am introducing myself to my teacher(s) and my classmates. 

I am learning how to organize myself and my materials for 7th grade. 

I can create a Croc that represents me and describe it. 

I can organize my ELA notebook and add my first notes of the school year.

Friday 8/23

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 

I am introducing myself to my teacher(s) and my classmates.

I can fill out a survey in Google Classroom regarding my feelings in Language Arts.

I can fill out a student questionnaire to introduce myself to my teacher(s).