April 9 – 13, 2018

Teacher	Melissa Forney
Subject Area	ELA/Reading
Grade Level	7th
Week #	Quarter 4 Week 3
Unit of Instruction	Reading Lexiled Articles, Reading for Details, Reading a novel, Group Discussion, Reading Aloud to classmates and parents, Reading Silently with Good Comprehension, Work with a partner on designing a deserted island in Top Island

Standard(s) Taught
LAFS.7.RI.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RI.1.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. LAFS.7.RI.1.3 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) LAFS.7.RI.2.4 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.
Learning Targets and Learning Criteria
My students will work in partners to design a deserted island and backstory for the Top Island Competition. My students will discuss issues, listen to their classmates, and give opinions through Small Group and Large Group Discussions. My students will take written quizzes on what they have read so I can assess their understanding. My students will learn to read silently looking for key details and reasons. My students will learn to find evidence in the texts they read. My students will watch a video that enriches the articles we read for homework. My students will read difficult articles that are on a 7th grade Lexile level and discuss. They will ask questions about any words or concepts they do not know. My students will practice reading aloud and comprehend what they have read. My students will learn new words and definitions from the text. They will be tested on these, and I will also define the meanings as we read the novel and come across words they do not know. My students will do a difficult Word Search that contains all of this week’s spelling and vocabulary words. My students will learn how to survive on a deserted island.
Classroom Activities
We will work in partners on Top Island and also to do their Word Search puzzles. We will have large group discussions, Town Hall Meeting, and watch a short video. We will take the practice test for FSA Reading.
Assignments Due
abundant – plenty uninhabited – no one lives there survival – living through harsh experiences optimistic – always looking on the bright side adaptability – able to change as needed instrumental – important coconut – a tropical fruit with many uses wellies – rubber boots island – a piece of land surrounded by water ingenuity – using your wits and creativity circumstance – the situation you are in crucial – extremely important and vital solar still – a device used to create fresh water distill – purify liquid by vaporizing it then cooling probable – most likely will happen modicum – a small amount
Additional Resources
Monday – Town Hall Meeting, Work on Top Island projects with partners. Homework – Read aloud page one of article about survival to your parent. Read slowly with expression. Parents should sign. Read spelling and vocabulary words. Read book report book 20 minutes before bedtime. Tuesday – Work on Top Island projects with partners. Homework – Read page two of survival article aloud to parents. Use expression. Parents should sign. Read spelling and vocabulary words. Read book report book 20 minutes before bedtime. Wednesday – Independent reading, Present Top Island projects. Homework – Do the Word Search with spelling and vocabulary words. Read book report book 20 minutes before bedtime. Book report #6 is due April 27. Thursday – Practice for FSA Reading Homework – Study for spelling and vocabulary test tomorrow. Read book report book 20 minutes before bedtime. Friday – Videos, Spelling and Vocabulary tests, Present Top Island projects.